Shared Agreements

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Deliberate Practice Growth Target

A Guide for Professionals

“Without continual growth and progress, such words as improvement, achievement,

and success have no meaning.”

Benjamin Franklin

Objectives

• Explore the connection between Deliberate Practice and the Instructional Performance Evaluation and Growth System (IPEGS) Performance Standards

• Make meaning of the Deliberate Practice process

• Apply the Deliberate Practice Growth Target (DPGT) process to improve professional practice

Presenter

Presentation Notes

Time: 1 minute The Framework of Effective Instruction has been adopted by Miami-Dade County Public Schools, as mandated by the state, and is aligned with the IPEGS Standards. The foundation of effective instruction includes six components and identifies teaching behaviors that encompass effective instructional practice. This document can be found on The Office of Professional Development and Evaluation website at www.prodev.dadeschools.net  

Three Components of IPEGS

The IPEGS Unified Summative Rating breakdown as follows:

Learner Progress (35%) Professional Practices (50%) DPGT (15%)

Teachers Performance Standards

1. Learner Progress

7. Professionalism

8. Learning Environment

4. Instructional Delivery and Engagement

3. Instructional Planning

5. Assessment 6. Communication

2. Knowledge of Learners

Legend for IPEGS Performance Standards:

Student Learning Measures

Observable Standards

Non-Observable

Instructional Support and Student Services

Professionals

Performance Standards

1. Learner/Program Progress

7. Professionalism

4. Program Delivery

3. Program Management

5. Assessment

6. Communication

2. Knowledge of Learners

Legend for IPEGS Performance Standards:

Student Learning Measures

Observable Standards

Non-Observable

Meet Your Standard Working with your group, use your assigned standard and the chart provided to determine: • the action verbs • the abstract (not concrete) words/phrases • any ambiguous (unclear) words/phrases • an “absolute” word that represents the essence of the standard – but is NOT contained within the standard

Stand by Your Standard Activity

• Read the statement listed on your paper • Match the statement with the appropriate

standard • Stand beneath that standard • Discuss and prepare to share how your

statement might look in practice

PS 2: Knowledge of Learners

The professional: • Responds to the intellectual, social, and physical development of the age

group • Presents concepts at different levels of complexity for students of varying

developmental stages • Provides a range of activities: readiness, interests, learning styles, and

cultural/linguistic backgrounds

The teacher identifies and addresses the needs of learners by demonstrating respect for individual differences, cultures, backgrounds, and learning styles.

PS 3:Instructional Planning

The professional: • Uses both formative and summative student learning data to guide planning • Develops plans that are clear, logical, sequential, and aligned to standards-

based learning • Plans instruction effectively for content mastery, pacing, and transitions • Identifies and plans for the instructional and developmental needs of all

learners • Gathers, evaluates, and/or creates appropriate instructional materials

The teacher uses appropriate curricula, instructional strategies, and resources to develop lesson plans that include goals and/or objectives, learning activities, assessment of student learning, and home learning in order to address the diverse needs of students.

PS 4:Instructional Delivery and Engagement

The professional: • Engages students in diverse activity structures: individual, collaborative,

and whole group • Demonstrates current knowledge of content and standards • Explains directions, concepts, and content in a logical and sequential

manner • Uses multiple levels of questions and makes adjustments for re-

teaching/remediation/enrichment • Connects students’ prior knowledge, life experiences, and interests to

learning goals

The teacher promotes learning by demonstrating accurate content knowledge and by addressing academic needs through a variety of appropriate instructional strategies and technologies that engage learners.

PS 4:Instructional Delivery and Engagement (Continued)

The professional: • Presents lessons with use of explicit instruction • Uses appropriate literacy strategies to build academic vocabulary • Uses a variety of strategies to engage students in higher-order learning tasks • Engages students in authentic learning, real-life applications, and

interdisciplinary connections • Uses appropriate pace and maximizes instructional time for student learning • Uses technology to individualize instruction and enhance learning, as

appropriate • Reinforces learning goals throughout the lesson • Provides ongoing, timely, and specific feedback to students

The teacher promotes learning by demonstrating accurate content knowledge and by addressing academic needs through a variety of appropriate instructional strategies and technologies that engage learners.

PS 5: Assessment

The professional: • Uses local and state assessment data to design instruction that meets students’

needs • Uses pre-assessment data, formative and summative assessments to inform

instruction • Uses formative assessments to adjust instruction for re-teaching, remediation,

and enrichment • Helps students understand assessment criteria, monitor, and reflect on their work • Maintains sufficient assessment data to support accurate reporting of student

progress • Aligns assessments to learning goals and standards • Provides timely and specific feedback to students, parents, and stakeholders

The teacher gathers, analyzes, and uses data (including state assessment data, as applicable) to measure learner progress, guide instruction, and provide timely feedback.

PS 6:Communication

The professional: • Uses correct and acceptable forms of communication • Communicates with colleagues from content areas/agencies to integrate

instruction and/or services • Maintains positive collaborative relationships with school personnel,

families, and community stakeholders • Uses technology to support and enhance communication, as appropriate • Supports, promotes, and communicates the mission, vision, and goals of

the school and M-DCPS

The teacher communicates effectively with students, their parents or families, staff and other members of the learning community.

PS 7:Professionalism

The professional: • Follows all legal and procedural requirements: Code of Ethics, State

Statutes, and Board Policies • Reflects on strengths and areas for growth and sets deliberate practice

growth targets for improvement • Engages in ongoing and collaborative professional development • Provides evidence of professional growth experiences

The teacher demonstrates behavior consistent with legal, ethical, and professional standards and engages in continuous professional growth.

PS 7:Professionalism (Continued)

The professional: • Incorporates learning from professional growth opportunities and reflects

upon effectiveness • Contributes professionally to the school community • Maintains accurate records (e.g., attendance records, IEPs) • Works in a collegial and collaborative manner with school personnel and

the community

The teacher demonstrates behavior consistent with legal, ethical, and professional standards and engages in continuous professional growth.

PS 8:Learning Environment

The professional: • Establishes and maintains effective classroom rules and procedures • Creates an environment that is stimulating, challenging, and fosters

intellectual risk-taking • Organizes a safe physical environment that is conducive to student

learning and collaborative work • Maintains an environment that reflects a culture of inclusivity, equity, and

respect

The teacher creates and maintains a safe learning environment while encouraging fairness, respect, and enthusiasm.

Performance Standard 8:Learning Environment (Continued)

The professional: • Promotes accountability for learning and holds high academic

expectations for all students • Uses verbal, nonverbal, and electronic communication tools to challenge

and support students • Encourages students to receive and accept constructive feedback on

individual work and behavior

The teacher creates and maintains a safe learning environment while encouraging fairness, respect, and enthusiasm.

Effectiveness

• What activity (ies) in your personal life do you desire to do well?

• What information do you use to determine whether or not you are doing that activity well?

• How do you change your behavior based on that information?

In what ways do people measure their effectiveness?

Circle Talk Protocol

Professional Effectiveness

1. How do you know that you are an effective teacher?

2. What feedback would be most useful in determining your effectiveness?

3. How do you use the feedback to make instructional changes?

In what ways do instructional professionals

measure their effectiveness?

The personal examples we have discussed require data

collection, identifying a focus, creating a specific goal, taking action, evaluating performance,

and modifying the goal as needed.

The Power of Belief Mindset and Success

Research Activity

1. Count off 1-4. 2. Report to area corresponding with

assigned number. 3. Read assigned research and identify 5-7

essential keywords and phrases. 4. Discuss the article with peers.

Research Activity

1. Create a concept map of the key points from the research using mostly non-linguistic representations.

2. Present concept maps to the whole group.

Concept Maps

What is Deliberate Practice?

“engagement in structured activities created specifically to

improve performance in a domain.”

Macnamara, Hambrick, and Oswald, 2014

“Unless you try to do something beyond what you have already mastered, you will never grow.

Every job is a self portrait of the person who did it… Autograph

your work with excellence.” Vince Lombardi

Two Questions That Can Change Your Life

DPGT Procedures Guide Key Components of the Reflection and Development Phase

1. Data Collection

2. Needs Assessment/Focus

3. Growth Target

4. Plan of Action

5. DPGT Form

Key Components of the Reflection and Outcome Phase

6. Impact

7. Complete the DPGT Process

DPGT Process Reflection and Development Phase

Step 1: Data Collection Collect information regarding individual student learning. What sources of information can you use to identify areas for professional growth as it relates to student learning?

Step 1: Data Collection Examples

School Improvement

Plan

IPEGS Rating

?

Certification

ISIS Gradebook

Learning Styles

Inventory

PE/Fitness Assessment

CELLA Assessment

EOC Exams FSA/Interim

Scores

IEP’s

DPGT Process Reflection and Development Phase

Step 2: Needs Assessment/Focus Based on the identified student needs, reflect and specify the training objectives expected to impact student performance. What areas of improvement might be your primary focus?

Step 2: Needs Assessment/Focus Examples

Sample Objectives • To improve English/Language Arts (ELA)

teaching methods • To create a template that will assist

students in planning for educational and vocational choices

• To provide more Inquiry-Based strategies (hands-on science activities)

• To incorporate authentic mathematical problems during instruction

DPGT Process Reflection and Development Phase

Step 3: Growth Target Determine a deliberate growth target that addresses student learning. Based on your focus, think about the growth target as it impacts student learning.

Step 3: Growth Target Example

Example of a deliberate practice growth target: During the school year, I will attend professional development to learn about the new ELA Florida Standards. This will impact my students’ learning because they will be successful on the FSA.

___________________ __________________ What general steps will you take How will the steps address towards your target? student learning?

DPGT Process Reflection and Development Phase

Step 4: Plan of Action Describe the specific professional development (PD)/professional growth experience(s) that will allow you to achieve your deliberate practice growth target.

Step 4: Plan of Action Example

Example of Plan of Action: I plan to attend Creating Independence through Student owned Strategies (CRISS) Training as well as state and district professional development on the Florida Standards and FSA.

On Site Off Site

I plan to _____________________________________________________________________________________________________________________.

DPGT Process Reflection and Development Phase

Step 5: DPGT Form Meet with administrator to review and sign the DPGT form.

Professional’s Signature:_____________________ Date ____________

Site Administrator’s Signature:________________ Date ____________

Note: The DPGT form may be revised at any time as needed.

Time Flies

The DPGT form may be revised at any time as needed.

DPGT Process Reflection and Outcome Phase

Step 6: Impact Describe how your professional growth target has been achieved and the impact on your professional growth and student (s) learning. How do you know that you met your goal? What is your evidence?

Step 6: Impact Example

Example of Impact: As a result of participating in the CRISS Training and implementing the Question Answer Relationship (QAR) strategy with my students, their close reading skills improved as evidenced by improved scores on the district Interim Assessment and teacher created assignments.

DPGT Process Reflection and Outcome Phase

Step 7: Completion of DPGT Process Complete the DPGT form. Note: The completed form will be reviewed and signed by the professional and the site administrator. The completed and signed form must be included in the end-of-year documentation submitted by the professional.

DPGT FM7575

The Deliberate Practice Growth Target Form (7575) may be found

at Records and Forms Management

www.dadeschools.net

Ms. Jones works at a Title I K-8 Center. She teaches 6th grade Language Arts. Her third period classroom consists of 25 students, five students are identified as English Language Learners, one of which has not attended school regularly prior to his arrival in the United States. Three students are identified as students with disabilities that are serviced through consultation meetings with an Exceptional Student Education teacher. The reading levels of her students vary between proficient and below proficiency.

Scenario #1

Reflection and Development Focus: reflect on your current students’ achievement data as it relates to teacher professional practice and identify an instructional strategy that you will focus on to grow professionally and improve student(s) learning. Current student data indicates that my students abilities and language proficiency varies between emergent and proficient in reading language arts. I will focus on the following instructional strategies: Differentiated learning, CRISS Strategies and ELL strategies. To meet the needs of these students I will need to increase my ability to differentiate instruction and increase my knowledge of ELL strategies.

Growth Target: Describe what you plan to learn and the expected impact on your students’ learning.

I plan to learn how to effectively incorporate differentiated instruction into my classroom routine instruction. I also plan to learn CRISS strategies to encourage student independence. I will also learn more diverse ELL strategies to add to my toolbox so that I may more adequately address the needs of the ELL students in my classroom.

Plan of Action: Describe what you plan to do to achieve your deliberate practice growth target. I plan to achieve a classroom which addresses the diverse needs of my students, where the students that are proficient will be allowed to grow and increase their proficiency while those struggling learners will also be given the attention and tools they need to become proficient learners. Additionally I plan to assist my ELL students become more comfortable with their new language so that they begin using it in their daily lives and increase their reading ability in their new language.

Reflection and Outcome Impact: Describe how your deliberate practice growth target has been achieved and the impact on your professional growth and student(s) learning.

After taking the CRISS workshop in October, I began incorporating the CRISS strategies into my daily instruction. I noticed that students independence in completing their classroom assignments increased as more students were able to complete their assignments within the allotted classroom time with fewer requests for assistance. After taking in-service regarding differentiated instruction in September, I was able to group my students according to their academic needs and design instruction which would challenge them without frustrating the struggling learners. Data from iREADY indicated that all students showed an increase in reading proficiency and reading comprehension upon the midyear assessment. The ELL strategies I learned during in-service throughout the school year resulted in all of my students increasing their understanding of the English language as indicated by their increased wiliness to participate in classroom discussions and an increase in their ELL level on the end of the year CELLA assessment.

Professional’s name: Ms. Jones Employee number: 245123 School/worksite: Sunset K-8 Center School/worksite location #: 3333 school year: 2015-2016

Directions: identify one deliberate practice growth target specific to instructional practice that impacts your student’s learning.

Focus: Reflect on your current students’ achievement data as it relates to teacher professional practice and identify an instructional strategy that you will focus on to grow professionally and improve student(s) learning.

Current student data indicate that my students’ abilities and language proficiency vary between emergent and proficient in English Language Arts (ELA). I will focus on the following instructional strategies: Differentiated Learning, CRISS Strategies and ELL strategies. To meet the needs of these students I will increase my ability to differentiate instruction and my knowledge of ELL strategies.

Growth Target: Describe what you plan to learn and the expected impact on your students’ learning.

I plan to learn how to effectively incorporate differentiated instruction into my classroom routine. I also plan to learn CRISS strategies to encourage student independence. I will also learn more diverse English Language Learners (ELL) strategies to add to my toolbox so that I may more adequately address the needs of the ELL students in my classroom.

Plan of Action: Describe what you plan to do to achieve your deliberate practice growth target.

I plan to achieve a classroom which addresses the diverse needs of my students, where the students that are proficient will be allowed to grow and increase their proficiency while those struggling learners will also be given the attention and tools they need to become proficient learners. Additionally I plan to assist my ELL students become more comfortable with their new language so that they begin using it in their daily lives and increase their reading ability in their new language.

Impact: Describe how your deliberate practice growth target has been achieved and the impact on your professional growth and student(s) learning. After taking the CRISS workshop in October, I began incorporating the CRISS strategies into my daily instruction. I noticed that students’ independence in completing their classroom assignments increased as more students were able to complete their assignments within the allotted classroom time with fewer requests for assistance. After taking in-service regarding differentiated instruction in September, I was able to group my students according to their academic needs and design instruction which would challenge them without frustrating the struggling learners. Data from the mid-year assessment indicated that all students showed an increase in reading proficiency and comprehension. The ELL strategies I learned during in-service resulted in all of my students increasing their understanding of the English language as indicated by their increased willingness to participate in classroom discussions and an increase in their ELL level on the end of the year CELLA assessment.

Ms. Brown is a counselor who services 600 students at a magnet school. She is responsible for recruiting for the magnet program, tracking student progress and attendance, meeting with students for academic and social emotional interventions, meeting and collaborating with all stakeholders, managing vertical articulation, and disseminating information on community and other resources as needed. Ms. Brown wants to increase the applicant pool for the school’s magnet program.

Scenario #2

Reflection and Development Focus: reflect on your current students’ achievement data as it relates to teacher professional practice and identify an instructional strategy that you will focus on to grow professionally and improve student(s) learning. The focus will be on outreach efforts to increase the number of applicants for the magnet program by tracking the number of magnet applicants and schools from which they came for the past three years, and identify trends.

Growth Target: Describe what you plan to learn and the expected impact on your students’ learning.

I plan to identify existing trends and learn strategies for increasing the applicant pool for the magnet program. Plan of Action: Describe what you plan to do to achieve your deliberate practice growth target. I plan to develop and execute a recruitment program to increase the number of magnet applicants. A pre-application form will be utilized to gauge the effectiveness of the recruitment program. Growth will be determined by the comparison of baseline data to the current data.

Reflection and Outcome Impact: Describe how your deliberate practice growth target has been achieved and the impact on your professional growth and student(s) learning. The implementation of a recruitment program resulted an 18% increase in the magnet applicant pool. The recruitment program resulted in more students exposed to greater opportunities targeting their areas of interest in education.

Professional’s name: Ms. Brown Employee number: 543210 School/worksite: Magnet School USA School/worksite location #: 3333 school year: 2015-2016

Directions: identify one deliberate practice growth target specific to instructional practice that impacts your student’s learning.

Focus: Reflect on your current students’ achievement data as it relates to teacher professional practice and identify an instructional strategy that you will focus on to grow professionally and improve student(s) learning.

The focus will be on outreach efforts to increase the number of applicants for the magnet program by tracking the number of magnet applicants and schools from which they came for the past three years, and identify trends.

Growth Target: Describe what you plan to learn and the expected impact on your students’ learning.

I plan to identify existing trends and learn strategies for increasing the applicant pool for the magnet program.

Plan of Action: Describe what you plan to do to achieve your deliberate practice growth target.

I plan to develop and execute a recruitment program to increase the number of magnet applicants. A pre-application form will be utilized to gauge the effectiveness of the recruitment program. Growth will be determined by the comparison of baseline data to the current data.

Impact: Describe how your deliberate practice growth target has been achieved and the impact on your professional growth and student(s) learning.

The implementation of a recruitment program resulted an 18% increase in the magnet applicant pool. The recruitment program resulted in more students exposed to greater opportunities targeting their areas of interest in education.

“Expand your mind, challenge yourself, learn more, do more and try more. Get enthusiastic, passionate and excited about the unknown. Try something new, visit new places, dance to the latest beats. Simply get out and give it all and you will never stop growing, smiling and loving life.”

Richardo Housham

MyLearningPlan Professional Development Management System

Facilitating Excellence and Sustainability

62

Evaluation

Evaluation

Part 1 Knowledge

Available 30 minutes before activity ends

Part 2

Application Should be completed 7 days after activity ends

Part 3 Impact

Should be completed 14 days after activity ends

Attendance cannot be confirmed unless participants have attended all sessions, and have completed the evaluation

and follow-up!

Completing Activity Evaluation

You must log into your M-DCPS employee portal before accessing MyLearningPlan. 1. Go to Applications and Sites 2. Click on MyLearningPlan 3. On the LearningPlan Tab, on the dashboard, look under Approved and/or

in Progress. Find the activity that you would like to complete an evaluation for and click Manage

4. On the Activity Details page, click the Team Room button 5. On the Team Room page, click on the Form Name 6. All fields are required

• Copy Team Room Activity title and paste next to Activity Title • This will allow you to keep track of the evaluations you submit

7. Evaluation can be submitted or saved as draft to submit at a later date 8. You can now close the Team Room window and return to the

LearningPlan Tab Please note: Credit will not be awarded unless the evaluation has been completed.

Creating a Smart Goal

Smart goals provide a tool for setting school-wide/work location goals, aligned with district initiatives, to promote continuous improvement.

• Strategic and specific • Measurable • Attainable • Results-oriented • Time-bound

By November 20, 2015, I will complete and submit my DPGT form to my site administrator as evidenced by completed DPGT form.

Friendly Reminders

• The DPGT Form is a required document • The IPEGS Unified Summative Rating

breakdown is as follows: DPGT (15%) Professional Practices (50%) Learner Progress (35%)

• The PLST Team at your school is required to train all instructional professionals at your school site

• This living document may be revised at any time

Reflection

Using the process of Deliberate Practice will require a culture shift for Miami-Dade County Public Schools employees.

• How are you going to contribute to the

culture shift of using Deliberate Practice?

• What support do you need?

“If you give people the right tools, and they use their

abilities, they will develop things in ways that will

surprise you beyond what you expected.”

Bill Gates