Performance Management System

YOUR “EVALUATION” EXPERIENCE

If you have been with FCS for 2+ years…. What was or describe your performance management (EVALUATION) experience during the last 2 years with this district:

What was the process? What was the engagement with your supervisor(s) like? What form was used? What was the value for you?

Performance Management SystemNext Steps for Forsyth County Schools

Strategic Plan (People)FCS attracts and retains the most talented and effective employees in K-12 education.

Our Theory of Action Effective performance management is the result of supervisors setting goals, making sure expectations are clear/monitored, and providing frequent feedback to help all employees

perform more successfully.

When these activities are firmly instituted (with fidelity) , employee work quality advances

resulting in improved outcomes for students.

1st FOCUS AREA (Capacity Building) – leverage the following to build organizational capacity and understanding among managers, supervisors, and employees (infrastructure).

The Message - PM is about development/growth, conversation/feedback, opportunity, not singularly evaluative…not punitive.

The Skills – train all (supervisors/employees) on conversation/feedback, progressive discipline, corrective action documentation.

The Tools – develop/refine and train all on (Teacher Keys, Leader Keys, Performance Keys)

The Resources – create a PM web-site where managers and employees can reference for up-to-date information or to extend their understanding of PM in FCS…… implement an electronic PM solution/tool for TKES/LKES/PK…….. build a Professional Development structure that will provide access for all employees to learning opportunities that will support professional growth or remediation

The Data – establish human capital metrics that will inform and enable greater accountability

Corrective ActionCorrective action is a lever within the performance management process that is used to assist an under-performing employee in improving/mitigating a noted skill deficient/behavior that is negatively impacting work productivity and/or the work environment. Corrective action is not a pathway to separation but will result in such if the required improvements are not made by the employee.

ExitSeparation of Employment

Corrective Action

Increased MonitoringDevelopment Plan

Documentation

Performance Management

ProcessOngoing

Conversation/Feedback

Improvement Evident

Improvement not Evident

2nd FOCUS AREA (Capacity Building) – leverage the following to build organizational capacity and understanding among managers, supervisors, and employees (infrastructure).

Teacher Keys (TKES) – Used to assess the performance of classroom teachers. Generates a Teacher Effectiveness Measure Score FCS is only piloting the Teacher Assessment on Performance Standards (TAPS) section for FY14. Fully implemented in FCS by 2014-15

Leader Keys (LKES) – Used to assess the performance of principals and assistant principals. Generates a Leader Effectiveness Measure Score FCS is only learning how to use the LKES during FY14 Fully implemented in FCS by 2014-15

Performance Keys (PK) To be Forsyth County Schools developed Modified version of Fulton County tool Rates goal attainment and work capacity/behaviors Used to assess the performance of all non-classroom teachers and non- administrative school staff, and all system and

operational staff Piloted/implemented school year 2015-16

Teacher Assessment on Performance Standards (TAPS)

Student Growth and Academic Achievement

Surveys of Instructional Practice

TAPS is a rubric-based evaluation method using ten (10) quality performance standards for teachers.

PLANNING1. Professional Knowledge2. Instructional PlanningINSTRUCTIONAL DELIVERY3. Instructional Strategies4. Differentiated InstructionASSESSMENT OF AND FOR LEARNING5. Assessment Strategies6. Assessment UsesLEARNING ENVIRONMENT7. Positive Learning Environment8. Academically Challenging EnvironmentPROFESSIONALISM AND COMMUNICATION9. Professionalism10. Communication

SELF-ASSESSMENTGoals/Expectations Setting

RATING/POINTSExemplary (3), Proficient (2), Developing/Needs Improvement (1), Ineffective (0)

(Per Teacher)

For teachers of tested subjects, this component consists of a student growth percentile/value-added measure.

For teachers of non-tested subjects, this component consists of GaDOE-approved Student Learning Objectives utilizing district achievement growth measures.

Student surveys will inform the TAPS

Three developmentally different surveys (Grades 3-5; 6-8; 9-12)

Survey questions aligned with TAPS standards

Open window for administration from October-April

Administered by certified specialist using electronic platform

Surveys are anonymous; no comments

Teacher Keys (TKES)

Leader Assessment onPerformance Standards (LAPS)

Student Growth and Academic Achievement

Governance andLeadership

LAPS is a rubric-based evaluation method using eight (8) quality performance standards for school leaders.

SCHOOL LEADERSHIP1. Instructional Leadership2. School ClimateORGANIZATIONAL LEADERSHIP3. Planning and Assessment4. Organizational ManagementHUMAN RESOURCES LEADERSHIP5. Human Resources Management6. Teacher/Staff EvaluationPROFESSIONALISM AND COMMUNICATION7. Professionalism8. Communication

PROFESSIONAL GROWTH PLANGoals/Expectations Setting

RATING/POINTSExemplary (3), Proficient (2), Developing/Needs Improvement (1), Ineffective (0)

(Per School)

For tested subjects, this component consists of a student growth percentile/value-added measure.

For non-tested subjects, this component consists of GaDOE-approved Student Learning Objectives utilizing district achievement growth measures.

The Governance and Leadership component consists of a climate survey, as well as measures of student attendance and retention of effective teachers.

Teachers/staff take survey using GaDOE electronic platformSurvey questions aligned with LAPS standardsDistricts select a two-week period between February 1 and March 15 to administerSurveys are anonymous; no commentsSurveys will provide points toward LEM scoreSurvey results analyzed by GaDOE and reported to principal and evaluator

Leader Keys (LKES)

Performance Goals(Contribution to the work of the District)

Leadership Essentials(Behaviors/Knowledge)

Surveys(Future Consideration)

Goal setting can clarify the duties and responsibilities associated with a particular job; identify the kinds of organizational and personal outcomes required for work success; and can specify the kinds of feedback and support needed to achieve success.

SMART goals make for smart organizationsSpecific – What should be achieved? Measurable – How will you know if the goal has been reached? Measures outcomes…..Attainable – Can you accomplish?Relevant – Does it matter to the overall mission?Time-bound– By when?

Scope of GoalsDepartmentTeam/Group

Individual

RatingsAchieved Goal

Did Not Achieve Goal

Describe how the employee must act; what the employee must know; and what the employee must be able to do in order to perform successfully in the job.

RatingExemplaryProficient

DevelopingNot Demonstrated

As we refine our processes, system leaders will eventually have additional contributors to their overall performance appraisal.

Department SurveyA survey to principals to garner feedback on service and responsiveness

360 Degree AssessmentTypically, performance appraisal has been limited to a feedback process between employees and supervisors. However, with the increased focus on teamwork, employee development, andcustomer service, the emphasis has shifted to employee feedback from the full circle of sources/stakeholders. The 360 is a multiple-input approach to performance feedback.

Performance Keys (PKES) Forsyth County Schools Developed

Leadership Essentials CompetenciesEmbraces Change to Drive Improvement Continually seeks and champions ways to drive improvement by demonstrating sound judgment and a willingness to challenge the status quo to increase district success.

Creates Value for Our Customers Strives to understand customer needs and collaborates with others to identify and address the priorities that will deliver customer focused solutions that align with FCS's values.

Develops Our Capability Helps build a collaborative learning community by supporting the professional development of others and pursuing opportunities to increase personal skills and ability.

Leads by Example Authentically works with others in a way that builds credibility, mutual respect and encourages transparent conversations and ownership for results.

What is the current state of Teacher/Staff performance in FCS?

99.7% = “Satisfactory”

The failure of evaluation systems to provide accurate and credible information about individualteachers’ instructional performance sustains and reinforces a phenomenon referred to as the Widget Effect.

The Widget Effect describes the tendency of school districts to assume classroomeffectiveness is the same from teacher to teacher. This decades-old fallacy fosters anenvironment in which teachers cease to be understood as individual professionals, but rather as interchangeable parts. In its denial of individual strengths and weaknesses, it is deeply disrespectful to teachers; and indifference to instructional effectiveness……Put simply, they fail to distinguish great teaching from good, good from fair, and fair from poor.

Performance Management SystemNext Steps for Forsyth County Schools

K-12 Performance Management (Best Practice vs. Current Conditions)

Expectation Setting Assessment Calibration Feedback Outcomes

Best PracticeIncludes validated teaching standards, student performance results, instructional strategies and professional behaviors.

Includes personal andprofessional growth goals set by educator/supervisor.

Data systems - to track student growth and teacher and school performance.

Self assessment -multiple ratings

360°feedback from colleagues, students, supervisor & parents.

Includes student performance data review.

Uses a technology platform/solution.

System in place centrally to ensure the evaluation is fair, predictable, consistent, and actually done by supervisors.

Discussion of student performance results, strengths and areas for development.

Refine individual development plan based on feedback.

Standardized practice for addressing low performance.

Career management and opportunities based on Performance.

Recognition and rewards for high performers.

Targeted support for under-performers.Strategy and procedure for dismissal of incompetent educators.

Current Conditions

Pass out evaluation document not aligned to performance outcomes – just the observations

All about the form (manage by form)

No/Ineffective data systems

Inconsistently done by supervisor.

Binary (Pass/Fail) which breeds mediocrity.

Cumbersome process to release poor performers.

Evaluation documents are often in paper form and submitted to a central location. Data collection is manual, hence rarely is analysis done to ensure calibration or rater reliability.

Completed evaluation document (task oriented).

Some conversation but often no meaningful feedback is provided.

No differentiated pay.No strategy for mediocre performers.Passing on incompetence rather than pursuing dismissal.Dismiss less than 1% of teaching force/year.

from the ASPEN INSITUTE

K-12 Performance Management (Best Practice vs. Current Conditions)

Expectation Setting Assessment Calibration Feedback Outcomes

What is Happening in Forsyth County

5 Year Strategic Plan

Performance Management System launched with all employees setting work goals

TKES/LKES require teachers and school leaders to self assessment against performance standards

Central department surveys will be completed by district leaders to assess performance and service

Truenorthlogic –an electronic (PM) management solution

Truenorthlogic –an electronic (PM) management solution

Seek to improve the time spend monitoring and supporting teacher performance

Provide all employees training on conversation and feedback …. Stressing a culture of ongoing feedback with leaders modeling the behavior

Establishing a systemic PD strategy and investing funds to purchase an electronic PD solution that will enable FSC to tailor PD to our employee’s needs and provide greater access and tracking capability.

All employees trained on the Corrective Action process

New PM solution will provide us a performance based distribution of our employees .… quantifying the high potential/highly productive

Improve employee selection and develop growth opportunities and pipelines for career advancement

Education Resource Strategies (ERS)

Distinguishes/Differentiates employee performance (not all just satisfactory) Enables you/us to work on identified weakness (improvement opportunities).Focused professional development that builds our capacityCreates an opportunity for differentiated compensation structuresCreates professional pathways that enables advancement in the organizationCreates a work environment that is predicated on high expectations, trust, collaboration, and active engagement from all.

We provide our STUDENTS with an “Exemplary” opportunity to learn and succeed

What’s in it for the employee

15

Forsyth County TKES/LKES Training

TKES

Day 1 Day 2 Day 3August 19(Room 380)

August 26(Room 380)

August 20(Room 101)

August 27(Room 101)

June 11 (Rooms 350, 380)

August 21(Room 380)

LKES

Day 1 Day 2August 291-5pm(Executive Conference Room)

August 30

(Executive Conference Room)

QUESTIONS??

Suggested Readings

Aspen Institute .....Human Capital Management K12 Educationhttp://www.aspeninstitute.org/publications/human-capital-management-k-12-education

The Widget Effecthttp://widgeteffect.org/downloads/TheWidgetEffect.pdf

The Irreplaceable......http://tntp.org/assets/documents/TNTP_Irreplaceables_ExecSum_2012.pdf