Improving Teacher and Principal Effectiveness. Self-Assessment and Reflection Tool

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1 Improving Teacher and Principal Effectiveness Self-Assessment and Reflection Tool In K-12 education people are our most important resource. Improvements in teacher effectiveness and principal effectiveness translate into improvements in student learning. Pivot Learning Partners operates on a theory of action that states that if school districts successfully implement a core reform strategy that focuses on strengthening and then aligning the systems in three key areas the result will be a highly effective staff and improved student learning. The three key areas are: teacher and principal evaluation, support systems for instructional improvement, and critical human resources policies. The underlying assumption in a systems approach is that systems that are aligned (all pulling in the same direction) will ultimately yield the best result in student achievement, closing achievement gaps, and increasing graduation rates. This assumption is supported by research from sources including Pivot Learning Partners. 1 Purpose of this tool: The purpose of this tool is to give the reader an opportunity to reflect on a district s work in the three key areas, as well as on leadership issues, and to provide the basis for dialogue about the opportunities and priorities in these areas. The tool can be used as a catalyst for discussion in a Professional Learning Community or in a one-on-one coaching session. Instructions: Important elements of each of the areas are listed down the left hand side with a 4 point rubric scale across the top. For each of the elements listed, place a check mark in the box that describes where along the continuum of progress you believe your district is. Many of the elements will have more than one part (e.g. Induction, Mentoring, and Professional Development), so place a check mark in the box that comes closest to matching your district s current level. A scale from 0 to 100 is above the response portion on the right. The scale represents an estimation of how far you have come with each item. 'We're about a quarter of the way,' or ' We're almost there, 3/4 of the way, perhaps' may help select one of the four choices. When this assessment is done by a district team, disagreements about rankings will arise. These should not be papered over, but rather explored. This list of elements is not meant to be all inclusive. This tool provides a sampling of the many important elements to consider in improving educator effectiveness and is intended to help the reader develop a better understanding of their progress as well as areas in need of further work. This is not an evaluation tool, rather an assessment tool intended to promote reflection, dialogue, and, ultimately, action which is based on data. The actual tool that would be used in a given district would be developed with district input and based on knowledge of research and best practices. 1 Lessons Learned in Systemic District Reform: A Cross-District Analysis from the Comprehensive Aligned Instructional System (CAIS) Benchmarking Study

2 Improving Teacher and Principal Effectiveness Self-Assessment and Reflection Tool Think about where your district is in response to the descriptions below. Place a check mark in the box that best describes where along the continuum the work in your district is. Teacher and Principal Evaluation (a sampling of the issues) 1. All district employees are regularly evaluated according to the union contractual evaluation cycles or a planned administrative evaluation cycle (Note: Level 4 - cannot be reached until every employee is evaluated regularly with no exceptions.) 2. The district uses a clearly understood set of standards for evaluation of its employees which are consistent with the district s tools used for employee observation, and coaching. 3. The district uses an evaluation process in which an array of student outcomes and/or data is a component of teacher/principal effectiveness. 4. The district shares with its employees, through professional development programs and other means, the standards used for evaluation. 5. District managers meet with each person they evaluate to set goals based on the standards, data measuring student learning, and other improvement objectives. Both evaluator and the person being evaluated use data to measure progress in meeting those goals. 6. The district uses the evaluation process and the results to drive continuous improvement (skill development, career progression) and to provide intervention, support and coaching. 7. The evaluation processes make it possible to distinguish different levels of teacher and principal effectiveness. 8. There are consequences for poor performers that range from action plans for improvement to dismissal, Planning Lead. Strategic Use of Outside

3 Support Systems for Instructional Improvement (a sampling of issues) 1. Induction, mentoring and professional development programs are aligned with district standards for teacher and principal effectiveness.. 2. Induction, mentoring and professional development programs reflect the district s shared understanding of effective instructional practices for your diverse student population. 3. The district provides high quality, focused, differentiated training offerings which include coaching for teachers and administrators, and is based on student data as well as on the needs of the staff. 4. The district has created a set of teacher leader opportunities that are purposefully aligned to the district s strategies for improving student achievement and closing the achievement gap. 5. The district regularly identifies and employs incentives for staff. Planning Lead. Strategic Use of Outside 6. The district identifies and rewards high performing staff

4 Critical Human Resource Policies (a sampling of issues) 1. The Human department is proactive in providing research findings and innovative solutions to challenging problems on which the district and union negotiate such as the issues that impede ensuring that every child in the district benefits from a high performing teacher. These include issues of placement, compensation, and incentives. 2. The Human personnel have a strong customer service orientation and view themselves as service providers, strategic partners, and advisors. 3. Principals are highly involved in determining the staffing of their schools. The district has a structure for principals to be able to hire and hold onto the staff he or she thinks is best able to meet the needs of his or her students, and school. 4. For those doing the hiring, the interviewing and hiring processes include training on how best to assess and select individuals that are most likely to meet the needs for a particular position (e.g. a teaching position at a particular school). 5. For those being hired, the hiring process is guided to ensure maximum employee support and orientation to the new assignment. This effort is supported by effective technology and a customer service orientation. A thorough review of compensation and benefits is an integral part of the hiring and orientation process. 6. District and union(s) have agreed, in contract, to eliminate or modify the seniority and voluntary bumping systems to enable earlier hiring and a greater role by principals in matching teachers with vacancies. 7. HR staff supports and works with principals and managers: 1.) to develop Action Plans for Improvement for poor performers 2.) to monitor the implementation and evaluation of the employee s success with the implementation of the Action Plan 3.) to take further steps towards release if no improvement occurs. 8. Districts have in place a process for granting tenure only to those teachers whose performance meets standards. Planning Lead. Strategic Use of Outside

5 Leadership Leading Change (Based on the PLP Leadership Cycle) In this section, your self-assessment is intended to be specific to leading change in the overall area of improving teacher and principal effectiveness. Planning Lead. Strategic Use of Outside 1. Understanding and leveraging the context. Context includes current and past performance; organizational culture; local history; local, state, and national politics; and the aspirations of parents and community members. 2. Defining vision and goals. The vision is a picture of the future. The goals can be translated into challenging, achievable, and meaningful targets. 3. Articulating strategy. Not only are the goals clear, a change strategy for how the district is going to achieve those goals is clear. 4. Crafting key messages and managing meaning. In addition to communicating what is changing, the reasons for choosing these changes is clear, and their meaning is defined (e.g. this change is for the purpose of creating more career opportunities for teachers). 5. Implementing tactics. The tactics or action plans for implementing the strategy are in place and being acted upon. 6. Examining results and adjusting for continuous improvement. There are systems and structures in place for collecting, analyzing, and using data about the change efforts to improve teacher and principal effectiveness. There is a way to look at how well the changes are working and adjust them as needed.

6 Reflection: 1. What trends and patterns did you notice? 2. What surprises you? 3. What questions does this self-assessment raise for your department/district? 4. What area(s) might be selected as high leverage areas of focus for future work?