1. December 3, 2014 S. Lachlin Verrett, PhD Senior Manager – Leadership Development School Leader Appraisal Training

2. OPENING MOVES Agreements Be fully engaged Tame technology Assume goodwill Be open to outcomes Honor confidentiality 2

3. Setting the Context 3

4. SESSION OUTCOMES Participants will: Increase awareness of the HISD School Leader Appraisal Process and associated timelines. Understand the alignment between the HISD School Leadership Framework and research on school leadership. Align the HISD School Leadership Framework to the School Leader Appraisal with a targeted focus on Student Performance, School Performance, and Teacher Effectiveness as outlined by the SIP. Prepare for School Leader goal-setting conferences. 4

5. Aspects of the School Leader Appraisal Process: Who is appraised using the School Leader Appraisal? o School Support Officers appraise Principals o Chief School Officers appraise Lead Principals o Principals appraise Assistant Principals/Deans of Instruction School Leader Appraisal Conferences: Analysis of Performance Indicators o Goal-Setting/Summative Conference o Progress Conference (Optional) o End of Year Conference Goal Setting/Summative Conference: Principal/Assistant Principal/ Dean Conference Form o School leaders reflect on prior year’s performance. o School leaders complete Conference Form (Sections: 1 – 5) in advance of the beginning of the year/goal-setting conference. o School leaders will select 3 of the 21 Leadership Responsibilities. 5

6. Aspects of the School Leader Appraisal Process: Ongoing observations, feedback, and development (two formal observations are required) o Appraisers provide informal/formal feedback throughout the year related to goals for Student Performance, School Performance, and Teacher Effectiveness. o Feedback is evidence-based, i.e. through interactions and engagement with school leaders, teachers, students, and parents. 6

7. Appraisal Timeline DeadlinesActivities December 10, 2014Appraisal Training/Update Deadline for School Leaders December 19, 2014Goal-Setting Conference - Completed January 6, 2015Formal Campus Observations - Start March 13, 2015Progress Conference – (Optional) May 28, 2015Campus Observations – Completed June 30, 2015End-of-Year Conferences – Completed 7

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9. HISD SCHOOL LEADERSHIP FRAMEWORK Purposeful Community School-Level Leadership Focus of Leadership Managing Change Purposeful Community, Focus of Leadership, and Managing Change

10. Performance Ratings Not Demonstrated DevelopingEffectiveAccomplishedDistinguished School leader did not demonstrate the competence on or failed to demonstrate adequate growth toward achieving standard(s) of performance. School leader demonstrated adequate growth toward achieving standard(s) during the period of performance, but did not demonstrate competence on standard(s) of performance. School leader demonstrated basic competence on standard(s) of performance. School leader exceeded basic competence on standard(s) of performance most of the time. School leader consistently and significantly exceeded basic competence on standard(s) of performance. 10

11. Purposeful Community School-Level Leadership Focus of Leadership Managing Change Leadership Responsibilities Associated with Purposeful Community A Purposeful Community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed upon processes. Affirmation: Recognizes and celebrates school accomplishment and acknowledges failures. Not Demonstrated (Comment Required) DevelopingEffectiveAccomplished Distinguished (Comment Required) Principal Leadership Responsibilities Associated with Managing Change Managing Change involves understanding the implications of change efforts for stakeholders and adjusting leadership behaviors accordingly Change Agent: Is willing to and actively challenge the status quo Not Demonstrated (Comment Required) DevelopingEffectiveAccomplished Distinguished (Comment Required). Principal Leadership Responsibilities Associated with Focus of Leadership Focus of Leadership involves accurately and pro-actively targeting appropriate areas for school improvement efforts Contingent Rewards: Recognizes and rewards individual accomplishments. Not Demonstrated (Comment Required) DevelopingEffectiveAccomplished Distinguished (Comment Required). Performance ratings are aligned to the HISD School Leadership Framework 11

12. Leadership Responsibilities Associated with Purposeful Community A Purposeful Community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed upon processes. Affirmation: Recognizes and celebrates school accomplishment and acknowledges failures. Not Demonstrated (Comment Required) DevelopingEffectiveAccomplishedDistinguished (Comment Required) Privately or individually acknowledges successes and failures of: □ Parents □ Students □ Teachers. □ Staff. □ The school as a whole. □ Communicates the nature of failures and the need to take action to address them.... and □ Clarifies how actions contributed to success or failure of school initiatives.... and □ Creates demand for improvement through recognition of successes and failures.... and Publicly promotes a belief that □ Failure as temporary. □ Success is permanent □ Inspires teachers and staff to believe in their ability to impact student achievement by recognizing accomplishments and acknowledging failures.. Performance ratings on the HISD School Leadership Framework Rubric 12

13. Leadership Responsibilities Associated with Purposeful Community A Purposeful Community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed upon processes. Affirmation: Recognizes and celebrates school accomplishment and acknowledges failures. Not Demonstrated (Comment Required) DevelopingEffectiveAccomplishedDistinguished (Comment Required) Privately or individually acknowledges successes and failures of: √ Students. √ Teachers. √ Staff. √ The school as a whole.... and Publicly and fairly recognizes the successes and failures of: √ Students. √ Teachers. √ Staff. □ The school as a whole.... and Has a plan for systematically and fairly recognizing successes and failures of: √ Students. √ Teachers. √ Staff. □ The school as a whole.... and Publicly interprets and communicates: □ Failure as temporary and specific. □ Success as permanent and pervasive. √ Communicates the nature of failures and the need to take action to address them. √ Communicates to teachers and staff actions taken and how they contributed to success or failure of school initiatives. □ Utilizes the recognition of failure as an opportunity to improve. □ Uses successes and failures to increase the belief of teachers and staff in their ability to impact student achievement. Performance ratings on the HISD School Leadership Framework Rubric 13

14. Determining the Summative Appraisal Rating School Leadership Effectiveness 3 of the 21 Leadership Responsibilities from the HISD School Leadership Framework School Leader Appraisal Scorecard Includes student and school performance, and teacher effectiveness strategies Summative Appraisal Rating and 14

15. The Appraisal Process Goal-Setting & Summative Conference School leaders reflect on prior year’s performance, their current performance-to-date, and identify goals for the current school year. School leaders complete Sections 1-5 of the School Leader – Principal Conference Form in advance of the conference. Principal and School Support Officer meet to discuss the School Leader’s performance data for the prior year and set goals for the current year. School Support Offices complete the School Leader – Principal Conference Form. Principals will follow the same process with their Assistant Principals and Deans. Progress Conference (Optional) Principal and School Support Officer meet to discuss progress towards achieving goals and complete comments on the School Leader – Principal Conference Form. Mid-year adjustments and possibly more prescriptive professional development can be determined at this time. End of Year Conference Principal and School Support Officer meet to discuss the appraiser’s summary evaluation of a school leader. School Support Officers complete the School Leader-Principal Conference Form. Performance goals and development opportunities for next year can be discussed and/or established at this time. 15

16. Beginning of Year Conference Pre-Work: Appraiser Review school leader’s student performance, school performance, and teacher effectiveness data from previous year Sample Conference Agenda I.Introduce purpose of the session (5 min) II.Review previous year’s performance; highlight strengths and areas for improvement (10 min) III.Review the 21 Leadership Responsibilities and collaboratively discuss student achievement goals and determine the focus of your development (15min) IV.Review School Leader Conference form (15 min) V.Identify and calibrate the types of evidence to review for the upcoming year (5 min) VI.Address questions and concerns (5 min) Pre-Work: School Leader Reflect on prior practice and performance Complete the School Leader Conference Form Select leadership responsibilities that you would like to develop this year to include in your School Leader Conference form After the Conference School leaders finalize School Leader Conference form. Pre-Work: Appraiser Rev 16

17. Progress Conference (Optional) Pre-Work: Appraiser Review documentation of supporting evidence demonstrating the leadership responsibilities Document Progress Towards Achieving Goals Sample Conference Agenda I.Introduce purpose of the session (5 min) II.Review the leadership responsibilities that have been emphasized to date (25 min) III.Discuss progress toward goal attainment (25 min) Review evidence of performance related directly to the goals. Identify potential support and/or development that may be needed to accomplish the goals. Make adjustments to action plans/key strategies. IV.Address questions and concerns (5 min) After the Conference Appraisers finalize documentation of Progress Towards Achieving Goals Pre-Work: School Leader Review documentation of supporting evidence demonstrating the leadership responsibilities 17

18. End Of Year Conference Pre-Work: Appraiser Review school leader’s performance Review documentation of evidence to support final ratings Complete final ratings using the scorecard and leadership responsibilities on the School Leader Conference form Sample Conference Agenda I.Introduction (5 min) II.Engage school leader in a reflective conversation on his/her performance (10 min) III.Review goals and evidence. Allow school leader to present additional evidence, if needed. (15 min) I.Discuss final ratings and comprehensive feedback (15 min) II.Identify performance goals for the following year (10 min) III.Address questions and concerns (5 min) Pre-Work: School Leader Reflect on performance this past year Self-reflect on leadership performance Select 3 leadership responsibilities that you would like to develop next year during appraisal cycle After the Conference School leaders finalize School Leader Conference form 18

19. An appraiser shall create a Prescriptive Plan for Assistance (PPA) for any school leader whose job performance becomes a concern or whose feedback and ratings at any time during the appraisal process indicate a need for improvement. (Source: Board Policy - DN (LOCAL)) Identifying Opportunities for Growth or Development for Improvement 19

20. The Appeals Process Employees may present complaints regarding the evaluation and appraisal process in accordance with the District’s Dispute Resolution Process. [See DGBA(LOCAL)] When an employee feels that any one of these procedures has been misapplied to him or her, a dispute may be filed in accordance with the Dispute Resolution Process, at DGBA(LOCAL). Source: Board Policy - DN (LOCAL) 20

21. Summary of Responsibilities As an Appraiser Know and understand the HISD School Leadership Framework responsibilities. Manage the school leader appraisal process and ensure that all steps are conducted accordingly. Identify the school leader’s strengths and areas for improvement and make recommendations for improving student performance. Provide summary appraisal ratings that accurately reflect a school leader’s performance and assisting in development. As a School Leader Know and understand the HISD School Leadership Framework responsibilities. Prepare for and fully participate in each step of the school leader appraisal process. Identify data and other evidence to demonstrate performance in relation to the leadership responsibilities and progress in attaining student performance goals. Develop and implement strategies to improve individual performance and attain goals in areas individually or collaboratively identified. 21

22. Purposeful Community HISD School Leadership Framework School-Level Leadership Focus of Leadership Managing Change 22

23. Research Findings 23

24. The average correlation (r) between principal leadership behavior and school achievement is 0.25 Finding #1: School Level Leadership Matters 24

25. This means: A one standard deviation increase in teacher perceptions of principal leadership is associated with a 10 percentile-point gain in school achievement. 25

26. In other words: Leadership Matters 26

27. 21 leadership responsibilities 66 leadership practices All correlated to student achievement Each correlation is statistically significant Finding #2: 27

28. 21 Leadership Responsibilities AffirmationInvolvement with CIA Change agentKnowledge of CIA CommunicationMonitor/evaluate Contingent rewardsOptimize CultureOrder Learning EnvironmentOutreach FlexibilityRelationships FocusResources Ideals/beliefsSituational awareness InputVisibility Intellectual stimulation 28

29. Teachers’ Perceptions of Principal Leadership (Percentile) Range of Correlations in Studies in Meta-Analysis Student Achievement (Percentile) 84 th.5069 th 84 th.2560 th 84 th -.0249 th Finding #3: The Differential Impact 29

30. Differential Impact: McREL’s Research Focus of leadership Magnitude of the change 30

31. First-Order change Second-Order change Finding #4: Two major factors 31

32. First Order or Second Order? Do stakeholders perceive the change as... First-Order Implications Second-Order Implications an extension of the past?a break with the past? consistent with prevailing organizational norms? inconsistent with prevailing organizational norms? congruent with personal values? incongruent with personal values? easily learned using existing knowledge and skills? requiring new knowledge and skills? 32

33. Finding #5: Responsibilities that are positively correlated with change perceived as first order 1.Monitor/evaluate 2.Culture 3.Ideals and beliefs 4.Knowledge of CIA 5.Involvement in CIA 6.Focus 7.Order 8.Affirmation 9.Intellectual stimulation 10.Communication 11.Input 12.Relationships 13.Optimize 14.Flexibility 15.Resources 16.Contingent rewards 17.Situational awareness 18.Outreach 19.Visibility 20.Discipline 21.Change agent (rank ordered) (Marzano, Waters, & McNulty, 2005) 33

34. 1.Knowledge of curriculum, instruction, and assessment 2.Optimize 3.Intellectual stimulation 4.Change agent 5.Monitor/evaluate 6.Flexibility 7.Ideals/beliefs (Marzano, Waters, & McNulty, 2005) (rank ordered) Finding #6: Responsibilities positively correlated with change perceived as second order 34

35. (rank ordered) 1.Culture 2.Communication 3.Order 4.Input (Marzano, Waters, & McNulty, 2005) Finding #6: Responsibilities negatively correlated with change perceived as second order 35

36. Purposeful Community HISD School Leadership Framework School-Level Leadership Focus of Leadership Managing Change 36

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38. It is not the strongest of the species that survives, nor the most intelligent that survives. It is the most adaptive to change. Charles Darwin The willingness to adapt… 38

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40. McREL’s View of Change The magnitude of change is defined by the implications it has for the people expected to implement it and/or those who will be impacted by it. The same change can be perceived differently by different stakeholders. 40

41. Emphasizing Leadership Responsibilities for Managing Change ____________ ____________ ____________ 41

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43. LEADERSHIP ACTIONS OR BEHAVIORS 1.At your table, discuss School Performance Goals (i.e. Campus Accountability Rating, Safety, or Perception) that you are engaged in Managing Change at your campus. 2.Using the associated practices for Managing Change in your handout, write specific actions or behaviors that you take to support the practice in the responsibility. 3.What types of supporting evidence can you provide to support the leadership actions or behaviors you listed? 4.Take 5 minutes to complete, and be prepared to share out. 43

44. SELF-REFLECTION ACTIVITY Using the HISD School Leadership Framework Rubric, rate yourself on the leadership responsibilities for Managing Change. Rate yourself as Developing, Effective, Accomplished, or Distinguished by placing a check mark in the blank. As a guide to determine how you might rate yourself, refer to the leader actions/behaviors and evidence/artifacts your group listed. This may help you to self-assess your performance in this specific area. 44

45. Purposeful Community HISD School Leadership Framework School-Level Leadership Focus of Leadership Managing Change 45

46. Purposeful Community 46

47. What is a purposeful community? A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish purposes and produce outcomes that matter to all community members through agreed-upon processes. (McREL, 2004)

48. Characteristics of a Purposeful Community Accomplish purpose and produce outcomes that matter to all Development and use of all available assets Agreed-upon processes Collective efficacy Collective efficacy is the characteristic that distinguishes purposeful community from other theories about communities.

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50. Emphasizing Leadership Responsibilities for Purposeful Community ___________ ___________ ___________ 50

51. LEADERSHIP ACTIONS OR BEHAVIORS 1.At your table, discuss a Teacher Effectiveness Strategy (i.e. Retention of HET or Exit of IT) that you are engaged in building a Purposeful Community around at your campus. 2.Using the associated practices for Purposeful Community in your handout, write specific actions or behaviors that you take to support the practice in the responsibility. 3.What types of evidence can you provide to support the leadership actions or behaviors you listed? 4.Take 5 minutes to complete, and be prepared to share out. 51

52. SELF-REFLECTION ACTIVITY Using the HISD School Leadership Framework Rubric, rate yourself on the leadership responsibilities for Purposeful Community. Rate yourself as Developing, Effective, Accomplished, or Distinguished by placing a check mark in the blank. As a guide to determine how you should rate yourself, refer to the leader actions/behaviors and evidence/artifacts you listed. This may help you to self-assess your performance in this specific area. 52

53. Purposeful Community HISD School Leadership Framework School-Level Leadership Focus of Leadership Managing Change 53

54. Literacy blocks Direct Instruction Differentiated instruction Culturally responsive teaching Walkthroughs Parent involvement P.T.A. meetings Accountability committee Bus schedules Lyme disease prevention Curriculum mapping Afterschool Data committees Gifted & Talented Halloween Party Fall Festival Special education IEPs RtI DDDM PLCs Reading First Phonics Whole Language Phonics Balanced Literacy Pep assembly Spelling Bee Morning announcements School Improvement Plans FTEs Bilingual Ed Dual Immersion ESL TGIF! Staff development Performance reviews Math New Math New, New Math Success for All Open Court Everyday Math Saxon Math Constructivist Teaching Induction Mentoring Coaching State tests District tests Value added Growth models Formative assessment Career prep College for all Student learning Character education NCLB AP Multi-age classrooms Ability grouping De-tracking Sex ed Technology Integration Positive Behavior Support Lunch programs Multicultural education Courageous conversations Interactive whiteboards Portfolio Assessment Block scheduling Safe & drug-free schools Abstinence only 54

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56. Emphasizing Leadership Responsibilities for Focus of Leadership _________________ _________________ _________________ 56

57. LEADERSHIP ACTIONS OR BEHAVIORS 1.At your table, discuss Student Performance (i.e. LB3, Math, or EOC) which you are engaged your Focus of Leadership at your campus. 2.Using the associated practices for Focus of Leadership in your handout, write specific actions or behaviors that you take to support the practice in the responsibility. 3.What types of evidence can you provide to support the leadership actions or behaviors you listed? 4.Take 5 minutes to complete, and be prepared to share out. 57

58. SELF-REFLECTION ACTIVITY Using the HISD School Leadership Framework Rubric, rate yourself on the leadership responsibilities for Focus of Leadership. Rate yourself as Developing, Effective, Accomplished, or Distinguished by placing a check mark in the blank. As a guide to determine how you should rate yourself, refer to the leader actions/behaviors and evidence/artifacts you listed. This may help you to self-assess your performance in this specific area. 58

59. Q & A EVALUATION 59

60. THANK YOU! December 3, 2014 S. Lachlin Verrett, PhD Senior Manager – Leadership Development