how to build a collaborative approach as a school superintendent with the implementation of...
TRANSCRIPT
How to Build a Collaborative Approach as a School
Superintendent with the Implementation of Effective
Evaluations and Staff Accountability
How to Build a Collaborative Approach as a School
Superintendent with the Implementation of Effective
Evaluations and Staff Accountability
by Brian Whiston, Superintendent, Dearborn Public
Schools, M.A.
Glenn Maleyko, Executive Director, Ph.D
MASA Superintendent Conference January 20, 2015
by Brian Whiston, Superintendent, Dearborn Public
Schools, M.A.
Glenn Maleyko, Executive Director, Ph.D
MASA Superintendent Conference January 20, 2015
Presentation OutlinePresentation Outline
Relationships and Union Collaboration– Routine PLC meetings– A good sense of humor
Evaluations and District Policy- A collaborative approach
Accountability- – Employee Performance– Teacher – Budget
Community Relations an Visibility Public Relations and Use of Electronic Media
Relationships and Union Collaboration– Routine PLC meetings– A good sense of humor
Evaluations and District Policy- A collaborative approach
Accountability- – Employee Performance– Teacher – Budget
Community Relations an Visibility Public Relations and Use of Electronic Media
Dearborn DemographicsDearborn Demographics
19,600 students Over 60% ELL Over 2400 Staff members Over 1250 staff in the teacher’s union
19,600 students Over 60% ELL Over 2400 Staff members Over 1250 staff in the teacher’s union
In order to be successful, professional learning communities must be embedded in the culture of
our school. Teamwork and collaboration at Dearborn Public Schools is not an option, it is who we are and what we do as a part of our daily routine. Brian Whiston
and Glenn Maleyko
In order to be successful, professional learning communities must be embedded in the culture of
our school. Teamwork and collaboration at Dearborn Public Schools is not an option, it is who we are and what we do as a part of our daily routine. Brian Whiston
and Glenn Maleyko
Team CollaborationTeam Collaboration
We can achieve our fundamental purpose of high levels of learning for all students
only if we work together. We cultivate this collaborative culture through the
development of high performing teams.
We can achieve our fundamental purpose of high levels of learning for all students
only if we work together. We cultivate this collaborative culture through the
development of high performing teams.
Dufour & Eaker
Strong Labor/Management Collaboration
Strong Labor/Management Collaboration
Teacher Eval Committee Assessment Committee PD Committees District Curriculum Committees Meetings Between Union Heads
HR/Superintendent Participation at Gen Admin and Eval Training
Teacher Eval Committee Assessment Committee PD Committees District Curriculum Committees Meetings Between Union Heads
HR/Superintendent Participation at Gen Admin and Eval Training
Monthly Union MeetingsMonthly Union Meetings
1 pm. Dearborn Federation of School Employees – Support Staff
2pm Dearborn Federation of Teachers (DFT) instructional
3pm All union heads and exempt employee representatives
4pm Association of Dearborn Schools Administrators (ADSA)
1 pm. Dearborn Federation of School Employees – Support Staff
2pm Dearborn Federation of Teachers (DFT) instructional
3pm All union heads and exempt employee representatives
4pm Association of Dearborn Schools Administrators (ADSA)
Relationships, Relationships, Relationships
Relationships, Relationships, Relationships
Give Union heads a seat at the table Sometimes do favors to build a greater relationship--
Stephen Covey- Deposit philosophy Greater Buy-in with implementing educational
programs and initiatives Open Door Philosophy and Willingness to listen. Does
not mean that there is always a 100% agreement. Keeps us apprised of rumors and other issues out
there. Sometimes go to local restaurant/bar for meetings
Give Union heads a seat at the table Sometimes do favors to build a greater relationship--
Stephen Covey- Deposit philosophy Greater Buy-in with implementing educational
programs and initiatives Open Door Philosophy and Willingness to listen. Does
not mean that there is always a 100% agreement. Keeps us apprised of rumors and other issues out
there. Sometimes go to local restaurant/bar for meetings
Joint Leadership Collaboration with unions
Joint Leadership Collaboration with unions
Cabinet Members attended an out of town conference with the DFT leadership to build relationship and joint leadership capacity.
The union has a seat at the table to discuss non-negotiable items including prohibited subjects of bargaining in some cases ---
All about Buy-in and a Better Product/Performance
Joint Presentations with HR and DFT president
Cabinet Members attended an out of town conference with the DFT leadership to build relationship and joint leadership capacity.
The union has a seat at the table to discuss non-negotiable items including prohibited subjects of bargaining in some cases ---
All about Buy-in and a Better Product/Performance
Joint Presentations with HR and DFT president
Cultural Shifts Becoming a Professional
Learning Community
Cultural Shifts Becoming a Professional
Learning Community “To put it as succinctly as possible, if
you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated”
“To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated”
Seymour Sarason: Taken From Robert Eaker PLC presentation.
A Traditional School Focuses on Teaching
and a Professional Learning Community Focuses on
Student Learning. https://www.youtube.com/watch?
v=w3PhJDxvgJM&safe=active
A Traditional School Focuses on Teaching
and a Professional Learning Community Focuses on
Student Learning. https://www.youtube.com/watch?
v=w3PhJDxvgJM&safe=active
The history of a free man is never written by chance but by choice– their choice.
Dwight D. Eisenhower
If you were on a Walkthrough and Discovered this. What would
you do?
If you were on a Walkthrough and Discovered this. What would
you do?
https://www.youtube.com/watch?v=lbdWD_uZZN0&safe=active
https://www.youtube.com/watch?v=lbdWD_uZZN0&safe=active
We like to Have Fun! Thanks to the Boss. He was out at on
vacation this week
We like to Have Fun! Thanks to the Boss. He was out at on
vacation this week
Team Building and Stress Reliever
Team Building and Stress Reliever
Having Fun at work helps us to deal with tough situations like staff accountability.
- budget and job reduction
- terminations
- Calling Snow Days
- Other controversial issues
Having Fun at work helps us to deal with tough situations like staff accountability.
- budget and job reduction
- terminations
- Calling Snow Days
- Other controversial issues
Anthony MuhammedThe Will to Lead the Skill to
Teach: 2012
Anthony MuhammedThe Will to Lead the Skill to
Teach: 2012
Creating highly effective schools requires more than will -- it requires specific action to bring vision into reality.
Creating highly effective schools requires more than will -- it requires specific action to bring vision into reality.
Staff AccountabilityStaff Accountability
Over 80 forced resignation/retirements since 2009. Most Tenured Teacher or Administrators.
Over 58 since 2011. How do we do it. Relationships with union are huge. We have
saved a lot of $ and Time. Following through and Superintendent Support Training For Administrators and High Expectations
for all
Over 80 forced resignation/retirements since 2009. Most Tenured Teacher or Administrators.
Over 58 since 2011. How do we do it. Relationships with union are huge. We have
saved a lot of $ and Time. Following through and Superintendent Support Training For Administrators and High Expectations
for all
TeachscapeTeachscape
We have over 80 Administrators that have passed the assessment. We are now starting the third cohort
In order to pass it requires between 20-40 hours of training in addition to group meetings.
Time Given at Monthly Trainings We also provided a small $300 stipend of one
personal business day to administrators who passed showing good faith with the admin union
We have over 80 Administrators that have passed the assessment. We are now starting the third cohort
In order to pass it requires between 20-40 hours of training in addition to group meetings.
Time Given at Monthly Trainings We also provided a small $300 stipend of one
personal business day to administrators who passed showing good faith with the admin union
Evaluation CommitteesEvaluation Committees
-Executive Director and DFT president co-chair teacher evaluation committee. Wide variety of representation from teachers principals and central office administrators.
-Greater Buy-in from Teachers when implementing new processes or components
-Executive Director and DFT president co-chair teacher evaluation committee. Wide variety of representation from teachers principals and central office administrators.
-Greater Buy-in from Teachers when implementing new processes or components
Evaluation CommitteesEvaluation Committees
All Employees – established a committee with non-instructional support staff
Administrator Evaluation Committee – Executive Director Co-Chairs with ADSA president
We have conducted Joint Presentations before the board of education regarding each evaluation tool.
All Employees – established a committee with non-instructional support staff
Administrator Evaluation Committee – Executive Director Co-Chairs with ADSA president
We have conducted Joint Presentations before the board of education regarding each evaluation tool.
Danielson TrainingDanielson Training
Consultant Came to our district to Provide Training
Union heads and teachers participated alongside administrators.
Student Engagement Learner Focused Conversations Executive Director In-Turn Continues to
Provide Training
Consultant Came to our district to Provide Training
Union heads and teachers participated alongside administrators.
Student Engagement Learner Focused Conversations Executive Director In-Turn Continues to
Provide Training
1. Use the teacher and administrator evaluation committees as a platform for making important implementation decisions. Monitor State requirements and ensure that our evaluation tool is aligned.
2. Provide support and professional development to all district administrators with regards to teacher evaluations. (over 75 administrators). Ensure that all administrators attain proficiency on the Danielson Teachscape Proficiency System.
3. Provide support and leadership in the area of evaluations especially when it comes to employees that have performance concerns.
1. Use the teacher and administrator evaluation committees as a platform for making important implementation decisions. Monitor State requirements and ensure that our evaluation tool is aligned.
2. Provide support and professional development to all district administrators with regards to teacher evaluations. (over 75 administrators). Ensure that all administrators attain proficiency on the Danielson Teachscape Proficiency System.
3. Provide support and leadership in the area of evaluations especially when it comes to employees that have performance concerns.
Danielson Framework and Evaluation Plans for Teachers
Danielson Framework and Evaluation Plans for Teachers Plan I -Probationary Teachers Plan II - Effective or Highly Effective Teachers Plan III - Ineffective or Minimally Effective
Tenured Teachers. Executive Director Completes Walkthroughs
and Conducts Observations when needed to support building principals.
Plan I -Probationary Teachers Plan II - Effective or Highly Effective Teachers Plan III - Ineffective or Minimally Effective
Tenured Teachers. Executive Director Completes Walkthroughs
and Conducts Observations when needed to support building principals.
Plan III (IDP)
Plan III (IDP)
Plan III a. Awareness Phase (30 days)
b. Assistance Phase (90 days)
c. Discipline Phase (30 days) No one can be placed on the Assistance Phase
of Plan III without a central office administrator observation. (Provides Safeguards for all.
Superintendent observes anyone up for potential termination.
Plan III a. Awareness Phase (30 days)
b. Assistance Phase (90 days)
c. Discipline Phase (30 days) No one can be placed on the Assistance Phase
of Plan III without a central office administrator observation. (Provides Safeguards for all.
Superintendent observes anyone up for potential termination.
Winston ChurchillWinston Churchill
True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.
True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.
Student GrowthStudent Growth
0%10%20%30%40%50%60%70%80%90%
100%
13-14 14-15 15-16 16-17 17-18
ObservationGrowth Data
0%10%20%30%40%50%60%70%80%90%
100%
13-14 14-15 15-16 16-17 17-18
ObservationGrowth Data
Dearborn Teacher Evaluation Weights
Dearborn Teacher Evaluation Weights
“Weighting is the process of assigning different values to portions of an evaluation to reflect their relative importance in determining overall performance” MCEE (Michigan Council for Educator Effectiveness )
2014-15 Teacher Evaluation Weights to Comply with State Legislation
2014-15 Teacher Evaluation Weights to Comply with State Legislation
75% will be based on Observation Protocol and the 5 Standards for Effective Teaching.
• This includes observations (formal and not formal), walkthroughs, other performance measures that are related to the teacher evaluation rubric which includes all 5 standards.
• Professional Responsibilities are included as one of the standards.
75% will be based on Observation Protocol and the 5 Standards for Effective Teaching.
• This includes observations (formal and not formal), walkthroughs, other performance measures that are related to the teacher evaluation rubric which includes all 5 standards.
• Professional Responsibilities are included as one of the standards.
Growth Data Formula Measures – 25%
Growth Data Formula Measures – 25%
• 5% District growth based on state accountability measures
• 10% Building Growth based on state or building or district common assessments
• 10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments
• 5% District growth based on state accountability measures
• 10% Building Growth based on state or building or district common assessments
• 10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments
10% Building Growth Data10% Building Growth Data
Based on multiple measures which must include NWEA (reading, Language Usage, math and science), Explore, Plan, MME and State Accountability growth measures (when state data is made available).
Based on multiple measures which must include NWEA (reading, Language Usage, math and science), Explore, Plan, MME and State Accountability growth measures (when state data is made available).
10% Classroom Growth Data10% Classroom Growth Data
Based on NWEA for the specific subject area, State Assessments, Classroom Assessments, DRA, Performance or product measures, other formative assessments, pre and post tests (specific % proficient) are required.
Based on NWEA for the specific subject area, State Assessments, Classroom Assessments, DRA, Performance or product measures, other formative assessments, pre and post tests (specific % proficient) are required.
A Quote from Maya Angelou
A Quote from Maya Angelou
“People will forget what you said. People will forget what you did.
But they will never forget how you made them feel”
Commencement Address, 2002
“People will forget what you said. People will forget what you did.
But they will never forget how you made them feel”
Commencement Address, 2002
Maria MontessoriMaria Montessori
One test of the correctness of educational procedure is the happiness of the child.
One test of the correctness of educational procedure is the happiness of the child.
DFT Layoff and Recall Formula (A new policy that we developed)
DFT Layoff and Recall Formula (A new policy that we developed)
There is a sequential order to the ranking system
1. Evaluation ratings. (Ineffective, minimally effective, effective and highly effective).
There is a sequential order to the ranking system
1. Evaluation ratings. (Ineffective, minimally effective, effective and highly effective).
2. Plan III teacher level of implementation (only applies to teachers plan III Improvement Plan).
3. Discipline-suspension over 5 days.
4. Employees with severe attendance problems on step 6 of the absence verification procedure.
2. Plan III teacher level of implementation (only applies to teachers plan III Improvement Plan).
3. Discipline-suspension over 5 days.
4. Employees with severe attendance problems on step 6 of the absence verification procedure.
Layoff and Recall Formula Continued
5. Attendance calculation over a two-year period.
6. Attendance at Professional development.
7. Discipline involving less than five days of suspension.
8. Seniority
5. Attendance calculation over a two-year period.
6. Attendance at Professional development.
7. Discipline involving less than five days of suspension.
8. Seniority
Budget AccountabilityBudget Accountability
The Superintendent Works closely with the Executive Director of Business Services
Budgetary issues are a top priority and related to student achievement
Important Budgetary areas– Class Size– 5 Year Plan– Student Achievement
The Superintendent Works closely with the Executive Director of Business Services
Budgetary issues are a top priority and related to student achievement
Important Budgetary areas– Class Size– 5 Year Plan– Student Achievement
“People want to be part of something larger than
themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice
for , trust.” — Howard Schultz
“People want to be part of something larger than
themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice
for , trust.” — Howard Schultz
Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization.
Reeves, Douglas (2006). The learning Leader.
Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization.
Reeves, Douglas (2006). The learning Leader.
Visionary leaders
Communication is the KeyCommunication is the Key DPS Website is a Pot of Gold http://dearbornschools.org/ HR Blog Site
http://humanresources.dearbornschools.org/
Link to DPS Vision http://dearbornschools.org/articles/282-vision-mission-objectives
Follow me on twitter @DrMaleyko
DPS Website is a Pot of Gold http://dearbornschools.org/ HR Blog Site
http://humanresources.dearbornschools.org/
Link to DPS Vision http://dearbornschools.org/articles/282-vision-mission-objectives
Follow me on twitter @DrMaleyko
Community Involvement and Visibility
Community Involvement and Visibility
Member of Organizations, Rotary, Kiwanis Club, Optimist, Foundations, PTA etc.
Important Dinners Golf Outings and Events Political Connections Involved with Foundations Twitter to Promote, just started.
Member of Organizations, Rotary, Kiwanis Club, Optimist, Foundations, PTA etc.
Important Dinners Golf Outings and Events Political Connections Involved with Foundations Twitter to Promote, just started.
Public Relations and Transparency
Public Relations and Transparency
Board Meetings Data and Documents Website Dearborn TV network School Life Publications Other local media
Board Meetings Data and Documents Website Dearborn TV network School Life Publications Other local media
Team CollaborationTeam Collaboration
Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.
Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.
All of us can consciously All of us can consciously decide to leave behind a life decide to leave behind a life of mediocrity and to live a of mediocrity and to live a life of greatness---at home, life of greatness---at home, at work and in the at work and in the community. No matter what community. No matter what our circumstances may be, our circumstances may be, such a decision can be such a decision can be made by everyone of us. made by everyone of us.
Stephen Covey the 8th HabitStephen Covey the 8th Habit
The Power of Professional Learning Communities
The Power of Professional Learning Communities
The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities.
The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities.
Dufour & Eaker
Marzano, Waters and McNulty (2005) 1st order change vs. 2nd order
change
Marzano, Waters and McNulty (2005) 1st order change vs. 2nd order
change
1st order change is incremental. It can be thought of as the next most obvious step to take.
2nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution
1st order change is incremental. It can be thought of as the next most obvious step to take.
2nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution
Fullan (2008) The Six Secrets of Change
Fullan (2008) The Six Secrets of Change
Secret One Love your employees Secret Two Connect peers with purpose Secret Three Capacity Building Prevails Secret Four Learning is the work Secret Five Transparency Secret Six Systems Learn
Secret One Love your employees Secret Two Connect peers with purpose Secret Three Capacity Building Prevails Secret Four Learning is the work Secret Five Transparency Secret Six Systems Learn
Presentation ReferencesPresentation References Covey, S. (2004). The 8th habit:
From effectiveness to greatness. New York, NY: Franklin Covey Co.
Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk-Through.
Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree.
Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree
Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.
Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co.
Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk-Through.
Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree.
Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree
Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.
Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.
Education Week,, (2002) Technology in Education, October 1st, 2003.
Friend, M. (2008). Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend Inc. .
Fullan. (2008). The Six Secrets of Change. Fullan, Hill, & Crevola. (2006).
Breakthrough. Prentice-Hall. Gardner () Do Technology Based Lessons Meet
the Needs of Student Learning Styles Jackson, Anthony W & Davis, Gayle (2000).
Turning Points 2000: Educating Adolescents in the 21st Century.
Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.
Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.
Education Week,, (2002) Technology in Education, October 1st, 2003.
Friend, M. (2008). Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend Inc. .
Fullan. (2008). The Six Secrets of Change. Fullan, Hill, & Crevola. (2006).
Breakthrough. Prentice-Hall. Gardner () Do Technology Based Lessons Meet
the Needs of Student Learning Styles Jackson, Anthony W & Davis, Gayle (2000).
Turning Points 2000: Educating Adolescents in the 21st Century.
Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.
Marzano, R., Waters, T., & McNulty, B. A. (2005). School Marzano, R., Waters, T., & McNulty, B. A. (2005). School Leadership that works: From Research to Results. Leadership that works: From Research to Results. National Association of State Boards of Education (2002)National Association of State Boards of Education (2002)McLaughlin, M., & Talbert, J. (2001). McLaughlin, M., & Talbert, J. (2001). Professional Professional learning communities and the work of high school learning communities and the work of high school teaching.teaching. Chicago: University of Chicago Press. Chicago: University of Chicago Press. Sarason, S. B. (1996). Sarason, S. B. (1996). Revisiting ‘The culture of the Revisiting ‘The culture of the school and the problem of change’. school and the problem of change’. New York: Teachers New York: Teachers College Press.College Press.Souden, Mike (2003). Evolution of Standards: Enhanced Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology provides. Information opportunities that technology provides. Taken on October 24, 2003, form www.macul.orgTaken on October 24, 2003, form www.macul.orgStiggins, R. (2004). Student Involved Classroom Stiggins, R. (2004). Student Involved Classroom Assessment: 3Assessment: 3rdrd Edition. Prentice Hall. Edition. Prentice Hall. International Society for Technology Education (2007). International Society for Technology Education (2007). NETS Standards for TeachersNETS Standards for TeachersInternational Society for Technology Education (2005). International Society for Technology Education (2005). Making Technology Standards Work for you: A guide for Making Technology Standards Work for you: A guide for administrators.administrators.