copyright © 2013 november 2013 the leader evaluation and professional growth program module 1:...
TRANSCRIPT
Copyright © 2013 November 2013
The Leader Evaluation and Professional Growth ProgramModule 1: Principal Observation Process
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Module 1: Principal Observation ProcessParticipants learn about principal observations, the collection and analysis of observation data, and the sharing of timely, constructive feedback. All supervisors will participate in role playing of pre- and postconferencing and practice on video collecting observation evidence. Supervisors will begin the planning for the principal observation process.
Module 2: Interpreting Performance and Providing Feedback
Module 3: Making Sense of Evidence
Module 4: Responding to High-Priority Needs
Module 1: Principal Observation Process
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Welcome and Connecting (60 minutes)• Intended Outcomes
• The LEPG Model
• Suggestions for Pilot Implementation
Learning (130 minutes)• Overview
• Prepare
• Collect
• Analyze
• Discuss
• Rate and Plan
Implementing (50 minutes)• Putting the Observation Process Into Action
• Sharing With Principals
Follow-up (15 minutes)
Agenda
Welcome and Connecting60 minutes
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Welcome to the first LEPG Cohort session!
Get ready to share your:• First name
• District/affiliation
• One word that describes you that begins with the first letter of your name
Welcome and Introductions
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At the end of this session, participants will know and be able to• Identify priority LEPG Standards and measures for this year of
implementation
• Understand and explain the principal observation process
• Analyze, align, and rate observation evidence using the Instructional Feedback Observation Toolkit
• Understand and complete the pre- and postobservation process
Intended Outcomes
Nine Standards for leadership practice
Multiple measures
The LEPG Model
1: Leadership of Results2: Vision and Mission3: Teaching and Learning4: Knowledge of Students & Adults5: Culture
6: Strategic Management7: Advocacy8: Ethics9: Reflection and Growth
Measures Professional PracticeProfessional Growth
School Conditions
School Growth
Learner Growth
Sources of Evidence
Observations and related conferences, artifact review, 360-degree survey results, SLO quality review
Professional development plan review
School climate survey results
Review of progress toward school goals
Schoolwide student learning measure results, school attainment of SLOs
Suggestions for Pilot Implementation
1. Identify focus Standards and categories of measures
2. Identify priority evidence sources and tools
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Focus Standards1: Leadership of Results3: Teaching and Learning5: Culture9: Reflection and Growth
Categories of Measures*Professional PracticeProfessional GrowthSchool Growth*Learner Growth
MeasuresProfessional Practice
(Standards 1, 3, and 5)
Professional Growth
(Standard 9)
School Growth
Learner Growth
Sources of Evidence
Two instructional feedback observations, streamlined 360-degree survey, SLO quality review
Professional development plan/goal review
Review of progress toward school goals
Schoolwide student learning measure results, school attainment of SLOs
Standard 3. Teaching and Learning Indicator 3-a, Instructional Focus: The leader ensures
teaching and learning are the primary focus of the organization.
Indicator 3-b, Curriculum Implementation: The leader directs the implementation of a rigorous, relevant, and balanced curriculum.
Indicator 3-c, Common Framework: The leader guides development and implementation of common language for instructional quality.
LEPG Standards and Indicators
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Standard 5. Culture Indicator 5-a, Expectation Setting: The leader inspires and
nurtures a culture of high expectations. Indicator 5-b, Relationship Building: The leader builds
authentic, productive relationships that foster a collaborative spirit.
LEPG Standards and Indicators
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Observation Alignment Table
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Modifications for Your District
What do you think about the suggestions? What modifications do you want to make for this coming
year of LEPG implementation?
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Learning130 minutes
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Observation Requirements and Recommendations• TIF requires a minimum of two principal observations each year.
• Evidence collected from both observations will contribute to the principal’s final summative score.
• All observations should always result in feedback.
Principal Observations: An Overview
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What to Observe?• MSFE recommends that, in year 1, all principals be observed using
the Instructional Feedback Observation Protocol.
• Observation Setting: postobservation conference with a teacher
• Focus: the quality of the principal’s feedback and ability to implement the TEPG
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“The post-conference cannot be treated as a bureaucratic formality; it is one of the most critical
features of an effective teacher evaluation system if the goal is not just to measure the quality of
teaching, but also to improve it.” ~ More than Measurement: Lessons Learned for Designing
Better Teacher Evaluation Systems
Instructional Feedback: Lessons-Learned from Implementation
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Teacher postobservation conferences are a critical link!• Connects evidence and ratings to concrete changes in instruction
and their impact on student learning
• Crucial opportunity for teachers to reflect and collaborate to identify strategies to improve
• Rare opportunity for principals and teachers to engage in an in-depth, highly analytical discussion centered on instructional practice
Instructional Feedback: What the Research Tells Us
References: Balcazar, F., Hopkins, B. L., & Suarez, Y. (1986). A critical objective review of performance feedback. Journal of Organizational Behavior Management, 7(3/4), 65–89; Kluger, A. N., & DeNisi, A. (1998). Feedback interventions: Toward the understanding of a double-edged sword. Current Directions in Psychological Science, 7, 67–72; Shute, V. (2007). Focus on formative feedback (Research Report). Princeton, NJ: ETS. Retrieved from http://www.ets.org/Media/Research/pdf/RR-07-11.pdf
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Principals vary widely in their skill and ability in providing instructional coaching and feedback—many struggle with:
• Asking high-level questions
• Prompting teacher reflection
• Ensuring a balanced or teacher-driven conversation
• Identifying and modeling concrete, actionable changes in
practice.
• Connecting feedback to individualized supports and professional
growth planning
Principals need training, support, and on-going
coaching to provide high-quality instructional feedback
Instructional Feedback: What the Research Tells Us
Five-Step Observation Process
Step 1, Prepare: Preobservation meeting (with principal)
Step 2, Collect: Observation of principal and teacher during postobservation conference
Step 3, Analyze: Coding, alignment of observation data, and assessment of performance
Step 4, Discuss: Postobservation meeting (with principal)
Step 5, Rate and Plan: Consideration of observation evidence in LEPG Rubric scoring
Principal Observation Process
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Observation Forms and Tools Form 4, Preobservation Toolkit: Instructional Feedback Observation (includes an
updated Form 5) Form 6, Postobservation
Principal Observation Forms
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Schedule and Communicate• Work with principals to identify
postobservation conferences to attend.
• Try to observe conferences with both new and experienced teachers.
• Notify the teacher you will be attending.
• Ensure that the teacher understands you will be observing principal’s work, not the teacher’s performance.
• Plan 45 minutes for the observation and 20 minutes for a postconference with the principal.
1. Prepare
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Do not surprise the principal and teacher
by showing up unexpectedly to
observe a teacher evaluation
postconference.
1. Prepare—Preobservation Meeting (Form 4)
Supervisor will… Principal will…
Review “documentation” and align to LEPG Rubric indicators
Review preobservation questions
Ask questions and take notes Collaboratively identify and
document specific indicators of focus for the conversation or observation
Submit documentation two days prior
Review and respond to questions
Review professional goal(s) and identify indicators of focus
Share responses to questions Collaboratively identify and
document indicators of focus for the conversation or observation
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Purpose The preobservation protocol is an opportunity to discuss the
observation process and for a principal to share evidence of observation data collection and feedback preparation.
Review of a Sample (Handout 1) Look at the sample with a partner. Discuss:
• Does it seem like this principal had a productive preobservation conversation? Why or why not?
• What do you think is the most important outcome of a preobservation conversation?
• How can you set yourself up for success?
1. Prepare—Preobservation Meeting (Form 4)
Think about a teacher evaluation postobservation conference:
• What things could you observe?• What are the most important to observe? Why?
2. Collect: Instructional Feedback Observation Rubric
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The Instructional Feedback Observation Rubric helps you answer the questions: What does high-quality instructional feedback look like? What is the difference between instructional feedback that
generates no change and feedback that leads to steady improvements?
What effective practices do instructional leaders use in generating collaborative, productive conversations with teachers about their performance?
2. Collect: Instructional Feedback Observation Rubric
Instructional Feedback Observation Rubric—Six Observation Indicators
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5
6
1
2
3
Use of Data During
Feedback Sessions
Timing of Feedback
Types of Questions
Focus on Instruction
Planning for Improvement
Using Data in Ratings
Review pages 5–7 in the Toolkit with a partner. Highlight words or phrases that need to be defined. Discuss: What is an example of this in practice? For each indicator (1–6), share your best example with the whole
group.
Activity: The Six Observation Indicators in Practice
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What are four types of evidence you can collect in an observation?
Collecting Observation Evidence: Review of Types of Evidence
Collecting Observation Evidence: Review of Types of Evidence
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Verbatim: Principal: Why did you choose to ask that question?
Numeric: Principal made eye contact with Mr. S 4–5 times.
Factual summaries: Principal pointed to rubric and observation notes.
Observed: Postobservation protocol was filled out.
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With an elbow partner, review Handout 2 to determine whether the provided statements are evidence or opinion. If evidence, determine which type of evidence. If opinion, rewrite the statement to be evidence and
determine the type. Be prepared to share with the whole group.
Collecting Observation Evidence: Reviewing Evidence Statements
Quick Break
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Prepare to watch part of a postobservation instructional feedback meeting: get out your pen and paper and/or computer.
As a whole group, we will share ideas for taking good notes and practice cross-referencing with the rubric to note which observation indicators we observed.
Tips
• Write/type quickly and think of a few shortcuts (T = teacher, P = principal, etc.).
• Don’t be neat (not yet).
• Note what the principal says (especially questions asked), teacher responses, and source of evidence in the discussion.
• Try to capture all four types of evidence.
Activity: Collecting Observation Evidence
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Review your observation notes with a partner and look for these characteristics:
• Do the notes capture similar information?• Do the notes capture what the principal says, the
questions asked, the teacher’s responses, and sources of evidence used?
• Do the notes capture all four types of evidence?
Activity Debrief
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Coding Return to the notes immediately after the observation
session to analyze and rate. Review your running record and the teacher evaluation
documents and “code” the notes: coding = connecting what you observed with the descriptions in the observation indicators in the rubric.
Choose a method that works for you: highlighting, writing the observation indicator number in brackets [4] by the text, et cetera.
Use the “Quick Reference: Observation Indicators” to making coding easier.
3. Analyze: Coding Observation Notes and Select Ratings
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Observation Rating Review the coded notes (evidence) you have marked for
each observation indicator. Compare your evidence to Handout 4.
As a group, we will review the evidence and select a score. Consider three characteristics of your evidence:
• Depth—To what extent was the interaction limited, perfunctory, or superficial?
• Frequency—Are the majority of the interactions at one level? Or is there a mixture? Use counts taken from your notes to determine the correct performance level.
• Duration—Is the interaction or practice you observed relatively short or long in proportion to the total amount of time you observed?
3. Analyze: Coding Observation Notes and Select Ratings
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4. Discuss: Postobservation Protocol (Form 6)
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Supervisor will… Principal will…• Review observation notes and
align to LEPG Rubric indicators
• Review postobservation questions
• Ask questions and take notes (Part 1)
• Share evidence, alignment, strengths, and opportunities for growth (Part 2)
• Collaboratively identify and document plan for growth (Part 3)
• Self-assess against observation protocol
• Prepare for and share responses to postobservation questions (Part 1)
• Review and identify areas of strength/growth (Part 2)
• Jot down notes for growth plan (Part 3)
• Collaboratively identify and document plan for growth (Part 3)
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Review of a Sample (Handout 5)• Look at the sample with a partner.
• Discuss:– Does it seem like this principal had a productive postobservation
conversation? Why or why not?
– What do you think is the most important outcome of a postobservation conversation?
– How can you set yourself up for success?
4. Discuss: Postobservation Protocol (Form 6)
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Model the practices described in the Instructional Feedback Observation rubric
Principal Coaching Tips
Principals learn best when feedback is:• Tied to specific leadership standards
– What should performance look like? How does the evidence differ from this expectation?
• Specific, detailed, and fact-based
– What evidence do you have to support your claim?
• Timely and frequent
– Can the feedback be used to make adjustments tomorrow?
– How often are principals receiving feedback?
• Constructive
– What strategy or approach can you suggest as a next step?
– What additional supports does the principal need?
4. Discuss: Postobservation Coaching Stems
Paraphrasing Clarifying Reviewing PraisingMaking Suggestions
So… In other
words… I heard you
say…
Can you give me an example…
What do you mean by…
I noticed… When you
did X, I saw students to Y…
This worked well because…
Sometimes it’s helpful to…
When I conducted conferences, I…
I wonder what would happen if…
I saw a principal do…
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Lunch
Implementing45 minutes
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What will be some of the challenges to implementing the principal observation process in your district?• Administrative or Logistical Challenges
• Cultural Challenges
• Other challenges?
Putting the Observation Process Into Action
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What information will you share with your principals to help them prepare for the observation process?
How will you share this information?
Sharing With Principals
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Follow-up10 minutes
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Complete at least three principal observations by the next meeting.• Focus on gathering evidence and sharing it with the principal
• Don’t worry too much about specific feedback about their feedback
Bring any evidence or lessons learned from the observations to share (anonymously) with a colleague.
Principal Observations
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