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Stronge SGO Symposium

Stronge SGO Symposium. Making SGOs a Successful Reality: Principal Goals and Evaluating Teacher SGOS. Organizing Questions. 1. 2. 3. How do we implement teacher SGOs successfully ?. How do we implement principal goals?. Where do we go from here?. Handout 2. Organizing Questions. 1. 2.

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Stronge SGO Symposium

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  1. Stronge SGO Symposium Making SGOs a Successful Reality: Principal Goals and Evaluating Teacher SGOS

  2. Organizing Questions 1 2 3 How do we implement teacher SGOs successfully? How do we implement principal goals? Where do we go from here? Handout 2

  3. Organizing Questions 1 2 3 How do we implement teacher SGOs successfully? How do we implement principal goals? Where do we go from here? Handout 2

  4. Goal-Setting for Principals 1 Handout 2

  5. Principal Practice Weighting Standards 1-6 From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013

  6. Principal Evaluation Proposed Weighting Standards 1-6 Standard 7 From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013

  7. Student Achievement (Standard 7) From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013

  8. Multi-Grade SGP Principals 50% Student Achievement

  9. Single-Grade SGP Principals 50% Student Achievement

  10. Non-Grade SGP Principals 50% Student Achievement

  11. What are the purposes of Student Academic Progress Goal-Setting? • Focus on student results • Explicitly connect teaching and learning • Improve instructional practices and teacher performance • Tool for school improvement 1 Handout 2

  12. Goal-Setting Process for Principals Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through ongoing data collection 1 Step 5: Assess goal attainment Step 1: Determine needs Step 2: Create specific growth goals using baseline data Handout 2

  13. Differences between Teacher and Principal Goals Teacher goals are typically… Principal goals are typically… • Based on smaller numbers of students: micro-vision • Focused on individual student growth • Strongly influenced by individual student characteristics • Loosely correlated to school improvement plans • Based on larger populations of students: macro-vision • Focused on percentage of students reaching mastery • Less influenced by individual student characteristics • Highly correlated to school improvement plans

  14. Baseline and Post-Measures Used for teachers… Used for principals… • Usually take place in the same year • Use the same group of students • Often take place from one year to the next • Use different groups of students

  15. Example Goals Teacher Principal • During the 2013-2014 school year, 100% of my AP History students will increase their analysis of historical documents skills as determined by the AP History test Data Based Question (DBQ) rubric. Each student’s post-assessment score will increase by two levels above the pre-assessment score. • During the 2013-2014 school year, the percentage of students enrolled in at least one college-level course (AP or dual enrollment) out of the total eligible student population will increase to 60 percent (approximately a 10 percent increase over last year’s 54 percent).

  16. Step 1: Determine Needs Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through ongoing data collection 1 Step 5: Assess goal attainment Step 1: Determine needs Step 2: Create specific growth goals using baseline data Handout 3

  17. How Do We Determine Our Needs? 1 Handout 3

  18. Determining Needsfor Principal Goal-Setting Focus • Vision and/or Mission • District Initiatives • Baseline Data • School’s Strategic Plan • Survey Results 1 Handout 3

  19. Example Measures for Goals • State assessment pass rates • Achievement gaps among subgroups on state assessments • Percentage of retentions • Percentage of student with disabilities meeting their IEP goals • Percentage of middle school students taking high school level courses • Percentage of high school students taking AP classes • Graduation rate • Etc. 1 Handout 3

  20. Simulation:Lee Grant 1 Middle School Principal Handout 4

  21. Simulation: Determine Needs • Review the School Profile, Content Area, and Baseline Data for Lee Grant. • Answer the following: • What area did Lee Grant choose as the goal-setting focus? • What influenced the choice? • What data were used as a baseline? 1 Handout 4

  22. What assessment data sources would be appropriate for… Establishing baseline data and determining goal attainment? Monitoring goal progress throughout the year? 1 Handout 5

  23. Step 2: Create Student Academic Progress Goals Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through ongoing data collection 1 Step 5: Assess goal attainment Step 1: Determine needs Step 2: Create specific growth goals using baseline data Handout 6

  24. Specific Measureable Appropriate Realistic, but Rigorous Time-bound What makes goals SMART? 1 Handout 6

  25. Evaluate:Is this goal SMART? During the course of the current school year, students’ passing scores on their mathematics standardized test will increase from 80 percent to 82 percent. • A good goal statement is one that is… • Specific • Measurable • Appropriate • Realistic, but Rigorous • Time-bound 1 Handout 6

  26. Better Goal for Lee Grant? During the course of the current school year, students in the Gap 1 group will increase from 80 percent passing on their end-of-course mathematics assessment to 90 percent passing. • A good goal statement is one that is… • Specific • Measurable • Appropriate • Realistic, but Rigorous • Time-bound 1 Handout 6

  27. Step 3: Create and Implement Leadership and Management Strategies Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through on-going data collection 1 Step 1: Determine needs Step 2: Create specific growth goals based on baseline data Step 5: Determine goal attainment Handout 7

  28. Considerations: Strategies • How do the different Principal Evaluation standards affect the outcome of your goal? • What strategies have others tried that have made them successful in similar focus areas? 1 Handout 7

  29. When writing strategies, consider adding: • WHYthis strategy was chosen. • WHO is included in the strategy and WHENthey are included. • HOWthe strategy will be implemented. 1 Handout 7

  30. Simulation: Reviewing Strategies • What are the strengths of the chosen strategies? • What improvements could be made to these strategies? 1 Handout 7

  31. Step 4: Monitor & Adjust Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through on-going data collection 1 Step 1: Determine needs Step 2: Create specific growth goals based on baseline data Step 5: Determine goal attainment Handout 8

  32. Monitor and Adjust • What progress has been made toward the goal? • What further progress needs to be made? • How can strategies be adjusted? 1 Handout 8

  33. Step 4: Monitor & Adjust Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through on-going data collection 1 Step 1: Determine needs Step 2: Create specific growth goals based on baseline data Step 5: Determine goal attainment Handout 8

  34. Considerations: Determining Effectiveness What results would you expect to see from an effective principal? 1

  35. Simulation: Determine Goal Achievement • Did Lee Grant achieve the goal? • What contributed to any successes? • What improvements could be made? • If the same focus area is chosen next year, what might the new goal be? 1 Handout 8

  36. What are the benefits to student academic progress goals for principals? 1 Handout 9

  37. What are the challenges to student academic progress goals for principals? 1 Handout 9

  38. Comparing Teacher SGOs and Principal Goals 1 Handout 9

  39. Organizing Questions 1 2 3 How do we implement teacher SGOs successfully? How do we implement principal goals? Where do we go from here? Handout 10

  40. Activity: Evaluating SGOs for Approval Review each SGO for the SMART criteria with your group. Be ready to report out on how the SGO does in each category. Handout 10

  41. How SMART is this goal? This is a great personal goal to have for students, but you don’t have control over students’ access to books outside of the school, so this goal is not appropriate for your evaluation. Let’s brainstorm other ways we can assess student reading. During the current school year, all fifth grade students will make measurable progress in reading by reading at least 30 “just right” books with their families and recording it in their Home Reading Record and having a parent/guardian sign each month. • SMART SGOs are: • Specific • Measurable • Appropriate • Rigorous, but Realistic • Timebound Handout 10

  42. How SMART is this goal? Geography skills are important, but how will this be measured? Multiple choice? Short answer? Rubric? Once we determine how to measure their skills, we can determine a rigorous but realistic amount of growth for students to make. During the current semester, all 9th grade geography students will improve their knowledge of geography by applying map analysis skills on a consistent basis. • SMART SGOs are: • Specific • Measurable • Appropriate • Rigorous, but Realistic • Timebound Handout 10

  43. How SMART is this goal? This SGO is well-written in terms of format; let’s get together and discuss how to ensure that there are high expectations for all students. During the current school year, all French I students will score at least 5 percentage points higher on their post-assessment than on their pre-assessment using the district-developed assessment of French I written and listening skills. • SMART SGOs are: • Specific • Measurable • Appropriate • Rigorous, but Realistic • Timebound Handout 10

  44. Recommendations and Strategies for Successful Implementation 2 Handout 11

  45. Recommendation 1 Involve teachers in leadership positions from the beginning and invite participation. 2 Handout 11

  46. Recommendation 2 Encourage collaboration among like groups (grade level, content area, specialists) 2 Handout 11

  47. Recommendation 3 Provide comprehensive and on-going training. Choose smaller areas of focus for each training. 2 Handout 11

  48. Recommendation 4 Have resident in-house experts in the SGO-setting process. 2 Handout 11

  49. Recommendation 5 Consider involving parents and students in the goal-setting process. 2 Handout 11

  50. Recommendation 6 Create an SGO online “warehouse” with SGO training materials, example SGOs and strategies, etc.. 2 Handout 12

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