kentucky department of education professional growth and effectiveness system july 21, 2014 # pges4...
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Kentucky Department of EducationProfessional Growth and Effectiveness System
July 21, 2014
#PGES4Me The official launch of the Professional Growth and Effectiveness System
Kentucky Department of EducationProfessional Growth and Effectiveness System
Housekeeping notes :•Facilities•Restrooms•Materials•Backchannel https://todaysmeet.com/PGES4ME
Kentucky Department of EducationProfessional Growth and Effectiveness System
It’s Time
Senate Bill 1KBE Goals
CIITS, ASSISTNCLB Waiver
KYCAS Stiggins/NetworksLDC/MDC
Professional Learning Statute
KY Account-ability System
College &Career Ready
Effective leaders
Professional Growth and Effectiveness System brings all of the
initiatives and elements into one strong, focused improvement system
for leaders at all levels yielding
CONTINUOUS IMPROVEMENT
Kentucky Department of EducationProfessional Growth and Effectiveness System
SuperintendentPGES
Principal PGES
Teacher PGES
Other Professional
PGES
Every student is taught by an effective teacher and every school is led by an effective principal.
Fair and equitable statewide system to provide teachers and principals with a clear expectations and supports to improve effectiveness.•Danielson’s Framework for Teaching•Multiple measures to determine effectiveness•Continuous Improvement Cycle
Kentucky Department of EducationProfessional Growth and Effectiveness System
Kentucky Department of EducationProfessional Growth and Effectiveness System
Is it better to learn, or not learn?
Kentucky Department of EducationProfessional Growth and Effectiveness System
Professional Growth and Self-Reflection
in the Teacher Professional Growth &
Effectiveness System
Kentucky Department of EducationProfessional Growth and Effectiveness System
Learning Targets I can. . . .
• identify how reflection and growth planning is connected to improved educator effectiveness.
• understand the process for self-reflection and professional growth planning.
• understand how to input information into EDS for self-reflection and professional growth planning
Kentucky Department of EducationProfessional Growth and Effectiveness System
Self-Reflection
• means the process by which certified personnel assesses the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth
Kentucky Department of EducationProfessional Growth and Effectiveness System
Kentucky Department of EducationProfessional Growth and Effectiveness System
Reflection on Practice Process
Step 1: Highlight or circle the descriptors in each of the four domains that best describe your teaching practice. Step 2: Find your highlighted descriptors in the KY Framework for Teaching.Step 3: Determine your performance level in each of the components.Step 4: Enter this data into EDS
Kentucky Department of EducationProfessional Growth and Effectiveness System
Initi
al R
eflec
tion
on
Prac
tice
Kentucky Department of EducationProfessional Growth and Effectiveness System
Educator Development Suite
Kentucky Department of EducationProfessional Growth and Effectiveness System
Self-Reflection-Teacher
Kentucky Department of EducationProfessional Growth and Effectiveness System
Self-Reflection-Teacher
Kentucky Department of EducationProfessional Growth and Effectiveness System
Other Times for Reflection• Content standards and skills• Student Voice results• Professional Learning experiences• Student Work• Student engagement during a recent lesson• Implementing a new strategy or lesson• Reviewing assessment results
Kentucky Department of EducationProfessional Growth and Effectiveness System
What does your district CEP say?
• When are reflections entered?– How many?– Timelines?
• How do they inform the Professional Growth Goal?
Kentucky Department of EducationProfessional Growth and Effectiveness System
A system that focuses on Professional Growth
Kentucky Department of EducationProfessional Growth and Effectiveness System
You started here, with
your initial self-
reflection against the
Framework for
Teaching.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Professional Growth PlanAn individualized plan that is: •focused on improving professional practice and leadership skills and •is aligned with educator performance standards and student performance standards, •is built using a variety of sources and types of student data that reflect student needs and strengths, educator data, and school/district data, •is produced in consultation with the evaluator
Kentucky Department of EducationProfessional Growth and Effectiveness System
“Advocates of professional development for teachers are not arguing that teaching is of
poor quality and must be fixed. Their advocacy for professional development for
teachers reflects the recognition that teaching is so hard that it is never perfect; no matter how good a lesson is, it could always
be improved.”
“Advocates of professional development for teachers are not arguing that teaching is of
poor quality and must be fixed. Their advocacy for professional development for
teachers reflects the recognition that teaching is so hard that it is never perfect; no matter how good a lesson is, it could always
be improved.”
Charlotte Danielson, Talk About Teaching
Kentucky Department of EducationProfessional Growth and Effectiveness System
Considerations for PG Planning• Reflection on Kentucky Adapted Framework for
Teaching (FfT)• Student growth goal• Content standards and content-specific skills• Student Voice results• Reflection on instructional practice and student
outcomes• Other sources identified in the district CEP
Kentucky Department of EducationProfessional Growth and Effectiveness System
Goal setting for Professional GrowthAnswer the following to develop a PG goal:1.What do I want to change about my practice that will effectively impact student learning?2.What is my plan of action to address my professional learning?3.How will I know if I accomplished my objective?
Kentucky Department of EducationProfessional Growth and Effectiveness System
Reviewing a Professional Growth Goal
Kentucky Department of EducationProfessional Growth and Effectiveness System
Sample Professional Growth GoalAny content area – formative assessment During this school year, I want to embed formative assessment practices in my daily instruction. I will study Classroom Assessment for Student Learning, by Rick Stiggins, with my PLC team and begin to implement Keys to Quality Assessments. Indicators of success will include: lesson/unit plans with CASL elements (formative assessment cycle, learning targets, students monitoring their own learning); observational data; reflections after implementation; student data review and future instruction plans devised during PLC meetings.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Sample Professional Growth GoalAny content area – questioning & discussion techniquesDuring the school year, I will improve my questioning and discussion techniques. I will incorporate the Q-Chart for daily classroom discussions so that students can take ownership of classroom conversations. I will read and implement strategies from Classroom Discussions. Growth will be evidenced through lesson/unit plans that include strategies from the text, observational data, self-reflection after implementation, and student reflections after Socratic Seminars.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Professional Growth ProcessPrincipal
approves goal or asks for
revision
Teacher drafts goal
Teacher reflects on progress; principal and
teacher discuss progress
Teacher implements learning strategies
for attaining PG goal
Teacher shares goal with
principal via CIITS
Kentucky Department of EducationProfessional Growth and Effectiveness System
Implement PGP and Action Plan
Are you consistently implementing the Action Plan as agreed in collaboration with your principal?
Kentucky Department of EducationProfessional Growth and Effectiveness System
Regularly Reflect on PGP Progress
Are you consistently using multiple data sources to reflect on your professional growth goal(s) status?
Kentucky Department of EducationProfessional Growth and Effectiveness System
What does your district CEP say?• When are professional growth goals entered?
– How many?– Timelines?
• How do they relate to other sources of evidence?– Student Growth Goals– Self-Reflection– Observational Data– Student Voice Data
Kentucky Department of EducationProfessional Growth and Effectiveness System
Is it better to be effective, or ineffective?
Kentucky Department of EducationProfessional Growth and Effectiveness System
Observationin the
Teacher Professional Growth & Effectiveness System
Kentucky Department of EducationProfessional Growth and Effectiveness System
Learning Targets I can. . . .
• Explain the expectations of observation within the TPGES.
• Identify the roles and responsibilities of the teacher and principal in the observation process
• Define evidence aligned to Framework
Kentucky Department of EducationProfessional Growth and Effectiveness System
“And yet the work of teaching is so challenging and so complex that it’s essential for teachers to take every opportunity to strengthen their practice. Observations of teaching and professional conversations (among teachers and between teachers and supervisors) are an important vehicle for creating the community of inquiry so essential to ongoing learning.”
Charlotte Danielson, Talk About Teaching
Kentucky Department of EducationProfessional Growth and Effectiveness System
Observation Protocols• Districts selected a model for observations –
– Traditional (2 mini, 2 full)– Progressive (3 mini, 1 full)– District Determined
• Consult your district’s Certified Evaluation Plan (CEP) for specific guidance
Kentucky Department of EducationProfessional Growth and Effectiveness System
What is required?• Minimum of four required observations in the
summative cycle• Combination of mini and full observations• One observation must be a peer observation• Peer observation must occur in the summative year• All observations will include a post-observation• All observations must be conducted by a certified
observer (supervisor and peer)
Kentucky Department of EducationProfessional Growth and Effectiveness System
District Decisions• Each district in Kentucky has made their own
decision about:– how many/kinds of observations which will occur
during a teacher's summative cycle – timeline for the observations to occur.– pre observation protocols
• These decisions are also defined in the district’s Certified Evaluation Plan.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Observation ProcessPre Observation Protocol
Observation
Post Observation Conference
Kentucky Department of EducationProfessional Growth and Effectiveness System
Evidence, evidence, evidence
Kentucky Department of EducationProfessional Growth and Effectiveness System
DATA=EVIDENCEObservation Evidence Examples (Domains 2&3)
Statements by Teacher or Students
Actions by Teacher or Students
Resources Used
Features of the Classroom
What you see, hear or readAND what you don’t see, hear or read
Kentucky Department of EducationProfessional Growth and Effectiveness System
Evidence Cycle
Collect Evidence
during Observation
Align with Framework
Clarify (as needed)
FEEDBACKSTOP
Peer Observer provides FORMATIVE feedback only
Kentucky Department of EducationProfessional Growth and Effectiveness System
TO NOTE EVIDENCE BASED FEEDBACK
• Is Observable.
• Is not influenced by observer’s perspective.
• Is free of evaluative words.
• Does not draw conclusions.
EVIDENCE INTERPRETATION BIAS
• Makes inferences.
• Includes evaluative words.
• Draws conclusions.
• Depends on observer’s perspective.
• Can involve observer’s personal preferences.
• Draws conclusions.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Quiz!• Write the following words on three different post it notes:
– EVIDENCE
– BIAS
– INTERPRETATION• As I read each statement hold up the post it that indicates whether you
believe it to be an example of Evidence, Interpretation or Bias. • Reference Domains 2 and 3 of the Kentucky Framework for Teaching
and determine with which domain and component each statement best fits. (Note: Only evidence is assigned a domain/component)
Kentucky Department of EducationProfessional Growth and Effectiveness System
1. The teacher says, “It’s fun to find the patterns for factoring polynomials.”
Evidence
Rationale: This is an evidence statement because it captures exactly what the teacher said in the classroom.
KY Framework for Teaching Connection:2B – Establishing a Culture for Learning
Kentucky Department of EducationProfessional Growth and Effectiveness System
2. Observer wrote, This is not how I would teach research skills.
Bias
Rationale: This is a biased statement because it is someone’s personal preference as to how reading skills should be taught.
KY Framework for Teaching Connection:This will not be coded in any domain because it does not depict
teacher behavior.
Kentucky Department of EducationProfessional Growth and Effectiveness System
3. Observer scripted, The teacher cares about her students.Interpretation
Rationale: This is an interpretative statement about what someone might have seen or heard in the classroom. It might appear as if the teacher cares about her students if she asks them about their weekend and/or voices concern over how late a student went to bed the night before school. However, this statement is not evidence because it does not describe what the teacher said or did.
KY Framework for Teaching Connection:Not coded because it is an interpretation rather than a statement of
evidence.
Kentucky Department of EducationProfessional Growth and Effectiveness System
4. Observer scripted, The teacher greets students by name as they enter the classroom.
Evidence
Rationale: This is an evidence statement because it describes something specific that the teacher did and said in the classroom.
KY Framework for Teaching Connection:2A Creating an Environment of Respect and Rapport
Kentucky Department of EducationProfessional Growth and Effectiveness System
5. Observer noted, An entire class of boys makes managing student behavior a challenge.
Bias
Rationale: This is a biased statement because it represents a value judgment based on students’ gender. This statement suggests that an entire class of boys would be more challenging to handle than a mixed gender class or an entire class of girls.
KY Framework for Teaching Connection:Not coded because it is not a statement of evidence.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Traditional Observation Process
Kentucky Department of EducationProfessional Growth and Effectiveness System
Learning Focused Observation Process
Kentucky Department of EducationProfessional Growth and Effectiveness System
“Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation.”
Charlotte Danielson, Talk About Teaching
Kentucky Department of EducationProfessional Growth and Effectiveness System
Conferencing Protocols:Professional dialogue and feedback…
Pre ObservationWhat would the principal and
teacher discuss during the pre observation conference?
What would the teacher say/ask? What would the principal say/ask?
Post ObservationWhat would the principal and
teacher discuss during the post observation conference?
What would the teacher say/ask?
What would the principal say/ask?
Kentucky Department of EducationProfessional Growth and Effectiveness System
SUPERVISOR’S ROLEBEFORE DURING AFTER • Observe the teacher and
collect evidence.• Remove any bias or
interpretive statements from evidence.
• Align evidence with Domain 2 & 3 Components in EDS.
• Send the evidence to the teacher for his/her review prior to the conference.
• Review any artifacts uploaded by the teacher after the observation (student work, modified plans, etc.)
• Listen and ask clarifying questions.
• Discuss ratings for Domains 2 & 3 with the teacher. Make final judgment.
• Collect evidence for Domains 1 & 4 based on conversations.
• Determine follow-up support that is needed
• Input ratings and submit the observation in EDS.
• Provide follow up support as decided during the conference.
Kentucky Department of EducationProfessional Growth and Effectiveness System
TEACHER’S ROLEBEFORE DURING AFTER • Reflects on lesson & student
work.• Reviews the observation
feedback sent by the principal.
• Rates own instruction based on the evidence.
• Inputs any additional artifacts into the observation on EDS – pictures, student work, modified lesson plans for future lessons, etc.
• Shares reflection on lesson and own rating on Domains 2 & 3.
• Shares any additional artifacts collected after the lesson.
• Collaborates with the principal on final rating realizing that the principal has the final decision.
• Reflects on conference.• Follows through on principal
feedback.• Makes adaptations discussed
during conference so that he/she can share at the next conference their progress.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Learning Targets I can. . . .
• Explain the expectations of observation within the TPGES.
• Identify the roles and responsibilities of the teacher and principal in the observation process
• Define evidence aligned to Framework
Kentucky Department of EducationProfessional Growth and Effectiveness System
It’s a Great Time to be LeadingEducational Innovation in Kentucky
Kentucky Department of EducationProfessional Growth and Effectiveness System
Is it better to grow, or not grow?
Kentucky Department of EducationProfessional Growth and Effectiveness System
Student Growth Goalsin the
Teacher Professional Growth & Effectiveness System
Kentucky Department of EducationProfessional Growth and Effectiveness System
Student Growth Goals
Connecting the Process to:•Current Practice•CEP•CIITS/EDS
Kentucky Department of EducationProfessional Growth and Effectiveness System
Reflecting on Current Practice• Questions for administrators and teachers
HandOut
HandOut
Kentucky Department of EducationProfessional Growth and Effectiveness System
Your Task: 1. Independent Work: Respond to the
questions that pertain to your role (Teacher or Admin)
2. Table Talk: Discuss your responses and ideas with others at your table who have a similar role (Teacher or Admin)
Kentucky Department of EducationProfessional Growth and Effectiveness System
SGG Basics…• SMART goal• Proficiency component & Growth component
• One classroom of students, one content area
Specific, Measureable, Appropriate, Reliable, Time-Bound
Specific, Measureable, Appropriate, Reliable, Time-Bound
___% of students will reach the level of proficiency as
determined by…
___% of students will reach the level of proficiency as
determined by…
All of my students will grow at least _____. All of my students will grow at least _____.
3rd Grade math students1st period 7th grade language arts students
6th period high school concert band students
3rd Grade math students1st period 7th grade language arts students
6th period high school concert band students
HandOut
1
HandOut
1
Kentucky Department of EducationProfessional Growth and Effectiveness System
SGG Process
1. Identify Enduring Learning (by standards) and appropriate assessment processes/plans
2. Establish a baseline.3. Determine an appropriate SGG (growth and proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall Student Growth
as Low, Expected, High
Kentucky Department of EducationProfessional Growth and Effectiveness System
Connections to Current Practice
1. Identify Enduring Learning (by standards) and appropriate assessment processes/plans
2. Establish a baseline.3. Determine an appropriate SGG (growth and proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall Student Growth
as Low, Expected, High
8, 5, 18, 5, 1
2, 3, 42, 3, 46, 76, 7
2, 3, 52, 3, 5New: Use District-
determined decision rulesNew: Use District-
determined decision rules
Kentucky Department of EducationProfessional Growth and Effectiveness System
Student Growth Goals Timeline1. Identify Enduring Learning (by standards) and
appropriate assessment processes/plans2. Establish a baseline.3. Determine an appropriate SGG (growth and
proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall Student
Growth as Low, Expected, High
Before school beginsBefore school begins
1st 4-6 weeks of school1st 4-6 weeks of school
After baseline has been establishedAfter baseline has been established
Baseline until April/MayBaseline until April/May
April/MayApril/May
Kentucky Department of EducationProfessional Growth and Effectiveness System
Connections to District Certified Evaluation Plans (CEP)
• SGG Criteria (outlined by KDE and Teacher Steering Committee)
• SGG Rigor and Comparability• Low, Expected, or High overall Student
Growth Rating (district decision)DISTRICTCEP
DISTRICTCEP
Kentucky Department of EducationProfessional Growth and Effectiveness System
SGG CriteriaHandOut
1
HandOut
1
DISTRICTCEP
DISTRICTCEP Adequately demonstrate
knowledge
Adequately demonstrate
knowledge
Access and opportunity for all
Access and opportunity for all
Kentucky Department of EducationProfessional Growth and Effectiveness System
Defining ENDURINGLearning that •ENDURES beyond a single test date,•is of value in other disciplines, •is relevant beyond the classroom,•is worthy of embedded, course-long focus,•may be necessary for the next level of instruction.
HandOut
1
HandOut
1
Kentucky Department of EducationProfessional Growth and Effectiveness System
What Standards, Structural Documents and Resources accompany the standards in each content area?
• Anchor Standards-Literacy/Science/Social Studies/Technical Subjects
• Anchor Standards Reading-ELA
• CCSS/KCAS-ELA • C3 Framework (Plus literacy
standards) -Social Studies
• CCSS/KCAS Critical Areas-Math(where math practices are vehicles for reaching intent of standards)
• KY World Language Standards
• National Standards-Visual Arts, PE, Music, Arts & Humanities.
• NGSS/KCAS- Practices/Concepts-Science
Hand
Out1
Hand
Out1
Kentucky Department of EducationProfessional Growth and Effectiveness System
Available on KDE’s TPGES SGG page
Available on KDE’s TPGES SGG page
Kentucky Department of EducationProfessional Growth and Effectiveness System
Rigor & ComparabilityHandOut
1
HandOut
1
GOAL•Congruency to the standards (Enduring)•Proficiency and growth defensible from baseline data.
ASSESSMENTS•Agreement on what ‘meeting standards’ looks like when assessed•Assessments are comparable --the criteria used to determine progress toward attainment of the standard
DISTRICT
CEP
DISTRICT
CEP
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Is this goal ‘good enough’?
Using the 8 standards for mathematical practice, all of my 3rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least one level on the 3rd grade critical area standards mastery rubric and 80% of students will reach proficiency (level 4 on the rubric).
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Using Baseline Data
HandOut
2
HandOut
2
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Using Baseline Data
Your Task: Analyze the baseline data on the handout and the SGG you just read to determine if the growth and proficiency components of the goal are appropriate for the current data.
HandOut
2
HandOut
2
Kentucky Department of EducationProfessional Growth and Effectiveness System
Rigor & ComparabilityGOAL•Congruency to the standards (Enduring)•Proficiency and growth defensible from baseline data.
ASSESSMENTS•Agreement on what ‘meeting standards’ looks like when assessed•Assessments are comparable --the criteria used to determine progress toward attainment of the standard
DISTRICT
CEP
DISTRICT
CEP
Kentucky Department of EducationProfessional Growth and Effectiveness System
Review Where We Are:SGG Process
1. Identify Enduring Learning (by standards) and appropriate assessment processes/plans
2. Establish a baseline.3. Determine an appropriate SGG (growth and proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall Student
Growth as Low, Expected, High
Kentucky Department of EducationProfessional Growth and Effectiveness System
Connections to CEPSample District-Determined Rules
DISTRICTCEP
DISTRICTCEP
HandOut
3
HandOut
3
Kentucky Department of EducationProfessional Growth and Effectiveness System
Connections to CEPSample District-Determined Rules
DISTRICT
CEP
DISTRICT
CEP
HandOut
3
HandOut
3
Kentucky Department of EducationProfessional Growth and Effectiveness System
Connections to CEPSample District-Determined Rules
DISTRICT
CEP
DISTRICT
CEP
HandOut
3
HandOut
3
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Determining Low, Expected, High Growth Rating
Your Task: Use the Revised SGG, the sample district decision rules and district-designed matrix to make a determination for this teacher’s overall growth rating.
(Reminder: These samples may or may not represent your district’s decision rules. The sample is designed to allow for an experience to apply data to a set of rules to determine an overall rating.)
DISTRICTCEP
DISTRICTCEP
HandOut
3
HandOut
3
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process• Teacher’s Revised Growth Component of SGG:
– Target: 100% of students grow at least 2 levels– Actual: 86% of students grew 2 or more levels– District Rule:
HandOut
3
HandOut
3
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process• Teacher’s Revised Proficiency Component:
– Target: 70% of students reach level 4 (or 5)– Actual: 54% of students reached level 4 (or 5)– District Rule:
HandOut
3
HandOut
3
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the ProcessDetermining Overall SG Rating
HIGH
HandOut
3
HandOut
3
DISTRICT
CEP
DISTRICT
CEP
Kentucky Department of EducationProfessional Growth and Effectiveness System
Connections to Your Practice
• Reflections on what processes already in place• Program Reviews Assessment Piece• Kentucky Framework for Teaching
1A: Demonstrating Knowledge of Content and Pedagogy; 1C: Selecting Instructional Outcomes; 1F: Designing Student Assessments; 2B: Establishing a Culture for Learning; 3D: Using Assessment in Instruction; 4B: Maintaining Accurate Records
Kentucky Department of EducationProfessional Growth and Effectiveness System
SGG Myths vs. Facts• If we are not using SGG
as part of our evaluation system, then we do not need to do them.
• If you teach reading or math in grades 4-8, then you have to write 2 goals.
• All teachers will use the SGG process in 2014-15.
• Teachers only have to write one SGG. The Student Growth Percentile (SGP) is not a goal, it is a growth percentile that is calculated from state data. Districts decide how they want to incorporate this data into an overall Student Growth Rating.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Online Resources:
Kentucky Department of EducationProfessional Growth and Effectiveness System
See restaurant list. Enjoy, and please be back on time
for the afternoon session!
Kentucky Department of EducationProfessional Growth and Effectiveness System
Big thanks to Stamping Ground Elementary for providing this wonderful video!
Kentucky Department of EducationProfessional Growth and Effectiveness System
Peer Observationin the Teacher Professional
Growth & Effectiveness System
Kentucky Department of EducationProfessional Growth and Effectiveness System
Snapshot
Take a moment to respond to the questions on the document titled,
Snapshot
Kentucky Department of EducationProfessional Growth and Effectiveness System
“EVERY PERSON DESERVES THE CHANCE TO LIVE A HEALTHY, PRODUCTIVE LIFE.”
-Bill and Melinda Gates Foundation
Kentucky Department of EducationProfessional Growth and Effectiveness System
Learning Targets I can…• describe how the peer observation process in the
Teacher Professional Growth and Effectiveness System can be used to strengthen practice and to improve student learning.
• use norms and strategies to facilitate this process and development of a professional culture of inquiry.
• connect Student Voice results to my professional learning.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Certified Evaluation Plan
Kentucky Department of EducationProfessional Growth and Effectiveness System
Requirements-Peer ObservationA Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. A peer observer is trained certified school personnel
Required•All teachers will receive a peer observation in their summative year. •All Peer Observers participating during the summative year observations will complete the state developed training once every three years.•All required peer observations must be documented in CIITS (time, date, evidence).•All peer observations documentation will be accessed only by the evaluatee.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Requirements-Peer ObservationA Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. A peer observer is trained certified school personnel
Required•All teachers will receive a peer observation in their summative year. •All Peer Observers participating during the summative year observations will complete the state developed training once every three years.•All required peer observations must be documented in CIITS (time, date, evidence).•All peer observations documentation will be accessed only by the evaluatee.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Who Should be a Peer Observer?• What skills will be required by the peer
observers?• What professional learning will the peer
observer and the teacher need?– How can PLCs support this process?
• What might an administrator consider when pairing a teacher with a peer observer?
Kentucky Department of EducationProfessional Growth and Effectiveness System
The Purpose of Peer Observations• Clip from
the KDE/KET Module: Professional Learning for Peer Observers
Kentucky Department of EducationProfessional Growth and Effectiveness System
How do you create a culture of trust?
Kentucky Department of EducationProfessional Growth and Effectiveness System
PGES Peer Observation = Powerful from the blog, Teacher Man Joe’s Ramblings
This peer observation was beneficial to both Mrs. Fitch and Mr. Harris. What conditions existed to support the process?
Kentucky Department of EducationProfessional Growth and Effectiveness System
Who Should be a Peer Observer?
• What skills will be required by the peer observers?• What professional learning will the peer observer and
the teacher need?– How can PLCs support this process?
• What might an administrator consider when paring a teacher with a peer observer?
Kentucky Department of EducationProfessional Growth and Effectiveness System
Peer Observer-Scripting Notebook
Kentucky Department of EducationProfessional Growth and Effectiveness System
• Teachers will evaluate other teachers
• Every teacher is required by state regulation to be a peer observer
• Every teacher will be observed by a peer at least three times per year
Kentucky Department of EducationProfessional Growth and Effectiveness System
Resources for the PO Process• Professional Learning for Peer Observers, http://education.ky.gov/teachers/PGES/
TPGES/Pages/TPGES-Peer-Observation.aspx • Measures of Effective Teaching: Observation
from the Teaching Channel, https://www.teachingchannel.org/videos/measures-of-effective-teaching-observation
Kentucky Department of EducationProfessional Growth and Effectiveness System
Is it better to have a voice, or not have a voice?
Kentucky Department of EducationProfessional Growth and Effectiveness System
Student Voice in the Teacher Professional
Growth & Effectiveness System
Kentucky Department of EducationProfessional Growth and Effectiveness System
Requirements-Student VoiceThe Student Voice Survey is a confidential, on-line survey collecting student feedback on specific aspects of the classroom experience and teaching practice.
Required•All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students.•Student selection for participation must be consistent across the district.•Results will be used as a source of evidence for Professional Practice.•Formative years’ data will be used to inform Professional Practice in the summative year.•All teachers and appropriate administrative staff will read, understand, and sign the district’s Student Voice Ethics Statement. •The Student Voice Survey will be administered between the hours of 7:00 AM and 5:00 PM local time. •The survey will be administered in the school. •Survey data will be considered only when ten or more students are respondents.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Requirements-Student VoiceThe Student Voice Survey is a confidential, on-line survey collecting student feedback on specific aspects of the classroom experience and teaching practice.
Required•All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students.•Student selection for participation must be consistent across the district.•Results will be used as a source of evidence for Professional Practice.•Formative years’ data will be used to inform Professional Practice in the summative year.•All teachers and appropriate administrative staff will read, understand, and sign the district’s Student Voice Ethics Statement. •The Student Voice Survey will be administered between the hours of 7:00 AM and 5:00 PM local time. •The survey will be administered in the school. •Survey data will be considered only when ten or more students are respondents.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Mr. Ronevich
• Question #1 • How did Mr.
Ronevich use the results to improve his teaching?
• Question #2• How did the
principal use the results to help Mr. Ronevich improve?
Kentucky Department of EducationProfessional Growth and Effectiveness System
Student Voice in the Classroom
• Teaching Channel Video• https://www.teachingchannel.org/videos/
improve-teaching-with-student-feedback
Kentucky Department of EducationProfessional Growth and Effectiveness System
Mr. Ronevich
• Question #1 • How did Mr.
Ronevich use the results to improve his teaching?
• Question #2• How did the
principal use the results to help Mr. Ronevich improve?
Kentucky Department of EducationProfessional Growth and Effectiveness System
A Look at the Questions
Kentucky S.T.U.D.E.N.T. Voice
Kentucky Department of EducationProfessional Growth and Effectiveness System
S.T.U.D.E.N.T. Voice Survey
• Questions relate to construct of S.T.U.D.E.N.T. • Two Different Surveys- all levels completed online
– 3-5– 6-12
– Link to Kentucky S.T.U.D.E.N.T. Voice Surveys (KDE website)– http://education.ky.gov/teachers/PGES/TPGES/Pages/
TPGES-Student-Voice-Survey-Page.aspx
Kentucky Department of EducationProfessional Growth and Effectiveness System
Student Voice & FfT• Working with a neighboring table, pair each
category/letter of the survey.• Match the question/construct to the most
appropriate component(s) from the Kentucky Framework for Teaching document (Domains 2 & 3).
• Identify your correlation on the handout for each survey.
Kentucky Department of EducationProfessional Growth and Effectiveness System
ConnectionsAt your tables:•Discuss specific connections for each component of the Kentucky S.T.U.D.E.N.T. Voice survey (3-5, and 6-12)•On the provided handout, list the Framework for Teaching Component(s) for each category of the survey (i.e., 3A: Communicating with Students)
Kentucky Department of EducationProfessional Growth and Effectiveness System
Please write out the entire component
3A: Communicating with Students
Kentucky Department of EducationProfessional Growth and Effectiveness System
DISTRICT Student Perception Results
Kentucky Department of EducationProfessional Growth and Effectiveness System
School Student Perception Results
Kentucky Department of EducationProfessional Growth and Effectiveness System
Teacher Student Perception Results
Kentucky Department of EducationProfessional Growth and Effectiveness System
Analyzing Student Voice Results
Kentucky Department of EducationProfessional Growth and Effectiveness System
The Value of Student Surveysand Student Voice
from the blog, Teacher Man Joe’s Ramblings
1. Student feedback can be both sobering and uplifting. How did Mr. Harris prepare himself before reading student responses?
2. How do you actively seek comment on your teaching from colleagues, supervisors, students, or their parents?
Kentucky Department of EducationProfessional Growth and Effectiveness System
Snapshot – a brief look or summary
Take a moment to revisit your initial snapshot– What would you like to add?
Kentucky Department of EducationProfessional Growth and Effectiveness System
• The Student Voice Survey results are 10% of a teachers summative rating
• Teachers are not permitted to discuss the results with their students
• Only teachers in the summative year will administer the Student Voice Survey
Kentucky Department of EducationProfessional Growth and Effectiveness System
Resources • Measures of Effective Teaching Project, http://www.metproject.org/ • American Institute for Research,
http://www.gtlcenter.org/sites/default/files/docs/GTL_AskTeam_LeveragingTeacherTalent.pdf
• Kentucky Department of Education PGES Resources for Peer Observation, http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Peer-Observation.aspx
• Kentucky Department of Education PGES Resources for Student Voice, http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Voice-Survey-Page.aspx
Kentucky Department of EducationProfessional Growth and Effectiveness System
PPGESPrincipal Professional Growth and
Effectiveness System
Kentucky Department of EducationProfessional Growth and Effectiveness System
Learning Targets I Can …• Understand required components of full
PPGES implementation.• Identify similarities between TPGES and
PPGES
• Differentiate between Principal and Assistant Principal PPGES requirements.
Kentucky Department of EducationProfessional Growth and Effectiveness System
PPGES
The visionvision for the Principal Professional Growth and Effectiveness System (PPGES) is to have every school led by an effective principal.
The goalgoal is to create a fair and equitable system to measure principal effectiveness and act as a catalyst for professional growth.
Kentucky Department of EducationProfessional Growth and Effectiveness System
The primary purposes of PPGES:• optimize student learning and growth;• contribute to successful achievement of the goals and
objectives defined in the vision, mission, and goals of the school district;
• provide a basis for leadership improvement through productive principal performance appraisal and professional growth;
• encourage collaboration between the principal and superintendent, and promote self-growth, leadership effectiveness, and improvement of overall job performance.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Similarities between TPGES and PPGESTPGES
• Based on work of Charlotte Danielson
• 4 Domains/22 components• Performance levels with
indicators, critical attributes and examples aligned to each level
• Use of rubrics for Performance Appraisal with 4 Performance Levels: Ineffective, Developing, Accomplished, Exemplary
PPGES• Based on work of James Stronge• 6 standards • Examples of observable tangible
behavior called Performance Indicators
• Performance levels state the measure of performance expected of principals and provide description of what the rating entails
Kentucky Department of EducationProfessional Growth and Effectiveness System
Professional Growth Planning & Self-Reflection
• All principals will participate in Self-Reflection and Professional Growth Planning each year.
• All assistant principals will participate in Self-Reflection and Professional Growth Planning each year.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Site-Visits
• Completed by supervisor of principal at least twice each year
• Formal site visits are not required for assistant principals
Kentucky Department of EducationProfessional Growth and Effectiveness System
Val-Ed 360
• Completed for principals
• Not completed for Assistant Principals
• Conducted at least once every two years in the school year that TELL Kentucky is not administered.
Kentucky Department of EducationProfessional Growth and Effectiveness System
Working Conditions Goal
• Assistant Principal inherits the Principal’s Working Conditions Goal
• Developed following the completion of the TELL Survey
• Two-year Goal
Kentucky Department of EducationProfessional Growth and Effectiveness System
Required Sources of Evidence to Determine Student Growth
State Contribution State Contribution – ASSIST/Next Generation Learners (NGL) Goal Based on Trajectory
Local Contribution Local Contribution – Based on School Need At least one of the Student Growth Goals set by the principal must address
gap populations.
Kentucky Department of EducationProfessional Growth and Effectiveness System
State Contribution
• Selection based on ASSIST/NGL trajectory.
• Based on Gap population unless local goal is based on Gap population.
• Goal inherited by Assistant Principal
Kentucky Department of EducationProfessional Growth and Effectiveness System
Local Contribution
• Based on School Need
• Goal inherited by Assistant Principal
Kentucky Department of EducationProfessional Growth and Effectiveness System
Assistant Principal Requirements• Professional Growth Plan and Self Reflection
– Completed independent of the principal• Working Conditions Goal
– Inherited from the principal• Student Growth Goals – State & Local
– Inherited from the principal• Mid-Year Reviews completed by Principal• Evaluated by the Principal annually
– Principal Performance Standards & Student Growth– Use Overall Performance Category
Kentucky Department of EducationProfessional Growth and Effectiveness System
PPGES Timeline
• Review the PPGES Sample Timeline• Consider your district’s own timelines (for both
TPGES and PPGES)
Kentucky Department of EducationProfessional Growth and Effectiveness System
Learning Targets I Can …• Understand required components of full
PPGES implementation.• Identify similarities between TPGES and
PPGES
• Differentiate between Principal and Assistant Principal PPGES requirements.
Kentucky Department of EducationProfessional Growth and Effectiveness System
education.ky.gov/teachers/PGES/Pages/PGES.aspx
Kentucky Department of EducationProfessional Growth and Effectiveness System
Questions?
Cindy Parker: [email protected] Davis: [email protected] Stull: [email protected]