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MAPA for Newbies! MAPA Task Group MAPA for Newbies! MAPA Task Group

From APE to E-MAPA What’s in a name? Do. DEA W. W. Administrators’ Conference From APE to E-MAPA What’s in a name? Do. DEA W. W. Administrators’ Conference June 27 – July 2, 2010

 • What’s in your name? How did you come to be called Jennifer • What’s in your name? How did you come to be called Jennifer or Ed or Carol? • For example, I am forever Christmas Carol even though I was born December 26…a few hours late of the target date. • Share your name with your nearest neighbor. You first…

MAPA Multidimensional Administrator Performance Appraisal Our turn… MAPA Multidimensional Administrator Performance Appraisal Our turn…

Participants will: • know the components of the Do. DEA Multidimensional Administrator Performance Appraisal Participants will: • know the components of the Do. DEA Multidimensional Administrator Performance Appraisal (MAPA) • know how to use the components as tools for evaluation, professional development, and reflection. Objectives

Change is inevitable…. except from a vending machine! Robert C. Gallagher And I quote… Change is inevitable…. except from a vending machine! Robert C. Gallagher And I quote…

1. “They” won’t let me out of here until this They presentation is finished. 1. “They” won’t let me out of here until this They presentation is finished. 2. I’m not ready to retire and I need to pay the retire mortgage 3. My mother and my boss may be watching. and boss 4. Supervising others is in my job description. job 5. I’m a teacher at heart. teacher Any more? What’s in this for Me?

 It is not necessary to change. Survival is not mandatory. W. Edwards Deming It is not necessary to change. Survival is not mandatory. W. Edwards Deming And I quote…

 • Former Administrators’ Performance Appraisal instrument implemented in 2004 • Need for stronger • Former Administrators’ Performance Appraisal instrument implemented in 2004 • Need for stronger focus on changing role and demands of administrators as instructional leaders focused on student achievement (CSP, Goal 1). • Need to emphasize formative assessment • Need to incorporate professional development and professional reflection opportunities. reflection MAPA…Why Change?

 • January, 2009: Do. DEA principals, assistant principals, and assistant superintendents were surveyed. • January, 2009: Do. DEA principals, assistant principals, and assistant superintendents were surveyed. • Of 353 possible respondents, 239 replied. 353 239 • That’s a 68% response rate! 68% Yippee! Survey…Give us some input!

We asked… Response… Should objectives be weighted? Equal preference Should the rubric be part We asked… Response… Should objectives be weighted? Equal preference Should the rubric be part of the document? 86% to include as part of document Select the rating categories you 73% preferred “exemplary”, prefer. “proficient”, “progressing”, “not meeting objective” Should additional formal conferences be held for those with less than 2 years? 82% favored this for those with less than two years experience in a position. Survey…Here’s what was said!

We asked… You said…. Should a formative component be part of the appraisal? 84. We asked… You said…. Should a formative component be part of the appraisal? 84. 5% prefer a formative component Select the type of formative component. Self-assessment = 45% Professional Growth Plan = 45% Select 3 preferred professional development/training delivery preferences. Top 3 choices: ØFace-to-face, on-site training ØDistrict meeting training ØSmall-group training Survey…Here’s what was said!

1. Turn to your nearest neighbor, the one with which you’ve been knocking elbows. 1. Turn to your nearest neighbor, the one with which you’ve been knocking elbows. 2. Ask this question. What do you now know about MAPA that you didn’t know 10 minutes ago? 3. Look interested and awed at his/her response. Stand when you have both shared. You have 3 minutes. Let’s Talk!

At the gate… • An appraisal instrument for principals and assistant principals • Aligned At the gate… • An appraisal instrument for principals and assistant principals • Aligned to the four goals of the 2006 -2011 Community Strategic Plan • Compatible with the 2008 Educational Leadership Policy Standards: ISLLC 2008 Down the stretch… • Use feedback resulting from the administrator survey of January 2009 • Imbed a rubric • Use ratings of Exemplary, Proficient, Progressing, and Not Meeting Objective • Include a professional growth and reflection component • How about an Individual Leadership Plan (ILP)? ü Use of an approved individual plan for improvement based on school data ü Develop using SMART format Crossing the line… • MAPA At the gate, down the stretch, crossing the line…

 • To improve practices in instructional leadership and recognize effective practices • To • To improve practices in instructional leadership and recognize effective practices • To self-assess, set objectives, and increase proficiency in analyzing data • To provide a framework and purposeful direction for administrators • To address leadership skills that promote continuous and sustainable improvement …with purpose in mind!

MAPA moves us from knowing to doing and from management to educational leadership. Maria MAPA moves us from knowing to doing and from management to educational leadership. Maria Buchwald 2009 Do. DEA MS Principal of the Year And I quote…

Review the rubrics and discuss each objective and how it relates to present job Review the rubrics and discuss each objective and how it relates to present job responsibilities. Discuss possible adjustments in job responsibilities to insure assistant principals are functioning as instructional leaders within instructional leaders the school. Highlight the differences in expectations among differences in expectations the ratings on the continuum. You have 15 minutes! 15 minutes Rubrics ‘R Us!

 • Each table group select a goal. Review the objectives for that goal. • Each table group select a goal. Review the objectives for that goal. Review the ratings for the objectives and note the differences between each rating. • Collaborate with your table group to review the list of evidence that would demonstrate “Proficient” evidence for the chosen objectives. • You will have 15 minutes to complete this task. 15 minutes • Choose a spokesperson for your table. spokesperson In the trenches…

Develop a passion for learning. If passion you do, you will never cease to Develop a passion for learning. If passion you do, you will never cease to grow. Anthony J. D'Angelo And I quote…

Background: Background • The result of research of a variety of appraisal systems from Background: Background • The result of research of a variety of appraisal systems from many states • The result of information from Do. DEA Administrator Survey, January, 2009 Individual Leadership Plan (ILP)

The purpose of the ILP: • To promote continuous learning • To foster professional The purpose of the ILP: • To promote continuous learning • To foster professional growth • To reflect on professional practice • To improve leadership skills • To facilitate movement along the rating continuum The reason for being…

Written objective aligned to CSP and objective MAPA and in the S. M. A. Written objective aligned to CSP and objective MAPA and in the S. M. A. R. T. format. S. M. A. R. T. » Specific » Measurable » Attainable » Results-focused » Timeline ILP Guidelines

 • Supervisor approval necessary • Plan may be adjusted during or at the • Supervisor approval necessary • Plan may be adjusted during or at the end of the rating period or continue into next year • Reflective self-assessment completed for mid-year and end-of-year conferences • Data, strategies, etc. for objective imbedded in daily administrator responsibilities • Maintain data and evidence Guidelines…continued

1. Review the objective. Is it aligned to the CSP and MAPA ? Is 1. Review the objective. Is it aligned to the CSP and MAPA ? Is it an objective that will meet a need at a school? 2. What data is used to assess or measure success? measure Does it seem plausible? 3. What resources, strategies, research support have resources been chosen to help attain the objective? 4. What is the proposed impact at the school on impact student achievement? 5. What is the proposed timeline? timeline Activity Alert…ILP!

Growth is the only evidence of life. John Henry Newman, Apologia pro vita sua, Growth is the only evidence of life. John Henry Newman, Apologia pro vita sua, 1864 And I quote…

 • Goals 1 and 3 carry greater values as they greater values contain • Goals 1 and 3 carry greater values as they greater values contain 8 objectives. • The summative rating is determined as summative rating shown. • Please note the norms Scoreboard!

If you're in a bad situation, don't worry it'll change. If you're in a If you're in a bad situation, don't worry it'll change. If you're in a good situation, don't worry it'll change. John A. Simone, Sr. And I quote…

February 2010 Survey • Approximately six months into MAPA implementation • A second survey February 2010 Survey • Approximately six months into MAPA implementation • A second survey was administered to Do. DEA assistant principals, assistant superintendents, and superintendents Continuous Improvement

We asked… You said… Clarity of levels of Overwhelming majority performance within the indicated We asked… You said… Clarity of levels of Overwhelming majority performance within the indicated that the rubric is rubric clear Confidence in selecting or A substantial number of determining evidence to respondents were support each objective confident Number of objectives Slightly more than half felt obtainable each rating they could meet all or cycle almost all Survey Said…

We asked… You said… Do you have responsibilities not covered by the rubrics? The We asked… You said… Do you have responsibilities not covered by the rubrics? The majority of respondents indicated “no” Note: Some duties perceived as not covered by MAPA included … 1. Non-academic duties such as lunch, bus, or playground duty; discipline issues; extra-curricular activities; or time spent with parents. Refer to Objective 4. 2 2. Special Education issues such as IEP, and Case Study Meetings were also mentioned. Refer to Objectives 1. 3 and 4. 2 3. Facilities and safety concerns Refer to Objective 2. 3 4. Supervision of staff Refer to Objective 2. 3 Survey Said…

We asked… You said… Clarity of purpose and process for the ILP Respondents overall We asked… You said… Clarity of purpose and process for the ILP Respondents overall felt very clear or clear Development of the ILP Majority reported that they designed their own ILP, some reported a collaborative process, but 10% reported that their ILP was directed Survey Said…

We asked… Number of revisions required You said… The majority indicated their ILP was We asked… Number of revisions required You said… The majority indicated their ILP was approved with one or less revision Reasons for revising the ILP: Clarification of goals, more specificity, more data-driven, more focus on instructional leadership, more measurable Measures of success for your • Terra. Nova ILP • DRA • Student progress • Anecdotal data Survey Said…

We asked… Need for training on the ILP You said… Slightly over 1/3 indicated We asked… Need for training on the ILP You said… Slightly over 1/3 indicated a strong or very strong need Procedural issues that have arisen since the implementation of MAPA: • Timing • Lack of professional development associated with implementation • Efficient methods to gather and document evidence; time to do so • Lack of guidance and mentoring Survey Said…

We asked… You said… What do you like most about the MAPA… • ILP We asked… You said… What do you like most about the MAPA… • ILP • Rubrics • Focused on instructional leadership • Goals & objectives are specific • Comprehensive • Rigor Survey Said…

We asked… You said… What do you like least • Cumbersome about the MAPA… We asked… You said… What do you like least • Cumbersome about the MAPA… • Time consuming • Excludes many routine activities • Concern regarding the ability to reach Exemplary Survey Said…

 • Answering the call for further professional development • Responding to the need • Answering the call for further professional development • Responding to the need to complete an entire cycle before responding to the survey Next Steps…

Kaizen Survey…September- October, 2010…assistant principals, assistant superintendents, superintendents þ Analyze results for patterns, trends Kaizen Survey…September- October, 2010…assistant principals, assistant superintendents, superintendents þ Analyze results for patterns, trends þ Refine MAPA instrument as needed Survey…August – September 2010 – E-MAPA, E-MAPA paperless application pilot in Heidelberg District þ Analyze results to determine improvements as needed þ Complete and test changes þ Determine capability for Do. DEA-wide implementation Continuous Improvement

 • Automated System for Do. DEA-wide Use – Piloted in Heidelberg District during • Automated System for Do. DEA-wide Use – Piloted in Heidelberg District during 2009 -2010 cycle – Deploy Do. DEA-wide 2010 -2011 cycle • System Features – Creates and retains performance evaluations – Supports a printed, hard copy of evaluation – Moves appraisal instrument between employee, rater, reviewer – Enters text directly into appraisal – Has spell checker – Saves work in progress – E-mail users on actions/status – Ability to attach external documents (evidence) E-MAPA

– First cycle þ October 1, 2009 – June 30, 2010 þ Ratings completed – First cycle þ October 1, 2009 – June 30, 2010 þ Ratings completed NLT July 31, 2010 þ Evaluation covers accomplishments between July 2009 June 2010 – Future cycles þ July 1 – June 30 each year þ Assessments based on school year accomplishments þ Effective date of ratings is August 1 Rating Cycle

The MAPA is like… MAPA because…. . What was that all about? The MAPA is like… MAPA because…. . What was that all about?