Developed by The North Carolina Department of Public Instruction Dr. Sherry Broome, Regional Lead

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Developed byThe North Carolina Department of
Public Instruction Dr. Sherry Broome, Regional
Lead

• Self-Evaluation Training
• for Better District/School Improvement
• Day 1

• Day 1

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Introductions
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Ground Rules for the Training

• A room of equals
• Be open
• Bring your contribution with confidence
• Ask all the questions you need to ask
• Listen to each other with respect
• One voice at a time
• Minimize distractions - cell phones
• Return promptly from breaks/lunch
• And/or ?

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Objectives

• Develop an understanding of the new Continuous
  Cycle of School Improvement Planning model
• Understand and utilize effective district/school
  improvement planning strategies
• Gain a shared understanding of the difference
  between perception-based and evidence-based
  decision making
• Gather and effectively use various types of data
  to engage in accurate self-evaluation
• Develop questioning techniques to identify what
  is working well and where improvement is needed
• View the Comprehensive Needs Assessment (CNA) as
  a change model that builds a reflective culture
  in schools and throughout the district

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The Big Picture
Accountability
State
Federal
ABCs
AYP
Growth Individuals
Proficiency Groups/Targets
Assessment Instrument
EOG/EOC
CNA
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AYP TargetsReading, Math, Participation in
Reading, Participation in Math

• American Indian
• Asian
• Black
• Hispanic
• Multi Racial
• White

• Economically Disadvantaged
• Limited English Proficient
• Students with Disabilities
• All Students

• Attendance/Graduation Rate

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Tiers of Support for Districts and Schools

• All Districts/Schools
• LEAs in Corrective Action
• All Title I/Sanctioned Schools
• Low-Performing Schools
• Turnaround Schools
• Transformation Districts
• Consent Order (Halifax)

Emphasis 2009-2010
Emphasis 2008-2009
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School Status Labels and Recognitions
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Listing of Priority Schools

• Priority I - State-Identified Low Performing
• Sunset Park
• Snipes
• Priority II - State-Identified Persistently
  Lowest Achieving
• New Hanover
• Priority III - State-Identified High Priority
• Freeman
• Alderman
• Forest Hills

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Listing of Priority Schools

• Priority IV Locally-Identified High Priority
• Gregory
• Williams
• Murrayville
• Wrightsboro
• College Park
• Virgo
• Williston

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Listing of Priority Schools

• Priority V Locally-Identified Priority
• Bradley Creek
• Winter Park

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Preliminary Data

• AYP
• ABCs

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What is a Comprehensive Needs Assessment (CNA)?

• Initial part of the district/school improvement
  process
• An evidence-based, objective assessment that
  validates a districts/schools work and qualities

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What is the Purpose of a CNA?

• To provide an objective and clear view of the
  districts/schools strengths and areas for
  growth, in order to better support it in its work
  
• To provide stakeholders with a developmental tool
  for change and continuous improvement

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How Will it Help Districts/Schools?

• Conducting a CNA helps districts/schools
• determine needs,
• examine the nature and causes of those needs, and
• set priorities for future actions to be placed in
  their District/School Improvement Plans.

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Models of Excellence
Share the vision

• Understanding others

Build commitment and support
Monitor, evaluate and improve
Personal Values and Passionate Conviction
Gather data and gain understanding
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Continuous Improvement Questions

• The simple but important questions which bring
  about school and district improvement
• What are we doing well? How do we know?
• What do we need to do better? How do we know?
• Where do we need to focus our efforts to maximize
  our success?
• How good can we be?
• How do we get there?

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T-Chart Activity
What is our department doing well?
How do we know?
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Creating a Climate for Change

• There is nothing wrong with change, if it is in
  the right direction
• Winston Churchill

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The Change Garden

• Organizations are constantly in change.
• Districts/Schools are particularly dynamic
  organizations.
• Your role is to assist the district/school in
  perpetuating a positive state of change.

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What Grows in the Change Garden?

Confusion
Denial
Renewal
Contentment
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Activity Change Garden

• On chart paper, each group describe what
  behaviors you would expect to see in their
  section of the garden under the headings
• What we say How we act
• Choose a song that represents your aspect of
  the Change Garden

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Requirements for a Change in Culture

• A true belief, with accompanying actions, that
  this is the work that must be done
• Accountability for all
• Courageous conversations
• Strong sense of vision and focus

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Change in Culture (continued)

• Focus on data-driven decision making
• Collaboration and teamwork
• Trust built over time
• No excuses mentality
• Encouragement of risk-taking

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The Remodeling Change Process Recognizes the
Natural Emotional Curve that We All Experience
Whats been done?
What we will do!
Confidence
What we can do!
ve
What could we do?

• We have a plan to success
• We have the answer

We have a solution
Emotional State

• Made the right decision
• We have some news

• There is a solution
• We have some options

• Its difficult
• It is not the best news

• Now I understand, but not sure how to solve

-ve
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Preliminary Self-Assessment

• Use the Judgment Summary to complete a
  preliminary self-assessment of your
  department/school.

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Morning Break
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Using the Comprehensive Needs Assessment (CNA)
Framework As a Tool for Effective Self-Evaluation

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The Comprehensive Needs Assessment Framework

• Focuses on impact and outcomes
• Provides professional judgments on quality of the
  work of a district/school and the educational
  services it is providing
• Utilizes rubric format

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Comprehensive Needs Assessment Rubric

• An agreed framework, developed from a variety of
  resources, used to assess the quality of a
  district/school
• Criteria that comprehensively cover key aspects
  of a districts/schools work
• Shared vocabulary used to judge the quality of a
  districts/schools work

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Rubric Layout

• Dimension letter and name
• Sub-dimension letter, number, and name
• Suggested questions
• Indicators

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6 Dimensions of the CNA Rubric
Planning and Operational Effectiveness
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14 Sub-Dimensions
Dimension
Sub- Dimension
A. Instructional Excellence and Alignment Part I Teaching and Learning High Expectations Communicated to All Staff/Teachers and Students 2. Curriculum and Instructional Alignment
A. Instructional Excellence and Alignment Part II Support for Student Achievement 3. Data Analysis and Instructional Planning 4. Student Support Services
B. Leadership Capacity 5. Strategic Planning, Mission, and Vision 6. Distributed Leadership and Collaboration 7. Monitoring Instruction in School
C. Professional Capacity 8. Central Office/Teacher Quality and Experience 9. Quality of Professional Development 10.Talent Recruitment and Retention
D. Planning and Operational Effectiveness 11. Resource Allocation 12. Facilities and Technology
E. Families and Community 13. Family Engagement 14. Community Engagement
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Indicators

• Leading (LE)
• Developing (D)
• Emerging (E)
• Lacking (LA)

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Sample Indicators
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14 Sub-Dimensions
Dimension
Sub- Dimension
A. Instructional Excellence and Alignment Part I Teaching and Learning 1. High Expectations Communicated to All Staff/Teachers and Students 2. Curriculum and Instructional Alignment
A. Instructional Excellence and Alignment Part II Support for Student Achievement 3. Data Analysis and Instructional Planning 4. Student Support Services
B. Leadership Capacity 5. Strategic Planning, Mission, and Vision 6. Distributed Leadership and Collaboration 7. Monitoring Instruction in School
C. Professional Capacity 8. Central Office Quality and Experience 9. Quality of Professional Development 10.Talent Recruitment and Retention
D. Planning and Operational Effectiveness 11. Resource Allocation 12. Facilities and Technology
E. Families and Community 13. Family Engagement 14. Community Engagement
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Sub-Dimension Activity

• Look at the sub-dimension your team has been
  assigned.
• As a team, answer all the questions listed at the
  top.
• List evidences that support your answers.
• Using the rubric, rate yourself on the assigned
  sub-dimension as lacking, emerging, developing,
  or leading.

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Multiple Measuresby Victoria Bernhardt
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Agree or Disagree

• Many departments are reluctant to participate
  in honest self-evaluations of their job
  performance and are subsequently reluctant to
  change practices that are not working.

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For Consideration

• By what means are you evaluated, and how does
  your reflective practice upon those results
  modify your service to the schools or other
  departments?

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Changes in the context of the district/school
How departments/classrooms change
Demographics
Departments/School Processes
Perceptions
Student Learning
Improvements in the environment
Information on student performance on different
measures
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Professional Development, Class Size, Schedules,
Testing Calendar, Maintenance, Summer School,
Budget, Transfers, Choice Schools, Open Enrollment
Enrollment, Redistricting, Attendance, Drop-out
Rate, Ethnicity, Gender, Grade Level, Teachers
Demographics
Perceptions
Standardized Tests, Norm/Criterion Referenced
Tests, Teacher Observations of Abilities,
Authentic Assessments
Perceptions of Learning/Working Environments,
Values and Beliefs, Attitudes, Observations, TWC
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Tells us if different groups of students are
experiencing school differently
Tells us student participation in different
programs and processes
Demographics
Allows the prediction of actions/ processes/
programs that best meet the learning needs of all
students
School Processes
Perceptions
Student Learning
Tells us if a program is making a difference in
student learning results
Tells us the impact of student perception of the
learning environment on student learning
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Reveals the belief system and values of various
stakeholders
Reveals which group of stakeholders impact
various processes
Demographics
Allows the prediction of actions/ processes/
programs that best meet the needs of NHCS
Department Processes
Perceptions
Student Learning
Reveals the impact of the departments services
in supporting student learning
Reveals the impact of stakeholders perceptions
of the learning/work environment on student
learning
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Sample Authoritative School Achievement Data
Sources

• ABCs
• AYP
• EVAAS
• Disaggregated
• Goal Summary
• LEA and School Report Cards

• Teacher Work Condition Survey
• ABCTools Reports
• WinScan Goal Summary Report
• Surveys, Questionnaires

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Authoritative Data
NC Report Card
Disaggregated Report
TWC
Reports proficiency of expanded student groups
for two years Data 1996 - State/LEA/School Disa
ggregates specific assessments
Summarizes ABCs and AYP data, AND reports school
profile and teacher data Data 2001- State/LEA/Sc
hool Details schools performance
designation
Reports perceptions of working conditions,
recruitment, and retention Teachers 2002
Principals 2010 State/LEA/School Facility,
Resources, Decision making, Leadership, PD


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Bernhardt Circle Activity

• Use the plate to draw Bernhardt circles and label
  them.
• Brainstorm all the data sources that are
  available to your department.
• Place each data source in the appropriate circle.

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Authoritative Data
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Activity Beginning to Evaluate and Reflect

• Tonight each team member should identify one
  problem that impacts how your department
  operates.
• Do not discuss the problem with your team.
• Be prepared to discuss the problem in the
  morning.
• Continue to collect additional data to use in
  activities tomorrow.
• Bring a flash drive.

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