1. How to Build a Collaborative Approach as a School Superintendent with the Implementation of Effective Evaluations and Staff Accountability

2. by Brian Whiston, Superintendent, Dearborn Public Schools, M.A. Glenn Maleyko, Executive Director, Ph.D MASA Superintendent Conference January 20, 2015

3. Presentation Outline  Relationships and Union Collaboration –Routine PLC meetings –A good sense of humor  Evaluations and District Policy- A collaborative approach  Accountability- –Employee Performance –Teacher –Budget  Community Relations an Visibility  Public Relations and Use of Electronic Media  Relationships and Union Collaboration –Routine PLC meetings –A good sense of humor  Evaluations and District Policy- A collaborative approach  Accountability- –Employee Performance –Teacher –Budget  Community Relations an Visibility  Public Relations and Use of Electronic Media

4. Dearborn Demographics  19,600 students  Over 60% ELL  Over 2400 Staff members  Over 1250 staff in the teacher’s union  19,600 students  Over 60% ELL  Over 2400 Staff members  Over 1250 staff in the teacher’s union

5. In order to be successful, professional learning communities must be embedded in the culture of our school. Teamwork and collaboration at Dearborn Public Schools is not an option, it is who we are and what we do as a part of our daily routine. Brian Whiston and Glenn Maleyko

6. Team Collaboration We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate this collaborative culture through the development of high performing teams. Dufour & Eaker

7. Strong Labor/Management Collaboration  Teacher Eval Committee  Assessment Committee  PD Committees  District Curriculum Committees  Meetings Between Union Heads HR/Superintendent  Participation at Gen Admin and Eval Training  Teacher Eval Committee  Assessment Committee  PD Committees  District Curriculum Committees  Meetings Between Union Heads HR/Superintendent  Participation at Gen Admin and Eval Training

8. Monthly Union Meetings  1 pm. Dearborn Federation of School Employees – Support Staff  2pm Dearborn Federation of Teachers (DFT) instructional  3pm All union heads and exempt employee representatives  4pm Association of Dearborn Schools Administrators (ADSA)  1 pm. Dearborn Federation of School Employees – Support Staff  2pm Dearborn Federation of Teachers (DFT) instructional  3pm All union heads and exempt employee representatives  4pm Association of Dearborn Schools Administrators (ADSA)

9. Relationships, Relationships, Relationships  Give Union heads a seat at the table  Sometimes do favors to build a greater relationship-- Stephen Covey- Deposit philosophy  Greater Buy-in with implementing educational programs and initiatives  Open Door Philosophy and Willingness to listen. Does not mean that there is always a 100% agreement.  Keeps us apprised of rumors and other issues out there.  Sometimes go to local restaurant/bar for meetings  Give Union heads a seat at the table  Sometimes do favors to build a greater relationship-- Stephen Covey- Deposit philosophy  Greater Buy-in with implementing educational programs and initiatives  Open Door Philosophy and Willingness to listen. Does not mean that there is always a 100% agreement.  Keeps us apprised of rumors and other issues out there.  Sometimes go to local restaurant/bar for meetings

10. Joint Leadership Collaboration with unions  Cabinet Members attended an out of town conference with the DFT leadership to build relationship and joint leadership capacity.  The union has a seat at the table to discuss non-negotiable items including prohibited subjects of bargaining in some cases ---  All about Buy-in and a Better Product/Performance  Joint Presentations with HR and DFT president  Cabinet Members attended an out of town conference with the DFT leadership to build relationship and joint leadership capacity.  The union has a seat at the table to discuss non-negotiable items including prohibited subjects of bargaining in some cases ---  All about Buy-in and a Better Product/Performance  Joint Presentations with HR and DFT president

11. Cultural Shifts Becoming a Professional Learning Community  “To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated” Seymour Sarason: Taken From Robert Eaker PLC presentation.

12. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. https://www.youtube.com/watch?v=w3PhJDx vgJM&safe=active A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. https://www.youtube.com/watch?v=w3PhJDx vgJM&safe=active

13. The history of a free man is never written by chance but by choice– their choice. Dwight D. Eisenhower

14. If you were on a Walkthrough and Discovered this. What would you do?  https://www.youtube.com/watch?v=lbdWD_ uZZN0&safe=active https://www.youtube.com/watch?v=lbdWD_ uZZN0&safe=active  https://www.youtube.com/watch?v=lbdWD_ uZZN0&safe=active https://www.youtube.com/watch?v=lbdWD_ uZZN0&safe=active

15. We like to Have Fun! Thanks to the Boss. He was out at on vacation this week

16. Team Building and Stress Reliever  Having Fun at work helps us to deal with tough situations like staff accountability. - budget and job reduction - terminations - Calling Snow Days - Other controversial issues  Having Fun at work helps us to deal with tough situations like staff accountability. - budget and job reduction - terminations - Calling Snow Days - Other controversial issues

17. Anthony Muhammed The Will to Lead the Skill to Teach: 2012  Creating highly effective schools requires more than will -- it requires specific action to bring vision into reality.

18. Staff Accountability  Over 80 forced resignation/retirements since 2009. Most Tenured Teacher or Administrators.  Over 58 since 2011.  How do we do it.  Relationships with union are huge. We have saved a lot of $ and Time.  Following through and Superintendent Support  Training For Administrators and High Expectations for all  Over 80 forced resignation/retirements since 2009. Most Tenured Teacher or Administrators.  Over 58 since 2011.  How do we do it.  Relationships with union are huge. We have saved a lot of $ and Time.  Following through and Superintendent Support  Training For Administrators and High Expectations for all

19. Teachscape  We have over 80 Administrators that have passed the assessment. We are now starting the third cohort  In order to pass it requires between 20-40 hours of training in addition to group meetings.  Time Given at Monthly Trainings  We also provided a small $300 stipend of one personal business day to administrators who passed showing good faith with the admin union

20. Evaluation Committees -Executive Director and DFT president co- chair teacher evaluation committee. Wide variety of representation from teachers principals and central office administrators. -Greater Buy-in from Teachers when implementing new processes or components -Executive Director and DFT president co- chair teacher evaluation committee. Wide variety of representation from teachers principals and central office administrators. -Greater Buy-in from Teachers when implementing new processes or components

21. Evaluation Committees  All Employees – established a committee with non-instructional support staff  Administrator Evaluation Committee – Executive Director Co-Chairs with ADSA president  We have conducted Joint Presentations before the board of education regarding each evaluation tool.  All Employees – established a committee with non-instructional support staff  Administrator Evaluation Committee – Executive Director Co-Chairs with ADSA president  We have conducted Joint Presentations before the board of education regarding each evaluation tool.

22. Danielson Training  Consultant Came to our district to Provide Training  Union heads and teachers participated alongside administrators.  Student Engagement  Learner Focused Conversations  Executive Director In-Turn Continues to Provide Training

23.  1. Use the teacher and administrator evaluation committees as a platform for making important implementation decisions. Monitor State requirements and ensure that our evaluation tool is aligned.  2. Provide support and professional development to all district administrators with regards to teacher evaluations. (over 75 administrators). Ensure that all administrators attain proficiency on the Danielson Teachscape Proficiency System.  3. Provide support and leadership in the area of evaluations especially when it comes to employees that have performance concerns.  1. Use the teacher and administrator evaluation committees as a platform for making important implementation decisions. Monitor State requirements and ensure that our evaluation tool is aligned.  2. Provide support and professional development to all district administrators with regards to teacher evaluations. (over 75 administrators). Ensure that all administrators attain proficiency on the Danielson Teachscape Proficiency System.  3. Provide support and leadership in the area of evaluations especially when it comes to employees that have performance concerns.

24. Danielson Framework and Evaluation Plans for Teachers  Plan I -Probationary Teachers  Plan II - Effective or Highly Effective Teachers  Plan III - Ineffective or Minimally Effective Tenured Teachers.  Executive Director Completes Walkthroughs and Conducts Observations when needed to support building principals.

25. Plan III (IDP)  Plan III a. Awareness Phase (30 days) b. Assistance Phase (90 days) c. Discipline Phase (30 days)  No one can be placed on the Assistance Phase of Plan III without a central office administrator observation. (Provides Safeguards for all.  Superintendent observes anyone up for potential termination.  Plan III a. Awareness Phase (30 days) b. Assistance Phase (90 days) c. Discipline Phase (30 days)  No one can be placed on the Assistance Phase of Plan III without a central office administrator observation. (Provides Safeguards for all.  Superintendent observes anyone up for potential termination.

26. Winston Churchill  True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.

27. Student Growth

28. Dearborn Teacher Evaluation Weights “Weighting is the process of assigning different values to portions of an evaluation to reflect their relative importance in determining overall performance” MCEE (Michigan Council for Educator Effectiveness )

29. 2014-15 Teacher Evaluation Weights to Comply with State Legislation 75% will be based on Observation Protocol and the 5 Standards for Effective Teaching. This includes observations (formal and not formal), walkthroughs, other performance measures that are related to the teacher evaluation rubric which includes all 5 standards. Professional Responsibilities are included as one of the standards.

30. Growth Data Formula Measures – 25% 5% District growth based on state accountability measures 10% Building Growth based on state or building or district common assessments 10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments

31. 10% Building Growth Data  Based on multiple measures which must include NWEA (reading, Language Usage, math and science), Explore, Plan, MME and State Accountability growth measures (when state data is made available).

32. 10% Classroom Growth Data  Based on NWEA for the specific subject area, State Assessments, Classroom Assessments, DRA, Performance or product measures, other formative assessments, pre and post tests (specific % proficient) are required.

33. A Quote from Maya Angelou “People will forget what you said. People will forget what you did. But they will never forget how you made them feel” Commencement Address, 2002

34. Maria Montessori  One test of the correctness of educational procedure is the happiness of the child.

35. DFT Layoff and Recall Formula (A new policy that we developed)  There is a sequential order to the ranking system  1. Evaluation ratings. (Ineffective, minimally effective, effective and highly effective).  There is a sequential order to the ranking system  1. Evaluation ratings. (Ineffective, minimally effective, effective and highly effective).

36. 2. Plan III teacher level of implementation (only applies to teachers plan III Improvement Plan). 3. Discipline-suspension over 5 days. 4. Employees with severe attendance problems on step 6 of the absence verification procedure. 2. Plan III teacher level of implementation (only applies to teachers plan III Improvement Plan). 3. Discipline-suspension over 5 days. 4. Employees with severe attendance problems on step 6 of the absence verification procedure. Layoff and Recall Formula Continued

37. 5. Attendance calculation over a two-year period. 6. Attendance at Professional development. 7. Discipline involving less than five days of suspension. 8. Seniority 5. Attendance calculation over a two-year period. 6. Attendance at Professional development. 7. Discipline involving less than five days of suspension. 8. Seniority

38. Budget Accountability  The Superintendent Works closely with the Executive Director of Business Services  Budgetary issues are a top priority and related to student achievement  Important Budgetary areas –Class Size –5 Year Plan –Student Achievement  The Superintendent Works closely with the Executive Director of Business Services  Budgetary issues are a top priority and related to student achievement  Important Budgetary areas –Class Size –5 Year Plan –Student Achievement

39. “People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for, trust.” — Howard Schultz

40.  Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization.  Reeves, Douglas (2006). The learning Leader.  Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization.  Reeves, Douglas (2006). The learning Leader. Visionary leaders

41. Communication is the Key  DPS Website is a Pot of Gold  http://dearbornschools.org/ http://dearbornschools.org/  HR Blog Site http://humanresources.dearbornschools.org/ http://humanresources.dearbornschools.org/  Link to DPS Vision http://dearbornschools.org/articles/282- vision-mission-objectives Link to DPS Vision http://dearbornschools.org/articles/282- vision-mission-objectives  Follow me on twitter @DrMaleyko  DPS Website is a Pot of Gold  http://dearbornschools.org/ http://dearbornschools.org/  HR Blog Site http://humanresources.dearbornschools.org/ http://humanresources.dearbornschools.org/  Link to DPS Vision http://dearbornschools.org/articles/282- vision-mission-objectives Link to DPS Vision http://dearbornschools.org/articles/282- vision-mission-objectives  Follow me on twitter @DrMaleyko

42. Community Involvement and Visibility  Member of Organizations, Rotary, Kiwanis Club, Optimist, Foundations, PTA etc.  Important Dinners  Golf Outings and Events  Political Connections  Involved with Foundations  Twitter to Promote, just started.  Member of Organizations, Rotary, Kiwanis Club, Optimist, Foundations, PTA etc.  Important Dinners  Golf Outings and Events  Political Connections  Involved with Foundations  Twitter to Promote, just started.

43. Public Relations and Transparency  Board Meetings  Data and Documents  Website  Dearborn TV network  School Life Publications  Other local media  Board Meetings  Data and Documents  Website  Dearborn TV network  School Life Publications  Other local media

44. Team Collaboration Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.

45. All of us can consciously decide to leave behind a life of mediocrity and to live a life of greatness---at home, at work and in the community. No matter what our circumstances may be, such a decision can be made by everyone of us. Stephen Covey the 8th Habit

46. The Power of Professional Learning Communities  The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities. Dufour & Eaker

47. Marzano, Waters and McNulty (2005) 1st order change vs. 2 nd order change  1 st order change is incremental. It can be thought of as the next most obvious step to take.  2 nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution  1 st order change is incremental. It can be thought of as the next most obvious step to take.  2 nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution

48. Fullan (2008) The Six Secrets of Change Fullan (2008) The Six Secrets of Change  Secret One Love your employees Secret One Love your employees  Secret Two Connect peers with purpose Secret Two Connect peers with purpose  Secret Three Capacity Building Prevails Secret Three Capacity Building Prevails  Secret Four Learning is the work Secret Four Learning is the work  Secret Five Transparency Secret Five Transparency  Secret Six Systems Learn Secret Six Systems Learn  Secret One Love your employees Secret One Love your employees  Secret Two Connect peers with purpose Secret Two Connect peers with purpose  Secret Three Capacity Building Prevails Secret Three Capacity Building Prevails  Secret Four Learning is the work Secret Four Learning is the work  Secret Five Transparency Secret Five Transparency  Secret Six Systems Learn Secret Six Systems Learn

49. Presentation References  Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co.  Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk- Through.  Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree.  Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree  Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.  Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co.  Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk- Through.  Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree.  Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree  Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.  Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.  Education Week,, (2002) Technology in Education, October 1st, 2003.  Friend, M. (2008). Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend Inc..  Fullan. (2008). The Six Secrets of Change.  Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall.  Gardner () Do Technology Based Lessons Meet the Needs of Student Learning Styles  Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating Adolescents in the 21st Century.  Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.  Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.  Education Week,, (2002) Technology in Education, October 1st, 2003.  Friend, M. (2008). Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend Inc..  Fullan. (2008). The Six Secrets of Change.  Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall.  Gardner () Do Technology Based Lessons Meet the Needs of Student Learning Styles  Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating Adolescents in the 21st Century.  Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.

50.  Marzano, R., Waters, T., & McNulty, B. A. (2005). School Leadership that works: From Research to Results.  National Association of State Boards of Education (2002)  McLaughlin, M., & Talbert, J. (2001). Professional learning communities and the work of high school teaching. Chicago: University of Chicago Press.  Sarason, S. B. (1996). Revisiting ‘The culture of the school and the problem of change’. New York: Teachers College Press.  Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology provides. Taken on October 24, 2003, form www.macul.org www.macul.org  Stiggins, R. (2004). Student Involved Classroom Assessment: 3 rd Edition. Prentice Hall.  International Society for Technology Education (2007). NETS Standards for Teachers  International Society for Technology Education (2005). Making Technology Standards Work for you: A guide for administrators.