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OCM BOCES Day 2 Principal Evaluator Training 1
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Back to the beginning: 2 Nine Components
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5 Day One Agenda
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6 Day Three Agenda
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7 Day Two Agenda That’s today!
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8 Resources
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9 Checking In
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10 Checking In
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11 Checking In
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12 Checking In
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13 Checking In
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14 Checking In
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15 Checking In
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16 Checking In
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17 Checking In
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18 Checking In
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19 Regrouping
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When Value-Added is implemented Reviewing the Regs
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Growth: Elem/Middle Result of student growth Added to as measures become available Other measures being used for teachers in the school Reviewing the Regs
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Growth: High School Result of student growth Added to as available Progress to graduation Other measures being used for teachers in the school Reviewing the Regs
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Achievement: Elem/Middle District-wide achievement measures Achievement on state tests Growth or achievement for subgroups Reviewing the Regs
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Achievement: High School Regents participation rates College ready rates Graduation rates Credit accumulation Dropout rates PSAT, SAT, AP, IB, etc. Reviewing the Regs
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Other 60%: Required Multiple measures ≥ 2/3 based on broad assessment of actions via supervisor visits Include at least two: Feedback from constituencies School visits from others Review of documents Reviewing the Regs
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Other 60%: Required Locally-selected measure of teacher effectiveness contribution, such as: High performer retention Granted v. denied tenure Teacher satisfaction w/ feedback Evaluation quality Reviewing the Regs
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Other 60%: Required All standards at least once per year Reviewing the Regs
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Other 60%: Optional Teacher and/or student attendance School goals Goals and reflection Reviewing the Regs
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Student Growth 20% Achievement 20% Other 60%Composite Ineffective0-2 Ranges determined locally 0-64 Developing3-11 65-74 Effective12-17 75-90 Highly Effective 18-20 91-100 SED interpreting that this also has to be revised. Reviewing the Regs
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30 Regrouping
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Principals Reviewing the Regs
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32 Directions
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33 2 Teaching & Learning 1 Vision, Mission & Goals 6 The Education System 4 Collaborating with Families and Stakeholders 5 Ethics & Integrity 3 Managing Organizational Systems & Safety
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3 rd largest economy world’s 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. is the 1 Vision, Mission & Goals
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world’sis the 2 Teaching & Learning An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
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36 world’sis the 3 Managing Organizational Systems & Safety An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
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37 world’sis the 4 Collaborating with Families and Stakeholders An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
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38 5 Ethics & Integrity world’sis the An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
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39 6 The Education System world’sis the An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.
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Look at some research Marzano & Waters Hattie 40 Regrouping
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Balanced Leadership: School Leadership that Works™
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McREL’s meta-analyses Meta-analysesPublication titles Classroom-level practices Classroom Instruction that Works (Marzano, Pickering, & Pollock, 2001) School-level practices & student characteristics What Works in Schools (Marzano, 2003) Leadership responsibilities & practices School Leadership that Works (Marzano, Waters, & McNulty, 2005)
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Findings from McREL’s meta-analysis 1.There is a relationship between leadership and student achievement — leadership matters. 2.There are 21 leadership responsibilities, each with statistically significant and positive relationships to student achievement. 3.Leaders perceived as strong do not always have a positive impact on achievement.
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Responsibilities & practices 21 leadership responsibilities 66 leadership practices All correlated to student achievement Each correlation is statistically significant
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21 leadership responsibilities
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The differential impact of leadership Leaders perceived as strong do not always have a positive effect on student achievement.
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Examples of ineffective focus Focus on improving school and classroom practices that are already well developed and implemented. Focus on school and classroom practices that are implemented marginally. Focus on practices that lack evidence for improving student achievement.
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4.Two major factors: first-order change and second-order change 5.21 responsibilities with positive correlations to changes perceived as first order 6.11 responsibilities with correlations to changes perceived as second order Findings from McREL’s factor analysis
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Look at some research Marzano & Waters Hattie 49 Regrouping
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Effective homework practices (0.29) Research
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Distributed practice (0.71) Research
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Ensure teachers intellectually stimulated with current theories and practices (0.64) Research
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Promoting and participating in teacher learning (0.91) Research
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Planning, coordinating & evaluating teaching and the curriculum (0.74) Research
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Direct involvement in support & evaluation of teaching via frequent visits w/ feedback (0.74) Research
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Overall instructional leadership influences on student achievement (0.66) Research
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Overall leadership influences on affective outcomes (0.54) Research
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One last thing. What is the best way to motivate [principals]? A. Public Recognition B. Private recognition C. Bonus for performance D. Threats for poor performance E. Data on personal and team progress F. Annual Professional Performance Review 58 Research
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One last thing. What is the best way to motivate [principals]? A. Public Recognition B. Private recognition C. Bonus for performance D. Threats for poor performance E. Data on personal and team progress F. Annual Professional Performance Review 59 Research
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60 Regrouping
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61 Regrouping
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62 Regrouping
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63 Homework
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64 Homework
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