1. SIP M ONITORING AND E VALUATION

2. E FFECTIVE P RINCIPALS  1’ for Everybody Writes*: What makes Principals effective?  1’ for Numbered Heads Together**:  Participants number off in teams.  Participants put heads together.  Participants share what they wrote with their team: Team members revise their writing as needed as they listen to their team members.  Facilitator selects a number; participants with that number respond. *TE 2.f; **TE 2. c & e

3. W HAT CORRELATES MOST CLOSELY WITH A PRINCIPAL ' S LEVEL OF EFFECTIVENESS ?  Ability to recruit/retain effective teachers- 42.4%  Time spent on classroom observations/PD for teachers - 36.16%  Principal’s Level of training & PD- 7.89%  Other - 6.73%  Time spent on organization/management activities- 3.8%  Principal’s Years of experience-2.63%  Principal’s Level of education-.39%

4. E FFECTIVE P RINCIPALS  30 seconds to Tell Your Partner*: Where do effective principals spend the majority of their time? *TE 2.c & e

5. E FFECTIVE P RINCIPALS  79% of effective principals’ time is spent:  Recruiting & retaining effective teachers  In classrooms observing teachers  Providing PD for teachers

6. RETAINING EFFECTIVE TEACHERS  1’ for Everybody Writes*: What is the role of principals & APs in retaining effective teachers?  1’ for Numbered Heads Together**:  Participants number off in teams.  Participants put heads together.  Participants share what they wrote with their team: Team members revise their writing as needed as they listen to their team members.  Facilitator selects a number; participants with that number respond. *TE2.f **TE 2.c & e

7. W HAT DO TEACHERS WANT ??? (P UBLIC A GENDA, 2010)  Administrators who back & support teachers  74% Gen Y Teachers (born between 1975-1995)  77% Older Teachers (born before 1975)  A principal who frequently observes in classrooms and gives teachers detailed feedback on how they’re doing.  70% Gen Y Teachers  61% Older Teachers

8. W HAT DO TEACHERS WANT ??? (P UBLIC A GENDA, 2010)  Administrators who enable a lot of collaboration among teachers & guidance from other instructional experts in developing lesson plans  68% Gen Y Teachers  67% Older Teachers  Administrators who prepare teachers to adapt or vary their instruction to meet the needs of a diverse classroom  65% Gen Y Teachers  61% Older Teachers

9. W HAT DO TEACHERS WANT ??? (P UBLIC A GENDA, 2010)  Administrators who remove students with severe discipline problems from classrooms  56% Gen Y Teachers  70% Older Teachers  Administrators who make the latest technology available to aid instruction  52% Gen Y Teachers  55% Older Teachers

10. W HAT DO TEACHERS WANT ??? (P UBLIC A GENDA, 2010)  Administrators who provide & improve Professional Development opportunities  50% Gen Y Teachers  52% Older Teachers

11. H OW MUCH TIME DO YOU SPEND WITH YOUR T EACHERS ?  What percent of your time is spent with your teachers?  Observing your teachers & giving them feedback to increase their curricular & instructional expertise  Providing PD for your teachers to increase their curricular & instructional expertise

12. W HICH EPC HAVE YOU OBSERVED A PATTERN OF GROWTH &/ OR A NEED FOR IMPROVEMENT IN YOUR SCHOOL ? P LEASE EXPLAIN.  2’ for Everybody Writes (2.f)  Knowledge of content & pedagogy (TE 1.a)  Knowledge of students (TE 1. b)  Knowledge of resources & technology (TE 1.d)  Communicating with students (TE 2.a)

13. EPC’ S CONT.  Strategies to evoke HOT (TE 2.b)  Lesson delivery & student engagement (TE 2.c)  Using assessment &/or adjusting instruction (TE 2.d & 2.e)  Integrating content area reading & writing (TE 2.f)

14. EPC’ S CONT.  2’ for Numbered Heads Together*:  Participants number off in teams.  Participants put heads together.  Participants share what they wrote with their team: Team members revise their writing as needed as they listen to their team members.  Facilitator selects a number; participants with that number respond.*TE 2.c

15. M ONITORING AND E VALUATION A LL S CHOOLS

16. F ORMATIVE A SSESSMENTS  Administer Formative assessments to students:  August/September  November/December  February

17. F ORMATIVE A SSESSMENTS  Use PLCs as a venue to make curricular/instructional decisions based on review and discussion of student data and artifacts

18. F ORMATIVE A SSESSMENTS  Use Baseline data & common assessment data (unit related and course pre-summative) to determine: Which students are proficient? (AL3+=Tier 1) Which students are basic? (AL2=Tier 2) Which students are below basic? (AL1=Tier 3)  Determine which curricular/instructional changes need to be made. T hen teachers plan & adjust accordingly.  This is a continuous cycle

19. SIP & T EACHER E VALUATION  Who?  The Principal  AP

20. M ONITORING SIP WITH T EACHER E VALUATION  1’ for Everybody Writes*: What, why, & how can Principals & APs monitor their SIP implementation using the TE process?  1’ for Numbered Heads Together**:  Participants number off in teams.  Participants put heads together.  Participants share what they wrote with their team: Team members revise their writing as needed as they listen to their team members.  Facilitator selects a number; participants with that number respond. *TE 2.f; **TE 2. c & e

21. SIP & T EACHER E VALUATION  What?  Daily Classroom Walk- throughs  Informal Observations  Formal Observations

22. SIP & T EACHER E VALUATION  Why?  Identify patterns of growth or need for improvement in TE EPCs  Affirm growth &/or provide next steps (TE) for improvement

23. SIP & T EACHER E VALUATION  How? Use TE rubrics to observe:  Knowledge of content & pedagogy (TE 1.a)  Knowledge of students (TE 1. b)  Knowledge of resources & technology (TE 1.d)  Communicating with students (TE 2.a)  Strategies to evoke HOT (TE 2.b)  Lesson delivery & student engagement (TE 2.c)  Using assessment to adjust instruction (TE 2.d & 2.e)  Integrating content area reading & writing (TE 2.f)

24. SIP & T EACHER E VALUATION  How?  Coach & monitor teachers’ on their next steps for TE  Provide PD on needed effective instructional strategies*  Coach & monitor teachers’ implementation of the school’s effective instructional strategies *TE: *2 c & e

25. D O A FEW THINGS WELL !  The Elegance of the Hedgehog:  Hedgehogs do one thing well. They can roll into a ball to protect themselves in order to survive.  Let’s commit to the essentials for increasing student achievement so, we can survive & ignore the rest.  Be clear on your priorities! 