Workshop 5: Common Criteria

1. Workshop 5: Common Criteria Have a greater understanding of the leadership criteria and how they are connected to the teacher criteria Explore how the 8 criteria are evident in the AWSP leadership framework

2. Teachers: “fostering and managing a safe, positive learning environment.” “collaborative and collegial practices focused on improving instructional practice and student learning.” Principals: “creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.” “providing for school safety.”

3. Teachers: “using multiple student data elements to modify instruction and improve student learning.” Principals: “development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.”

4. Teachers: “providing clear and intentional focus on subject matter content and curriculum.” Principals: “assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

5. Teachers: Implementing the instructional framework Principals: “monitoring, assisting, and evaluating effective instruction and assessment practices.”

6. Teachers: “communicating and collaboratingwith parents and school community.” Principals: “partnering with the school community to promote learning.”

8. Teacher and Principal Common Criteria Divide into 5 groups Each group will take one common area for criteria ( Ex: Culture) 10 minutes

9. Teacher and Principal Common Criteria Report out…. What are the similarities between the role of teacher and principal? How can you plan for a build system coherence around these similarities?

10. System coherence • Example: • Principals worked on improving instruction in grade 2-3 reading; their cycles were about working with the grade 2-3 teachers adjust teaching strategies according to the formative assessment data they had on their students. District goal is for all students to be at grade level in grade 3 reading. • District goal--Principals goals--teachers goals—students scores increased

11. Resources • Leverage Leadership • Doc camera

12. Reflection and evaluation time… • Complete Plus/Delta • Homework Assignment

13. Day 2 Review Theory of Action Review Norms Report Out on your system coherence thinking Workshop 6: Review criteria Workshop 7: Implementation and accountability Workshop 8: supervisory walk throughs

14. Theory of Action • If we operationally define and apply common criteria for principal performance within a leadership framework, then there will be an increased systemic coherence which will result in higher levels of performance and learning from principals, teachers and students.

15. Essential Questions • As A Professional Learning Community: • How do we deepen our knowledge of Washington’s states evaluation criteria for Principals in order to guide decisions that have promise to improve student learning? • How do we use the AWSP Principal Evaluation framework to provide us with a way to operationalize the revised evaluation system to improve teaching and learning? • How do we create a professional development plan to build Principal readiness for a new district evaluation model that will help principals grow and develop? • How do we establish and implement systems and structures in our districts that will continue to improve collaboration and communication about the evaluation system?

16. Today • Report our on System Coherence in your district—what are you thinking about? • Workshop 6- Review the 8 leadership criteria • Workshop 7-Planning for self-assessment and goal setting conferences with your principals • Accountability • Sharing the forms • Workshop 8- planning for Supervisory walk throughs—formative assessment • Case study signup • Reflection and Planning for October 1

18. Norms: • Start/end on time • Hand raised • Dive in to make this your own: no acting • You are accountability partners today, not just thought partners • Write down burning questions as we go • Persevere

19. Professional Learning Community Norms

20. Report out… • Homework • Thinking about your district and its system, what example did you come up with to build system coherence between teacher and principal evaluation criteria and the work in your district?

21. Comparison of Three Approaches to Adult PD:

22. Rubrics and Frameworks Workshop 6: Review the AWSP Leadership Criteria

23. We are in this together

24. Protocol for Reviewing 8 criteria

25. The Framework: Foundation of the New Principal Evaluation Eight Evaluation Criteria Define a principal’s leadership responsibilities “Recommended Components” for each Criterion

26. Principal Evaluation research

30. BREAK

31. Workshop 7: Implementation • Self assessment • Goal Setting

32. Best Practices What can we learn from others?

33. Best Practice • Self assessment • Goal setting conference • Formative conferences • Professional development plan • Supervisory walk through • Coaching conversations • Self reflection before the summative conversation • Summative conference • Final Written summative evaluation

34. Self Assessment It is recommended the Principalself assess using the AWSP Framework and Rubrics AND the evaluator independently complete a similar assessment of the Principal prior to the Goal Setting Conference

35. Setting Goals In absence of clearly defined goals, we become strangely loyal to performing daily acts of triviaAuthor Unknown

36. Goal-Setting—Guided Practice with Data-Driven Instruction: What is the most measurable goal that will guarantee we are successful with data-driven instruction? Criteria for Goal-Setting • If we meet this goal, will we be using data-driven instruction for maximal benefit towards student achievement? • Can we actually measure whether we reach this goal?

37. Goal-Setting—Guided Practice with Planning: What is the most measurable goal that will guarantee we are successful with planning? Criteria for Goal-Setting • If we meet this goal, will we be using planning for maximal benefit towards student achievement? • Can we actually measure whether we reach this goal?

38. Accountability • How Did That Happen? • By Roger Connors and Tom Smith • To hold others accountable, leaders need to think about: • Accountability fallacy • Accountability Assumption • Accountability Truth

39. Think about your style: • Do you wait for people to report back to you? • Do you reprimand people for not doing what you asked them to do? • Do you wonder if people are doing what you asked them to do? • Do you think you can be intimidating to others when they miss deadlines? • Would people say you are pretty easy going when they don’t follow through? • COUNT Yes AND No……..

40. Your style • Would people say that your are relentless in your follow-up of others to make sure they deliver on their expectations? • Do you feel you can freely hand of tasks to others with little follow-up because you trust that people will get it done? • Would people say that you expect too much of others? • Do you just assume that people will follow-through and d o what you ask of them? • Do you frequently have to chase people down to get a status report? • Count your Yes and Nos…………..

41. Are you more of a Coerce & Compel style or a Wait & See • Both styles have strengths

42. Both styles display weaknesses that sooner or later will get you into trouble

43. In the middle of the continuum, you will find a more thoughtful, more deliberate, and more methodical approach to holding others accountable. • Think for a minute about a situation when you have to find that balance—what worked? • Share with a neighbor.

45. Workshop 8: Supervisory walk throughs

46. Case Study Protocol

47. Reflection: What are my big takeaways for building my schedule and my leadership team’s schedule?

48. Pulling the Lever • Action Planning for Superintendent’s Guide • Self-Assessment • What do you want to focus on and measure this year as you develop your principals? • Planning for Action • What tools and resources will you use to lead your schools?

49. How leaders improve instruction • Share decision-making • Principals are most effective when they see themselves as working collaboratively towards clear, common goals with district personnel, other principals and teachers • Sharing leadership increases credibility – doesn’t diminish it • Balance clear expectations with fair accountability measures • Lead the professional learning community – the most direct means of improving instruction at all levels • Lead the leadership team • Create a common learning agenda among all staff • Provide support and clear expectations for teachers • High performing schools leaders both set the climate of high expectations and lead instruction • This is all most difficult at the high school level

50. Protocol: Blooming Questions