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Professional Growth and Effectiveness System. Amanda Abell Director of Educator Effectiveness (GRREC). Aspirations: Every student will be taught by an effective teacher. Every school will be led by an effective principal. PGES Theory of Action IF …

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Professional growth and effectiveness system

Professional Growth and Effectiveness System

Amanda Abell

Director of Educator Effectiveness (GRREC)


Professional growth and effectiveness system

Aspirations:Every student will be taught by an effective teacher.Every school will be led by an effective principal.


Professional growth and effectiveness system

  • PGES Theory of Action

  • IF…

    • 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 14

Statewide Pilot 2013-14

All 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.


How are districts preparing for 14 15

How are districts preparing for 14-15?


Professional growth and effectiveness system

Districts have 3 choices for 14-15:

Dual System

Hybrid

Full Adoption


Professional growth and effectiveness system

KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL

Observation

Student Voice

Professional Growth Plans and Self Reflection

Other: District-Determined

See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S PROFESSIONAL PRACTICE RATING

DOMAIN RATINGS

PROFESSIONAL PRACTICE RATING

PROFESSIONAL PRACTICE

PROFESSIONAL JUDGMENT & STATE-DETERMINED DECISION RULES

DOMAIN 1: Planning and Preparation

DOMAIN 2: Classroom Environment

DOMAIN 3: Instruction

DOMAIN 4: Professional responsibilities

PROFESSIONAL JUDGMENT & INSTRUMENTS

PERCENT (%) EFFECTIVE TEACHERS

GROWTH PLAN AND CYCLE

PROFESSIONAL JUDGEMENT AND STATE-DETERMINED DECISION RULES

GROWTH PLANNING MATRIX

OVERALL PERFORMANCE CATEGORY

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH

  • State Contribution – Student Growth Percentiles (SGPs)

  • State-Defined High/Expected/Low

  • 3 Year of Data

  • AND

  • Local Contribution – Student Growth Goals (SGGs)

  • District-Defined High/Expected/Low

  • 3 Year of Data

STUDENT GROWTH

See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S OVERALL PERFORMANCE CATEGORY

PROFESSIONAL JUDGMENT & DISTRICT-DETERMINED DECISION RULES

STUDENT GROWTH TREND RATING (H/E/L)

KDE:ONGL:FCS:TB:011814


Professional growth and effectiveness system

Domain 1: Planning & Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities


Professional growth and effectiveness system

Teacher Framework Domains

Domain 1 – Planning and Preparation

Domain 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:

  • Domain 2 The Classroom Environment Domain

    • Creating an Environment of Respect and Rapport Component

      • - Teacher Interaction with Students Element

      • - Student Interactions with One Another Element


Professional growth and effectiveness system

Performance Levels

  • Ineffective

  • Developing

  • Accomplished (Teacher-directed success)

  • Exemplary (Student-directed success)


Professional growth and effectiveness system

Critical Attributes


Professional growth and effectiveness system

Professional Growth

Plans


Professional growth plan development

Professional Growth Plan Development

Multiple Sources of Data

  • Classroom Observation Feedback

  • Student Growth/Achievement

  • Self-Assessment

  • Reflection


Professional growth plans

Professional Growth Plans

  • Realistic

  • Focused

  • Measurable


Self reflection

  • Instructional Planning

  • Lesson Implementation

  • Content Knowledge

  • Beliefs

  • Dispositions

Self-Reflection


Professional growth and effectiveness system

Initial Reflection on Practice

Domain 1: Planning & Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities


Professional growth and effectiveness system

  • Each goal and action plan together should answer the following questions.

  • What do I want to change about my practice that will effectively impact student learning?

  • How can I develop a plan of action to address my professional learning?

  • How will I know if I accomplished my objective?


Professional growth and effectiveness system

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.


Professional growth and effectiveness system

  • 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

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


Professional growth and effectiveness system

Observation


Peer and supervisor observations

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)


Observation model district decisions

Observation Model – District Decisions

OPTION A (3:1)

OPTION B (2:2)

OPTIONC (District Determined)


District decisions observation conferencing

District Decisions Observation Conferencing

  • Districts will provide conferencing

    requirements for their teachers

    and observers.


Observation conferencing examples

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

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 – Consider Weather Implications


Observer certification

Observer Certification

  • Evaluators must complete the Teachscape Proficiency Observation Training

  • Three sections:

    Framework for Teaching Observer Training

    Framework for Teaching Scoring Practice

    Framework for Teaching Proficiency Assessment


Observer certification cycle

Observer Certification Cycle

Teachscape, the current approved technology platform, must be used for certification and calibration.


What if

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

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.


Professional growth and effectiveness system

Peer Observation

  • Will use the same observation tool

  • Will occur in the Summative year

  • Only for formative feedback

  • Does not analyze evidence

  • No summative ratings


Student voice survey

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

What do all of these sites have in common?


Met study

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

Not just KY

Student Voice Surveys are being used by hundreds of schools and thousands of classrooms in more than 25 states nationwide.


Professional growth and effectiveness system

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

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

Student Growth Developing Quality Growth Goals

Teacher Professional Growth & Effectiveness System


Student growth measures

Student Growth Measures

Student Growth Percentiles

Grades 4-8

Reading and math

Local

Contribution

All Teachers


Student growth goal criteria

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

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

Determine Needs: Your Starting Line

  • Know the expectations of your content area standards

  • Know your students

  • Identify appropriate sources of evidence


Professional growth and effectiveness system

Identify the essential/enduring skills, concepts, and processes for your content area.


Learn about students abilities in your content

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?


Decide on sources of evidence

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

Learning from Baseline Data

  • 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 data1

Learning from Baseline Data

  • Are these needs aligned with grade-level enduring skills, concepts or processes in your standards?


Professional growth and effectiveness system

Student Growth Goal Setting Process


Professional growth and effectiveness system

SMART Goals


Components of a quality student growth goal

Components of a Quality Student Growth Goal

  • Meets SMART criteria

  • Includes growth statement/target

  • Includes proficiency statement/target


Professional growth and effectiveness system

Let’s look at an example together…


Professional growth and effectiveness system

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.


Quality student growth g oal

Quality Student Growth Goal?


Professional growth and effectiveness system

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.


Professional growth and effectiveness system

KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL

Observation

Student Voice

Professional Growth Plans and Self Reflection

Other: District-Determined

See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S PROFESSIONAL PRACTICE RATING

DOMAIN RATINGS

PROFESSIONAL PRACTICE RATING

PROFESSIONAL PRACTICE

PROFESSIONAL JUDGMENT & STATE-DETERMINED DECISION RULES

DOMAIN 1: Planning and Preparation

DOMAIN 2: Classroom Environment

DOMAIN 3: Instruction

DOMAIN 4: Professional responsibilities

PROFESSIONAL JUDGMENT & INSTRUMENTS

PERCENT (%) EFFECTIVE TEACHERS

GROWTH PLAN AND CYCLE

PROFESSIONAL JUDGEMENT AND STATE-DETERMINED DECISION RULES

GROWTH PLANNING MATRIX

OVERALL PERFORMANCE CATEGORY

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH

  • State Contribution – Student Growth Percentiles (SGPs)

  • State-Defined High/Expected/Low

  • 3 Year of Data

  • AND

  • Local Contribution – Student Growth Goals (SGGs)

  • District-Defined High/Expected/Low

  • 3 Year of Data

STUDENT GROWTH

See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S OVERALL PERFORMANCE CATEGORY

PROFESSIONAL JUDGMENT & DISTRICT-DETERMINED DECISION RULES

STUDENT GROWTH TREND RATING (H/E/L)

KDE:ONGL:FCS:TB:011814


Professional growth and effectiveness system

Principal & Assistant Principal ProfessionalGrowth and Effectiveness System(PPGES)


Principal performance standards

Principal Performance Standards


Professional growth and effectiveness system

TELL Kentucky Survey (WC GOAL)

VAL-ED 360 Survey

Site Visits

Professional Growth Plan & Self-Reflection

Sources of Evidence to Inform Professional Practice (Standards Rating)


Professional growth and effectiveness system

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

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

Others?


Questions

Questions

[email protected]

Director of Educator Effectiveness


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