Laying the Groundwork for the New Teacher Professional

Growth and Effectiveness SystemTPGES

TPGES Timeline

Spring Pilot of selected

measures:

Student GrowthProfessional

Growth

Summer training for pilot districts

4 days Online

Observation Calibration

2012/13 –

55+ districts will pilot the entire

process with teachers

2014 – The Teacher Effectiveness

Framework will be put into place across the state

2014 – The Teacher Effectiveness

Framework will be put into place across the state

2013/14 –

All districts will pilot the process

CH

AN

GES

Won’t…….• Introduce you to all of the

documents or spend a long time on the specific process as it is now.

Will…….• Give you an idea of the types

of changes that will be necessary for your district/school.

• Help you analyze what is currently in place in your district/school that will support the new system.

• Identify some refinements to your current processes that would better prepare your staff. What can be done now within your current operations?

Share ideas that you have with your table and ultimately with the group.

Think about your context!Identify what a natural next step would be for

your staff.At the end of the session be ready to identify

at least one change that you can make that will better prepare both you and your teachers for the changes.

YOUR

Learning Targets

I Can…..

Analyze what I am currently doing that aligns with processes/expectations of the Teacher Professional Growth and Effectiveness System. Identify one or more refinement(s) that I can make this year that would better prepare my staff for implementing the Teacher Professional Growth and Effectiveness System.

Does your district/school have a culture of continuous improvement for students, teachers and administrators?

Are my evaluation comments evidence based vs. opinion based?

Do I know how to use evidence to have collaborative conversations with my teachers about instruction?

Does everyone in my school know how to write effective and measurable goals?

Do the administrators know how to identify strong goals and provide feedback when needed?

Do I expect all teachers, not just ELA and Math, to have an assessment system in place that will allow them to show student growth and progress?

DOES YOUR SCHOOL/DISTRICT HAVE A

CULTURE OF

TO

TPGES

Growth expected throughout the process

Teachers will be asked to set goals, collect data and reflect on the improvement for both:

Professional Growth Student Growth

Reflection! Reflection! Reflection!

What is a Culture of Continuous

Improvement?

• A ‘continuous improvement culture’ is a shared value system that promotes the belief that what is good enough today is not good enough for tomorrow.

• Kaizen – Toyota’s improvement process – continual focus on improvement of all standard activities and processes by all of the employees – from the CEO down.

• A place where all members of the staff are learning, growing, and working to increase student achievement

Transforming Schools: Creating a Culture of Continuous Improvement.

Continuous Improvement involves:

Identify core beliefs; Create a shared vision; Use data to determine gaps

between the current reality and the shared vision;

Identify the innovations that will most likely close the gaps;

Develop and implement an action plan;

Endorse collective accountability.

Transforming Schools: Creating a Culture of Continuous Improvement.

=

=

WHAT ABOUT YOU? Your reactions– Who solves the problems in your school?– How do you respond to staff – do you

encourage their problem solving? Your structures– Committees, team meetings, etc.– Staff meeting

Your processes– Who is involved?– Do your teachers have know how to solve

problems or do they want you to “tell them what to do”

Involving Staff in Problem SolvingUsing technology Moodle sites

Discussion boardsWikkis

Committee structures – Clearly outlined goalsProvide the resources

Developing teacher leadership How does the principal interact with the staff?

Is first response always to solve the problem?What questions do you ask to encourage teachers to

problem solve independently?

Put your ideas on the post its at your table. Someone will be around to collect them in 5 minutes.

What do you currently have in place that encourages a culture of problem solving?

Effective Evaluation Feedback

Evidence Based Feedback?

Evidence Based

Identifying what the teacher SAYS and DOES during a lesson and

using that information in evaluation.

Current Evaluation Practices:

Are my evaluation comments evidence based vs. opinion based?

Do I know how to use evidence to have collaborative conversations with my teachers about instruction?

• System includes multiple measures:– Professional Growth– Self Reflection – Student Growth– Student Voice– Principal Observation– Peer Observation

• In Principal and Peer observation a focus is on evidence: – What did the teacher do or say that

provides evidence for a particular component in the framework.

TO

TPGES

Observe, Record, Interpret

INTERPRETATION

DATA

EVIDENCEFOR A

COMPONENT

JUDGMENT

Evidence Vs. Opinion

Evidence

FACTS

OBSERVATIONS

ARTIFACTS

Now you try it

• Identify which statements would be identified as evidence and which would be opinion.

• If the statement is opinion – rewrite it to make it an evidence statement.

Uses of Evidence

Observation Feedback

Conference discussions

Documentation of Teacher Rating

De-Personalizes the discussionFocuses on the work

Shifts conferencing to a Collaborative Analysis of the instruction or student work

Provides unbiased documentation of a teacher’s work

• Go back and pull out 3 evaluations from last year:– Strong teacher– Average teacher– Weak teacher

• Look at your comments:– Were they evidence based or opinion based?– Was there a difference in how you wrote your

comments based on your perception of the teacher?

Put your ideas on the post its at your table. Someone will be around to collect them in 5 minutes.

What do you currently have in place that involves the use of evidence in the evaluation? process?

• Student Growth Component – Only 30% of the teachers will have Growth data

from the ELA/Math State Assessment– All other teachers will be using either district, school

or classroom assessments to show student growth • Program Review Connections – In all of the Program Reviews there is an expectation

of being able to document student growth and assessment processes.

TO

TPGES

CONSIDER!

Know that decisions about the use of assessment in the Student Growth Component are still in process – Feedback from the pilot districts will be instrumental.

Think about best practices for assessment – both formative and summative.

Remember that we have not always had the same expectations for teachers across the curriculum about assessment expectations.

Program Reviews are holding districts/schools to a higher level of accountability for all classrooms.

Don’t Forget CASLFormative & Summative Assessment

Processes Provides a way to build consistency between all

classrooms in the way they go about using formative and summative assessment

Types of Assessments

STATE

DISTRICT

SCHOOL

CLASSROOM

ANALYZE:

• What assessments and assessment structures do you currently have in place?

• What is missing?

Put your ideas on the post its at your table. Someone will be around to collect them in 5 minutes.

What structures do you currently have in place to ensure that all classrooms have effective assessments in place that could be used to measure student growth?

Setting

• Teachers are going to be asked to set goals for:– Professional Growth– Student Growth

• Effective goals are:– Specific, Measurable, Attainable, Realistic &

Timely

TO

TPGES

Strong Goals =

Greater Opportunities for Success

CDIP/CSIPsProfessional Learning Communities

RTI

Who has been involved in writing these goals in your school/district?

Taking a Closer Look at Goals

CDIP Goals……..

• Increase the percentage of Exemplary School District’s students scoring proficient or advanced in reading from 85% to 90% from 2012 to 2013 as measured by KPREP.

A good goal statement is one that is…

Specific

Measurable

Appropriate

Realistic

Time-bound

PLC GOALS

• This year, 86% of our economically disadvantaged students will score proficient/advanced on the Algebra I Gateway assessment.

A good goal statement is one that is…

Specific

Measurable

Appropriate

Realistic

Time-bound

INDIVIDUAL TEACHER GOALS……• Goal Statement:

• For the 2011 – 12 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in two or more areas of the rubric (audience/purpose, idea development, organization & structure). Furthermore, 80% of the students will score a “3” or better overall.

A good goal statement is one that is…

Specific – Measurable – Appropriate- Realistic - Time-bound

Analyze your Current Situation

Do your teachers know how to write strong goals?

Do your administrators know how to evaluate and provide feedback to improve goals?

Put your ideas on the post its at your table. Someone will be around to collect them in 5 minutes.

What do you currently have in place that involves the use of goals and providing feedback on goals that is working for you?

NEXT STEPS