Professional Performance Process
School Leadership Team TrainingJune 24-25, 2010
Our Journey Continues!21st Century Supervision and
Evaluation
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Welcome Back!Review of Yesterday
What aspects of yesterday’s training were the most impactful on your thinking as you plan
for PPP implementation?
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Today’s OutcomesParticipants will:• Be able to identify highlights of the PPP Handbook• Be able to write a schoolwide SMART goal• Be able to create a Professional Growth Plan• Be able to describe a professional educator who does
not meet standard and one who exceeds a standard using the rubric
• Complete a Site-Based PPP Professional Development Plan
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A SMART Goal is:
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25% 25%25%25%1. Successfully Making Academic Results in Time
2. Students Making Academic Results in Time
3. Successfully Measuring Academic Regression over Time
4. Specific, Measurable, Attainable, Results-Oriented, and Time-bound
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Review of SMART Goals
What a SMART Goal is: SPECIFIC
Clear and Concise
e.g. 100% of my students will make a year or more growth in reading as measured by the DRA 2 by June 1, 2011.
What a SMART Goal is NOT:
Broad and Vague
e.g. 100% of my students will be better readers.
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Review of SMART Goals
What a SMART Goal is:MEASURABLE
Data, Progress
e.g. Beginning/end of year DRA assessments, running records
What a SMART Goal is NOT:
Survey of student interests in reading
e.g. Teacher observation, “I just know.”
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Review of SMART Goals
What a SMART Goal is:
ATTAINABLE
Feasible, within reach, probable
e.g. Strong possibility of achieving
What a SMART Goal is NOT:
Impossible, out of reach
e.g. Unrealistic
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Review of SMART Goals
What a SMART Goal is:
RESULTS-ORIENTED
Progress evident, visual
e.g. Reading level increases
What a SMART Goal is NOT:
No concrete progress
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Review of SMART Goals
What a SMART Goal is:
TIME-BOUND
Start date and end date
e.g. Year long goal with progress monitoring
What a SMART Goal is NOT:
No time constraints
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The Possibilities of Collaboration
Collaborative Teams in PLCs at WorkSMART Goals
(Video)
Collaborative Teams in Professional Learning Communities at WorkLearning by Doing – Professional Development Video Set
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Professional Educator Evaluator
Status P0 P1 P2 P3 CC EC PT
School/Office
Position VA License Expiration Date
Endorsement Areas Evaluation Cycle ANNUAL A-G H-N O-Z
Child Abuse Recognition Training
Yes No Technology Standards
Yes No
Sexual Harassment Training
Yes No School Year
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PWCS Areas of Focus Professional Educator Performance Standards
Literacy Inclusive Practices
Wellness Professional Learning Communities
Knowledge of Students
Knowledge of Content
Planning, Delivery, and
Assessment of Instruction
Safe, Effective Learning Environment Communication and Collaboration
Professionalism
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Review and reflect on all available data, your School/Department Improvement Plan, PWCS Areas of Focus, and Professional Educator Performance Standards. Collaborate with your department/team and evaluator in the development of SMART goal(s) to improve student achievement.What data did you use to establish your SMART goal(s)?How do your SMART goal(s) align with your School/Department Improvement Plan and the PWCS Areas of Focus?What performance standards or key elements have you identified as areas for your professional growth?
SMART Goal(s): e.g. 85% of my 7th grade math students will achieve at least pass proficient on the SOL test in spring 2011.
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Based upon your review of data, reflection, and collaboration with your team and evaluator, list the actions/strategies you will use to complete your Professional Growth Plan.What professional development will support the achievement of your SMART goal(s)?What is your required professional development?What resources and/or support will you need?
Actions/Strategies Who? By When?
Resources Needed
Expected Outcomes
e.g. Collaborate with 7th grade math team to research best practices.
7th grade math team
Monthly NCTM periodicals and instructional resources
Incorporate 1 identified best practice into lesson plan/delivery per month
e.g. Participate in required math professional development.
7th grade math team
May 2011
Offices of Mathematics, Sp. Ed., ESOL
Increased knowledge and skill in math content and pedagogy
1.
2.
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Describe the current committees/leadership positions/extra-curricular responsibilities you hold and their connections to the Professional Educator Performance Standards.Are there any committee/leadership positions/extra-curricular responsibilities in which you would like to be involved in the school or at the Division level?
e.g. This year I am the cheerleading coach which allows me to provide more opportunities to support my students’ social and personal development, to communicate with parents, and to be a role model.
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Discuss your Professional Growth Plan with your evaluator. What data will you collect to assess the achievement of your SMART goals? How will you ensure ongoing reflection of your current practices?
Approval of Professional Growth Plan
Professional Educator’s Signature: ______________ Evaluator’s Signature: _________________
Date: _________
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Review the progress of this plan with your evaluator. What data have you collected to demonstrate progress toward your SMART goal(s)?What progress has been made toward the achievement of your SMART goal(s)?What additional resources/support do you need?What adjustments or modifications are needed at this time?
Reflection and Next Steps:
Professional Educator’s Initials: ______________ Evaluator’s Initials: ______________
Progress Review Date: _______________
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Reflect on your Professional Growth Plan for the year. What data do you have to demonstrate progress or achievement of your SMART goal(s)?How has this Professional Growth Plan impacted your professional practice?What changes or improvements would you make to your Professional Growth Plan next year?
Reflection and Next Steps:
Professional Educator’s Signature: _______________ Evaluator’s Signature: _______________
Final Review Date: __________
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Staff Development Supervision•Overview of PPP •Introduce forms•Review Professional Growth Plan
(show examples)
Administration meets with PLC groups•Review student data•Begin development of instructional
goals
•Review of rubric •Overview of timeline•Explanation of Professional Growth Plan conferences (role play)
•Administration meets with PLC
groups to finalize team goals•Individual Professional Growth Plan conferences•Informal classroom visits/drops ins
•Review methods for collection of
evidence•Share forms used for observations
•Continued dialogue at weekly PLC
meetings with administrator•Continue informal classroom visits•Begin formal observations/reflective
conferences
•Discussion of mid-year conferences•Staff reflection survey
•Continue formal observations, drop in
visits, dialogue • Mid-Year Conferences
Staff Training and Supervision Until Mid-Year
Aug.
Sept.
Oct./Nov.
Dec.
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Professional Educator Performance Process – Overall Evaluation Rubric
Using the Rubric
Dialogue About RatingsDoes Not Meet Standard
Meets Standard
Exceeds Standard
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• Discussion questions: How have you used rubrics? Why should there be a rubric as part of the PPP?
• Rubric is used to describe levels of performance and to provide a consistent form of reference for evaluating performance, both formally and informally.
Context: Why have a rubric?
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• Discussion tool– Describes what it looks like to meet or exceed standards for
particular group of employees
– Summarizes performance for each standard based on the evidence collected for each standard and key element using the collection of evidence record
• Evaluation tool– Ratings for each standard to be recorded on evaluation
reports
– Can also serve as a self-evaluation tool for employees
Context: What is the purpose of the rubric?
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The Rubric Development Process
1. Development of the standards
2. Determination of number of levels
3. Use key elements from standards to craft language for “Meets Standards”
4. Develop counter-examples for “Does Not Meet Standards”
5. Develop extensions for “Exceeds Standards”
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Structure for the Rubric
• Levels of Performance– Start with “Meets Standards” and use the key
elements of the standard as basis for description– Includes two other levels: “Does Not Meet
Standards” and “Exceeds Standards”
• Threads of content across the levels to show development and growth opportunities
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Defining “Does Not Meet Standards”
• Covers a wide range of performance
• Possible to be in “Does Not Meet Standards” in a given area at the beginning of the year but progress to “Meets Standards”
• Thought Question: How is “Does Not Meet Standards” different from “Unsatisfactory”?
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Defining “Exceeds Standards”
• What does it mean to exceed standards?
• In order to exceed a standard, someone must first meet the standard – so “meets standards” is a prerequisite
• Thought Question: Is it possible in all cases to exceed standards?
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• Why is consensus so important?– Discussion of reliability and validity– Diving analogies– How do we get to consensus?
• What the pilot has taught us– Variability across schools
Using the Rubric: Working Toward Consensus
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• Focus on the Knowledge of Students standard• Task: At your table, discuss how you would rate the
teacher from the video and role plays on this standard• Discussion Questions:
– What additional evidence would you need to see to make your rating?
– What evidence would demonstrate “exceeds” for this standard?
– What suggestions would you give this teacher in terms of this standard?
Activity: Testing Out the Evaluation Rubric
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• Review your ratings the day after you make them– Would you still make the same judgments?
– Are you consistent in your expectations across staff members?
• Discuss/share ratings as a team to get different perspectives– Periodically review your expectations as a group
– Review your patterns to see how consistent you are
• Phone a friend! – Discuss any sticking points with someone else outside the situation
(without identifying information) to see how they would handle it
Using the Rubric: Tips for Ensuring Consistency
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How many Professional Educator Performance Standards are there?
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25% 25%25%25%1. 4
2. 5
3. 6
4. 7
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What % of your faculty do you think meets all the standards?
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25% 25%25%25%1. 75-85%
2. 85-90%
3. 90-95%
4. 95-100%
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What is your level of readiness to implement the PPP?
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25% 25%25%25%1. 0-25%
2. 25-50%
3. 50-75%
4. 75-100%
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Team Planning Time
• PPP Pilot Principal Panel– What is the most powerful professional
development activity or year-long practice that you utilized last year that led to your staff’s greater understanding and skillfulness with the PPP?
• Site-Based PPP Professional Development Plan
• School Teams Volunteer to Share Plans
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Essential Knowledge/Skills
Learning Experience
Person Responsible
Timeline Resources Needed
Expected Outcomes
e.g. Professional Educator Performance Standards
e.g. Using a brainstorming tool to engage in conversation about the standards
e.g. Principal and Assistant Principal
e.g. August facultymeeting
e.g. Knowledge of Standards Brainstorming Tool;PPP Overview Video
e.g. Professional educators will be able to describe what the Professional Educator Performance Standards look/sound like from the perspectives of both teacher and student.
Site-Based PPP Professional Development Plan - 2010-11Consider the following, when completing Site-Based PPP Professional Development Plan:What essential knowledge and skills do staff members need? What are the big chunks of knowledge to focus on this year?What data will be used to determine the kind of professional development needed this year?Who on staff will facilitate and why?Does the plan connect with the Strategic Plan, PWCS Instructional Areas of Focus, Site-based Improvement Plan, and other professional development already planned for next year?What learning experiences will you provide for your staff?
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Additional Support for PPP Implementation
PLC TrainingEEE Conference
Teachscape TrainingPPP in a Nutshell
Additional PPP Training in 2010-11