Session #3 March 2, 2012 TST BOCES Materials culled from OCM
BOCES and NYSED Network Team Trainings of Lead Evaluators of
Principals from December 2011 and January February 2012 Lead
Evaluator of Principals Training
Slide 2
Quality Evidence How would you rate your evidence in terms of
the 3 criteria (alignment, robustness, transparency)? Do you need
to collect additional evidence? What may serve as supporting or
complementary evidence? Do you feel you have enough evidence to
make a judgment about the principals current performance on the
targeted goal? What evidence will show growth toward this
goal?
Slide 3
Evidence of...? Research from late 2011 and early 2012
Cambridge Education resources regarding Leadership and Culture
Leadership for NYS Regents Reform Policies
Slide 4
National Bureau of Economic Research Working Paper The
Long-Term Impacts of Teachers: Teacher Value-added and Student
Outcomes in Adulthood (Chetty, Friedman & Rockoff. December,
2011). http://obs.rc.fas.harvard.edu/chetty/value_added.html
http://obs.rc.fas.harvard.edu/chetty/value_added.html
Slide 5
Teacher Effectiveness Chetty, Friedman & Rockoff, 2011 2.5M
children from childhood to early adulthood in 1 large district
Teacher/course linkages and test scores in grades 3-8 from 1991-
2009 US government tax data from W-2s: on parents AND students
About parents: household income, retirement savings, home
ownership, marriage, age when student born About students up to age
28: teen birth, college attendance, earnings, neighborhood
quality
Slide 6
Teacher Effectiveness Chetty, Friedman & Rockoff, 2011
Value-added is: the average test-score gain for his or her
students, adjusted for differences across classrooms in student
characteristics such as prior scores vs. NYS Student Growth Scores:
growth compared to the average growth of students who scored
similarly on previous tests
Slide 7
Teacher Effectiveness Chetty, Friedman & Rockoff, 2011 A
high value-added teacher arrives in a new school to teach fourth
grade: What happens? We find that when a high VA teacher joins a
school, test scores rise immediately in the grade taught by that
teacher; when a high VA teacher leaves, test scores fall. Test
scores change only in the subject taught by that teacher, and the
size of the change in scores matches what we predict based on the
teachers VA.
Slide 8
Teacher Effectiveness Chetty, Friedman & Rockoff, 2011
Having a higher value-added teacher for even one year in grades 4-
8 has substantial positive long-term impacts on a students life
outcomes including: Likelihood of attending college ( 1.25%)
Likelihood of teen pregnancy ( 1.25%) Salary earned in lifetime (
$25K ) Neighborhood ( college grads) Retirement savings ( )
Slide 9
Teacher Effectiveness Chetty, Friedman & Rockoff, 2011 Why
do we care? What are the implications for Principal
Evaluation?
Slide 10
Measures of Effective Teaching Gates Foundation, 2012
Slide 11
Slide 12
All the observation rubrics are positively associated with
student achievement gains Using multiple observations per teacher
is VERY important (and ideally multiple observers) The student
feedback survey tested is ALSO positively associated with student
achievement gains Combining observation measures, student feedback
and value-added growth results on state tests was more reliable and
a better predictor of a teachers value-added on State tests with a
different cohort of students.
Slide 13
Measures of Effective Teaching Gates Foundation, 2012 Highest
scores for orderly environment Lowest scores for more complex
aspects of instruction
Slide 14
Measures of Effective Teaching Gates Foundation, 2012
Slide 15
Slide 16
Slide 17
So What If... New Yorks evaluation system is based mostly on
State test scores and thats not good. A principal knows a good
teacher when s/he sees one; we dont need to include value-added
results too. Ive been doing teacher observations for years. I dont
need to go to your training. Teacher Value-added information is
unreliable and shouldnt be a part of teacher evaluation. By putting
test scores into teacher evaluation, everyone will do even more to
teach to the test and if that doesnt work, theyll cheat.
Slide 18
The Wallace Foundation January, 2012
Slide 19
The School Principal as Leader: Guiding Schools to Better
Teaching and Learning The Wallace Foundation, 2012 Most school
variables, considered separately, have little impact The real
payoff comes when individual variables combine to reach a critical
mass Creating the conditions under which that can occur is what an
effective leader does Leadership is second only to classroom
instruction among school-related factors that affect student
learning in school.
Slide 20
The School Principal as Leader: Guiding Schools to Better
Teaching and Learning The Wallace Foundation, 2012 1. Shaping a
vision of academic success for all students, based on high
standards. 2. Creating a climate hospitable to education in order
that safety, a cooperative spirit and other foundations of fruitful
interaction prevail. 3. Cultivating leadership in others, so that
teachers and other adults assume their part in realizing the school
vision. 4. Improving instruction to enable teachers to teach at
their best and students to learn at their utmost. 5. Managing
people, data and processes to foster school improvement.
Slide 21
The Importance of Culture Leadership styles impact on staff
performance by creating the environment in which staff work, which
in turn influences their discretionary effort. Discretionary
Effort
Slide 22
The Importance of Culture
Slide 23
Highest Achievin g Lowest Achievin g 1. The school culture here
makes everyone feel obligated to teach well. 894346 2. School
leaders push teachers to deliver excellent teaching.773839 3.
Teacher here hold one another accountable for working hard.804238
4. This school sets high standards for academic performance895435
5. Teachers in this school share and discuss student work with
other teachers. 915535 6. I collaborate with other teachers here on
designing assessment of student learning. 865135
Slide 24
So What... What is one specific way in which an effective
principal could create a positive school culture -- focusing not on
a positive culture all about the adults but for a culture of high
expectations for student learning? As a principals evaluator, what
objective evidence would you seek to help you evaluate the
principals role in leading this change?
Slide 25
The Changing Role of the Principal School Buses Boilers
Books
Slide 26
The Changing Role of the Principal School Regents Exams AP
Exams 3-8 ELA Assessments 3-8 Math Assessments Budgets Spec Ed
Discipline Attendance Lunch Forms Registers Graduation Rates Buses
Audits ELL NYSESLAT Teacher observations Inventory Spec Ed Grad.
Requirements PA/PTA SURR SINI C. A. Restructuring LAB-R NYSAA AYP
Sub-groups IDEA NCLB Boilers Books
Slide 27
The Changing Role of the Principal School Regents Exams AP
Exams 3-8 ELA Assessments 3-8 Math Assessments Budgets Spec Ed
Discipline Attendance Lunch Forms Registers Graduation Rates Buses
Audits ELL NYSESLAT Teacher observations Inventory Spec Ed Grad.
Requirements PA/PTA SURR SINI C. A. Restructuring LAB-R NYSAA
Common Core Standards Benchmarks Scantron AYP Sub-groups Data Teams
nySTART JITs PLA NYS Report Cards SEDCAR Data Submission for Fed
Indicators Data Verification IDEA UISA IRS NYC QR NYC Progress
Reports ARIS- NYC ELA Shifts Math Shifts Boilers Books
Slide 28
Leadership for the CCLS 6 Shifts in ELA/Literacy Balancing
Informational and Literary Text Building Knowledge in the
Disciplines Staircase of Complexity Text-based Answers Writing from
Sources Academic Vocabulary 6 Shifts in Mathematics Focus Coherence
Fluency Deep Understanding Applications Dual Intensity
Slide 29
Leadership for the CCLS ELA Shift One: Balancing Literary &
Informational Text ELA Shift Two: Building Knowledge in the
Disciplines Principals Should: Purchase and provide equal amounts
of informational and literacy texts for each classroom Hold
teachers accountable for building student content knowledge through
text Provide PD and co-planning opportunities for teachers to
become more intimate with non fiction texts and the way they spiral
together Support and demand the role of all teachers in advancing
students literacy Support and demand ELA teachers transition to a
balance of informational text\ Give teachers permission to slow
down and deeply study texts with students
Slide 30
Leadership for the CCLS ELA Shift Three: Staircase of
Complexity ELA Shift Four: Text Based Questions ELA Shift Five:
Writing from Sources Principals Should: Ensure that texts are
appropriately complex at every grade and that complexity of text
builds from grade to grade. Support and demand that teachers build
a unit in a way that has students scaffold to more complex texts
over time Support and demand that teachers work through and
tolerate student frustration with complex texts and learn to chunk
and scaffold that text Provide planning time for teachers to engage
with the text to prepare and identify appropriate text-dependent
questions. Hold teachers accountable for fostering evidence based
conversations about texts with and amongst students. Support,
enable, and demand that teachers spend more time with students
writing about the texts they read building strong arguments using
evidence from the text.
Slide 31
Leadership for the CCLS ELA Shift Six: Academic Vocabulary
Principals Should: Shift attention on how to plan vocabulary
meaningfully using tiers and transferability strategies Provide
training to teachers on the shift for teaching vocabulary in a more
meaningful, effective manner.
Slide 32
Leadership for the CCLS Math Shift One: Focus Math Shift Two:
Coherence Principals Should: Work with groups of math teachers to
determine what content to prioritize most deeply and what content
can be removed (or decrease attention). Determine the areas of
intensive focus (fluency), determine where to re-think and link
(apply to core understandings), sampling (expose students, but not
at the same depth) Give teachers permission and hold teachers
accountable for focusing on the priority standards immediately
Ensure that teachers have enough time, with a focused body of
material, to build their own depth of knowledge Ensure that
teachers of the same content across grade levels allow for
discussion and planning to ensure for coherence/threads of main
ideas Grade Priorities in Support of Rich Instruction and
Expectations of Fluency and Conceptual Understanding K2Addition and
subtraction, measurement using whole number quantities
35Multiplication and division of whole numbers and fractions
6Ratios and proportional reasoning; early expressions and equations
7Ratios and proportional reasoning; arithmetic of rational numbers
8Linear algebra
Slide 33
Leadership for the CCLS Math Shift Three: Fluency Math Shift
Four: Deep Understanding Math Shift Five: Application Math Shift
Six: Dual Intensity Principals Should: Take on fluencies as a stand
alone CC SS aligned activity and build school culture around them.
Allow teachers to spend time developing their own content knowledge
Provide meaningful professional development on what student mastery
and proficiency really should look like at every grade level by
analyzing exemplary student work Ensure that math has a place in
science instruction Create a culture of math application across the
school Reduce the number of concepts taught and manipulate the
schedule so that there is enough math class time for teachers to
focus and spend time on both fluency and application of
concepts/ideas
Slide 34
Leadership for DDI Immediate User Friendly Teacher Owned
Test-in-Hand Deep Immediate User Friendly Teacher Owned
Test-in-Hand Deep Common Periodic Transparent Starting Point
Aligned to State Tests Aligned to Instruction Cyclical Common
Periodic Transparent Starting Point Aligned to State Tests Aligned
to Instruction Cyclical Plan new Lessons Teacher Action Plans
Ongoing Assessment Accountability Engaged Students Plan new Lessons
Teacher Action Plans Ongoing Assessment Accountability Engaged
Students
Slide 35
Evidence from Where? School Visits Shadowing Observations
Evaluation Planning for Accountability and Support
Slide 36
Evidence from Where? School Visits In the first column, list
features of school visits that will be effective for principal
evaluation. In the second column, what sort of evidence might this
feature provide? In the third column, identify the ISLCC standard
or leadership quality that this evidence will qualify or
describe.
Slide 37
Evidence from Where? Shadowing Principal Observations of
Teachers Principal evaluators shadow principals observing lessons
and providing feedback so that the evaluator can obtain objective
first hand evidence of the principals ability to lead learning in
the school. Working with one element of teacher observation,
consider the purpose, process, pitfalls, and end results youd
expect to observe while shadowing. What will serve as evidence of
effective instructional leadership?
Slide 38
Role of the Principal Evaluator Know what the principal has to
do Standards (CCLS) Data (Common Formative & Interim
Assessment) Professional Practice (APPR) Culture (PLC) How to help
the principal do it How to find the time for it Help principal to
choose and define the right initiative/goal for item listed above
Understand how to use ISLLC (and maybe a rubric) to guide the
initiative/goal Collect evidence along the way Provide
growth-producing feedback Use APPR system for evaluation and
identification of appropriate professional development Implement
improvement plan (if necessary)
Slide 39
A Principals/Evaluators Year Using the draft map of a
principals year of NYS Reform Policy-based Instructional
Leadership, think about how you will provide accountability and
support for the principals work throughout the year. Share one idea
for accountability or support. Consider the context for this
process one idea is to embed this process in one major initiative
per year.