Take-Home Assignment
The following pages will walk you through a process of starting where you are and moving towards an educator evaluation system that is designed for learning, growth and adaptation. Using the tools and examples shared with you in these two days:
• Start by assessing your levels of implementation (use Appendix D: Levels of Implementation of the Six Principles).
• Follow an intentional process for growing and developing into the full system.
• Stay open to new information (both from outside sources and from your implementation monitoring within).
Select a framework for the design of Evaluation System to meet new legislation requirements and beyond
• Identify the gap between current practices and new requirements
• Review the research, existing high quality evaluation systems, models, and tools
• Determine the overall goal(s) and principles of an educator evaluation system
• Define the structure: integrated system, demonstration approach, and uses of evaluations
• Discuss alignment of resources
• Develop district wide goals for the year
• Establish the design working group
Design the elements of the Evaluation System
• Adopt, adapt, develop evaluation instruments, tools, and strategies to measure and collect data
• Determine when the various steps of the evaluation process will occur
• Decide how to score evaluation and the weight of each score
• Decide what the score means relative to performance
• Determine how evaluation is used to inform decisions on professional learning and path to improvement.
Plan for Implementation of the Evaluation System
• Review what is required for this school year
• Develop long-term implementation plans
• Develop detailed year 1 plan, including preparation and monitoring activities
• Identify what evaluators and evaluates need to know and specify the gap between current and needed knowledge and skills
• Determine the process for implementing and monitoring evaluation system
Take-Home Assignment, Cont’d
Implement the Evaluation System
• Deliver orientations sessions and training
• Prepare instruments and tools for use
• Launch the Professional Practice Portfolio
Monitor, Study, and Recommend Improvements of the Evaluation System
• Monitor and address issues as they arise
• Make recommendations for adjustments as needed
• Review year 1 outcomes and processes
• Determine improvements
• Develop plan for year 2 More Planning Resources
More information on process and collaboration can be found in a toolkit developed in 2011 by the Education Alliance of Michigan, with the support of a grant from the Federal Mediation and Conciliation Service. You can read or download the entire toolkit, entitled Developing an Educator Evaluation System: Improving Educator and Student Performance Guidelines for School Districts and Unions from www.gomasa.org/edalliance-toolkit.
Standards
Standards for school leaders, (1998) Interstate School Leaders Licensure Consortium (ISLLC), Washington, D.C.
http://www.ccsso.org/Documents/2008/Peformance_Indicators_2008.pdf
Program standards for the preparation of school principals, (2004) Michigan State Board of Education, East Lansing, MI.
http://www.michigan.gov/documents/SBE_Item_Stds_for_Prep_of_School_Principals_Feb_04_86551_7 .doc
Program standards for the preparation of central office administrators, (2009) Michigan State Board of Education, Lansing, MI.
http://www.michigan.gov/documents/mde/SBE_item-Adopted_Admin-Central_Ofc3-17- 09_273224_7.doc
Standards for professional learning, (2011) Learning Forward, Oxford, OH.
http://www.learningforward.org/standards/standards.cfm
National Educational Technology Standards for Administrators, (2009) International Society for Technology in Education (ISTE), Eugene, OR.
http://www.iste.org/standards/nets-for-administrators.aspx
References
• Borba, A. L. (2010, April). The superintendent’s evaluation: Bridging the gap from theory to practice [Electronic mailing list message]. Retrieved from http://www.aasa.org/
content.aspx?id=12770
• Cambron-McCabe, N., Cunningham, L. L., Harvey, J., & Koff, R. H. (2005). The superintendent’s fieldbook; A guide for leaders of learning. Thousand Oaks, CA: American Association of School Administrators, Corwin Press.
• Clifford, M. & Ross, S. (2012). Rethinking Principal Evaluation: A New Paradigm Informed by Research and Practice. National Association of Elementary School Principals and National Association of Secondary School Principals. Available at www.naesp.org.
• DiPaola, M. F. (2007). Revisiting superintendent evaluation. The School Administrator.
• DiPaola, M. F., & Stronge, J. H. (2004). Superintendent evaluation handbook. Lanham, MD:
Scarecrow Education.
• Hoyle, J. R., Bjork, L. G., Collier, V., & Glass, T. E. (2004). The superintendent as ceo: Standards- based performance. Thousand Oaks, CA: American Association of School Administrators, Corwin Press.
• Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010, July). Learning from leadership: Investigating the links to improved student learning (Research Report). St. Paul, MN:
Center for Applied Research and Educational Improvement/University of Minnesota, Ontario Institute for Studies in Education/University of Toronto.
• Marzano, R. J., & Waters, T. (2009). District leadership that works: Striking the right balance.
Bloomington, IN: Solution Tree Press.
• Marazano, Waters, & McNulty, School Leadership that works: From research to results.
• Platt, Tripp, Ogden, Fraser The Skillful Leader
• Reeves, Assessing Educational Leaders: Evaluating Performance for Improved Individual and Organizational Results.
• Robbins & Alvy, The New Principal’s Fieldbook, Strategies for Success
• Schmoker, Results now: How we can achieve unprecedented improvements in teaching and learning.
• Stronge, Richard, Catano, N. Qualities of Effective Principals.
• Assessing the Effectiveness of School Leaders: New Direction and New Processes, The Wallace Foundation
• Williams, Cameron, & Davis, Principal Evaluation System
• Seashore, et al. (2010) Learning from Leadership: Investigating the Links to Improved Student
Introduction to School ADvance™
System of Administrator Evaluation
MASA has teamed up with Michigan ASCD to launch a full range of school administrator performance evaluation tools for administrators of all levels. In addition, we’ve partnered with ZIMCO, Inc. to incorporate the principal rubrics into their STAGES software management system
School ADvance rubrics and support are now available for principals and central office administrators, including superintendents.
Important points to consider:
• All School ADvance rubrics are extensive because they were designed to be a comprehensive framework for the work of district leadership.
• The rubrics are detailed so as to address directly observable or documentable behaviors.
• The intent is for the rubrics to be used as a formative guide for o Assessing the performance and practices of school leaders;
o Documenting evidence of a school leaders work; and o Targeting priority areas for growth.
• User Guides, User Groups, and professional development series will launch in fall 2013 and guide districts and boards in getting the best results possible from the rubrics, first, as a self assessment and, next, as a framework for selecting priority areas for targeted growth.
Visit the School ADvance webpage at www.gomasa.org/school-advance to learn more.
To learn more about School ADvance, call MASA or Michigan ASCD at 517-327-5910, or contact any of the following:
Linda Wacyk, lwacyk@gomasa.org Pat Reeves, preeves@gomasa.org Pat McNeill, pmcneill@michiganascd.org
To learn more about School ADvance Plus: Contact Dawn Zimmer at 888-549-4626 or dzimmer@zimco.net
School ADvance™ Users Group
Districts that have adopted the School ADvance rubrics for Principals and/or Central Office
administrators will have access to a new service, beginning in November of 2012. MASA and Michigan ASCD have teamed up to form a School ADvance Users Group whose participants will:
• Attend on-site professional development workshops
• Participate in live web-based meetings focused on specific elements of Educator Evaluation, using the School ADvance framework
• Join a discussion forum of fellow users to discuss options and best practices, and share helpful tips and tools
• Offer feedback for continuous improvement for the School ADvance system and tools
• Provide data for further research and development
The User Group participants will focus attention on several aspects of the performance evaluation process, including:
Framing and Designing the District Evaluation System
• Using performance evaluation to empower learning, growth, and adaptation
• Guiding Principles of a quality evaluation system
• Using performance evaluation to achieve district/school/and classroom goals
• Selecting Tools and establishing procedures for using them
• Aligning evaluation tools, processes, and procedures
• Establishing evaluation cycles and timelines Managing the Implementation Process
• Establishing Levels of Implementation and implementation benchmarks
• Tracking, monitoring, and adjusting
• Establishing roles and responsibilities
• Providing training and support
Using Evaluation to Guide Learning and Growth and to Foster Innovation
• The importance of being "the key person" in your own evaluation
• Finding balance between demonstration and observation
• Using strong demonstration to achieve more reliable observation
• Increasing professionalism through high quality evidentiary portfolios
• Developing reflective practice
School ADvance Users Group, Cont’d
Developing High Authenticity and Reliability
• Using multiple evidence and data sources
• Reviewing for corroborating evidence
• Establishing rater reliability (self, peer, and supervisor)
• Reviewing and interpreting portfolios
• Holding performance based conversations
• Holding results based conversations
• Identifying growth edges
• Developing performance improvement targets Deriving Summative Judgments
• Establishing “power standards” within the performance assessments
• Establishing position alignment within the performance assessments
• Establishing three types of scores: (a) overall performance status; (b) priority [power]
performance status; (c) performance growth
• Assessing student achievement growth and adult performance growth
• Using scoring guides to establish performance ratings
Making Employment, Assignment, Promotion, Retention, and Compensation Decisions
• Establishing contractual provisions
• Establishing procedural provisions
• Handling of performance evaluation documentation
• Establishing the requirements for official personnel records Helping People Thrive in the System
• Attending to issues of alignment, communications, and consistency
• Establishing a communications plan
• Providing guides and other tools to aid understanding and use of the system
• Celebrating learning, growth, adaptation, and innovation To learn more or sign up to participate, contact:
Linda Wacykat 517-327-9268 x 281 or Pat McNeill at 517-327-5910