central office administrator development and evaluation adaptations for central office...
TRANSCRIPT
Central Office Administrator Development and Evaluation
Adaptations for Central Office Administrators
Connecticut State Department of Education
Objectives for Session
• Participants will…• Understand how to implement the
Connecticut Guidelines as they pertain to CO administrators
• Become familiar with resources to support district implementation
• Understand the role central office administrators play in creating district coherence
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Connecticut State Department of Education
Why Adaptations Were Developed
• Legislation requires that all 092 administrators be evaluated.
• The CT Guidelines and the SEED model for 092 evaluation were clearly developed with building based administrators in mind.
• In order to meet requirements in a coherent and meaningful way, appropriate adaptations needed to be made to the guidelines.
Connecticut State Department of Education
How the Adaptations Were Developed
• A special work group convened in May 2013.• 12 educators experienced in varied central office roles served
on the work group.• The work group used a “critical friends” approach to reviewing
the work for each of the 6 defined areas of 092 central roles.• The work group engaged other practitioners in reviewing and
providing feedback.• The SDE vetted the recommendations and convened a meeting
with both work group members and other stakeholders.• Further refinements were made.• These recommendations were made available in the fall of
2014 for a permissive pilot.
Connecticut State Department of Education
Big Ideas in the State Model
Focus on what
matters most
Emphasize growth over
time
Leave room for
judgment
ConsiderImplement-
ation at least as much as design
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Connecticut State Department of Education
The Foundations Of Administrator Evaluation
• Focuses on what matters most: student learning, leadership practice, supporting and developing teachers, school and program leaders
• Uses multiple measures of leadership effectiveness
• Applies to administrators in a position requiring an 092 endorsement
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Connecticut State Department of Education
Components Of Evaluation
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ANNUAL SUMMATIVE
RATING
OUTCOME RATING
PRACTICE RATING
Teacher Effectiveness Outcomes
Connecticut State Department of Education
Leadership Practice (40%)
CT Leadership Standards form the basis for the analysis of professional practice. For central office administrators the weighting can adjusted to reflect roles and responsibilities. The weighting of performance expectations can be determined at the district level within Guideline parameters.
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Connecticut State Department of Education
The CT Leadership Standards
• Based on the Interstate School Leaders Licensure Consortium (ISLLC) standards
• 6 Performance Expectations:– Vision, Mission and Goals– Teaching and Learning – Organizational Systems and Safety– Families and Stakeholders– Ethics and Integrity – The Education System
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Connecticut State Department of Education 10
Evidence Collection For Practice Rating
Minimum of:
• Two site visits • Four observations for any administrator new
to their district, school, their position, or who has received ratings of Developing or Below Standard
• Site visits: Frequent & Purposeful
Connecticut State Department of Education
Stakeholder Feedback (10%)
• Feedback from stakeholders can be gathered in a variety of ways:
Surveys (most common method)Focus groupsInterviews
• Feedback enables administrator to collect data relevant to leadership practice
• Sample questions for central office role are available at ctseed.org
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Connecticut State Department of Education
Stakeholder Feedback
Function Principals Teachers Parents Students Others
Special Ed. X X
X
Curriculum X X
Personnel X X
Business X X
Athletic Dir. X Coaches
Adult Ed. X X
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Connecticut State Department of Education
STUDENT LEARNING: Indicators of Student Learning (45%)
Central office administrator
Broad discretion for a minimum of two student learning goals: Indicators may be - group of schools,- group of students- subject area most relevant to the
administrator’s job responsibilities
Through the ESEA Flexibility Renewal process, the CSDE is requesting continued flexibility from the US Department of Education, at least through the 2015-16 school year, regarding the requirement to incorporate the state test as a measure of student growth in educator evaluation for teachers and administrators in tested grades and subjects.
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Connecticut State Department of Education
Teacher Effectiveness Rating (5%)
• The proposed adaptation for determining a rating is based on the percentage of principals, assistant principals, directors and teachers who meet or exceed their student learning targets.
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Connecticut State Department of Education
Evidence collection
Evidence is derived from three main sources:• observation of the administrator during
leadership activities• the examination of artifacts of the
administrator’s work• information gathered through supervisory
conferences.
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Connecticut State Department of Education
Your Turn
• With a partner discuss:–Goal setting process–Evidence for professional practice–Expectations for achieving a proficient
level for the professional practice rating
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Connecticut State Department of Education
Focus Area
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A focus area:• identifies an area in which an administrator wants
to improve• includes action steps to move practice in support to
the improvement of teaching and learning• supports the administrator in the accomplishment
of their Student Learning Indicators and Stakeholder Feedback target
• is not required under the CT Guidelines
Connecticut State Department of Education
Case Study
• Review the case study• Make note of connections between artifacts
and Leadership Standards• Discuss your observations and generate ideas
for additional artifacts
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Connecticut State Department of Education
Planning Considerations
With your Professional Development and Evaluation Committee (PDEC):
-discuss required student learning goals-discuss the approach to the evaluation of
professional practice: weighting of Performance Expectations
-discuss stakeholder feedback survey or process-include at least one central office administrator on the PDEC
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Connecticut State Department of Education
Coherence
How can the system for evaluation and professional development for central office administrators contribute to coherent practices in school districts or otherwise connect to the central theme of this conference?
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Connecticut State Department of Education
Contact information
Michael Galluzzo Betty Osga Sharon Fuller Assistant Executive Educational Consultant Educational Consultant Director, CAS [email protected] Talent Office, CSDE [email protected] [email protected]
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