Principal Lead Evaluator Training

1. Principal Lead Evaluator Training

2. Instructions • Read each of the following slides in their entirety and take notes as you wish • At the end of the slideshow, there are several questions. You must provide an answer for each response. • After answering ALL questions, submit your responses. • You will receive confirmation of your completion of the training within one week.

3. Elements • The New York State Teaching Standards and their related elements and performance indicators and the Leadership standards and their related functions, as applicable; • Evidence-based observation techniques that are grounded in research; • Application and use of the student growth percentile model and any other growth model approved by the Department as defined in section 30-3.2 of this Subpart; • Application and use of the State-approved teacher or principal rubric(s) selected by the district for use in evaluations, including training on the effective application of such rubrics to observe a teacher or principal's practice; • Application and use of any assessment tools that the district utilizes to evaluate its classroom teachers or building principals; • Application and use of any locally selected measures of student growth used in the optional subcomponent of the Student Performance Category used by the district to evaluate its teachers or principals; • Use of the statewide instructional reporting system; • The scoring methodology utilized by the department and/or the district to evaluate a teacher or principal under this Subpart, including the weightings of each subcomponent within a category; how overall scores/ratings are generated for each subcomponent and category and application and use of the evaluation matrix(es) prescribed by the commissioner for the four designated rating categories used for the teacher's or principal's overall rating and their category ratings; and • Specific considerations in evaluating teachers and principals of English language learners and students with disabilities.

4. Historical Changes in Teacher/Principal Requirements • 2010: Original APPR law enacted to assist in winning Race to the Top funding • 2012: Significant changes enacted, at Gov. Cuomo’s instigation; districts required to have local plans approved by SED by 1/17/13 – or lose eligibility for state aid increases. • 2013: Limitations on release of individual evaluations results enacted • 2014: “Safety Net” proposed by Governor and passed by Senate and Assembly to limit adverse impact on overall ratings from measures tied to Common Core aligned state tests – vetoed by Gov. Cuomo. • 2015: New and improved APPR enacted (Education Law §3012-d). • 2015: the Board of Regents adopts APPR “Transition Period” limiting the use of grades 3-8 ELA and Math State Assessments and any State-provided growth scores to be advisory only. The Transition Period is effective through 2018-2019 school year. • 2019: Currently negotiated APPR transition scores will continue until a new APPR is negotiated. • 2019: 3012-d is amended continuing the Transition Period scoring until collective bargaining agreements are entered into, which may use grades 3-8 ELA and Math State assessments or other approved assessments. • 2019: During the 2019-2020 school year, NYSED will be preparing amendments to the APPR regulations.

5. Professional standards for educational leaders

6. Professional Standards for Educational Leaders The following is a summary of the 2008 Education Leadership Policy Standards: ISLLC. The National Policy Board for Education Administration approved the refreshed standards on October 22, 2015, however under Education Law the 2008 standard should be followed under 3012-D. • Standard 1. • An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. • Standard 2. • An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student earning and staff professional growth. • Standard 3. • An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

7. Professional Standards for Educational Leaders The following is a summary of the 2008 Education Leadership Policy Standards: ISLLC. The National Policy Board for Education Administration approved the refreshed standards on October 22, 2015, however under Education Law the 2008 standard should be followed under 3012-D. • Standard 4. • An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. • Standard 5. • An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. • Standard 6. • An education leader promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

8. Effective Building or District SLO’s

9. Principal Student Performance Category Mandatory Subcomponent • State Provided Growth Score: • For a principal with at least 30% of his/her students covered under the State-provided growth measure, such principal shall have a State-provided growth score (except during the transition period) • Growth Using Student Learning Objectives (SLOs) – all developed by superintendent or his/her designee (including targets) and approved by SED: • For a principal where less than 30% of his/her students are covered under the State-provided growth measure, such principal shall have a student learning objective (SLO) • The SLO process determined by the commissioner shall include a minimum growth target of one year of expected growth, as determined by the superintendent or his/her designee. Such target may take the following characteristics into account: poverty, students with disabilities, English language learners status and prior academic history.

10. Principal Student Performance Category (continued) Optional Subcomponent: Locally Selected Measures of Growth • The same locally selected measures of student growth across all buildings with the same grade configuration or program in district/BOCES must be used. Growth measures from these options: • A second State-provided growth score, provided that this is different than the measure used for the required student performance subcomponent: • Principal-specific growth computed by the State based on the percentage of students who achieve a State-determined level of growth (e.g., percentage of students whose growth is above the median for similar students). • School-wide growth results using available State-provided growth scores computed in a manner determined locally. • Growth scores based on a State-designed supplemental assessment, calculated using a State-provided or approved growth model (must be approved by SED)

11. Superintendent Role • Assure that all growth targets represent a minimum of one year of expected growth, as determined by the superintendent or another trained administrator. Such targets, as determined by the superintendent or another trained administrator, may only take the following characteristics into account: poverty, students with disabilities, English language learner status and prior academic history. • Assure that all growth targets are approved by the superintendent or another trained administrator. • Assure that any disagreement between parties regarding the content of the SLO, including the growth target, will be resolved by the superintendent or another trained administrator. • Assure that processes are in place for the superintendent to monitor SLOs. Note: Under 2019 amendments, selection and use of an assessment in a principal’s evaluation is now subject to collective bargaining.

12. Determining Growth Targets • HEDI Scale and Matrix set by NYSED

13. Determining Growth Targets • Focus on Growth, NOT Achievement • Consider past data: • Previous Assessment Data—Students • Previous Assessment Data-Cohort • Previous Assessment Data-District • Expectations for Achievement

14. Consider the Following… • Poverty • Students with Disabilities (SWD) • English Language Learner Status (ELL) • Prior Academic History

15. English Language Learners (ELLs) & Students with Disabilities (SWD): Similarities • Students with unique learning needs • Shared responsibility among teachers and building leaders • Federal civil rights legislation • NYS Standards and Assessments • Testing Accommodations available • Service model options

16. English Language Learners (ELLs) & Students with Disabilities (SWD): Differences

17. Special Considerations • ELLs and SWD special considerations should be reflected in the evaluation of the principal: • when designing SLOs • during the Observations

18. Principal Site visit

19. Principal Site Visits Category • Required: At least one by a supervisor or other trained administrator: • At least one school visit by supervisor or other trained administrator: • Districts/BOCES may locally determine whether to use more than one school visit by superintendent or other trained administrator. • Required: At least one school visit by impartial independent evaluator(s), trained and selected by the district/BOCES. • May be employed within the district, but may not be assigned to the same school building as the principal being evaluated. This could include other administrators, or department chairs/directors, so long as they are not from the same building (defined as same BEDS code) as the principal being evaluated. • Districts/BOCES may locally determine whether to use more than one school visit by impartial independent trained evaluator(s). • The frequency and duration of school visits are locally determined. • At least one of these visits must be unannounced. Visits may not be conducted by video, live or recorded.

20. Principal Site Visits Category, (continued) • Optional: Visit by a trained peer principal • May include at least one school visit by peer principal trained and selected by the district or BOCES; must have been rated Effective or Highly Effective in the prior school year. • Principal visits may not be conducted by video, live or recorded.

21. Principal Site Visit Category (continued) • Rubrics • There is a menu of State-approved rubrics (or State-approved variance to use alternative rubric) to assess performance based on ISLLC 2008 standards • All school visits for a principal for the year, and across observer types, must use the same approved rubric; provided that districts may locally determine whether to use different rubrics for a principal assigned to different grade level configurations or building types. • Evaluators may select a limited number of observable rubric subcomponents for focus within a particular school visit, so long as all observable ISLLC 2008 standards are addressed across the total number of annual school visits. • The law prohibits certain items from being used to derive evaluation scores. However: • Leadership Standards and their related functions that are part of the rubric but not observable during the course of the school visit may be observed through other natural conversations between the principal and the evaluator and incorporated into the school visit score. • Points may not be allocated based on any artifacts, unless such artifact constitutes evidence of a rubric subcomponent observed during a school visit. • Professional goal-setting is a prohibited element of principal evaluations under Education Law §3012-d, but may be used to the extent that it is evidence from the school visit and related to a component of the selected practice rubric.

22. Scoring Methodology

23. Scoring • Each observation evaluation will be based on a 1-4 scale derived from the rubric, which will produce a 1-4 score for the teacher. • Statewide scoring ranges, subject to negotiation locally within .25 decimal ranges. • The average of the scores – weighted as negotiated within the prescribed limits – produces the overall observation category score.

24. Scoring • Apply Ratings to Matrix

25. Example--Building Visit – High School Principal • Lead Evaluator Building Visits (90%) • Fall—3.2 • Spring—3.6 (Unannounced) • Averaged—3.4 • Independent Evaluator –2.0 (10%) • 3.4 x .9 + 2.0 x .1 = 3.26 • Effective

26. Growth Score Example—Student Performance SLO • 81% Met Target • 16 Points/20 • Effective • During Transition if a principal is responsible for a building with 3-8 assessments • Growth Score—2 • Developing

27. Overall – Example Transition Scoring Rating • Effective

28. evidence-based observation techniques

29. Evidence, Interpretation, and Bias Evidence: Actual observations and specific measurements—what you see, hear, or read. Interpretation: Making inferences and assumptions not supported by specific observations of behavior or measurements of data. Bias: Making value judgments based on one’s own personal preferences and feelings.

30. Evidence Based Observation • Assure that the following elements will not be used in calculating a principal's school visit category score and rating: • Evidence of student development and performance derived from lesson plans, other artifacts of principal practice, and student portfolios, except for student portfolios measured by a State-approved rubric where permitted by the Department • Use of an instrument for parent or student feedback • Use of professional goal-setting as evidence of principal effectiveness • Consistent with Subpart 30-3 of the Rules of the Board of Regents, assure that points shall not be allocated based on any artifacts, unless such artifact constitutes evidence of an otherwise observable rubric subcomponent.

31. Conclusion Answer each of the following questions. You may return to the slides as you write your answers. Thank You!