1. Value-added Instructional Supervision Pennsylvania’s Urban Leadership Academy Kenneth D. Jenkins jenkinskd@appstate.edu June 2004

2. First thing… Change your mindset about doing performance evaluations. If you see it as a chore, those you supervise will see your efforts in the same light. Few will take this process seriously if the principal does not take it seriously. Like students, teachers will rise or lower their performance to meet the principal’s expectations.

3. Why should you do this? Helps you in aligning the taught curriculum with the learned curriculum. There are few achievement downsides to higher alignment between these two curriculums. You can’t lead improvements over stuff you don’t understand.

4. Second, change your focus Alter your observational attention from teaching to learning. What are the kids doing? What evidences of THEIR learning can you observe? Takes a little of the inspection mentality away from the process. Backward map from the observations on learning to the teaching that generated it. The feedback is more teacher- driven than principal-driven.

5. What does this require of you? Understanding the work students are doing? Understanding the instructional approaches the teacher is applying to the curriculum Understanding the curriculum Resisting the occasional urges to succumb to a “gotcha” mindset.

6. OK! So what’s next? Working on the Work In the teaching – learning process, we focus a lot on inputs (teaching) and outputs (test scores), but we spend little time really looking hard at the stuff that transitions teaching into learning. The assignments teachers design for kids to do in the name of learning can have as much to do with learning success as quality teaching. The things that most engage students in classrooms is a competent and caring teacher who assigns work they find interesting and enjoyable.

7. What do I have to do? Talk about the work, using actual artifacts the teacher uses. How well does the work align? How well did it engage learners? Will students know what they’ve learned after they finish the work?

8. Whew! Is there anything else? Of course! You can use observation data as a source for small group conversations. Gather a small group with some common discretionary time for a 20-30 minute professional conversation. Provide appropriate snacks and beverages. Start with an instructional highlight you saw and ask the teacher to talk about it to his/her peers. Invite others to describe successful lessons they accomplished recently. Thank them!

9. What do I have to do to make that happen? Get a PDA with a digital camera. In your walkthroughs, scribble notes and take digital images. Use those for feedback purposes as well as graphic images of what you observed.

10. Ok, that’s enough for me right now! Nice try, but there’s one more thing you might do. When’s the last time you looked at your own teaching with an honest and critical eye? I’m talking about how we structure the professional meetings we conduct and control.

11. What are you talking about? 3:30 -- Administrative Action items 3:40 -- Report from Leadership Team re: school-based staff development options for the summer, some with compensation., 3:50 -- Presentation by (grade level, department, team, etc.) on their progress in meeting a priority school improvement goal 4:05 -- Preparation for improving reading scores -- an examination of student work on teacher-made reading tests aimed at improving reading comprehension 4:20 -- Stories of successful interventions with at-risk students. 4:30 Adjourn

12. Does this stuff really work? Here’s a true, true story!

13. A Research Study by the NC Principals’ Executive Program Find places serving a high poverty, high minority student populations who were doing well on accountability tests. Identify what factors (teachers, leaders, community, etc.) contributed to the school’s academic and social success Use findings to help school leaders in the state

14. School A Demographic Profile Located in the Northwestern part of North Carolina 48% of student body is minority 35% of parents did not graduate from high school 13% of students have limited English proficiency 25% of students are exceptional 64% of students live in poverty Academic Profile 1996 Overall Rank 1213(1603) 1997 Composite 74.6 1998 Composite 76.3 Exemplary Growth in 1997 & 1998 School of Excellence in 2003.

15. School B Demographic Profile Located in the Southeastern part of North Carolina 72% of student body is minority 12% of parents did not graduate from high school 11% of students are exceptional 62% of students live in poverty Academic Profile 1996 Overall Rank 408(1603) 1997 Composite 58.5 1998 Composite 66.7 Exemplary Growth in 1997 & 1998 School of Distinction in 2003.

16. School C Demographic Profile Located in the Southeastern part of North Carolina 49% of student body is minority 29% of parents did not graduate from high school 17% of students are exceptional 81% of students live in poverty Academic Profile 1996 Overall Rank 1163(1603) 1997 Composite 68.4 1998 Composite 72.1 Exemplary Growth in 1997 & 1998 School of Excellence in 2003

17. School D Demographic Profile Located in the Central part of North Carolina 62% of student body is minority 42% of parents did not graduate from high school 38%of students are limited English proficient 16% of students are exceptional 81% of students live in poverty Academic Profile 1996 Overall Rank 184(1603) 1997 Composite 65.5 1998 Composite 70.8 Exemplary Growth in 1997 & 1998 School of Progress in 2003.

18. School E Demographic Profile Located in the Southeastern part of North Carolina 46% of student body is minority 16% of parents did not graduate from high school 12% of students are exceptional 53% of students live in poverty Academic Profile 1996 Overall Rank 783(1603) 1997 Composite 74.8 1998 Composite 82.4 Exemplary Growth in 1997 & 1998 School of Distinction in 2003.

19. Study Findings Professional Relationships School Factors Teachers Leadership

20. Professional Relationships School Relationships were based on trust, mutual across job descriptions. Colleagues were willing to work together. Collaboration was neither forced nor contrived. Teachers were a genuine part of the decision- making at the school. School Leader recognized that a teacher’s time was valuable; they didn’t waste it.

21. School Factors A deep knowledge of the curriculum, both above, below, and within their grade level. Leadership visibility A relationship with parents that reached into the community Caring school environment; every student had line-of-sight to at least one adult in the school.

22. Findings-About Teachers Teachers felt responsible for every student in their school...not just those in their classroom! Teachers used multiple sources of data to determine what was taught and how Teachers believed a “genuine caring about all students” is the most important factor in being a good teacher Teachers described themselves as relentless in their efforts to motivate students to meet high expectations.

23. Findings-Teachers Teachers in all five schools describe themselves as equally relentless in their efforts to involve parents in the academic lives of their children. Teachers work together by grade level and as a faculty to improve the learning experiences of all students. Teachers share what is working in their classrooms with their colleagues.

24. Findings-About Leadership Teachers attribute a great deal of their effectiveness to the school leadership. Distributive leadership was evident. Membership on the school improvement team was respected and sought after. The school principals demonstrated a deep understanding of the standard course of study at each grade level. The school principals were thoughtful and protective of teachers non-instructional duties and planning time

25. Findings-About Leadership The school principals made spending time in classrooms a priority Principals encouraged teacher innovativeness and created a culture that was supportive of teacher risk taking Teachers trusted their principals The school principals had a great deal of trust in their teachers

26. Steps to Turnaround Find out who you serve Clean it up and make it inviting Focus on management to create an orderly and disciplined environment Focus on instruction Focus on professional development Celebrate success…even small accomplishments.