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Principal Practice and School Learning Objectives July 29, 2013

Principal Practice and School Learning Objectives July 29, 2013. Joe Schroeder, AWSA Associate Executive Director Patty Polczynski, Templeton Middle School Principal . Top Questions from the State EE Pilots.

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Principal Practice and School Learning Objectives July 29, 2013

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  1. Principal Practice and School Learning ObjectivesJuly 29, 2013 Joe Schroeder, AWSA Associate Executive Director Patty Polczynski, Templeton Middle School Principal

  2. Top Questions from the State EE Pilots How do SLOs work and what weight will they have in the Student Outcomes side of Educator Evaluations? What is the frequency and scope of evaluations that will need to occur under Educator Effectiveness? How does educator evaluation align with performance or merit pay?

  3. Top Questions from the State EE Pilots How do SLOs work and what weight will they have in the Student Outcomes side of Educator Evaluations? What is the frequency and scope of evaluations that will need to occur under Educator Effectiveness? How does educator evaluation align with performance or merit pay?

  4. Wisconsin Educator Effectiveness SystemOriginal Thinking of the Design Theme Multiple Measures

  5. July 2013 DPI Update http://ee.dpi.wi.gov/outcomes/outcome-measures

  6. July 2013 DPI Update http://ee.dpi.wi.gov/outcomes/outcome-measures

  7. Turn and Talk with a Neighbor What ramifications do these recent updates about weighting of student outcome measures have for your local communication and/or planning efforts?

  8. Top Questions from the State EE Pilots How do SLOs work and what weight will they have in the Student Outcomes side of Educator Evaluations? What is the frequency and scope of evaluations that will need to occur under Educator Effectiveness? How does educator evaluation align with performance or merit pay?

  9. DPI Process Manuals for the Full PilotTeacher Evaluation Principal Evaluation

  10. Standards for Educator PracticeTeachersPrincipals Teacher Practice Interstate Teacher Assessment and Support Consortium (InTASC) Teaching Standards (2011) Framework for Teacher Evaluation Charlotte Danielson’s Domains & Components Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Principal Practice Interstate School Leaders Licensure Consortium (ISLLC) Standards (2008) Framework for Principal Evaluation Wisconsin Framework for Principal Leadership Domain 1: Effective Educators Domain 2: Leadership Actions

  11. Architecture of the Wisconsin Frameworks for Teacher and Principal Practice Domains Components Components Elements Elements Elements Elements Elements Elements

  12. Danielson Framework for Teaching(Page 16 of the Teacher Process Manual) Domain 2: Classroom Environment • 2a Creating an Environment of Respect & Rapport • 2b Establishing a Culture for Learning • 2c Managing Classroom Procedures • 2d Managing Student Behavior • 2e Organizing Physical Space Domain 4: Professional Responsibilities • 4a Reflecting on Teaching • 4b Maintaining Accurate Records • 4c Communicating with Families • 4d Participating in Professional Community • 4e Growing and Developing Professionally • 4f Showing Professionalism Domain 3: Instruction • 3a Communicating with Students • 3b Using Questioning & Discussion Techniques • 3c Engaging Students in Learning • 3d Using Assessment in Instruction • 3e Demonstrating Flexibility & Responsiveness Domain 1: Planning and Preparation • 1a Demonstrating Knowledge of Content & Pedagogy • 1b Demonstrating Knowledge of Students • 1c Setting Instructional Outcomes • 1d Demonstrating Knowledge of Resources • 1e Designing Coherent Instruction • 1f Designing Student Assessments

  13. Wisconsin Framework for Principal Leadership (Principal Process Manual)

  14. Comparing the Wisconsin Frameworks for Teacher and Principal Evaluation TeachersPrincipals 4Domains2 22Components 5 76 Elements21 Where Feedback Occurs in the Wisconsin Educator Effectiveness System

  15. EE Alphabet Soup InTASC: Professional TeacherStandards ISLLC: Professional PrincipalStandards PPG: Professional Practice Goals SLO:Student Learning Objective (Teachers) School Learning Objective (Principals) EEP: Educator Effectiveness Plan (evaluation)

  16. Full Pilot Updates to the DevelopingWisconsin Principal Evaluation Process Student Data Review 2 SCHOOLLearning Objectives and 2 Professional Practice Goals Identified

  17. Wisconsin Principal Evaluation Cycle for 2013 Full Pilot See p. 9 in the Principal Manual for the Annual Evaluation Cycle • Orientation • Final Evaluation Conference • Data Review, Development of SLO(s), & Self-Reflection for EEP Development What are the Key Tasks of Your Role? (pp. 10-13) • EEP Meeting & Goal Approval • Rating of professional practice & SLO(s) • Observations & other evidence collection • Observations & other evidence collection • Mid-Year Review

  18. Integrating the Three Roles Teacher Process Manual: p. 20. Principal Process Manual: p. 20.

  19. Tools, Guidelines, and Forms for the Process: Process Manual Appendices Principal Evaluation: p. 37

  20. The frequency and scope of evaluations that will need to occur under Educator Effectiveness May 2013 Educator Effectiveness Newsletter

  21. Stand, Turn and Talk with a Neighbor An important connection I just made A question or concern that still needs to be addressed Ramifications of this information upon our local communications and/or planning efforts

  22. Top Questions from the State EE Pilots How do SLOs work and what weight will they have in the Student Outcomes side of Educator Evaluations? What is the frequency and scope of evaluations that will need to occur under Educator Effectiveness? How does educator evaluation align with performance or merit pay?

  23. This week’s joint-authored letter to WI Superintendents Emphasizes true purpose of EE Provides related info/research brief Urges deliberate movement forward, as system develops over time

  24. Turn and Talk with a Neighbor Which of the pictures just shown (or a different one in your own mind) might best describe a common response of people back home when they hear about Educator Effectiveness? What next step might your team take to help Educator Effectiveness meet its intended purpose?

  25. Principal Effectiveness The Framework for Principal Leadership: Leverage Points and Pilot Participant Feedback

  26. Wisconsin Framework for Principal Leadership (Principal Process Manual)

  27. Levels of Performance for Principal Professional Practice:The Wisconsin Principal Evaluation Practice Model defines four levels of performance for each element.

  28. Wisconsin Framework for Principal Leadership (Principal Process Manual)

  29. Development Pilot Participant Evaluation: Preliminary Findings Principal Self-Ratings to Elements of Professional Practice

  30. Development Pilot Participant Evaluation: Preliminary Findings Overall Themes of Feedback

  31. Sources of Evidencefor Each Element of Principal Practice

  32. Key Evidence Collection and Feedback Requirements A minimum of two observations and 2-3 principal interactions (interviews/structured conversations) and activities (school visits/walkthroughs); particularly those that inform EEP focal areas Formative feedback within 1 week

  33. Potential Sources of Evidence 1.1. Human Resource Leadership School Improvement Plan Recruitment Methods Observations of Staff / Faculty

  34. Potential Sources of Evidence 1.2. Instructional Leadership Memos, Newsletter, Website Samples of SLOs Team Meeting Agendas

  35. Reflection and Discussion 1) What sources of evidence might be of greatest value for the various principal practice elements under review? 2) To what degree are such sources of evidence already in place in your district?

  36. 1.1.5 Distributed Leadership Tabletop group Activity: Each person review: • 1.1.5 rubric and consider indicators • 1.1.5 case artifacts including case narrative with principal interview regarding distributed leadership, school improvement plan, leadership team meeting agenda and observation documentation, and faculty/staff survey results

  37. Assessment Using these artifacts, come to consensus about the assessment of competency 1.1.5 (Distributed Leadership) by: • Underlining or highlighting indicators evidenced within the 4-point rubric • Identifying specific facets of evidence that support this assessment

  38. Distributed Leadership

  39. Distributed Leadership Debrief Beginning to Consider More Robust Practice

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