Education Week - October 31, 2012 - (Page 20)

20 EDUCATION WEEK n OCTOBER 31, 2012 n www.edweek.org COMMENTARY www.edweek.org/go/commentary Rethinking Principal Evaluation I By Gail Connelly & JoAnn Bartoletti n an era of high-stakes testing, more-rigorous federal and state accountability programs, and intense interest among taxpayers and government leaders in school-level performance, the demand for accountability for principals has never been greater. However, narrowing a principal’s performance evaluation to student test scores—or any single criterion, especially those for which a principal does not have direct control—is absurd. Yet that very scenario has been repeated time and again during the past 10 years of adequate yearly progress under the No Child Left Behind law, the current version of the Elementary and Secondary Education Act. As principal evaluation is likely to be included in proposals to reauthorize the esea, the federal government should encourage states to develop effective principal-evaluation systems based on multiple and meaningful measures of the competencies needed to improve student learning. Those systems should include professionaldevelopment plans that acknowledge the unique characteristics of each school and its community. Recent changes to existing federal programs, such as School Improvement Grants, and the development of new initiatives, such as Race to the Top, emphasize the roles and responsibilities of principals. To meet program requirements, more than 30 states have changed statutes to require principal evaluation based in “significant part” on student test scores, and we have seen states and local districts hastily devise evaluation plans for principals and school leaders. As a result, many of these plans lack clear per- formance standards and research-based practices that accurately identify the true characteristics of a high-performing principal. As the national leaders representing the country’s 99,500 principals, we know there are far better ways to set fair, comprehensive principal-evaluation systems that will lead to school improvement. A joint committee of active principals from the National Association of Elementary School Principals and the National Association of Secondary School Principals, along with leading researchers in the field of principal leadership and professional development, met for a year to assess current research and to develop a new paradigm for evaluation systems. The result of their efforts is “Rethinking Principal Evaluation,” a framework for policymakers and those developing principal evaluations at the state and district levels that we feel is fair, flexible, and—most important— formative. The framework identifies six key domains of principal leadership that should be incorporated into principal-evaluation systems: professional growth and learning; student growth and achievement; school planning and progress; school culture; stakeholder support and engagement; and professional qualities and practices. None of these provisions relieves the principal of accountability for school success. In fact, they increase accountability. These six performance domains more pre- iStockphoto.com Teacher Observation: Tech or No Tech? A By Kim Marshall s short, frequent, unannounced classroom visits become more common in American schools, principals have significant choices on how and when to use laptop computers, tablet devices, and smartphones as part of this teacherevaluation technique. Lots of commercial software products are designed to streamline the process of gathering information on classroom observations and giving feedback to teachers, but is technology always the best tool? From my years as a principal in Boston and a coach of school leaders in other cities, I’ve become convinced that there is a time for high-tech and a time for low-tech in evaluating teachers, and the choices we make in this area really matter. When a principal, assistant principal, or department head evaluates a teacher’s classroom performance, there are four steps to that process: (a) attaining some knowledge of what’s being taught; (b) making the actual classroom visit; (c) giving immediate feedback to the teacher; and (d) documenting the administrator’s feedback. Here’s my take on where high-tech works—and where low-tech works better. • Learning about the curriculum: Before a classroom visit, it’s important for the administrator to know the broader context, especially the curriculum unit’s big ideas, essential questions, skill and knowledge objectives, and planned assessments. The most efficient way to get this information is for the teaching team to share each unit plan in electronic form—perhaps in an easily accessible online document—so the administrator can comment and contribute. With this background information, it should be obvious within a minute of walking into a classroom how the lesson fits into the broader instructional plan. • Visiting the classroom: “You can observe a lot by watching,” said Yogi Berra, and I think that’s the best credo for principals visiting classrooms. Take a deep breath, slow yourself down, stroll around looking over students’ shoulders to check out the instructional task. Ask yourself whether the task is appropriately rigorous and on target for the unit and lesson objectives. In addition, quietly chat with a couple of students (“What are you working on?” is a great open-ended question that tells whether there is, in fact, a lesson objective); and, of course, assess what the teacher is saying and doing. I’ve made thousands of short, unannounced classroom visits, and virtually every time I’m struck by a few things within the first five minutes—something to praise, a question, a concern. The administrator’s dilemma is how to record these insights, and my strong belief is that low-tech is best—jotting thoughts on a notepad, index card, or sheet of paper. Using a laptop or tablet makes it much more difficult to walk around and is disconcerting to many teachers and students (What’s he writing? Is she checking e-mail? Is this being sent to the superintendent?). “ There is a time for hightech and a time for low-tech in evaluating teachers.” What’s especially ineffective, I believe, is trying to fill out a checklist or rubric during a classroom observation, especially if it’s on an electronic device. This doubly distracts the administrator from being a good observer, imposing a long list of criteria onto a fluid, highly complex situation that requires fully focused powers of observation, mobility, wisdom, and differentiation for each teacher’s background and unique classroom situation. When it comes to classroom observations, principals are paid to use their judgment, not fill out forms, and any principal who can’t formulate a couple of pertinent teaching points during a short classroom observation needs some serious professional development. As professionals, school leaders should push back against attempts to “principal-proof” the observation process, and teachers should raise concerns when administrators bring technology, checklists, and rubrics into their classrooms. It is important that teachers know what their supervisors are looking for, and I suggest that school staffs collaboratively formulate a short mental checklist of elements that should be evident in any K-12 classroom. My suggestion: sotel, or safety, objectives, teaching, engagement, and learning. Having this list in the back of their minds can help administrators as they decide on one or two areas that particularly need affirmation or improvement. • Giving immediate feedback to teachers: School administrators are incredibly busy and really want to take care of each new item as quickly as possible. Some send the teacher an email before leaving the classroom; others send an email, electronic checklist, or rubric later in the day. Good research on the efficacy of different approaches hasn’t been done yet, but my strong hunch is that researchers will find that teachers slough off or ignore 95 percent of electronic feedback, especially checklists or narratives giving micro-feedback on their actions during a short observation. If a principal wants to make a difference in teaching and learning (rather than fulfilling a bureaucratic requirement), the best way to give feedback to http://www.edweek.org http://www.edweek.org/go/commentary http://www.iStockphoto.com

Table of Contents for the Digital Edition of Education Week - October 31, 2012

Education Week - October 31, 2012
‘i3’ Grantees Face Hurdles on Aid Match
Teacher-Leader Degree Designed as a Vehicle For Career Fulfillment
Contents
News in Brief
Report Roundup
Caution Urged on ‘Value Added’ Reviews
College Board Head to Make Underserved a Priority
Miami-Dade Wins $550,00 Broad Prize For Urban Education
E-School Conference Highlights Blended Ed.
Pa. Moves to Ease Penalties for Minors Who Engage in ‘Sexting’
Education Issues Suffuse Ballots
New Orleans Board Race a Magnet For Outsiders’ Cash
Blogs of the Week
Graduation Rates Latest Waiver Flash Point
Practical Hurdles at Play in Pennsylvania Charter-Law Revamp
Policy Brief
Rethinking Principal Evaluation
Teacher Observation: Tech or No Tech?
About the Necktie
Letters
TopSchoolJobs Recruitment Marketplace
Redefining the Federal Role In Education: Advice for the Winner of Next Week’s Election

Education Week - October 31, 2012

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