professional growth and effectiveness system amanda abell director of educator effectiveness (grrec)
TRANSCRIPT
Aspirations:
Every student will be taught by an effective teacher.
Every school will be led by an effective principal.
PGES THEORY OF ACTIONIF…
• teacher and principal effectiveness drives student outcomes, and
• the Professional Growth and Effectiveness System is effectively implemented, and
• teacher and principals are accurately measured
THEN…• all students, classes and schools will be
taught by highly effective educators, and • students will be college and career ready.
Statewide Pilot 2013-14All Kentucky districts participated in the pilot.
School selection: a minimum of 10% of each district’s schools
Participant selection per participating school:• Principal (participates in the PPGES pilot)• ELA 1-2• Math 1-2• ELL/SWD 1-2• Non-assessed 2-3 Note: Teachers should NOT be in their evaluation cycle year (includes non-tenured teachers) or on corrective action.
ObservationStudent VoiceProfessional Growth Plans and Self ReflectionOther: District-Determined
OVERALL PERFORMANCE
CATEGORY
PRO
FESS
ION
AL
PRAC
TICE
STU
DEN
T G
ROW
THKENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL
PROFESSIONAL JUDGMENT & INSTRUMENTS
DOMAIN RATINGS
State Contribution – Student Growth Percentiles (SGPs)• State-Defined
High/Expected/Low• 3 Year of Data
ANDLocal Contribution – Student Growth Goals (SGGs)• District-Defined
High/Expected/Low• 3 Year of Data
SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH
PROFESSIONAL PRACTICE RATING
PROFESSIONAL JUDGMENT & DISTRICT-DETERMINED DECISION RULES STUDENT
GROWTH TREND RATING (H/E/L)
PROFESSIONAL JUDGEMENT AND
STATE-DETERMINED
DECISION RULES
See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S
PROFESSIONAL PRACTICE RATING
See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S
OVERALL PERFORMANCE CATEGORY
PERCENT (%) EFFECTIVE TEACHERS
DOMAIN 1: Planning and PreparationDOMAIN 2: Classroom EnvironmentDOMAIN 3: InstructionDOMAIN 4: Professional responsibilities
GROWTH PLAN AND
CYCLE
GROWTH PLANNING
MATRIX
PROFESSIONAL JUDGMENT &
STATE-DETERMINED
DECISION RULES
KDE:ONGL:FCS:TB:011814
Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities
Teacher Framework DomainsDomain 1 – Planning and PreparationDomain 2 – The Classroom Environment (Observable)Domain 3 – Instruction (Observable)Domain 4 – Professional Responsibilities
Each Domain is broken down into Components and Components have specific Elements.
Example: 1. Domain 2 The Classroom Environment Domain
a. Creating an Environment of Respect and Rapport Component- Teacher Interaction with Students Element- Student Interactions with One Another Element
Performance Levels
• Ineffective
•Developing
•Accomplished (Teacher-directed success)
•Exemplary (Student-directed success)
Accomplished Exemplary The learning activities
have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students.
Learning activities are differentiated appropriately for individual learners. Instructional groups are varied appropriately with some opportunity for student choice.
Learning activities are matched to instructional outcomes.
Activities provide opportunity for higher-level thinking.
Teacher provides a variety of appropriately challenging materials and resources.
Instructional student groups are organized thoughtfully to maximize learning and build on student strengths.
The plan for the lesson or unit is well structured, with reasonable time allocations.
In addition to the characteristics of “accomplished”: Activities permit student choice. Learning experiences connect to
other disciplines. Teacher provides a variety of
appropriately challenging resources that are differentiated for students in the class.
Lesson plans differentiate for individual student needs.
Critical Attributes
Professional Growth Plan Development
Multiple Sources of Data
Classroom Observation Feedback
Student Growth/AchievementSelf-AssessmentReflection
Self-Reflection• Instructional
Planning
• Lesson Implementation
• Content Knowledge
• Beliefs
• Dispositions
Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities
Initi
al R
eflec
tion
on P
racti
ce
Each goal and action plan together should answer the following questions.
1. What do I want to change about my practice that will effectively impact student learning?
2. How can I develop a plan of action to address my professional learning?
3. How will I know if I accomplished my objective?
Sample PGP - Special Education
During the 2012-2013 school year, I will increase my knowledge of supporting students with autism. I will research on-line resources, consult with district/state/cooperative special education coordinators, observe a mentor teacher, and participate in an on-line short course on autism. This will be evidenced by notes and self-reflection, anecdotal notes on my interactions with autistic students, and the short course certificate.
Sample PGP - Special Education
During the 2012-2013 school year, I will increase my knowledge of supporting students with autism.
I will research on-line resources, consult with district/state/cooperative special education coordinators, observe a mentor teacher, and participate in an on-line short course on autism.
This will be evidenced by notes and self-reflection, anecdotal notes on my interactions with autistic students, and the short course certificate.
An Iterative Process
Reflects on current growth needs Collaborates with administrator to develop the
PGP and action steps Implements the plan Regularly reflects on progress and impact Modifies the plan as appropriate Continues implementation and ongoing
reflection Conducts summative reflection
Peer and Supervisor Observations
Use the same instruments
Supervisor observation will provide documentation and feedback for teacher effectiveness (SUMMATIVE RATING)
Peer observation will only provide formative feedback
(NO SUMMATIVE RATING)
District Decisions Observation Conferencing
Districts will provide conferencing
requirements for their teachers and observers.
Observation Conferencing
Examples
◦Pre and Post conference after each full observation but not mini
◦Pre conferences may be completed electronically
◦May not require pre conferences
Observation Schedule
Districts may choose timeline for observation schedule.
Example only 1st Observation: Begins 30 days after the start
of school 2nd Observation: Begins November 1 3rd Observation: Begins December 15 4th Observation: Begins February 15
(All observations should be concluded by April 1)
WARNING – Consid
er
Weather Implicatio
ns
Observer Certification
Evaluators must complete the Teachscape Proficiency Observation Training
Three sections:
Framework for Teaching Observer TrainingFramework for Teaching Scoring PracticeFramework for Teaching Proficiency Assessment
Observer Certification Cycle
Year 1 Certification
Year 2 Calibration
Year 3 Calibration
Year 4 Certification
Teachscape, the current approved technology platform, must be used for certification and calibration.
WHAT IF???
If a supervisor has yet to complete the proficiency assessment
◦Supports ensure success during the first assessment administration
◦Supports for those who do not pass ◦Protocol in place to ensure teachers have a certified observer
Peer Observation All teachers will be observed by a
trained Peer Observer during the summative year.
All Peer Observers participating during the summative year observations will complete the state developed training.
Will use the same observation tool
Will occur in the Summative year
Only for formative feedback
Does not analyze evidence
No summative ratings
Peer Observation
Student Voice Survey
confidential online (Infinite Campus
Student Portal)developed by KDE K-12 students
Students
What do all of these sites have in common?
MET Study
• Used a sample of 44,500 students
student survey + high-quality + student gains observation
more valid and reliable teacher evaluation system
• http://www.metproject.org/resources.php
Not just KY
Student Voice Surveys are being used by hundreds of schools and thousands of classrooms in more than 25 states nationwide.
The survey generates information on how students experience…
teaching practices learning conditions in the classroom and how students assess their own engagement.
Student Voice Survey Guiding Principles
Identify the Point of Contact
Determine the number of sections per teacher Plan for providing accommodations to allow ALL students
participate
Various scenarios in administering the survey
Student responses are confidential, and individual teacher results will not be shared publicly.
Student Growth Developing Quality Growth Goals
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Teacher Professional Growth & Effectiveness System
Student Growth Measures
Student Growth Percentiles Grades 4-8
Reading and math
Local Contribution
All Teachers
Student Growth Goal Criteria
Congruent with KCAS and appropriate for the grade level and content area for which it was developed.
Represents an enduring skill, process, understanding, or concept that students are expected to master.
Allows high- and low-achieving students to adequately demonstrate their knowledge.
Access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students.
Rigor and Comparability
Congruency to the standards
Teachers agree on what it looks like for students to meet a given standard or group of standards.
Assessments are appropriate for students to show that they meet the intent of the standard
Determine Needs: Your Starting Line
Know the expectations of your content area standards
Know your students
Identify appropriate sources of evidence
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Learn about students’ abilities in your content.
• What does last year’s data tell you?• What can previous teachers tell you?• How can you collect and analyze
evidence/data to determine patterns, trends, and weaknesses?
Pinpoint areas of need. What are the greatest areas of need?
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Decide on sources of evidence.
Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level standards for the identified area(s) of need?
Learning from Baseline Data
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Does the data show high need areas that could be used for student growth goal-setting?
Are these needs appropriate for a year-/course-long student growth goal?
Learning from Baseline Data
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Are these needs aligned with grade-level enduring skills, concepts or processes in your standards?
Student Growth Goal Setting Process
Step 1: Determine
Needs
Step 2:Create SMART Goals
Step 3:Create &
Implement teaching
and learning
strategies
Step 4: Monitor Student Progress through ongoing
Formative Assessment
Step 5:Determine
whether students achieved the goals
Components of a Quality Student Growth Goal
Meets SMART criteria
Includes growth statement/target
Includes proficiency statement/target
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During this school year, my 7th grade students will use the 8 Math Practices to further their understanding of proportional relationships. This will be demonstrated by growth by at least one level on the rubric (from the repeated common assessments) developed by the district Math PLC. Furthermore, 70% of my students will show mastery by reaching level 4 or higher on the rubric.
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During this school year, my 7th grade students will use the 8 Math Practices to further their understanding of proportional relationships. This will be demonstrated by growth by at least one level on the rubric (from the repeated common assessments) developed by the district Math PLC. Furthermore, 70% of my students will show mastery by reaching level 4 or higher on the rubric.
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ObservationStudent VoiceProfessional Growth Plans and Self ReflectionOther: District-Determined
OVERALL PERFORMANCE
CATEGORY
PRO
FESS
ION
AL
PRAC
TICE
STU
DEN
T G
ROW
THKENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL
PROFESSIONAL JUDGMENT & INSTRUMENTS
DOMAIN RATINGS
State Contribution – Student Growth Percentiles (SGPs)• State-Defined
High/Expected/Low• 3 Year of Data
ANDLocal Contribution – Student Growth Goals (SGGs)• District-Defined
High/Expected/Low• 3 Year of Data
SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH
PROFESSIONAL PRACTICE RATING
PROFESSIONAL JUDGMENT & DISTRICT-DETERMINED DECISION RULES STUDENT
GROWTH TREND RATING (H/E/L)
PROFESSIONAL JUDGEMENT AND
STATE-DETERMINED
DECISION RULES
See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S
PROFESSIONAL PRACTICE RATING
See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S
OVERALL PERFORMANCE CATEGORY
PERCENT (%) EFFECTIVE TEACHERS
DOMAIN 1: Planning and PreparationDOMAIN 2: Classroom EnvironmentDOMAIN 3: InstructionDOMAIN 4: Professional responsibilities
GROWTH PLAN AND
CYCLE
GROWTH PLANNING
MATRIX
PROFESSIONAL JUDGMENT &
STATE-DETERMINED
DECISION RULES
KDE:ONGL:FCS:TB:011814
Principal Performance Standards
1. Instructional Leadership
2. School Climate
3. Human Resources Management
4. Organizational Management
5. Communication and Community Relations
6. Professionalism
Sources of Evidence to Inform Professional Practice (Standards
Rating)
TELL Kentucky Survey (WC GOAL)VAL-ED 360 SurveySite VisitsProfessional Growth Plan & Self-Reflection
Student Growth
State Contribution-Assist/NGL Goal Based on Trajectory Local Contribution-Based on School Need
--may parallel state contribution
At least one (1) of the Student Growth Goals set by the Principal must address gap populations.
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– Same summative Overall Performance Category
Others? Other Professional PGES
• School counselors – may be in summative year• School level library/media specialists• School psychologists• School instructional specialist/curriculum coaches• School speech therapists
KTIP/PGES Pilot