Professional Performance Process2009-10

Principal Level MeetingsOctober 19 & 22, 2009

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Outcomes

• Be able to communicate the comprehensive framework of the Professional Performance Process

• Be able to identify next steps for readiness and/or implementation for 2010-11

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What is the PPP?

The Professional Performance Process is a standards-based supervision and

evaluation process that promotes continuous improvement and the achievement of high standards.

The PPP is not a portfolio!

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PPP Framework

• Professional– Professional educators

– Educational leaders

• Performance– Standards for

Professional Educators

– Standards for Educational Leaders

• Process– Reflection on

professional practice

– Supervision• Planned conversations

• Multiple sources of data

– Evaluation

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Professional Educator Performance Standards

PPP Framework

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Educational LeaderPerformance Standards

PPP Framework

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PPP Framework

• Process– Reflection on professional practice– Supervision

• Ongoing communication

• Multiple sources of data

– Evaluation

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• PPP Lesson Plans– Supervision and Evaluation (Yesterday and Today)– Standards for Professional Educator – Attributes of a Successful Learning Environment– Artifacts and Multiple Sources of Evidence– Growth Producing Feedback– 3 Cs (Coaching, Collaborating, and Consulting)

PPP Readiness Plan2008-09

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PPP Pilot Schools/Departments

Alvey Elementary SchoolBuckland Milles Elementary

SchoolForest Park High SchoolFred Lynn Middle SchoolGainesville Middle SchoolGravely Elementary SchoolKing Elementary SchoolLeesylvania Elementary

SchoolMcAuliffe Elementary School

Montclair Elementary SchoolNew Directions Alternative

Education CenterOccoquan Elementary SchoolPorter Traditional SchoolStonewall Middle SchoolSwans Creek Elementary

SchoolVictory Elementary SchoolYorkshire Elementary SchoolDepartment of Human

Resources

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PPP Themes2009-10

• Use of the Standards-Based Planning Process– October Toolkit

• Knowledge of the Professional Performance Standards– November Toolkit

• Enhancement of Communication Skills (3 Cs)– December Toolkit

• Development of Effective Professional Learning Communities– Ongoing with Level Associate Superintendents

Standards-Based Planning Process

Standards: What will all teachers know and be able to do as a result of the presentation on the Standards-Based Planning Process?

What are the essential understandings, key

concepts, big ideas, essential questions, and

skills?

Standards-Based Planning Process- continued

Assessment: How will the teachers and I know when they are successful?

Pre-Assessment:

• How will I determine what teachers know and are able to do prior to

beginning instruction?

Formative:

• How will I monitor teacher progress?

• What formative assessments will I use to check for understanding and

guide instruction?

• How will I document data and adjust instruction based on teacher progress?

Summative:

• What performance tasks, projects, PLC plans, observations, work

samples, etc. will I use to assess teacher understanding?

• What criteria should I include in a rubric to assess performance?

Standards-Based Planning Process- continued

Task Analysis: What knowledge, skills, and level of

understanding do teachers need to be successful?

Pre-Assessment:

• What do the pre-assessment data tell me about the skills and

knowledge on which the teachers will need to focus?

Literacy:

• Which academic concepts do teachers need to define and

explain?

Scaffolding:

• How will I scaffold instruction for the entire staff, a small group,

and for individual support?

Standards-Based Planning Process- continued

Instruction: What learning experiences will facilitate teacher success?

Framing the Learning:• What assessments will I use to monitor teacher progress in meeting the identified learning goals? • How will I engage teachers to mediate between their prior experiences and needed skills?• How will I communicate the standards?• How will I communicate specific performance and assessment expectations?

Standards-Based Planning Process- continued

Instruction: What learning experiences will facilitate teacher success?

Learning Experiences:• What needs direct instruction through modeling, think alouds, introduction of new information and skills?• How will teachers use information or practice skills in small groups to build competence?• How will I differentiate?• How will teachers practice independently to maintain, extend, or repair competence in the identified knowledge and skills?• How will teachers demonstrate independence and confidence in mastery of identified learning objectives?

Standards-Based Planning Process- continued

Instruction: What learning experiences will facilitate teacher success?

Resources: • What materials and resources do I need?• What texts do I need to provide so each teacher can read, discuss, and write at an independent level?

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Standards-Based Planning Toolkit

• Standards-Based Planning Process video

• PWCS Standards-Based Planning Process – A Guided Approach

• Steps to Standards

• Schoolwide Implementation of Standards-Based Planning

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Standards-Based Planning Process- continued

Reflection: Based on data, how do I refine the learning experiences and/or the assessment?Analysis of Data

• What evidence are teachers presenting of their learning?

• How is each teacher reflecting on his/her growth?

Immediate Implications:

• How will I adjust instruction based on teacher progress?

• How will I remediate for teachers who were not successful or extend for

those who have demonstrated understanding of the learning goal?

Future Planning:

• How will I evaluate the success of instructional methods and strategies in

engaging and enhancing teacher engagement?

• Based on data, how will I refine the learning experiences?

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Central Office Support and Resources

• Level Meetings

• PPP Website on Intranet

• Professional Development Support

• Recommended Books and Articles

• Teachscape – Divisionwide Implementation 2010-11