Performance Accountability
Title: Performance AccountabilityDescription: Participants will gain a deeper understanding of planning performance accountability, why it is important, and how to apply it to a School Improvement Plan. Participants will apply research-based critical behaviors of planning, supporting, and monitoring accountability, and will clarify strategies to improve the accountability system relevant to school improvement at their school. This workshop incorporates the following concepts: Planning an Accountability System, Monitoring Accountability with Walk-throughs, and Monitoring Accountability with Teacher Evaluations.
NOTES:
- PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at or details (including an Attendance Roster Form and a Participant Feedback Form)
- FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).
TARGETED LEARNING FOR THIS WORKSHOP
Note: It is recommended that the facilitator post the objectives and guiding questions (also applicable VAL-ED Research-Based Critical Behaviors and relevant ISLLC Standards).
Introduction to the Instructional Leadership Model
Targeted Objectives:
- Participants will be introduced to the "Instructional Leadership Model" (a systems thinking approach).
- Participants will pre-assess their application level of the critical behaviors. (Research-Based Critical Behaviors are presented through the introduction of the action plan.)
- The introduction emphasizes a systems thinking approach regarding key processes & core components. Specific behaviors relevant to this workshop are listed in the action plan.
- The introduction is not aligned to specific ISLLC Standards
Core Components, Key Processes, Research-based Critical Behaviors (see action for specific definitions)
Key Words
- VAL-Ed Workshop, ISSLC Workshop, administrator professional development, principal expectations
Targeted Objectives:
- Participants will review their School Improvement Plan while applying critical elements of Performance Accountability to clarify and improve the accountability process (including a focus on strategies for monitoring the school improvement plan with the multiple data sets for continuous improvement).
- Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning
- Develops a plan for individual and collective accountability among faculty for student learning.
- Communicates with faculty the purpose and nature of its accountability programs.
- 2.C Assessment and Accountability
- 5.C Maintaining High Standards for Self and Others
- Why is it important to understand Planning Performance Accountability and how does a leader apply the critical elements to the School Improvement Plan to improve the accountability process and impact student achievement?
- How do instructional leaders plan for performance accountability?
- How do instructional leaders engage staff in planning performance accountability?
2nd Segment - Using Walk Throughs
Targeted Objectives:
- Participants will learn a strategy for effectively collecting classroom observation data focused on rigorous curriculum, quality instruction, and student engagement.
- Participants will increase their knowledge and skill in using walk through observations as a part of the accountability process
- Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning.
- Allocate time to evaluate faculty for student learning.
- Communicates with faculty the purpose and nature of its accountability programs.
- 2.C Assessment and Accountability
- 5.C Maintaining High Standards for Self and Others
- How do instructional leaders efficiently gather effective evidence of high standards for student learning, rigorous curriculum, and quality instruction?
3rd Segment - Using Teacher Evaluations
Targeted Objective:
- Participants will increase knowledge of how teacher evaluation processes can be used to effectively monitor performance accountability.
- Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning.
- Analyzes the influence of faculty evaluations on student learning
- Implements practice to hold teacher accountable to reach the highest level of performance
- Communicates with faculty the purpose and nature of its accountability programs.
- 2.C Assessment and Accountability
- 5.C Maintaining High Standards for Self and Others
- How do instructional leaders analyze the influence of faculty evaluations on student learning?
- How can teacher evaluation systems help teachers learn?
REPEAT INFORMATION (organized differently)
Objectives:
- Participants will review their school improvement plan while applying critical elements of Performance Accountability to clarify and improve the accountability process (including a focus on strategies for monitoring the school improvement plan with the multiple data sets for continuous improvement).
- Participants will learn a strategy for effectively collecting classroom observation data focused on rigorous curriculum, quality instruction, and student engagement.
- Participants will increase knowledge of how teacher evaluation processes can be used to effectively monitor performance accountability.
- Participants will increase their knowledge and skill in using walk through observations reflective conversations during the teacher evaluation process as a part of the accountability process.
- Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning.
- Develops a plan for individual and collective accountability among faculty for student learning.
- Implements programs and practices to hold faculty accountable to reach the highest levels of performance.
- Analyzes the influence of faculty evaluations on student learning (and/or rigorous curriculum)
- Allocates time to evaluate faculty for student learning.
- Communicates with faculty the purpose and nature of its accountability programs.
- 2.C Assessment and Accountability
- 5.C Maintaining High Standards for Self and Others.
- Why is it important to understand Planning Performance Accountability and how does a leader apply the critical elements to continuous school improvement planning to improve the accountability process and impact teacher performance and student achievement?
- How do instructional leaders plan for performance accountability?
- How do instructional leaders engage staff in planning performance accountability?
- How do instructional leaders efficiently gather effective evidence of high standards for student learning, rigorous curriculum, and quality instruction?
- How do instructional leaders analyze the influence of faculty evaluations on student learning?
- How can your teacher evaluation system help teachers learn?
Agenda and Segment Titles / Tim
in Minutes / Notes
Introduction to the Instructional Leadership Model & Overview / 20
Planning for Performance Accountability / 80
Using Walk Throughs / 60
Using Teacher Evaluations / 50
Conclusion & Development of an Action Plan / 20
TOTAL TIME / 230 (3.50 hrs)
Note: Participants must bring their School Improvement Plan!
Materials
- Attendance Roster, Participant Feedback,Facilitator Feedback (please request latest version from ASU)
- Facilitator Guide for Performance Accountability
- Facilitator PowerPoint for Performance Accountability
- Agenda (facilitator makes this on chart paper)
- Action Plan for Performance Accountability
- Posters and Post-it notes
1st Segment
- Handout Arizona Standards Summary Sheet
- Handout Examining School Improvement Components Worksheet
- Handout Reflection on Big Ideas
- Reading - Lawrence W. Lezotte (1996) Learning for All. Effective Schools. A version of this paper was published in The Educational Forum v.30 n.3 pp.238-244 Kappa Delta Pi, Lafayette, IN
- Reading - Jenn David-Lang (2008) Summary of The Three-Minute Classroom Walk Through: Changing School Supervisory Practice One Teacher at a Time. The Main Idea: current education book summaries
- Teacher Evaluation: Self-Reflection
- Danielson, Charlotte (2011) Evaluations That Help Teachers Learn. Educational Leadership Dec/Jan 2011 v.68 n.4 pp.35-39. ASCD
Videos
- Facilitator’s choice: Choose a video clip that shows rigorous curriculum or quality instruction …5-15 minutes
- PowerPoint includes link to the VIDEO: Look Closely!: Describing Similarities and Differences Between Objects
URL:
Footnotes, References, & Research Included
- Lawrence W. Lezotte (1996) Learning for All. Effective Schools. A version of this paper was published in The Educational Forum v.30 n.3 pp.238-244 Kappa Delta Pi, Lafayette, IN
- Jenn David-Lang (2008) Summary of The Three-Minute Classroom Walk Through: Changing School Supervisory Practice One Teacher at a Time. The Main Idea: current education book summaries
- Downey, Carolyn J, Steffy, Betty E., English, Fenwick W. Frase, Larry F., & Poston, William D (2004). The Three-Minute Classroom Walk Through: Changing School Supervisory Practice One Teacher at a Time. Corwin Press
- Danielson, Charlotte (2011) Evaluations That Help Teachers Learn. Educational Leadership Dec/Jan 2011 v.68 n.4 pp.35-39. ASCD
- Video: Look Closely!: Describing Similarities and Differences Between Objects. URL:
- Kotter, John P. (2006) Leading Change: Why Transformation Efforts Fail
- Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville, Tennessee. Discovery Education Assessment
- Richard Dufour and Robert Marzano High Leverage Strategies for Principal Leadership Educational Leadership, February 2009 p.64
- Instructional Leadership Matrix: Core Components & Key Processes
- Instructional Leadership Model (for poster)
- ISLLC Standards Rubric
Introduction of the Instructional Leadership Model (and overview)
Management Considerations, Notes, etc
Management:
- [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).
- Each segment begins with a slide entitled “Segment Guiding Question”
- Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
- Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for principals.
- Observe participants’ engagement in superintendent’s opening remarks
- Listen to shared interests of participants. Do comments align with workshop outcomes?
- Observe participants’ reaction to the proposed norms.
PRESENTATION FOR INTRODUCTION OF THE INSTRUCTIONAL LEADERSHIP MODEL
Introduction / Anticipatory Set for the Introduction
- [1] This is the title slide
- Start the session with a BRIEF opening remark about the whole workshop.
- [2] Introduce superintendent to welcome participants and discuss WHY this workshop is important
- Reinforce superintendent’s opening by sharing several reasons WHY this topic is important
- Your reasons should align with the concepts of change leadership & creating demand for new initiatives (relative advantage, compatibility with beliefs, observability, etc).
- Give participants an opportunity to share interests they have for developing their skills for in this area (today’s topic)
- IF appropriate/necessary, facilitate introductions of all persons in the room (use a strategies that requires each person to “uncover” something about him/her self that others may not know …favorite music, most unique trip, favorite movie from 80’s/college, unique story, etc)
- Provide an overview of today by discussing today’s agenda (create & post simple agenda on chart paper)
- [3] Describe the “Intended Outcomes” for today. Increase knowledge of …
- principal’s responsibilities for individual and collective performance accountability
- [4] Introduce today’s proposed norms.
- Ask group to raise their hands to indicate that they are willing to accept the proposed norms for today.
- Emphasize “Share ONE point” …this norms allows everyone to have opportunities to add to the dialogue
Presentation / Engagement for the introduction
- [5] Introduce the Instructional Leadership Model
- In the big picture, or from a systems thinking perspective, the Instructional Leadership Model represents the focus on student achievement, teacher quality, and administrator excellence.
- Core components are characteristics of schools that support teacher performance and student learning.
- Key processes refer to how principals manage those core components.
- Each core component is managed through the six key processes.
- Explain that this workshop will address the key processes of planning, implementing, monitoring, supporting & communicating in the context of performance accountability.
- [6] Provide a working definition for Performance Accountability (one of the six core component of Instructional Leadership)
- Leader holds self and others responsible for realizing high standards of performance for student academic and social learning.
- There is individual and collective responsibility among the faculty and students
- [7] Provide an overview of the Research-Based Critical Behaviors
- Explain that Vanderbilt University researchers found that these principal behaviors have a direct and significant impact on teachers’ performance and student learning. These particular behaviors will guide our training for performance accountability (listed on the slide and in the Action Plan).
- [8] Introduce the Action Plan (ask all participants to take out the form)
- Explain that by the end of this workshop each participant will develop an action plan related to performance accountability
- As anticipatory set for that planning, ask participants to carefully read the definition of the core component and make notes about their interpretation of its meaning (1 minute)
- Then ask them to carefully read the definition of the key process and make notes (1 minute)
- Next ask them to carefully read the definition of the Research-Based Critical Behaviors and rate their current application of those behaviors. Explain that if they participated in the VAL-ED this should look very familiar. Participants should use the rating scale of 1-5 (5 = highly effective, 3 = satisfactorily effective, 1 = ineffective). Emphasize to participants that the point of this activity is to identify EVIDENCE, so they must describe the evidence that supports their rating (4 minutes).
Closure for the introduction
- None
Follow-up Strategies (Coaching Bundle)
- Coaches may use the Instructional Leadership Model emphasize the “systems thinking” approach.
- Coaches should use the discussion and reflection questions to reinforce the application and successful implementation of workshop concepts.
- The items presented in this introduction target change leadership strategies; facilitators may provide additional questions.
- How is this topic compatible with district, school, and/or personal beliefs?
- What new learning will be implemented as a result of this workshop?
- How will you manage the implementation so that you avoid it being perceived as too complex?
- What are the relative advantages of this topic? Why are these concepts better than past practice?
- How will you change your behavior, in observable & measurable ways, as a result of this topic?
- How will you engage staff in this topic to ensure this becomes a part of the school culture?
1st Segment - Planning Performance Accountability
Management Considerations, Notes, etc (segment is less than one hour chunk of learning; one big idea or one theme)
Note: Participants must bring their School Improvement Plan!
Background on School Leadership Responsibility - Input Definition
- Involves teachers in the design (planning) and implementation of important decisions and policies (including accountability)
- Provides opportunities for teacher and staff input on all important decisions
- Provides opportunities for teachers and staff to be involved in developing school policies
- Uses leadership teams in decision-making
- [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).
- Each segment begins with a slide entitled “Segment Guiding Question”
The formative assessment items are presented only for general guidance. Use this informal feedback to adjust pacing or lessons. After you have worked through this workshop, you may make modifications and/or additions to these items to guide other facilitators.
- Participants will respond in a pair-share activity on how to plan performance accountability systems while the facilitator is monitoring their conceptual understanding and application of new knowledge during the activity to adjust learning.
PRESENTATION FOR THIS SEGMENT (segment is less than one hour chunk of learning; one big idea or one theme)
Introduction / Anticipatory Set for this segment (segment is less than one hour chunk of learning; one big idea or one theme)