YOUR “EVALUATION” EXPERIENCE
If you have been with FCS for 2+ years…. What was or describe
your performance management (EVALUATION) experience
during the last 2 years with this district:
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What was the process?
What was the engagement with your supervisor(s) like?
What form was used?
What was the value for you?
Performance Management System
Next Steps for Forsyth County Schools
Strategic Plan (People)
FCS attracts and retains the most talented and effective employees in K-12 education.
Our Theory of Action
Effective performance management is the result of supervisors setting goals, making sure
expectations are clear/monitored, and providing frequent feedback to help all employees
perform more successfully.
When these activities are firmly instituted (with fidelity) , employee work quality
advances
resulting in improved outcomes for students.
1st FOCUS AREA (Capacity Building) – leverage the following to build organizational
capacity and understanding among managers, supervisors, and employees
(infrastructure).
 The Message - PM is about development/growth, conversation/feedback, opportunity, not
singularly evaluative…not punitive.
 The Skills – train all (supervisors/employees) on conversation/feedback, progressive
discipline, corrective action documentation.
 The Tools – develop/refine and train all on (Teacher Keys, Leader Keys, Performance Keys)
 The Resources – create a PM web-site where managers and employees can reference for
up-to-date information or to extend their understanding of PM in FCS…… implement an
electronic PM solution/tool for TKES/LKES/PK…….. build a Professional Development
structure that will provide access for all employees to learning opportunities that will support
professional growth or remediation
 The Data – establish human capital metrics that will inform and enable greater accountability
Corrective Action
Corrective action is a lever within the performance management process that is used to assist an underperforming employee in improving/mitigating a noted skill deficient/behavior that is negatively impacting work
productivity and/or the work environment. Corrective action is not a pathway to separation but will result in
such if the required improvements are not made by the employee.
Performance
Management
Process
Ongoing
Conversation/Feedback
Corrective
Action
Increased Monitoring
Development Plan
Documentation
Improvement
Evident
Improvement
not Evident
Exit
Separation of
Employment
2nd FOCUS AREA (Capacity Building) – leverage the following to build organizational
capacity and understanding among managers, supervisors, and employees
(infrastructure).
Teacher Keys (TKES) –
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Used to assess the performance of classroom teachers.
Generates a Teacher Effectiveness Measure Score
FCS is only piloting the Teacher Assessment on Performance Standards (TAPS) section for FY14.
Fully implemented in FCS by 2014-15
Leader Keys (LKES) –
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Used to assess the performance of principals and assistant principals.
Generates a Leader Effectiveness Measure Score
FCS is only learning how to use the LKES during FY14
Fully implemented in FCS by 2014-15
Performance Keys (PK)
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To be Forsyth County Schools developed
Modified version of Fulton County tool
Rates goal attainment and work capacity/behaviors
Used to assess the performance of all non-classroom teachers and non- administrative school staff, and all
system and operational staff
Piloted/implemented school year 2015-16
Teacher Keys (TKES)
Teacher Assessment on Performance
Standards (TAPS)
TAPS is a rubric-based evaluation method
using ten (10) quality performance
standards for teachers.
PLANNING
1. Professional Knowledge
2. Instructional Planning
INSTRUCTIONAL DELIVERY
3. Instructional Strategies
4. Differentiated Instruction
ASSESSMENT OF AND FOR LEARNING
5. Assessment Strategies
6. Assessment Uses
LEARNING ENVIRONMENT
7. Positive Learning Environment
8. Academically Challenging Environment
PROFESSIONALISM AND COMMUNICATION
9. Professionalism
10. Communication
SELF-ASSESSMENT
Goals/Expectations Setting
RATING/POINTS
Exemplary (3), Proficient (2), Developing/Needs
Improvement (1), Ineffective (0)
Student Growth and Academic
Achievement
(Per Teacher)
For teachers of tested subjects,
this component consists of a
student growth
percentile/value-added
measure.
For teachers of non-tested
subjects, this component
consists of GaDOE-approved
Student Learning Objectives
utilizing district achievement
growth measures.
Surveys of Instructional Practice
Student surveys will inform the
TAPS
Three developmentally different
surveys (Grades 3-5; 6-8; 9-12)
Survey questions aligned with
TAPS standards
Open window for administration
from October-April
Administered by certified
specialist using electronic
platform
Surveys are anonymous; no
comments
Leader Keys (LKES)
Leader Assessment on
Performance Standards (LAPS)
LAPS is a rubric-based evaluation
method using eight (8) quality
performance standards for school
leaders.
SCHOOL LEADERSHIP
1. Instructional Leadership
2. School Climate
ORGANIZATIONAL LEADERSHIP
3. Planning and Assessment
4. Organizational Management
HUMAN RESOURCES LEADERSHIP
5. Human Resources Management
6. Teacher/Staff Evaluation
PROFESSIONALISM AND COMMUNICATION
7. Professionalism
8. Communication
PROFESSIONAL GROWTH PLAN
Goals/Expectations Setting
RATING/POINTS
Exemplary (3), Proficient (2), Developing/Needs
Improvement (1), Ineffective (0)
Student Growth and
Academic Achievement
Governance and
Leadership
(Per School)
The Governance and Leadership
component consists of a climate
survey, as well as measures of
student attendance and retention
of effective teachers.
For tested subjects, this
component consists of a student
growth percentile/value-added
measure.
For non-tested subjects, this
component consists of GaDOEapproved Student Learning
Objectives utilizing district
achievement growth measures.
Teachers/staff take survey using GaDOE
electronic platform
Survey questions aligned with LAPS
standards
Districts select a two-week period
between February 1 and March 15 to
administer
Surveys are anonymous; no comments
Surveys will provide points toward LEM
score
Survey results analyzed by GaDOE and
reported to principal and evaluator
Performance Keys (PKES)
Forsyth County Schools Developed
Performance Goals
Leadership Essentials
Surveys
(Contribution to the work of the District)
(Behaviors/Knowledge)
(Future Consideration)
Goal setting can clarify the duties and
responsibilities associated with a particular
job; identify the kinds of organizational and
personal outcomes required for work
success; and can specify the kinds of
feedback and support needed to achieve
success.
Describe how the employee must act;
what the employee must know; and
what the employee must be able to do
in order to perform successfully in the
job.
Department Survey
A survey to principals to garner
feedback on service and responsiveness
SMART goals make for smart organizations
Specific – What should be achieved?
Measurable – How will you know if the goal
has been reached? Measures outcomes…..
Attainable – Can you accomplish?
Relevant – Does it matter to the overall
mission?
Time-bound– By when?
Scope of Goals
Department
Team/Group
Individual
Ratings
Achieved Goal
Did Not Achieve Goal
As we refine our processes, system
leaders will eventually have
additional contributors to their
overall performance appraisal.
360 Degree Assessment
Rating
Exemplary
Proficient
Developing
Not Demonstrated
Typically, performance appraisal has
been limited to a feedback process
between employees and supervisors.
However, with the increased focus on
teamwork, employee development,
and
customer service, the emphasis has
shifted to employee feedback from the
full circle of sources/stakeholders. The
360 is a multiple-input approach to
performance feedback.
Leadership Essentials Competencies
Creates Value for Our Customers
Strives to understand customer needs and collaborates with
others to identify and address the priorities that will deliver
customer focused solutions that align with FCS's values.
Embraces Change to Drive Improvement
Continually seeks and champions ways to drive improvement by
demonstrating sound judgment and a willingness to challenge the
status quo to increase district success.
Leads by Example
Authentically works with others in a way that builds credibility,
mutual respect and encourages transparent conversations and
ownership for results.
Develops Our Capability
Helps build a collaborative learning community by supporting the
professional development of others and pursuing opportunities to
increase personal skills and ability.
Performance Management System
Next Steps for Forsyth County Schools
What is the current state of Teacher/Staff performance in FCS?
99.7% = “Satisfactory”
The failure of evaluation systems to provide accurate and credible information about individual
teachers’ instructional performance sustains and reinforces a phenomenon referred to as the
Widget Effect.
The Widget Effect describes the tendency of school districts to assume classroom
effectiveness is the same from teacher to teacher. This decades-old fallacy fosters an
environment in which teachers cease to be understood as individual professionals, but rather
as interchangeable parts. In its denial of individual strengths and weaknesses, it is deeply
disrespectful to teachers; and indifference to instructional effectiveness……Put simply, they
fail to distinguish great teaching from good, good from fair, and fair from poor.
K-12 Performance Management (Best Practice vs. Current Conditions)
Expectation Setting
Assessment
Calibration
Feedback
Outcomes
Best Practice
Includes validated teaching
standards, student
performance results,
instructional strategies and
professional behaviors.
Self assessment -multiple
ratings
Includes personal and
professional growth goals
set by educator/supervisor.
Includes student
performance data review.
Data systems - to track
student growth and teacher
and school performance.
360°feedback from
colleagues, students,
supervisor & parents.
System in place centrally
to ensure the evaluation
is fair, predictable,
consistent, and actually
done by supervisors.
Discussion of student
performance results,
strengths and areas for
development.
Career management and
opportunities based on
Performance.
Refine individual
development plan based
on feedback.
Standardized practice for
addressing low
performance.
Uses a technology
platform/solution.
Recognition and rewards
for high performers.
Targeted support for
under-performers.
Strategy and procedure
for dismissal of
incompetent educators.
Current Conditions
Pass out evaluation
document not aligned to
performance outcomes – just
the observations
All about the form (manage
by form)
No/Ineffective data systems
Inconsistently done by
supervisor.
Binary (Pass/Fail) which
breeds mediocrity.
Cumbersome process to
release poor performers.
Evaluation documents
are often in paper form
and submitted to a
central location. Data
collection is manual,
hence rarely is analysis
done to ensure
calibration or rater
reliability.
Completed evaluation
document (task oriented).
Some conversation but
often no meaningful
feedback is provided.
No differentiated pay.
No strategy for mediocre
performers.
Passing on incompetence
rather than pursuing
dismissal.
Dismiss less than 1% of
teaching force/year.
from the ASPEN INSITUTE
K-12 Performance Management (Best Practice vs. Current Conditions)
Expectation Setting
Assessment
Calibration
Feedback
Outcomes
What is Happening in Forsyth County
5 Year Strategic Plan
Performance
Management System
launched with all
employees setting work
goals
TKES/LKES require
teachers and school
leaders to self assessment
against performance
standards
Central department
surveys will be completed
by district leaders to
assess performance and
service
Truenorthlogic –an
electronic (PM)
management solution
Truenorthlogic –an
electronic (PM)
management solution
Seek to improve the
time spend monitoring
and supporting teacher
performance
Provide all employees
training on conversation
and feedback …. Stressing
a culture of ongoing
feedback with leaders
modeling the behavior
Establishing a systemic PD
strategy and investing
funds to purchase an
electronic PD solution that
will enable FSC to tailor
PD to our employee’s
needs and provide
greater access and
tracking capability.
New PM solution will
provide us a performance
based distribution of our
employees .… quantifying
the high potential/highly
productive
Improve employee
selection and develop
growth opportunities and
pipelines for career
advancement
All employees trained on
the Corrective Action
process
Education Resource Strategies (ERS)
What’s in it for the employee
Distinguishes/Differentiates employee performance (not all just satisfactory)
Enables you/us to work on identified weakness (improvement opportunities).
Focused professional development that builds our capacity
Creates an opportunity for differentiated compensation structures
Creates professional pathways that enables advancement in the organization
Creates a work environment that is predicated on high expectations, trust,
collaboration, and active engagement from all.
We provide our STUDENTS with an “Exemplary” opportunity to learn and
succeed
Forsyth County TKES/LKES Training
TKES
Day 1
Day 2
Day 3
August 19
(Room 380)
August 20
(Room 101)
June 11
(Rooms 350, 380)
August 26
(Room 380)
August 27
(Room 101)
August 21
(Room 380)
LKES
Day 1
Day 2
August 29
August 30
1-5pm
(Executive Conference Room) (Executive Conference Room)
15
QUESTIONS??
Suggested Readings
Aspen Institute .....Human Capital Management K12 Education
http://www.aspeninstitute.org/publications/human-capital-management-k-12-education
The Widget Effect
http://widgeteffect.org/downloads/TheWidgetEffect.pdf
The Irreplaceable......
http://tntp.org/assets/documents/TNTP_Irreplaceables_ExecSum_2012.pdf