1. Leader Evaluation and Professional Growth (LEPG) Model Module 3: Reflection, Rating, and Planning 1

2. LEPG Modules Overview Module 1. System Overview, Expectations, and Goal Setting Module 2. Evidence, Feedback, and Growth Module 3. Reflection, Rating, and Planning –Participants use gathered evidence to engage in collaborative, reflective conversations about progress toward professional growth goals and to learn best practices and procedures for submitting evidence, scoring evidence, and engaging in summative evaluation conferences. Module 4. Summative Scoring and Feedback 2

3. Today’s Outcomes By the end of the day, you should… Know how to prepare for the midcourse conference Be able to assess and reflect on evidence and assess progress toward goals Know how to prepare for the summative evaluation conference Be able to examine mock evidence and practice assigning ratings 3

4. Agenda Welcome (5 minutes) Connecting (20 minutes) –Observation Data Swap and Discussion Learning (1 hour, 40 minutes) –Preparing for the Midcourse Conference –Preparing for the Summative Evaluation Process Implementing (1 hour, 15 minutes) –Activity: Practice Scoring –Activity Debrief Reflecting and Wrap-Up (15 minutes) –Reflecting on Preparations for the Summative Evaluation Process and Preview of Module 4 4

5. Connecting 20 minutes 5

6. Connecting Activity: Observation Data Swap and Discussion Switch observation running records with a partner and take some time to look through them. While you look, think about the following: How these descriptive data compare with your own How you might use this type of data during a feedback session The greatest strength of these data One thing you can learn from your partner’s observation reports 6

7. Learning 1 hour, 40 minutes 7

8. Preparing for the Midcourse Conference In December or January, meet for 30 minutes to: –Discuss evidence collected and results of observations –Make midcourse adjustments that reflect feedback or emerging issues in school or community Bring: –All evidence or artifacts collected thus far (school leader and evaluator) –Updated Professional Development Plan (school leader) –Updated School and Learner Growth Goals table (school leader) 8

9. Update Forms Before the Conference Located in Beginning-of-Year, Midcourse, and Summative Conferences and Summative LEPG Rating Form, pp. 7–10 9

10. Midcourse Conference Form Located in Beginning-of-Year, Midcourse, and Summative Conferences and Summative LEPG Rating Form, pp. 13–15 10

11. Activity: Checking In on Artifacts for Practice and Professional Development Plan 11

12. Activity: Checking In on Artifacts Update your Artifact Submission Form. Exchange forms with a colleague and discuss: –Which artifacts are in both lists? Are the same Core Propositions and standard indicators selected? Why or why not? –Which artifacts are unique in each list? –Which Core Propositions are not listed but still need artifacts? How will you collect those artifacts before the summative evaluation conference? 12

13. Other Evidence Sources: SLO Quality Review As part of the T-PEPG process, school leaders review and approve teachers’ SLOs. For each school leader, a panel will review 30 percent of the SLOs that the leader approved, assessing quality and rigor. Results will be analyzed against Standard Indicator 4.2: Curriculum, Instruction, and Assessment. Review Handout 1. SLO Quality Review. 13

14. Other Evidence Sources: 360-Degree Survey Results [District to insert details on selected 360-Degree Survey] Survey results are analyzed against each standard indicator in Core Propositions 1 through 6. 14

15. Other Evidence Sources: School Climate Survey [District to insert details on selected School Climate Survey] Survey results are analyzed against each standard indicator in Core Propositions 1 through 6. 15

16. Activity: Reflecting on Your Evidence Use Handout 2 Reflect on your progress toward your goals Identify specific evidence or reflections to share at the midcourse conference 16

17. “Determining a leader’s summative effectiveness rating is an ongoing process—not a one-time, year- end event. Behind the final performance rating label of ineffective, developing, effective, or distinguished is a year of work and conversations about professional practice, professional growth, school conditions, school growth, and learner growth.” ~LEPG Program Guide, page 21 Learning 2. Preparing for the Summative Rating Evaluation Process 17

18. Summative Evaluation Process Overview Step 1. Prepare Step 2. Summative Evaluation Conference Step 3. Complete and Finalize LEPG Ratings 18

19. Update PDP Forms Before the Conference (Step 1–School Leader) Located in Beginning-of-Year, Midcourse, and Summative Conferences and Summative LEPG Rating Form, pp. 7–10 19

20. Complete the End-of-Year Self-Evaluation Before the Conference (Step 1–School Leader) Located in Beginning-of-Year, Midcourse, and Summative Conferences and Summative LEPG Rating Form, pp. 16–18 20

21. Complete the Summative Evaluation Conference (Step 2–Both) Review PDP Progress Review Self- Evaluation Ratings Discus Tentative LEPG Ratings Typically occurs between May and July 60-minute meeting reviewing all evidence and leader’s self-evaluation, including peer review Provides school leaders with opportunity to share their thoughts on their performance across all five performance categories 21

22. Complete and Finalize the LEPG Final Ratings (Step 3) Assign LEPG Ratings Within two weeks of summative evaluation conference Complete Summative Rating & Rationale Table See Conference Forms, pp. 25 – 26 Share with school leader Schedule Follow-Up Conversation With School Leader Allow for submission of additional evidence Final Summative Ratings Assigned 22

23. Complete Summative Ratings and Rational Table (Step 3–Evaluator) Located in Beginning-of-Year, Midcourse, and Summative Conferences and Summative LEPG Rating Form, page 25–26. 23

24. Summative Rating Scoring Matrix (Step 3– Evaluator) Located in Beginning-of-Year, Midcourse, and Summative Conferences and Summative LEPG Rating Form, page 27. 24

25. Determining the Final LEPG Rating Discrepancies of two or more rating levels between the professional practice rating and the learner growth rating warrant additional review by superintendent and/or a district committee. 25

26. The Professional Growth Plan Connection See pages 13 and 14 of the LEPG Guidebook for an overview each type of growth plan. 26

27. Deep Dive: Scoring Professional Practice and Growth 27

28. Scoring Professional Practice and Professional Growth Artifact Review Instructional Feedback Observation and Conferences 360-Degree Survey SLO Quality Review School Climate Survey Professional Development Plan LEPG Rubric Core Propositions and Standard Indicators 28

29. SIArtifact Review 360-Degree Survey Observation Climate Survey Other 1.1 XX 1.2 XX 1.3 XXXX 2.1 XX 2.2 XX 3.1 XXX 4.1 XXX 4.2 XXXSLO Quality Review 4.3 XXX 5.1 XXX School Walkthrough 5.2 XX School Walkthrough 5.3 XXX School Walkthrough 6.1 XXX 6.2 XX 7.1 PDP Plan Review 29

30. Scoring Resource in the LEPG Rubric At the bottom of each Standard Indicator, the relevant sources of evidence are listed with space for notes. You may record the rating for the indicator here: 30

31. Calculating the Professional Practice Rating Located in LEPG Rubric, page 21 31

32. Record the Ratings in the Scoring Matrix 32

33. Implementing 1 hour, 20 minutes 33

34. Practice Scoring: Core Proposition 1 Using the mock principal evaluation data in Handouts 4–9, examine the data and select a score for the standard indicator in Core Proposition 1 that you were assigned. Use Handout 3 or the scoring boxes in the rubric to determine which evidence sources to review for each standard indicator. Compare your scores with your partner/group: –Where did you agree? Did you use the same evidence? –Where did you differ? Why? 34

35. Practice Scoring: Core Propositions 2 and 3 Using the mock principal evaluation data in Handouts 4–9, examine the data and select a score for the standard indicator in Core Propositions 2 or 3 that you were assigned. Use Handout 3 or the scoring boxes in the rubric to determine which evidence sources to review for each standard indicator. Compare your scores with your partner: –Where did you agree? Did you use the same evidence? –Where did you differ? Why? 35

36. Practice Scoring: Core Proposition 4 Using the mock principal evaluation data in Handouts 4–9, examine the data and select a score for the standard indicator in Core Proposition 4 that you were assigned. Use Handout 3 or the scoring boxes in the rubric to determine which evidence sources to review for each standard indicator. Compare your scores with your partner: –Where did you agree? Did you use the same evidence? –Where did you differ? Why? 36

37. Practice Scoring: Core Proposition 5 Using the mock principal evaluation data in Handouts 4–9, examine the data and select a score for the standard indicator in Core Proposition 5 that you were assigned. Use Handout 3 or the scoring boxes in the rubric to determine which evidence sources to review for each standard indicator. Compare your scores with your partner: –Where did you agree? Did you use the same evidence? –Where did you differ? Why? 37

38. Practice Scoring: Core Propositions 6 and 7 Using the mock principal evaluation data in Handouts 4–9, examine the data and select a score for the standard indicator in Core Propositions 6 and 7 that you were assigned. Use Handout 3 or the scoring boxes in the rubric to determine which evidence sources to review for each standard indicator. Compare your scores with your partner: –Where did you agree? Did you use the same evidence? –Where did you differ? Why? 38

39. Implementing Debrief Which standard indicators were difficult to score the same? Why? Which standard indicators will require more conversation between principals and evaluators to score accurately? Where do you need additional supports or guidance to help ensure you are scoring evidence in a fair and consistent way on the rubric? 39

40. Reflecting 17 minutes 40

41. Activity: Reflecting on Preparations for the Summative Evaluation Process With your district team, discuss the following questions: Which Core Propositions or standard indicators do I have enough high-quality evidence for? Which Core Propositions or standard indicators do I need more or better quality evidence for? Are there shared struggles in terms of finding evidence appropriate to certain standard indicators? What steps will our district team take to continue to develop our shared understanding of the LEPG rubric? (e.g., calibration sessions) 41

42. Looking Forward to Module 4 Module 4 will prepare superintendents/evaluators to complete the summative scoring process. Only school leader evaluators should attend. Bring with you: a completed set of evidence that you have collected for 1 principal. Superintendents/evaluators will have opportunities to practice scoring the evidence they have collected and to discuss and calibrate their scores. Superintendents/evaluators will prepare to provide principals with high-quality feedback about their summative evaluation. 42

43. Presenter name XXX-XXX-XXXX xxxxxxxxxxx@xxx.xxx 1234 Street Address City, State 12345-1234 43