Talent Management: Evaluation for Adult Capacity Building

1. These materials were produced with Title I, Part A funds and are in the public domain.

2. The MI Excel Statewide Field Teamat Calhoun Intermediate School District proudly recognizes our partners in this work: Eastern UP Intermediate School District Gogebic Ontonagon Intermediate School District Muskegon Area Intermediate School District We are grateful for their willingness to share their expertise with us and the entire state. Thank you!

3. Talent Management:Evaluation Carrie Johnson, MI Excel Statewide Field Team

4. Dramatic Improvement in Student, Teacher, and Leader Performance in a short amount of Time. The Blueprint: Systemic Reconfiguration

5. Session Description The focus of talent management is adult capacity building. Evaluation assists the organization in recognizing and documenting the strengths and weaknesses of its talent base. In this session, participants will explore how to use the various pieces of data collected in the district's evaluation process to drive adult capacity building. Blueprint districts move beyond just ratings to use the data in powerful capacity-building ways.

6. Session Outcomes Participants will: • Define Floor 2 of the Talent Management System - Evaluation; • Explore various data collected in district's evaluation processes; • Discuss and practice using the data to drive adult capacity building.

7. Current Reality Find a partner who is from a different region of the state. Discuss: • How is your district currently using evaluation data to support adult capacity building of individuals? • How is your district currently using evaluation data to inform systemic needs/supports?

8. Outcome 1: Define Floor 2 of the Talent Management System: Evaluation

9. Talent Management This system is concerned with finding, identifying developing, and keeping the talent required to impact student, teacher, and leader performance.

10. Floor 2: Evaluation

11. Talent Management: Floor Two To what extent does your current evaluation system incorporate each of these indicators?

12. Mrs. Feldman https://www.youtube.com/watch?v=pn_vmp8dShA To what extent does this clip match your experience with evaluation?

13. Talent Management: Evaluation “Teacher evaluation has historically addressed two objectives: improving performance and bringing about the dismissal of those judged as inadequate or nonproductive. These two purposes are in conflict. When the threat of criticism and/or dismissal is a possible outcome of the evaluation, improvement is thwarted and the worker’s sense of security is eroded.” -B. Hoglund, 2012 Which of the above purposes does your current evaluation system primarily serve?

14. What Can We Do? “IF WE CREATE A CULTURE WHERE EVERY EDUCATOR BELIEVES THEY NEED TO IMPROVE, NOT BECAUSE THEY ARE NOT GOOD ENOUGH, BUT BECAUSE THEY CAN BE EVEN BETTER, THERE IS NO LIMIT TO WHAT WE CAN ACHIEVE. Dylan Wiliam University of London

15. Alignment of Policies and Procedures • Determine the district’s purpose for evaluation. • Determine which tools will be used for evaluation. • Determine where the data collected will be housed. • Determine how feedback will be shared. • Determine training needs for staff, including calibration. • Determine a process for coaching and monitoring. Which of the above is a strength for your district? Area of improvement?

16. Evaluation Instruments What’s in your tool box? • Competency Inventories • HQI Data Collection Tools • Building Performance Tools (BPT) • Instructional Leadership Routines (coaching/monitoring) • State-Approved Evaluation Instrument Why isn’t it enough to use only the state-approved evaluation instrument?

17. Outcome 2: Explore Various Data Collected in District’s Evaluation Process

18. Quantitative vs Qualitative Data

19. Quantitative Data: Discrete vs Aggregate Why is it important to collect multiple types of data?

20. Outcome 3: Discuss and Practice Using the Data to Drive Adult Capacity Building

21. Talent Management Dashboard What data is housed here? Where else do you keep data you collect? To what extent is iybeing used as part of the evaluation process?

22. Use of Data to Drive Adult Capacity Building Make a list of the data you collect. Is it quantitative (numbers) or qualitative (words)? Is it discrete (individual) or aggregate (group)? How is it being used to inform decisions (ie: placement, coaching, professional learning, allocation of resources)? What are your next steps in creating a system concerned with finding, identifying, developing and keeping the talent required to impact student, teacher and leader performance?

23. References Blueprint Tools and Resources in the MI Excel Online Warehouse (miexcelresourcecenter.org) Chandler, G.A. & Haun-Frank, J. (2015). The Blueprint for Systemic Reconfiguration. Michigan Department of Education Educator Evaluations at a Glance https://www.michigan.gov/documents/mde/Educator_Evaluations_At-A-Glance_522133_7.pdf

24. Follow the MI Excel Statewide Field Team on Social Media Twitter - @Blueprint_SWFT Facebook - MI Excel Blueprint Professional Learning Instagram - @blueprint_swft

25. These materials were produced with Title I, Part A funds and are in the public domain.