A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners

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1 A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners About Our Approach At Pivot Learning Partners (PLP), we help school districts build the systems, structures, and processes that support high-quality teaching and leadership. When every child has a high-quality teacher and schools have strong instructional leaders, schools will make significant progress toward raising achievement and closing the achievement gap. We believe that if school districts successfully implement a core reform strategy that focuses on strengthening and then aligning the systems in three key areas teacher and principal evaluation, support systems for instructional improvement, and critical human resources policies the result will be a highly effective staff and improved student outcomes. Because research consistently affirms the importance of high-quality teaching and effective instructional leadership, state and national educational policies are increasingly linking financial incentives to the implementation of policies and practices that address issues related to performance management. As an example, districts applying for SIG funds for Persistently Low Achieving Schools are required to address issues related to principal and teacher effectiveness, and many other districts are beginning work on this issue as well. At Pivot Learning Partners we welcome the opportunity to work in partnership with school district leadership teams including teachers, principals, and district leaders to respond to this opportunity. Our approach to this work is collaborative, involving all interested parties. We know that reforms that do not have a local constituency, and are not supported by local advocates and efforts, have little chance of success. Our approach is also based on the belief that improvement of instruction is a shared responsibility involving teachers, administrators, parents, and students themselves in the design and implementation of continuous improvement strategies that focus on performance. We also believe that districts can benefit from connections with other districts and from the support of an outside partner both to understand emerging best practices and to develop new tools, but also to take on what can be difficult conversations.

2 Design Principles for this Work Re-engineering school districts to focus more tightly on talent management, and redesigning evaluation systems with this goal in mind, should be approached with urgency but also with the recognition that this is a major change effort that will inevitably span multiple years. We believe that keeping the following principles in mind will help to ensure that the result of this work will be stronger education organizations, better teaching and leadership practice, and improved learning for students. Part One: Design Principles for Evaluation 1. Evaluation is for everybody: Any effort to strengthen teacher evaluation must also focus on principal evaluation and evaluation for other leadership positions. 2. Data matters: We must get better at using data to inform evaluations. Results count, and as a consequence our evaluations need to be more performance and results focused. That must be modeled at the district and board levels through greater use of student achievement data in setting goals and in evaluations for leaders at every level of the organization. Goals and metrics should be captured in dashboards which can be used by all to track progress toward meeting established growth targets. 3. Credentials matter, but less than performance: We ask our districts to consider whether there is an overemphasis on credentials and degrees over actual performance in various human resources policies including evaluation, assignment, and compensation. 4. We need to differentiate levels of performance, from poor to exemplary: We should insist that the evaluation system do much better at differentiating different levels of performance. Current evaluation practices are generally very poor at distinguishing different levels of quality. A key goal of such differentiation is to make it possible for districts to develop and retain talent. 5. We should use multiple measures, but also establish multiple targets: It is commonly agreed that evaluation should reflect data on student learning, but also data from classroom observations and other sources. What is often less understood is that evaluation processes need to reflect multiple dimensions. Both teachers and administrators need to be measured against a standard that includes excellence (that is, performance against an absolute standard of professional practice), as well as rate of improvement (this is applicable for beginners who are not yet great but learning fast and also for veterans who may be good enough but should not be allowed to get complacent). In addition, teachers and administrators should be held accountable for contributing to the Professional Learning Community in their school and district. Research tells us that improvement is not a solitary event but a collective one, and isolation should not be an acceptable option for 21 st century professionals. Finally, it may be a reasonable expectation in today s under resourced system that teachers and administrators take on leadership roles in their schools and districts. It is worth thinking carefully about both these but also additional potential areas of professional accountability.

3 6. Data for continuous improvement and data for evaluation purposes should overlap, but they do not need to be the same: Continuous improvement processes can and should be informed by data that is too soft to be used for formal evaluation. This fact should be acknowledged, and the improvement data which often includes data on key elements such as relationships between teachers and students should not be ignored in a new focus on metrics and test scores. Part Two: Design Principles for Support Systems for Teachers and Principals 1. Leaders are key to supporting teachers: The principal is responsible for ensuring that the school has strong instructional leadership which means professionals who know what good teaching looks like are in charge of strengthening instructional practices throughout the school. It is equally important that the superintendent model effective instruction and provide strong instructional leadership throughout the district. 2. Mentoring and coaching matter: Systems must be in place to provide effective mentoring and coaching support for teachers and principals regardless of their skill level. Everyone can continually get better at his/her craft. 3. Professional development should be job-embedded: Effective Professional Learning Communities, which use data on student and staff performance to create a continuous improvement culture, are an essential component of making recommendations emerging from the evaluation process come to fruition. 4. Compensation practices need to be redesigned to encourage improvement and reward performance for groups as well as individuals: The right mixture of these two is yet to be determined, and may well vary depending on local culture. Past compensation practices have placed too much emphasis on individual reward stemming from units and years. This has undercut a focus on collaboration and on accomplishments and successes. Part Three: Design Principles for Strengthening District/HR Policies and Practices 1. Alignment is key: There should be a much tighter degree of alignment among interview questions, evaluation rubrics, tenure decisions, compensation decisions, and professional development to the district definitions of effective teaching and leadership. 2. Tenure is a serious decision: The decision to grant tenure may be the most important personnel decision a district makes. The process for granting tenure needs to be thorough and biased toward demonstrated excellence in performance. Teachers and administrators should take joint ownership for the tenure decision. 3. Processes need to be perceived as fair: It is incumbent upon districts to have fair, thorough, and transparent processes in place to make decisions about evaluation, especially if it triggers increases in compensation or access to career advancement opportunities.

4 4. Districts should consider alternative administration and supervision structures in order to increase the focus on evaluation: Teacher leadership in this area is sorely needed. Districts such as Poway and Lompoc, which pioneered the involvement of teacher leaders in tenure and other personnel decisions, serve as examples and more are needed. 5. More options: Districts should do better at identifying options for poor performers who fail to respond to different improvement strategies (e.g., unpaid sabbaticals). 6. Calendars may need to be adjusted: It may be time to take a close look at the traditional evaluation calendar given that significant data becomes available only after year-end evaluations are completed. Districts such as Glendale and San Gabriel have been successful in getting waivers to change the principal evaluation cycle to September to September.

5 Consulting, Coaching, and Technical Assistance Services from Pivot Learning Partners Our approach to helping schools and districts starts with developing shared agreements on the importance of creating a coherent, aligned system that supports effective teaching and strong instructional leadership. We ask districts and schools to consider three major areas: evaluation, support systems, and policies related to effective teaching and leadership. We then turn to a focus on examination of current evaluation systems, policies, and practices and compare those to research on innovative and best practices and identify areas for improvement especially those that involve new thinking on how to use data on student achievement as a way to inform improvements in teaching practice. Knowing that there are many variables affecting student learning, we want to encourage discussion about the appropriate ways to use data on student learning to identify different levels of performance, effective and ineffective teaching strategies, the kinds of professional development that will be most helpful, and the actions that should be taken when performance remains at an unacceptable level. We believe that strengthening the support systems for teacher quality is an essential part of the improvement process. We will work with districts to identify, strengthen, or implement the supports systems that will help improve teaching and leadership. Examples include mentoring, coaching, and professional development. We help them create and implement systems that encourage, nurture, and support continuous improvement for individual and group performance whether that be for a teacher who as a poor performer is at risk of losing his/her job, a teacher who wants to continue to learn and grow, a principal who must or wants to strengthen his/her instructional leadership skills, or a school and district that seeks better strategies for raising achievement and closing the achievement gap. The focus is on helping every teacher and administrator continually get better and better at their craft. Finally, we focus on the systems and district policies that must be aligned to support teacher quality. Many of these will logically fall under the purview of Human Resources. Examples include hiring, assignment, compensation, and intervention systems. We believe that teacher effectiveness in a district should be viewed as a pipeline that begins with new teacher recruitment and that stretches into leadership position at the school and district level; that it is important to get the incentives right for both teachers and administrators; and that the research is clear that the incentives that matter have many dimensions and include the opportunity to learn, grow, and succeed.

6 Our Services: Specific services might include assistance with convening (organizing work sessions within and between SIG schools and districts with SIG schools), facilitating (convening advisory committees and other groups, setting agendas and guiding these sessions), providing (gathering examples of best practice, current research, exemplary policies), supporting (providing coaching support), and inquiring (leading an inquiry process which encourages schools to examine, reflect, and modify systems, structures, and processes in Human Resources that support teacher effectiveness) documenting, gathering input and communicating (creating key documents and communication materials, managing websites and other communication tools to help ensure the transparence of the process) and managing (creating project plans, and tracking timelines and deliverables). PLP offers three options for districts to initiate, continue, or further strengthen their work around teacher and principal effectiveness. Option one involves introductory workshops for leadership teams. This workshop would introduce the district/school team to the research on teacher and principal effectiveness, conduct a self-assessment of where the district is with relation to research and best practice, discuss the complex issues which surround this topic, and assist the district in developing an action plan to move forward. The second option consists of a partnership with PLP to provide customized support over what could be a one or two year process. Finally, Pivot will assist a consortia of districts in creating a partnership or network which would establish a larger Professional Learning Community which would engage in a resolution of these issues. Working with PLP gives you access to a statewide network of expertise on these complex issues. Our staff includes people with successful leadership experience as teachers and administrators in a variety of California school districts.

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