All-Administrators Meeting

All-AdministratorsMeeting Agenda 1. Improving Teacher Performance: Barbara Barthel 2. Teacher Leaders Pilot: Kent State University 3. CARE Team Updates: Krista Allison October 22, 2009

Improving Teacher Performance Please note: Follow your district guidelines, deadline dates, and evaluation process. This discussion concerns ways to dialogue with teachers and address issues. It is not meant to address "non-renewal" and other employment issues.

Another Disclaimer . . . Ideas from Experts! Some listed here: Dealing with Difficult Teachers, Second Edition, by Todd Whitaker, 2002. The Principal’s Companion, Third Edition, by Pam Robbins and Harvey B. Alvy,2009. The Marginal Teacher, Third Edition, by C. Edward Lawrence, 2005. And lots more . . . .

The administrator has many duties. He or she is not the monster. He or she is working for the best interest of students.

A Scary Responsibility/Duty

Barbie’s Thoughts . . .

1 Barbie’s Thoughts . . .

Thought #1 Administrators MUST EVALUATE and BE INSTRUCTIONAL LEADERS.

Research Says . . . " . . . student achievement is related to intentional classroom visits by the principal and a principal's knowledge of and ability to assist teachers with regard to curriculum, instruction, and assessment." -The Principal's Companion, Third Edition, by Pam Robbins and Harvey Alvy

And Another Thing . . . ". . . successful schools employ instructional leaders who observe classes and provide feedback to teachers while monitoring student progress data in a collaborative culture that supports continuous improvement." Principals and Student Achievement, 2003, by Kathleen Cotton

Deming stresses . . . " that when employees are having problems, management must learn to take responsibility, for the system is likely failing the employees."

OLD: Intimidation and control "Snoopervision" Telling what teachers are doing wrong Led to bitterness on the part of teachers NEW: Learning-focused community approach Attitude of growth built day by day Highly communicative-- much dialogue Leads to more risk-taking behavior The Old vs New Administrative Paradigm

"It is important that principals communicate with teachers that supervision and evaluation processes are intended to build their capacity to promote student learning." -The Principal's Companion, Third Edition, by Pam Robbins and Harvey Alvy

Thought #2 Traditional evaluations are not adequate and may NOT promote effective teaching habits which harms students.

Teacher Evaluations Have a Number of Problems • Credentials are valued over performance.(HQT does not equal HET (highly effective teacher). • A single-salary schedule reinforces credentials over quality. • Teacher evaluation is a low priority. • Evaluations typically consist of check-marks in a single or short observation.

Standardized test scores are a direct way of assessingperformance, BUT • Only about half of the teachers teach subjects tested on standardized tests; • Standardized tests may assess low-level skills; • Looking at test scores does not account for student inputs (Note: Value-added scores can help this problem.) Toch, T., and Rothman, R. (2008). Rush to judgment: Teacher evaluation in public education. Washington, DC: Education Sector. (www.educationsector.org)

Administrators need to learn how to evaluate, coach, mentor, help . . . . Without training, there is no depth or consistency within a district or school. Thought #3 . .

TRAIN FOR EVALUATION! • Train the evaluators! • Train the teachers! • Evaluate the evaluation!

Let’s Experiment! • List on a piece of paper all of the things you would like to see in the ideal classroom. • You have 3 minutes to complete this task.

Now, Compare! • Did the person beside you have the same list? • Did the person behind you have the same list? • What was the same? • What was different? • What does this tell you?

As a district . . . • Make your list and get consensus. • Discuss what it looks like--what it sounds like! • What is evidence?

Show me the evidence! • Watch the clip and look for two areas of concern and two areas of strength. Write them down. • No sharing . . . YET.

What did you see or hear? How would you address it?

Thought #4 We know what is wrong, but we know it’s messy business approaching it.

Resource! • Crucial Conversations: Tools for Talking When Stakes Are High By Kerry Patterson, Joseph Grenny, Ron McMillan, Al Switzler, 2002.

What is a crucial conversation? • A discussion between two or more people where • stakes are high, • opinions vary, • emotions run strong.

Examples . . . • Ending a relationship. • Talking to a coworker who behaves offensively or makes inappropriate comments. • Giving the boss feedback about behavior. • Critiquing a colleague’s work. • Asking in-laws to quit interfering.

Typically, how do we handle crucial conversations. • We avoid them. • We face them and handle them poorly. • We face them and handle them well.

How Do You Deal? Check out your style in stressful situations . . . See attachments on website. How many of us AVOID? Stay silent.

Thought #5 Set up strong relationships with the staff, but it is our duty and our responsibility to DEAL with issues.

Resource: Dealing with Difficult Teachers, Second Edition By Todd Whitaker, 2002

Test to Identify “Difficult Teacher” Would you want your own son or daughter in this teacher’s classroom?

Whitaker, Whitaker, and Lumpa (2000) state that an important point to realize is that teachers who are ineffective over a long period of time have been allowed to be. Often their inappropriate methodology is even reinforced. There is little chance they are going to change unless the principal intervenes. It is also critical that principals see that it is their responsibility to cause positive change to occur. P. 25

All-Administrators Meeting