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Linking Superintendent & Teacher/Principal Evaluation to Improve Student Learning
Robert Mackey – SuperintendentKristin Rumovicz – Board PresidentUnadilla Valley Central School District
Attendees will be able to…
…compare and contrast evaluation prior to APPR and since APPR
…identify the connections between evaluation and improved student learning
…identify potential issues related to evidence based review of the superintendent before embarking on the journey in their district
If we can anticipate it, we can prevent it!
TEACHER OBSERVATION REPORT FOR INSTRUCTIONAL IMPROVEMENT
Teacher's Name _______________________ Subject Taught _________________ Date ________
Observed by __________________________
NO OPPORTUNITY TO OBSERVE SATISFACTORY NEEDS
IMPROVEMENTNOT
SATISFACTORY
1. Established behavior pattern
2. Evidence of adequate planning
3. Efficient record keeping
4. Lesson objective stated
5. Reason for lesson explained
6. Lesson adequately explained
7. Use of examples or models
8. Student participation & practice
9. Effective use of homework assignment
10. Neat room appearance
11. Teachers personal appearance
12. Teaching strategy used:
13. Student Motivation:
STAFF EVALUATION OF THE DIRECTOR OF SPECIAL PROGRAMS
Key:
1=Always
2=Usually
3=Sometimes
4=Never
5=No opportunity to observe
The Director: Circle One
communicates openly and frankly with staff, students, & parents 1 2 3 4 5
encourages staff members to solve their own problems 1 2 3 4 5
effectively runs meetings with a clear agenda & relavant discussion 1 2 3 4 5
evaluates staff based on criteria which focuses on instructional improvement 1 2 3 4 5
is visible throughout the district's buildings 1 2 3 4 5
involves staff & students in reaching decisions which affect them 1 2 3 4 5
uses all available resources to become knowledgeable about the position 1 2 3 4 5
is organized & flexible in planning meetings or setting up schedules 1 2 3 4 5
EVALUATION OF K‐12 BUILDING PRINCIPAL
Name: __________________ Date: __________
I. CurriculumThe Principal:
maintains a focus on curriculum development K‐12 ___significant strength ___above average ___meets standards ___unsatisfactory ___does not apply
Comments:
keeps teachers actively involved in the process of curriculum development ___significant strength ___above average ___meets standards ___unsatisfactory ___does not apply
Comments:
is working with staff to tie curriculum with the new standards ___significant strength ___above average ___meets standards ___unsatisfactory ___does not apply
Comments:
is working with the guidance counselor to analyze student data to determine the direction for future academic emphasis
___significant strength ___above average ___meets standards ___unsatisfactory ___does not apply
Comments:
EVALUATION OF K‐12 BUILDING PRINCIPAL
Name: __________________ Date: __________
I. CurriculumThe Principal:
maintains a focus on curriculum development K‐12 ___significant strength ___above average ___meets standards ___unsatisfactory ___does not apply
Comments:
keeps teachers actively involved in the process of curriculum development ___significant strength ___above average ___meets standards ___unsatisfactory ___does not apply
Comments:
is working with staff to tie curriculum with the new standards ___significant strength ___above average ___meets standards ___unsatisfactory ___does not apply
Comments:
is working with the guidance counselor to analyze student data to determine the direction for future academic emphasis
___significant strength ___above average ___meets standards ___unsatisfactory ___does not apply
Comments:
SUPERINTENDENT'S EVALUATIONKey: 1=Unacceptable 2=Weak 3=Acceptable 4=Good 5‐Outstanding Circle One
Board of Education/Superintendent RelationsThe Superintendent accepts the responsibility for being the liaison between the Board and District personnel 1 2 3 4 5
Business and FinanceThe Superintendent understands the negotiations process, working with the District's team so that sound contracts are negotiated 1 2 3 4 5
Staff Development and Personnel RelationshipsThe Superintendent treats personnel fairly while insisting on the best possible performance of job duties 1 2 3 4 5
Curriculum and InstructionThe Superintendent monitors the planning, development, and implementation of curriculum and programs 1 2 3 4 5
Community RelationsThe Superintendent gives attention to problems and opinions of individuals within the community 1 2 3 4 5
Personal CharacteristicsThe Superintendent exercises good judgement and the democratic process in arriving as a decision 1 2 3 4 5
Other
SUPERINTENDENT'S EVALUATIONKey: 1=Unacceptable 2=Weak 3=Acceptable 4=Good 5‐Outstanding Circle One
Board of Education/Superintendent RelationsThe Superintendent accepts the responsibility for being the liaison between the Board and District personnel 1 2 3 4 5
Business and FinanceThe Superintendent understands the negotiations process, working with the District's team so that sound contracts are negotiated 1 2 3 4 5
Staff Development and Personnel RelationshipsThe Superintendent treats personnel fairly while insisting on the best possible performance of job duties 1 2 3 4 5
Curriculum and InstructionThe Superintendent monitors the planning, development, and implementation of curriculum and programs 1 2 3 4 5
Community RelationsThe Superintendent gives attention to problems and opinions of individuals within the community 1 2 3 4 5
Personal CharacteristicsThe Superintendent exercises good judgement and the democratic process in arriving as a decision 1 2 3 4 5
Other
EVALUATION OF THE SUPERINTENDENTSatisfactory Unsatisfactory N/A
3 2 1Relationship with the Board
8. Keeps the Board informed on issues, needs, operation of the school system. ____ ____ ____
Educational Direction and Leadership1. Administers as Chief School Executive, the development & maintenance of a positive educational program designed to meet the needs of the students & respond to appropriate statutory & regulatory requirements
____ ____ ____
Personnel7. Is impartial, firm, and fair in decisions dealing with staff ____ ____ ____
Community Relations3. Maintains a high level of visibility within the school district ____ ____ ____
Student Relations3. Gains respect & support of the students with regard to the operation of schools ____ ____ ____
Professional Growth and Educational Leadership3. Manages personal time efficiently to maximize personal work productively ____ ____ ____
Financial Management
2. Guides the process of fiscal planning & budget development ____ ____ ____
Facilities and Equipment Management
1. Makes recommendations with reference to the location & size of school sites & of additions to existing sites
____ ____ ____
Personal Qualities
4. Exhibits ability to deal effectively with controversy, remain true to convictions & to live with a high pressure job
____ ____ ____
Management Functions
Management functions are the processes/means to achieve a desired state within operational areas of the school district organization, i.e., administration, instruction, etc.
6. Coordinates the communication process (characteristic activities in the area of communicating include giving & receiving information effectively both orally & in writing, facilitating the exchange of information, views, & opinions)
____ ____ ____
Financial Management
2. Guides the process of fiscal planning & budget development ____ ____ ____
Facilities and Equipment Management
1. Makes recommendations with reference to the location & size of school sites & of additions to existing sites
____ ____ ____
Personal Qualities
4. Exhibits ability to deal effectively with controversy, remain true to convictions & to live with a high pressure job
____ ____ ____
Management Functions
Management functions are the processes/means to achieve a desired state within operational areas of the school district organization, i.e., administration, instruction, etc.
6. Coordinates the communication process (characteristic activities in the area of communicating include giving & receiving information effectively both orally & in writing, facilitating the exchange of information, views, & opinions)
____ ____ ____
LET’S SUMMARIZE THE KEY TAKE AWAYS FROM THESE EVALUATION
EXPERIENCES
They span 25 years in education They emphasize management aspects of each
job; THESE ARE EASY TO CHECK OFF They require an evaluation of another
person’s “understanding”; perceived “fairness”; and “good judgment”
Focus on the last 15 years…
Even if the superintendent evaluations require ratings of important aspects of the job, nearly all ratings selected were made with little or no evidence review other than: “I’ve heard from a lot of staff that….” “Remember that time…?” “I don’t remember seeing him/her at the
Memorial Day Parade.”
Can Evaluation Improve Student Learning?
It Depends
On what is being evaluated On how it is being evaluated And most importantly, on the research behind
what is being evaluated.
Every classroom practice and strategy has been studied and has an effect size.
Many Researchers
Some of the most extensive has been done by Robert J. Marzano (over 5,000 studies, spanning 5 decades) 41 Key Strategies Identified by Research for
Effective Teaching Of them, 13 have been identified through his research
as “Essential Strategies” for Teaching for Rigor
Specific, observable behaviors tied to research equating to incredible effect size when teachers improve their use of them
Student learning is not influenced by teacher effectiveness alone; rather, a chain of influences ‐‐ beginning with an effective district evaluation system, which influences the quality of district, school, and teacher leaders, which are themselves influenced by their respective evaluation systems ‐‐ combined to affect the quality of student learning. (p.136)
Teacher Evaluation that Makes a Difference, Marzano & Toth
Reproduced with permission
Leveraging APPR Mandate to Improve Learning
Move from focus on teaching and managing Laser‐like focus on learning – even in how we
evaluate teachers, administrators, and the superintendent.
Teachers and administrators chose Marzano based on the effect size research.
Reproduced with permission
Reproduced with permission
Teacher Centered
Student Centered
Reproduced with permission
Reproduced with permission
Reproduced with permission
Reproduced with permission
How to Evaluate the Superintendent
At the time, there was no Marzano model available
BOE Evaluation Committee 2012 Developed our own model based on the
Marzano evaluation model 2013 Marzano came out with his District Leader
Evaluation Model
Evolution of Evidence
The first year, 2012‐2013 – 4 GB of evidence, several dozen survey forms
Year two, 2013‐2014 – less than half the evidence, no more survey!
Year three, 2014‐2015 – graphic organizer for evidence
Year four, 2015‐2016 – evidence submitted by domain in response to BOE questions from previous year
Reproduced with permission
Reproduced with permission
An Example…Superintendent goal of “Living Curriculum”
Principal’s develop and lead a mapping
process
Teachers create, implement, review, & revise annually
Current Year
Broken into manageable sections for BOE Complete domain evaluations in October,
December, February, March, April Summative narrative complete May Evidence submitted previous month
Next Steps
Develop a BOE Self‐Evaluation tool linked
to the Marzano rubrics with a focus on the work of the Board to improve student learning.
An Example…BOE: an environment that fosters responsible risk
taking & action research”
Superintendent goal of “Living Curriculum”
Principal’s develop and lead a mapping
process
Teachers create, implement, review, &
revise annually
Robert Mackey – SuperintendentEmail: [email protected]: 607‐847‐7500 x1131Kristin Rumovicz – Board PresidentEmail: [email protected]: 607‐847‐7500 x1131
Slideshare Link:
Unadilla Valley Central School District