Day 4 Principal Evaluation Training March 12, 2012 Albany, NY

Day 4 Principal Evaluation Training March 12, 2012 Albany, NY
Day Long Session Day 4 Principal Evaluation Training March 12, 2012 Albany, NY

Who is in the room? Welcome Brief introductions 10:00 to 10:15
Welcome the group Introduce yourself- include the work you have done that is related to the work they are doing. Have participants introduce themselves. Just name/title/district/Role (Turnkey or principal evaluator) Chart the different roles they play: the different titles in the room, the number of participants that fall under each title. I addition tally how may participants are principal evaluators and how many participants are expected to turnkey the information. Keep tally of the number of people for each title/role Keep this part of the session to under 15 minutes

Goals for the Day By the end of the day, participants will be able to:
Align ISLLC Standard #1 to the State Statute and analyze the implications of the different use of language in the three documents (ISLLC, Statute, and selected Rubric) in describing the standard. Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact. Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of feedback. 10:15 – 10:20 5 minutes for this slide The NYSED Reform Agenda initiatives are aligned to the statute, to the ISSLC standards and to the principal evaluation rubrics selected by the district. The first of three initiatives is the Common Core Shifts, which I know you have all started to implement in at least one unit per semester. Next year, the common core shifts need to be fully-implemented in everything you do. The second initiative is Data Driven Instruction. In order to develop a Data Driven Culture, you have to have certain things in place, which we discussed on the third day of the training on February 10th. All of the principal evaluation rubrics are aligned to developing a data driven culture, as you saw in this morning’s “setting up the day” session. The third initiative is the Teacher/Leadership Effectiveness which is part of today’s focus. We must reiterate and remember again and again that this work is all about developing goals that will impact changes in school practice that will therefore lead to: Improved Teacher Effectiveness Improved Student Achievement Improved Learning Environments Improved School Leadership By the end of this session, you will be able to: Read the bullets

Practice Leads to Results
What are high impact goals that provide guidance to principals and change school practice? 40 points 60 points As you know, practice leads to results. The practices should be selected and focused because you believe that they will make the biggest impact on improving student outcomes. Remember, the Statute promotes practices such as setting ambitious and measurable goals that the principal’s leadership and management actions based on a principal practice; which lead us back to ISLLC and your principal evaluation rubric, which all share one thing in common: the importance of setting good goals in order to improve student outcomes. That brings us back to our focus for the day which are the four questions: What school practices must change in order to improve: Teacher effectiveness Academic results Learning Environment Leadership at the school The question is now: (hit the space bar- animate the slide) What are high impact goals that provide guidance to principals and change school practice? 5 minutes

ISLLC Standard #1 An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Functions: A. Collaboratively develop and implement a shared vision and mission B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning C. Create and implement plans to achieve goals D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans Read the slide Today’s work will focus on ISLLC Standard 1. We will focus on aligning the language from ISLLC standard #1 to the State Statute and your Rubric. In addition, we will review the artifacts in the Case Study to determine what part of the standard, the statute, and the rubric the evidence satisfies. Ask the participants to ‘call out’ what would the evidence look like at a school for each one of the ISLLC functions. Allow a few minutes for discussion. You will have time to work with the selected principal evaluation rubric and familiarize yourself with the criteria to determine if the evidence in the artifact is useful and objective. * Educational Leadership Policy Standards- from the Council of Chief State School Officers

Goal Setting When setting goals: What should the principal consider?
How does the principal know that the goal is objective? Remember that we are asking the principals to set goals for the school. These goals should be about personal growth/overarching goals that will answer the four questions we are focusing on for the day: this work is all about developing goals that will impact changes in school practice that will therefore lead to: Improved Teacher Effectiveness Improved Student Achievement Improved Learning Environments Improved School Leadership Ask the participants to share their thoughts Point out that in order to measure a goal, they must have evidence. So there are two things to define. Goals and Evidence. Ask the participants to briefly ‘call out’ responses to the two questions Move to the next slide

SMART Goals Specific Measurable Attainable Realistic Timely
I imagine that everyone is familiar with the term “SMART Goals” Ask if anyone knows the extension of SMART Take a few responses then hit the space bar to animate the slide. SMART GOALs are defined as: Specific Measurable Attainable Realistic Timely

SMART Goals More Specific: A specific goal has a much greater chance of accomplishment than a general goal. To set a specific goal, you must answer the six “W” questions: *Who: Who is involved? *What: What do I want to accomplish? *Where: Identify a location. *When: Establish a time frame. *Which: Identify requirements and constraints. *Why: Specific reasons, purpose or benefits of accomplishing the goal. Mention that in The Top Achievement website, they clarify/explain SMART goals by asking these questions to determine guide the development of goals: Read the bullets

What is Objective Evidence?
Teaching Learning Solutions defines ‘Objective Evidence’ as: Evidence that is quantifiable when appropriate, includes specific numbers and or references. The evidence is completely free of bias, opinions, summary statements and judgments. When talking about goals, you usually have some evaluative tool with criteria to measure the progress of the goal. You would usually use artifacts that would become the evidence base for determining the outcome of the evaluation. With that in mind, let’s define the “good or objective evidence” Ask the participants to provide their take on what is objective evidence. Allow participants to ‘call out’ responses. Take a few minutes to do that…. Hit space bar to animate the slide….. Read slide and say that many of you may have seen this before during the summer trainings. Move to the next slide

TLS Observer Evidence Rubric
Show the slide and emphasize: Give the source of this document which is TLS. TLS uses this tool to Calibrate the observer’s skill and accuracy. We will use this rubric to ensure that we are using a common language as we do the work of reviewing evidence from the case study. Move to the next slide

Activity 1: What does “good or objective” evidence look like at the school level?
Identify the context/place/event where evidence can be collected Identify the Evidence Provide an example of that evidence Chart your findings Start by explaining that there is evidence that can be collected at the school by visiting and doing first-hand observation. There is evidence that is collected online such as the School Report Card and other electronic sources and documentation you would receive from other district team members. Ask participants who in the district helps the principal evaluator collect evidence? In small groups, brainstorm places, context and events where you may find data that may be used as evidence to inform the principal evaluation. Using School Goal #2, and using the selected rubric, ask participants to respond to the following: Identify the context/place/event where evidence can be collected What is an example of that evidence? Provide an example of the evidence And how is it aligned to the Statute, ISLLC Standard #1, and the rubric? Participants should work one piece of evidence all the way through from left to right; record their responses on chart paper and be ready to display and share their findings. Chart your findings and be prepared to share.

Case Study- School Goal # 2
80% of the Teachers will attend at least 4 Data Analysis meetings by the end of the school year and will learn now to effectively participate in data analysis meetings and use the results of the analysis to improve the practice.” Read the school goal #2 to the group ad allow a few minutes for reactions.

Identify “good or objective” Evidence from the Case Study
Identify the context/place/event where evidence can be collected What is the evidence? Provide an example of that evidence How does the evidence satisfy the statute/ISLLC Standard #1 and the Rubric? Provide the group 10 minutes to discuss and develop their chart Have the teams display their charts around the room Summarize the activity by pointing out that the key point of this activity is to identify places, context and events where principal evaluators may gather evidence to support the principal evaluation process. Point out that the purpose of this activity is to identify the many places one can collect evidence and the fact that evidence can appear in many different formats…..through conversation, data, observation, etc. Ask participants how they would turnkey this activity to their constituents and what additional information they may need in order to turnkey this activity successfully? Next slide

Turnkey check list What are the key takeaways from this activity?
the purpose of this activity is to identify the many places one can collect evidence and to recognize that evidence can appear in many different formats…..through conversation, data, observation, etc. Which goal (s) does this activity address? Align ISLLC Standard #1 to the State Statute and analyze the implications for the different uses of language in the three documents (ISLLC, Statute and their selected Rubric) in describing the standard. Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact. In your role, what additional materials or information would you need to turnkey this activity? After each activity review the questions on this slide: Ask participants to share their response to the third question.

Activity 2: The Case Study Benjamin Franklyn Middle School
The Benjamin Franklyn Middle School Case Study Take 15 minutes to skim through the case study The purpose of this quick review is to get a sense of what the case is about, what artifacts may be used as evidence, and which standards the artifacts address Briefly describe the BFMS case study Ask participants to take 15 minute to skim through the case study. Emphasize that they will get additional time to review the artifacts, but this is more of an overview of the documents. Point out that the purpose of this activity is to do a pre-reading that allows for the participant to start to get familiar with the case study. Ask participants how they would turnkey this activity to their constituents and what additional information you may need in order to turnkey this activity successfully?

Case Study Orientation
Case Study Review What assumptions/predictions did you make in the case study? What questions do you have about the case study? Review the case study with the participants: Now that you have skimmed through the case study and have a sense of the school, the principal and the artifacts presented, what assumptions/predictions they made about the case study and what questions do they have about the case study? Have the co-facilitator chart the responses There may be questions that are asked and place on a “Parking Lot” to be answered later during the day. Point out that the purpose of this activity is to assess the participants understanding of the case study and to surface questions and assumptions they made about the case study. Ask participants how they would turnkey this activity to their constituents and what additional information you may need in order to turnkey this activity successfully? Move on to the next slide

The purpose of part 1 of activity #2 is to do a pre-reading that allows for the participant to begin to familiarize him/herself with the case study The purpose of part 2 of activity #2 is to assess the participants’ understanding of the case study and to surface questions and assumptions about the case study. Which goal does this activity address? Align ISLLC Standard #1 to the State Statute and analyze the implications of the different use of language in the three documents (ISLLC, Statute and your selected Rubric) in describing the standard. Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact. Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of your feedback. In your role, what additional materials or information would you need to turnkey this activity? After each activity review the questions on this slide: Make sure to take time for participants to respond to question 3.

Case Study Review Three goals in the case study that were collaboratively set by the superintendent and the principal: Goal #1- Teachers will effectively implement one Common Core Shift in ELA and one in Math: ELA/Literature- 5 of the 6 ELA teachers will effectively implement Shift #4- ‘Text Based Answers’ in at least one unit each semester Math- 8 of 8 math teachers will effectively implement Shift #1- ‘Focus’ in at least one unit each semester Goal # 2- 80% of the Teachers will attend at least 4 Data Analysis meetings by the end of the school year and will learn how to effectively participate in data analysis meetings and use the results of the analysis to improve their practice Goal # 3- The school community will be one where teachers and students feel safe to take intellectual risks and being “wrong” is part of development Now we are going to take a deeper look at the case study. We want you to identify evidence that can be used to support the three goals established by the superintendent and the principal. Ask participants to react to the goals for BFMS and discuss the goals in relation to being SMART Goals Allow for discussion Move on to the next slide

ELA Shift 4- Text-Based Answers
Shift 4 Text-Based Answers- Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text. As a reminder, this is how ELA Shift 4 is defined on line…. Remind them that in the January meeting, there was a slide that addressed what “Students Do” and what “Teachers Do” Read the slide

Math Shift # 1- Focus Shift 1- Focus: Teachers use the power of the eraser and significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades. Similarly, this is how Math shift #1 is defined on line.. Read the slide

Activity 3: Deeper Look at the Case Study- Collecting Evidence
Dive deeper into the case study by carefully reviewing the artifacts and identifying the evidence in the artifacts that satisfies one of the principal evaluator rubrics, and addresses one of the three goals. Use the worksheet provided for the principal evaluation rubric you selected to record the evidence. Chart your findings and prepare to share Read the slide… Participants may one to focus on one of the three school goals as they do the deeper dive. Ensure that not all groups choose the same goal, so that all three goals are covered during the activity. Move on to the next slide

The purpose of activity #3 is to do a more in-depth reading of the case study and the artifacts presented in the appendices, and provide an opportunity to use the rubric selected by the district. Which goal does this activity address? Align ISLLC Standard #1 to the State Statute and analyze the implications of the different use of language in the three documents (ISLLC, Statute and their selected Rubric)in describing the standard. Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact. Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback. In your role, what additional materials or information would you need to turnkey this activity? NOT NECESSARY TO COMPLETE THIS CHECK LIST at this point.

Activity 4: Case Study Evidence Collection
Goal # 1 Rubric: Marzano Indicator ISLLC Standard #1 ABCDE Objective evidence (which appendix) How is this aligned to the language of the principal evaluation rubric Marzano Domain 2.1: School Admin provides a clear vision as to how instruction should be addressed (School Goal 1: CC Shift) 1 A & B 1. Staff Meeting Agenda & Minutes (9/19; App P, p.47) record that Pat explains the 3 school goals, resources for CC shifts, responsibilities of teachers for shifts. 2. Staff Meeting Agenda & Minutes (10/24, App P, p.49) list CC shifts on agenda, principal explains shifts and shows 12-minute video on ‘Text based Answers.’ Math & ELA Scopes (pp ) list SLOs per grading period. Marzano Domain 2.1, Indicator 1: A written document articulating the school-wide model of instruction is in place Marzano Domain 2.1, Indicator 2: PD opportunities are provided for new teachers regarding the school-wide model of instruction. During this activity, participants will select one of the three school goals and look for evidence in the case study that would satisfy the criteria for that specific goal. Review template with the participants and walk them through the two examples. Go to next example on the following slide

Activity 4: Case Study Evidence Collection
Goal # 3 Rubric: Marzano Indicator ISLLC Standard #1 ABCDE Objective evidence (which appendix) How is this aligned to the language of the principal evaluation rubric Marzano 4.4: School Admin ensures teachers/staff have formal ways to provide input 4.5: School Admin ensures that stucents and parents have formal ways to provide input (School Goal 3:Safety to take intellectual risks and being “wrong is part of development) 1B 1.Research based surveys (Tripod) have been administered in 2010 & 2011 to teachers and students (App M, pp 32-36) 2. Research based surveys collect data about student attitudes regarding teachers’ “care” and “correcting mistakes” (App M, pp 34-35) Marzano Domain 4.4, Indicator 1: Data collection systems are in place to collect opinion data from teachers and staff regarding the optimal functioning of the school. Marzano Domain 4.5, Indicator 1: Data collection systems are in place to collect opinion data from students and parents regarding the optimal functioning of the school Tell participants that we recommend that you use this template for the activity. Read the instructions below and then ask the participants to sit with rubric-like groups for this excersice. They should use chart paper to record the evidence you reviewed from the case study and: Identify the school goal the group is reviewing Identify the rubric indicator it satisfies the place where it is aligned to ISLLC Standard #1/Identify which appendix you found the objective evidence Identify how the evidence is aligned to the language of the principal evaluation rubric Participants will complete the activity in pairs or in small groups and record their findings as a table group. They may have more than one example. Encourage the participants to check with each other and not duplicate the same artifact. Participants should complete at least one piece of evidence across the entire chart. (some may get to complete more than one) Participants display their chart on the walls next to other charts that used the same rubric. Gallery Walk: Have groups post their charts around the room and provide time for the participants to walk around room and vote with the color stickers on the table. They should vote “yes”, “maybe” or “no” as to the objectivity of the evidence. Allow for participants to articulate why they agree or disagree with a particular piece of evidence, or how the evidence is being analyzed. Allow time for discussion before moving on to the next activity. Point out that the purpose of this activity is to share ideas about the evidence of the case study and to calibrate the participants’ understanding of the evidence presented. It also allows for participants to get a better understanding of the rubric they selected and how the rubric’s criteria is aligned to ISLLC standard #1. Ask participants how they would turnkey this activity to their constituents and what additional information you may need in order to turnkey this activity successfully? Go to next slide

The purpose of activity 4 is to provide the participant with an opportunity to review different artifacts collected at a school, determine the use and objectivity of that evidence, and align it to the ISLLC Standard and Rubrics. Which goal does this activity address? Align ISLLC Standard #1 to the State Statute and analyze the implications of the different use of language in the three documents (ISLLC, Statute and their selected Rubric) in describing the standard. Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact. Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback. In your role, what additional materials or information would you need to turnkey this activity? After each activity review the questions on this slide: Make sure to take time for participants to respond to question 3.

Activity 5: Role Play Observe the role play between the principal and the teacher Take notes When listening to the role play, keep in mind- What kind of evidence do you expect to see during the role play? Which Function of ISLLC Standard one do you expect would be addressed in the discussion? Read slide Provide context- that this is just one part of the evidence in the case study. They will observe a conversation between a principal and a teacher. Ask participants to look over the selected principal evaluation rubric and determine what indicators they would expect to see in the role play. Allow for a few participants to call out responses. Mention that in the Reeves rubric, we may expect to find evidence of: 3.0 Leaders in education make student learning their top priority. They direct energy and resources toward data analysis for instructional improvement, development and implementation of quality standards-based curricula ad evaluate, monitor and provide feedback to the staff on instructional delivery. 5.0- Communication-> 5.2- Two way communication with faculty and staff (active listening) 6.0 Faculty Development-> 6.3 Formal and informal feedback Participants should be given a few minutes to review the selected principal evaluation rubric and get familiar with the indicators that ay apply to the goal they selected for this activity. Two participants will role play a conversation between the principal and a teacher. Set up the scenario for the role play: The role play is a conversation between a principal and a teacher, where the principal will provide the teacher feedback about a lesson she has delivered. Scenario: The principal observes Ms. Liu’s math class earlier in the day during the superintendent’s visit. The principal then runs into Ms. Liu in the hallway and asks the principal “How did it go? The superintendent made me nervous.” Ms. Liu is a 6th grade math teacher. This is what the principal observed: The class was working on fractions, percents and decimals. The kids opened their notebooks and worked on the ‘Do Now’, which were 5 problems that required students to find the common factors. The students were seated in rows and given about 3 minutes to complete the problems. Ms. Liu went through the five problems in less than five minutes. She called on students and asked students to tell the class their answer and how they arrived at that number. After the ‘Do Now’ was completed, Ms. Liu told the students; “I know many of you struggled yesterday when we were comparing fractions to decimals and percents. Don’t worry, today we are going to do something different. We are going to have fun by looking at the pictures on this handout and writing the numerical representation of the picture. That means look at the picture and write the fraction that it represents. For example, this picture shows a pizza with three missing slices. You would write 5/8 since what you have left is 5 of the 8 slices. OK…go ahead and start and we will go over it later in class.” The students put their names of the paper and started to do each problem on the page. The worksheet had a total of 20 problems, ten on each side of the paper. The pictures on the worksheet were clear as to what part of the whole it represented. The kids worked in silence and in 10 minutes or so, they were done. Ms. Liu asked for the students to stand up and tell the class why they answered the problem the way they did.

Activity 6: Collecting Evidence from the Role Play
Goal # _______ Rubric: ______________ Indicator ISLLC Standard #1 ABCDE Objective evidence (which appendix) How is this aligned to the language of the principal evaluation rubric Ask participants to work in small groups at their tables. Chart the following for at least one piece of evidence they recorded during the role play Identify the school goal the group is reviewing Identify the rubric indicator it satisfies the place where it is aligned to ISLLC Standard #1/Identify which appendix you found the objective evidence Identify how the evidence is aligned to the language of the principal evaluation rubric Provide the group 10 minutes to discuss and develop their chart Have the teams display their charts around the room Ask participants to share their findings Move to the next slide

The purpose of activity 6 is to provide the participant with an opportunity to collect evidence using role play by observing a common event at the school level. Which goal does this activity address? Align ISLLC Standard #1 to the State Statute and analyze the implications of the different use of language in the three documents (ISLLC, Statute and their selected Rubric)in describing the standard. Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact. Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback. In your role, what additional materials or information would you need to turnkey this activity? After each activity review the questions on this slide: Make sure to take time for participants to respond to question 3.

Appendix M:Teacher and Student Survey results
Use Appendix M- Student/Teacher survey results for this activity. The data represented in the Appendix presents information on Benjamin Franklyn Middle School. The questions are drawn from Tripod Project surveys of students and teachers about leadership, teaching effectiveness, classroom learning environments and student engagement. Point participants to Appendix M1 This information is not new to many of you… You (participants) may have encountered this information in graduate school/in your studies. Remind them that in the opening session, the commissioner mentioned the different theories that we have learned about addressing leadership and change and they all received a copy of the Heifetz book- Leadership Without Easy Answers. Tripod comes from the work of Ron Ferguson at Harvard Education. Describe Appendix M (Teacher Survey and Student Survey) Show Appendix M1 (The Seven C’s)

Tripod Student Survey- The 7 C’s
Caring about students (Encouragement and Support) Controlling behavior (Press for Cooperation and Peer Support) Clarifying lessons (Success Seems Feasible) Challenging students (Press for Effort, Perseverance and Rigor) Captivating students (Learning seems Interesting and Relevant) Conferring with students (Students Sense their Ideas are Respected) Consolidating knowledge (Ideas get Connected and Integrated) Quickly point to the Appendix M1 which has a more detailed description of the 7C’s This is the condensed version of the 7C’s

Activity 7: Using Student and Teacher Data Survey Evidence
First, describe to one another what your general thoughts are in reference to your observation of the data. What does the data tell you? Based on the data, what concerns you most? Based on the data, what concerns you the least? What questions would you ask during a school visit (after seeing this data)? What would you look for during a school visit? What would you ask the school’s leader to work on as priorities? Ask participants to use Appendix M to answer the first set of questions. At their tables they should turn and talk and discuss the first four questions: First, describe to one another what your general thoughts are in reference to your observation of the data/What does the data tell you? Based on the data, what concerns you most? Based on the data, what concerns you the least? Hit the space bar to animate the second group of questions. In groups of 2 or 3 they should chart their response to the following questions: What questions would you ask during a school visit (after seeing this data)? What would you look for during a school visit? What would you ask the school’s leader to work on as priorities? Ask participants to display their charts and be prepared to share. Take the pulse of the room and determine when to move on.

The purpose of activity 7 is to provide participants with an opportunity to review student and teacher surveys to find appropriate evidence that can be used to support the evaluation of a principal. Which goal does this activity address? Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact. Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback. In your role, what additional materials or information would you need to turnkey this activity? After each activity review the questions on this slide: Make sure to take time for participants to respond to question 3.

Activity 8: Preparing for the Unannounced Visit
In table groups, discuss and agree on the response to the following three questions What information do you have? What information do you still need? What are some of the things you would look for on an unannounced visit to BFMS? Chart your responses Be prepared to present Ask the participant to work in groups. Review the outcome of the activities we have done during the day and the information we have gathered during the day. Read the directions and questions for activity #8. Either 1. ask the participants to decide as a group if they want to share out and/or do the gallery walk or 2. you can make the decision based on the dynamics of the group Ask for clarifying questions and then ask participants to engage in this activity and to use the template on the next slide to chart their response. Participants should display their chart on the wall once they have completed the task. Discuss the findings and leave enough time for the next few slides.

Preparing for the Unannounced Visit
What information do you have? What information do you still need? What are some of the things you would look for in an unannounced visit to BFMS?

The purpose of activity #8 is for participants to reflect on the information reviewed for the case study and determine what additional information participants need to evaluate the principal in the case study. Which goal does this activity address? Align ISLLC Standard #1 to the State Statute and analyze the implications of the different use of language in the three documents (ISLLC, Statute and their selected Rubric) in describing the standard. Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact. Use a case study to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback. In your role, what additional materials or information would you need to turnkey this activity? After each activity review the questions on this slide: Make sure to take time for participants to respond to question 3.

Key Points of this Session
Align ISLLC Standard #1 to the State Statute and analyze the implications of the different use of language in the three documents (ISLLC, Statute and their selected Rubric) in describing the standard. Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact. Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback. 3:52 – 4:00 PM Today, we have engaged in activities that helps define the 60 points in the 100 points of the principal evaluation process. Today’s focus was on steps 2, 3 & 4 of this process: 1. Most of you have already done the first step which is to select a principal evaluation rubric from the list of 6 NYSED approved rubrics 2. The second step is to develop your year end goals as a district, in order for the principals goals to be aligned their goals to the districts’ goals According to the statute, there must be multiple visits, including one unannounced visit; the two other goals must be ambitious measurable goals, one which must contribute to improving teacher effectiveness the other (s) must be quantifiable and verifiable improvement in academic results 3. Collect evidence throughout the year that is aligned to the various parts of the principal evaluation rubric 4. Triangulate and Analyze evidence and match it to your principal evaluation rubric 5. Evaluate the principal We believe that practice leads to results. The practices should be selected and focused because you believe that they will make the biggest impact on improving student outcomes. Remember the Statute promotes practices like setting ambitions and measurable goals that the principal’s leadership and management actions based on a principal practice; which lead us back to ISLLC and your principal evaluation rubric which all share one thing in common and that is the importance of setting good goals in order to improve student outcomes. That brings us back to our focus for the day which are the four questions: What school practices must change in order to improve: Teacher effectiveness Academic results Learning Environment Leadership at the school 2-3 minutes

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Day 4 Principal Evaluation Training March 12, 2012 Albany, NY

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Day 4 Principal Evaluation Training March 12, 2012 Albany, NY

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