Washington Teacher/Principal Evaluation Project (TPEP) School District Communication Guide for Educator Evaluation

Transcription

1 Washington Teacher/Principal Evaluation Project (TPEP) School District Communication Guide for Educator Evaluation

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3 Section 1: Overview New Washington State educator evaluation legislation requires that school districts post their adopted instructional and leadership frameworks on their web sites. But there is no need for districts to stop there. By treating the requirement as an entry point for more comprehensive communication, Washington school districts can truly help stakeholders understand the new system and how it can further the district s mission. This guide is designed to help Washington school districts take the necessary steps to move beyond simply posting their instructional and leadership frameworks on the district website by suggesting additional material to post alongside the framework and presenting proven communication strategies and tactics to aid smooth evaluation reform implementation and to communicate consistent and appropriate messages about these reforms. Communication in today s world is not a simplistic process, and there are many challenges that have arisen in the past decade alone. People have become overloaded with and desensitized by communication. Messages and outreach from thousands of sources inundate us everywhere we go. Mass communication comes to us in relentless waves from hundreds of broadcast channels on our televisions and radios, in print form in newspapers and magazines, and in all types of digital formats, such as , websites, blogs, and social media like Facebook and Twitter. One common human response is to tune out and closely filter information so we can attend selectively to what we believe to be most relevant and important. It is therefore even more important for school districts to incorporate effective communication strategies and tactics to help their staff efficiently learn what they need to know so they can focus their time and energies on instruction and meeting students needs. One of the most frequently cited problems with recent education reform initiatives is the lack of communication. The reason is simple. Most mid- and small-sized school districts have limited resources for communication. Yet communicating upfront can save considerable time and resources not to mention headaches down the road. The ideas in this communication guide are scalable to meet the specific needs and resources of a district. It is the purpose of this guide not to give school districts additional work to do, but rather to assist school districts to build on their existing communication capacity, broadening both the messages and channels of communication in ways that are meaningful and workable in specific district contexts. Addressing communication on policy reform also offers what can be a rewarding and productive opportunity to partner with key stakeholder groups such as the teachers union, administrators association, and the PTA. This collaboration expands the impact of communication while simultaneously improving relationships between key groups. Such coordinated communication delivered by multiple groups requires a high degree of trust and collaboration; often, a small ad hoc communication task force of representatives from each group is best positioned to jointly create an effective communication approach. The ideas presented in this communication guide are focused on educator evaluation reform, but they can be easily adapted to facilitate ongoing collaboration and communication around many different types of projects addressing educator effectiveness or other initiatives. Because change is difficult and change on a sensitive topic such as performance evaluation even more so it is especially important for districts to employ effective communication strategies that quickly and clearly dispel myths, clarify how the new system works, alleviate concerns and fears, and see opportunities in the change. Washington Teacher/Principal Evaluation Project (TPEP) 3

4 Collaboration and Communication in North Thurston Public Schools At the outset of this project we included representatives from each of our 21 schools from a variety of teaching roles as well as teacher association leaders from both the local and regional level. School and district administrators were also part of this group and were included in each of the mixed groups within our large group, making sure different schools and roles were represented for discussions and work sessions. We promoted open, honest, respectful discourse and welcomed debate to develop shared meaning and understanding of complex and sensitive issues. We have not deviated from our overriding focus on professional growth. While we have not always had 100% agreement on all parts of our model, we have been able to reach agreements because our teachers, principals, and district evaluators have committed to a true collaborative tone and approach where sufficient objective evidence weighed against our frameworks informs final evaluation ratings. John Bash, chief operating officer, North Thurston School District We thought we had a strong communication approach all along. I d assumed that teachers, school board members, and community members were following along with the material we were sending their way, but I learned the hard way this was not the case. The message about educator evaluation was not so clear at all levels. The way different groups process the communication about evaluation reform is completely different. If I had to do it again, I would establish early communication with all relevant groups. Dr. Mike Villarreal, assistant superintendent, Othello School District Identifying Key Audiences One of the first steps for communicating about educator evaluation reform is to identify your key audiences. These are the groups and individuals that have a critical stake or interest in the initiative and who need to understand the initiative and perhaps be able to explain it to others. For educator evaluation, the primary target audiences typically include: Teachers Principals Other administrators involved with managing the initiative, such as human resources staff Board of education Parents Partner organizations, such as teachers associations, administrators associations, and PTA Secondary target audiences are groups or individuals who are not directly involved, but whose support is valuable and who may be influential with others. Some of these people have a personal interest in education, even if their professional responsibilities are not related. Examples include: Civic, community, and business leaders Government leaders, both elected and appointed, such as the mayor, city council, board of county commissioners, and state and federal legislators News media Action Item #1: Who are your key audiences? Take some time to think through and document the individuals and groups that your district needs to prioritize in your communication. Determining Key Messages The next step after determining the who is to clarify the what. As general guidance, key messages should be oriented to the audience, their needs, and their interests. The challenge is to balance what you consider to be the most important facts or points with what the audience wants, and merge those interests into a compelling message. Some things to consider: Key messages are concise and do not need to say everything about the subject. Subpoints or proof points can provide additional information, if needed. Key messages must be real, not advertising slogans. 4 School District Communication Guide for Educator Evaluation

5 Key messages should be memorable. A fact is not necessarily a key message; the significance or context of the fact may be what is most important. In Washington State, the purpose of educator evaluation, as specified in WAC A-050 is threefold: (1) To acknowledge the critical importance of teacher and leadership quality in impacting student growth and support professional learning as the underpinning of the new evaluation system. (2) To identify, in consultation with classroom teachers, principals, and assistant principals, particular areas in which the professional performance is distinguished, proficient, basic or unsatisfactory, and particular areas in which the classroom teacher, principal, or assistant principal needs to improve his or her performance. (3) To assist classroom teachers and certificated principals and assistant principals, who have identified areas needing improvement, in making those improvements. School districts throughout the state should therefore consistently convey these purposes of evaluation. But districts also should take time to adapt or amend these messages for their local context. Action Item #2: What are your key messages? Do these differ for different key audiences? Identify several key messages. Then discuss them with key audience members and modify if these conversations bring about different ideas. In addition to creating a consistent message about the overriding purpose of evaluation reform, school districts may consider developing additional messages to address areas of specific local concern. The processes, instruments, purposes, and outcomes of teacher and principal evaluation reform can cause educators considerable anxiety, and effective communication can go a long way toward alleviating concerns so that teachers and principals can focus on their jobs and on the benefits that evaluation reform can bring about. Districts may begin by gauging common myths about evaluation reform that can be the sources of anxiety. For example, to better understand Washington educators concerns about these reforms, OSPI commissioned a statewide survey of all educators in autumn The survey found that 41 percent of Washington teachers and 26 percent of Washington principals reported being moderately or very worried that the state s new legislative requirements would result in negative changes in their evaluation process. Teachers were found to be most worried that under the new evaluation system their performance could be evaluated inequitably or irregularly, with 41 percent of teacher respondents expressing this concern. Nearly one quarter of teachers (24 percent) were also worried about the demands on their time of the new system, while less than five percent were concerned that they would be fired unfairly. Meanwhile, principals chief concern was that the system would demand too much of their time, with 56 percent of principal respondents expressing this concern. Collecting data formally or informally in your district can help you to identify myths or areas of confusion where additional key messages can be useful. Creating key messages is not an easy task, but it is worth the effort. The process of creating and using them crystalizes the most important aspects of the project, program, or product. They can give an audience the ah ha! moment when the purpose and benefits of the initiative become real. Key messages allow all staff and project managers to deliver information with one clear voice. Action Item #3: What are the common misperceptions among your key audiences? Speak to one individual from each of your key audience groups to determine whether additional messages must be created to counter misunderstandings about your policy. Washington Teacher/Principal Evaluation Project (TPEP) 5

6 Section 2: Communication Strategies for Teachers and Principals There are several purposes for communication with your teachers and principals, and depending on your context you will want to emphasize some over others. Ideally, communication will serve as a vehicle to allow these key stakeholders to engage in a two-way feedback loop to shape the design of the evaluation system. Communication also serves to inform teachers and principals about decisions that have been made by their employer. Develop a Plan A communication plan is a strategic, thoughtful document that establishes the framework and foundation for communication outreach. It is not a calendar of events or activities, although an implementation calendar should be one product of the plan. Creating this plan and beginning to implement it cannot happen early enough. The communication plan should be tied closely to major phases and milestones in the implementation plan for the initiative or project, with the themes, phases, and milestones of the overarching project plan guiding the timing, priorities, and content of communication. A communication plan covers a period of time, usually no less than six months and no more than 12 months. Occasionally, a communication plan is developed for a specific event or milestone of the change initiative. Most communication plans contain the following components: 1. Situation Analysis: An overview of internal and external factors that could or are affecting the implementation of the educator evaluation reforms. 2. Objectives: The most important outcomes to be achieved through communication. Occasionally, a communication plan includes both near-term and long-term objectives. Example of an objective: Build teacher and administrator confidence in the new evaluation system and their ability to use the new evaluation tools. 3. Target Audiences: The primary and secondary groups and individuals to be informed and/or persuaded. 4. Strategies; The broad approaches that will be used to reach the audiences. This section calls out the level of emphasis to be placed on face-to-face and mass communication, digital/electronic forms, and social communication. This is also the place to highlight any unusual strategies to be used, such as a grassroots campaign or a strong emphasis on research to guide communication. Example of a strategy: Collaborate with the union on communication planning and delivery to maximize message intensity. 5. Key Messages: The most important themes, benefits, and underlying philosophies of the change initiative. 6 School District Communication Guide for Educator Evaluation

7 6. Tactics: A list of activities that will deliver information in a regular and consistent manner. 7. Measurement and Evaluation: How the effectiveness of communication will be measured and evaluated over time. The first step in developing your communication plan for teachers and principals is for a district superintendent or designee to take stock of several factors that will affect how comprehensive the plan should be, the resources available to implement it, topics to cover, messages, and other components. Action Item #4: Conduct an internal assessment of your district s human and financial resources available to create and implement a communication plan. Does your district have a full- or part-time information or communication officer? If not, who will lead this important work? The next step is to consider the appropriate communication channels. For example: 1. What communication channels/platforms already exist or can be easily created? Newsletter to employees Website Union or association newsletter and website Administrator association newsletter and website School principal newsletters to parents Scheduled meetings listservs Social media such as Facebook, Twitter, and LinkedIn 2. What are the pros and cons of these communication channels? The various communication channels available have different benefits and drawbacks associated with their use. They also engage and affect the audiences differently. Some channels are more suited to certain demographic groups within audiences. üü Face-to-face Communication: This channel is especially effective as a means to engage teachers and principals, discern their hopes and fears, and persuade. It is time and labor intensive, but should be used as much as possible when organizational change is underway. Some common platforms for face-to-face communication include: Town halls Voluntary, small-group meetings after school Training events Regularly scheduled building meetings Interdepartmental presentations: As the project advances, making presentations to various departments within the district can help prevent misinformation and squelch rumors. Early adopters: Consider identifying schools, groups, or individuals who are early supporters of the initiative. Provide them with extra materials and training to speak about the project. They may be able to recruit other peer-to-peer communicators like themselves. Washington Teacher/Principal Evaluation Project (TPEP) 7

8 üü üü üü Newsletters: Whether published by the school district, a principal, or the union, newsletters have several benefits. They can be shared among readers. They create a long-lasting record of decisions, actions, and progress. Today s population reads less and less, so newsletters should never be the only means to convey information. Electronic Communication: Websites, e-newsletters, and now are common tools. Audiences are accustomed to scanning and selecting what is needed. Unfortunately, some people delete electronic communication without ever opening it. Websites, when designed and organized to promote user engagement, are a powerful way to provide information. When websites and are linked together to drive people to the Web for detailed information, the effectiveness of these communication channels is expanded. Social Media: These new forms of communication are growing in popularity. People who are tech savvy will be more likely to follow and participate in Facebook, Twitter, and LinkedIn. Although these channels will not reach everyone in the same way, they cannot be underestimated as powerful avenues to get information into the public domain, where it will be forwarded, shared, and commented on by many other users. Social media must be considered a primary channel, especially when immediacy is valued. Collateral materials are integral to delivering a communication plan, and it is important to use different types to reach people who prefer to receive and process information in different ways. Common collateral pieces include brochures, flyers, frequently asked questions (FAQs), and fact sheets. Some change initiatives require handbooks that can be printed and made available online. Webinars, videos, and PowerPoint presentations are also important for teachers and principals who process information visually. These materials can be viewed online or in group meetings. A communication calendar is simply a list of all known outreach efforts through publications, electronic media, or social media over a defined period of time. The calendar can also include the responsible parties (both individuals and organizations), target audiences, and miscellaneous notes. As the communication task force discusses the timing of various tactics, other competing events and conflicts from different organizations will be surfaced, and determinations can be made whether to change the calendar. Two additional considerations when selecting communication channels for teachers and principals are: Which other initiatives besides educator evaluation reform require simultaneous communication (e.g., Common Core State Standards, new student assessments, etc.)? What external factors (e.g., political or economic) are in play that could affect teachers and principals opinions, attitudes, and beliefs? Implement the Plan Thoughtfully To effectively target communication to your teachers and principals, it is essential to know what they need to know; how you want them to think about the issue; and what you want them to do in relation to the issue. Communication is most effective when it is based on a solid knowledge of audience attitudes, beliefs, questions, hopes and fears. If you understand what your audience wants to know, as well as what they need to know, your communication efforts will be more meaningful and impactful. 8 School District Communication Guide for Educator Evaluation

9 There are several cost-effective tools to gain insight to your audiences. Some are low tech and others are more formal and high tech. Districts ought to select the mechanism(s) for gathering feedback that make the most sense in their context, recognizing that investing upfront in understanding teachers and principals concerns, ideas, and knowledge gaps will allow them to target their communication so that it is more efficient and effective. Examples of possible approaches include: 1. Feedback cards or forms: Distribute these at all meetings to gather feedback. Include structured questions as well as open-ended opportunities for the individual to give feedback and comments or ask questions. 2. Interviews: Contact approximately 20 teachers (or principals) using the same interview questions for all to gain a breadth of perspective on their ideas and concerns. 3. voting: If your district uses Microsoft Outlook, use the voting function on s to give recipients an opportunity to express approval or disapproval of an issue. 4. Web site comment capability: Set up a comment form or system on your webpage for anyone to submit questions or comments. Be sure that someone reviews these comments and responds if needed. 5. Surveys: Conduct quick online surveys of teachers and principals in an anonymous manner. Survey Monkey is one free service and can provide excellent results. 6. Focus groups: The number of focus groups depends on the size of your district. To assess teachers and principals viewpoints on evaluation reform, hold at least one focus group for teachers and one for principals, and consider separate focus groups for elementary, middle, and high school teachers. The focus group will allow you to assess their feelings and attitudes in a more comprehensive manner. Use the same focus group protocol for the teachers and similar guide for principals. Focus groups, when conducted by professional facilitators, can cost $3,500 to $5,000 per group, so internal focus groups represent one cost-saving measure. For more information about dialogue focus groups around educator evaluation, visit which provides modifiable focus group protocol templates, a moderators guide, a discussion starter video, and other free resources. Is a New Logo Needed? One of the first actions that many communication task forces consider is creating a logo for the initiative. The school district s logo should be the most prominent mark for communication coming from the district. Having multiple logos for different programs or departments in an organization can be confusing, but there are reasonable exceptions, so the question of a new logo should be carefully considered. For example, if a new initiative is comprehensive and cuts across several different departments and work flows, or if the initiative is a collaborative process among different stakeholders, and the initiative is likely to continue for more than a year as a stand-alone project, it may be beneficial to create a logo that depicts the integration and partnership. If these conditions are not true, skip the logo process and simply create a name for the new evaluation system to differentiate it from the older models. Case studies conducted of the nine Washington Teacher/Principal Evaluation Project (WA TPEP) pilot districts in fall 2011 found that teachers reported that the most frequently used means of communication were: 1. formal training sessions 2. memoranda and newsletters, 3. faculty meetings, and 4. question-and-answer (Q&A) meetings. Principals reported that the most frequently used means of communication were: 1. conversations with district administrators 2. formal trainings for pilot participants, 3. memoranda and newsletters, and 4. Q&A meetings. Many interviewees cited promoting professional growth as a core message of the communication. Washington Teacher/Principal Evaluation Project (TPEP) 9

10 We had an individual to communicate full-time about our educator evaluation reforms and even with that support, and despite being a small district, it was tough to communicate about the new evaluation system. Myths can spread so quickly. We d recommend creating a video to ensure that the same exact message gets out to everybody in the district. Patrick Harrington, principal, Anacortes School District We went on a roadshow to 15 schools in our district to ensure that a consistent message was heard throughout. In our district we have a very collaborative relationship with all of our employee groups, and we strive to keep communication open on all topics. We had not done a specific and detailed share-out about teacher and principal evaluation in a while, and the timing was right to visit each school and talk about it. We also wanted to engage in conversation, rather than just sending an or newsletter that was a one-sided conversation. Our deputy superintendent and union president jointly went out, shared an update, and sought feedback. Other members of the educator evaluation implementation team attended some of the meetings as well. Beth Porter, principal, Snohomish School District We conducted focus groups with our teachers and they were very useful, but when it came to some of the most challenging areas where we really wanted teacher input the most student growth we found that we were not able to get to many of our key questions because they had so many questions for us! Their focus and anxiety was on the bigger picture of educator evaluation reform, while those of us on the planning committee were three steps ahead thinking about policy details. In hindsight, we should have spent more time communicating the big picture elements of teacher and principal evaluation before launching into the specific areas where we wanted to solicit teacher input. Cindy Rockholt, NBCT, instructional specialist, Yakima School District In some cases, people understood the new evaluation system, but that was not enough. They wanted to have a voice in it. Mike Villarreal, assistant superintendent, Othello School District Action Item #5: Assemble and analyze all input from teachers and principals and identify the top issues or concerns. Provide feedback to the target audiences about what you have heard; then develop communication strategies to address misinformation, fears, or simple gaps in knowledge. It is important to keep in mind the need to maintain trust. If feedback is sought during the communication process, it must be made clear to those providing the feedback how the feedback will be used to inform evaluation policy design, implementation, or modification. While not all feedback can be taken on board, a genuine effort to understand the feedback and to keep it in mind when decisions are made. A final consideration is that no amount of communication is too much when it comes to a new policy around personnel evaluation. The accounts of Washington s pilot districts shed light on the need to overcommunicate. Section 3: Communication Strategies for Parents and the Community As is the case for teachers and principals, effectively communicating with parents and the community requires first defining your purpose and taking stock of what they know and what new information they need to know; and what actions you hope they will take to help your district achieve its goals. The purpose for communicating with parents and the public may be primarily to inform them of changes in district policy, or it may be to engage them in helping to shape the policy. In most systems, both purposes will be served to an extent, but districts will need to determine on a case-by-case basis which communication priorities are most important in their setting. These purposes should inform each communication decision that is made. Develop a Plan Your plan for communicating with parents and the community will follow many of the same steps as were used above for teachers and principals. Bearing in mind your district s human and financial resources, begin by considering which communication channels already exist or can be easily created for parents and the community. 10 School District Communication Guide for Educator Evaluation

11 This may include: School principal newsletters to parents District newsletter to the community Website Parent or community meetings listservs Social media such as Facebook, Twitter, and LinkedIn After weighing the pros and cons of these communication channels and any political or economic factors at play that could affect audience attitudes and beliefs, develop key messages and additional messages to inform, inspire, engage, and address common questions or misconceptions among your key parent and community audiences. The next step is to put these ideas into your plan, including opportunities for face-to-face communication through town halls, print and electronic communication, and social media. It is important to give careful consideration to the noneducator evaluation information that also must be communicated to these audiences and when it is appropriate to combine messages about multiple aspects of district activities and when it is appropriate to address teacher and principal evaluation separately. It also is important to reflect on and discuss the unique political or economic factors that may be influencing their views on the topic, as these influences may be very different for parents and the community than for teachers and principals. The final step in creating a plan is to add these communication strategies to your communication calendar. Implement the Plan Thoughtfully As with teachers and principals, before putting your communication plan into action, invest in understanding parents and community members concerns and ideas. The same vehicles for soliciting feedback described above may be applied to this audience: feedback cards or forms, interviews, voting, website comment capability, surveys, and focus groups. Action Item #5: Assemble and analyze all input from parents and community members and identify the top issues or concerns. Reiterate back to them what you heard and follow up with thoughtful communication strategies to address their ideas and concerns. Section 4: Communication Strategies for the Media The news media can be considered both an audience and a strategic communication channel to deliver information. When thinking of the news media as an audience, schedule visits with the local newspaper editorial board to help align the paper s editorial positions with the school district s agenda. Editorial board meetings should be scheduled only at the most important times, such as when major milestones are met or problems or crises need to be explained. It is recommended that meetings with the editorial board take place at least annually. Washington Teacher/Principal Evaluation Project (TPEP) 11

12 Although the news media is a communication channel that can effectively reach most target audiences, but it has many drawbacks, too. The news media should be considered a supplemental communication strategy only. If the district has an information or communication officer, he or she will play a major role in determining when it is appropriate to go to the news media. He or she will probably have existing relationships with the media to facilitate coverage. Some of the issues to be considered include: What are the communication objectives to be achieved by going to the news media? Is the media outreach being supported by the same content presented in other communication channels? Is the information going to internal audiences slightly before or at the same time as the news media? Who is the right spokesperson? Is media training needed for the spokesperson and other individuals? Is the reporter sufficiently up to speed on the issue, and if not, what materials and background information are necessary to bring him or her up to speed? Is the issue or topic significant enough to warrant a visit to the newspaper editorial board? If the news media story has significant errors, what is the process to correct that information with the media and with internal audiences through internal communication channels? Although the news media is an important way to reach audiences of all types, it should never be considered the primary method of communication. Stories in the media can be inaccurate, unbalanced, and may be missed entirely by your key audiences. When your primary audiences are internal, such as teachers and principals, in-house communication channels and interpersonal communication should be your first method of outreach, with the news media serving only as a confirming or reinforcing source. Section 5: Final Considerations The statutory requirement for districts to post their adopted instructional and leadership framework on their website represents an opportunity for districts to create more general enhancements to their Webbased communication around educator effectiveness. Often the website is the first place interested parties visit to find out more information about a policy or an issue. Therefore, Washington school districts should consider posting online not only their instructional and leadership frameworks, but also: Overview of evaluation requirements for teachers and principals Timelines for key evaluation activities Schedules of evaluation training events Links to state law Quick guide to understanding student growth, how evaluation results will be used, and other aspects of the policy that may be sources of anxiety Links to related educator effectiveness websites (e.g., links to information about common core implementation, student assessments, or other initiatives) Regular updates about modifications to the evaluation policy at the district or state level Contact information for your district s educator evaluation point person 12 School District Communication Guide for Educator Evaluation

13 Because websites are public spaces, it is important to consider what information should be included on the site and what information should be communicated to educators only. Assessing Impact and Effectiveness A final step not to be overlooked is for districts to plan to measure progress toward achieving their preset communication objectives. There are many ways to gauge effectiveness, and they vary in cost, complexity, and effort. The same techniques used to quantify audience attitudes and beliefs (described in Section 2) can be used for assessing impact and effectiveness. For small- to mid-sized districts, and for projects that have a defined, predetermined outcome, ongoing and low-cost impact assessments can be more important than an assessment at the end of the project. Some of these tools are Web-based comment forms and s; quick pop-up surveys for visitors to Web pages; comment cards at large- and small-group meetings. The benefit to ongoing assessment of effectiveness is the ability to modify communication strategies and tactics to meet a need or close a gap. Certainly focus groups, surveys, and interviews also can be employed throughout and at the end of the project to obtain a more definitive picture of attitudes, although these can be expensive and time consuming, and do not produce quantitative evidence that objectives have been achieved. Indirect measures can provide indicators of successful or inadequate communication. For example, a quality-control check on how accurately evaluation forms are being completed could indicate gaps or successes in your district s communication and training efforts. Summary Communication is an essential and strategic function when an organization undergoes significant change. The templates, ideas, and approaches described in this document can be modified to fit the needs and capabilities of any school district. If possible, invest in updated communication infrastructure such as websites and other electronic forms. Go low-tech and piggyback on existing activities like building meetings, teacher union meetings, PTA communication, and other existing venues to reach stakeholders. Perhaps grant money from a local foundation can help hire contract communication support for a defined period of time. New policies around educator evaluation represent a fundamental change to the way public schools interact with their most important resource: teachers and principals. Strategic communication can help or hinder the acceptance of these policies and pave the way to more innovations around teacher recruitment, retention, and development. Washington Teacher/Principal Evaluation Project (TPEP) 13

14 Office of Superintendent of Public Instruction Old Capitol Building, P.O. Box Washington St. S.E. Olympia, WA TTY _06/13 14 School District Communication Guide for Educator Evaluation