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ISLN: TPGES/PPGES. October 8, 2013. Access to all materials on KVEC website. http:// Connected Educator Month.

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October 8, 2013

Access to all materials on KVEC website


Connected Educator Month

  • Connected Educator Month uses online communities and networks to support teachers and administrators as they implement standards and develop effective instructional practices to help students learn and become more successful. Educators will use blogs, Twitter chats and other online communities to connect and share ideas. The goal is to bring together educators at all levels and in all disciplines to address key issues and move toward a fully connected and collaborative profession.

  • #KyPGES on Twitter

PGES Resources/Support

  • #KyPGES on Twitter

  • PGES Office Hours on Lync (Tuesdays & Thursdays: 3:30-5:30)

  • teacherleader&

  • TPGES Professional Learning Page

  • Kentucky Teacher

    • PGES question tab

  • PD 360

    • KY PGES group

    • KY Peer Observers Group

We Want to Hear from YOU

Please complete the form and let us know about issues/concerns. If you need a resource, let us know. Provide suggestions.

Learning Targets

I can. . . .

  • Distinguish between the type of feedback given by the peer observer and the principal

  • Identify characteristics of effective feedback

  • Identify the connection of effective feedback in the TPGES measures

  • Identify district supports for effective feedback & Student Growth

  • Identify characteristics of a quality Student Growth Goal and apply those characteristics to samples

  • Construct district strategies for scaling PGES

  • Feedback has been shown to be one of the most significant activities a teacher can engage in to improve learner achievement. (Hattie, 1992)

  • Effective feedback is timely. Delay in providing learners feedback diminishes its value for learning.

  • (Banger-Drowns, Kulik, Kulik, & Morgan, 1991).

  • Effective learning results from learners providing their own feedback, monitoring their work against established criteria.

  • (Trammel, Schloss, & Alper, 1994; Wiggins, 1993).

Taking a Look at Feedback Within Observer Roles

Important Information- SHARE WITH SCHOOL

  • All Peer Observations should be left in DRAFT- not marked as Complete. This will ensure they are not accessible to the principal. This is an EDS issue that will be corrected.

Effective instructional conversations depend on:


Effective Feedback …

  • is specific, not general

    (“The graphic organizer had headings for each category; students were able to record important information about the topic.” instead of “Nice graphic organizer.”)

  • involves what is said and done, not why

    (“I noticed students sitting in the front were called on more than students in the back.” instead of “ Why didn’t you call on students in the back?”)

Effective Feedback …

  • is descriptive, rather than evaluative

    (“It took 15 min. before the lesson began.” instead of “It took too long for you to begin instruction.”)

  • focuses on the amount of information the teacher can use

  • (feedback overload reduces the effectiveness)

Effective Feedback …

  • focuses on sharing information rather than giving advice (allows the teacher to reflective on the course of action)

  • is actionable (concrete feedback that helps teacher grow professionally; not “Good job!” or “Great lesson!”)

  • aligns with the Framework for Teaching

Suggestions for Giving Feedback

Lay the groundwork for trust

Ground feedback in observational data

Keep critical feedback to one or two key points

Invite reflection

Listen carefully

adapted from The Art of Coaching, Elena Aguilar

Examples of Reflective Questions

  • Why did you make that instructional decision?

  • How do you know the students are learning?

  • How did your last formative assessment measure affect this lesson?

  • What was the single most important concept and skill you wanted every single student to know at the end of the lesson? How successful were you?

    (Jackson, 2008)

Sample 1

  • “I was overall impressed with your lesson. Two things you need to focus on are using higher-order questions and engaging every student. Your pacing, on the other hand, was great. You moved flawlessly from one activity to another.”

  • What are good qualities of this feedback?

  • How can we make this piece of feedback better?

Sample 2

  • “Mr. Scott, I really enjoyed observing your classroom on Tuesday. The lesson went very well. I could tell throughout the lesson that you are truly a facilitator of learning. The students were helping one another and your questioning helped them move forward. The collaborative math activity you had them working on was very engaging. Keep up the good work.”

  • What are good qualities of this feedback?

  • How can we make this piece of feedback better?

Student Growth in TPGES

Multiple Measures

Guiding Questions for Student Growth a key resource

Step 1 : Determine Needs

Student Growth Goal-Setting

Step 1

a critical, foundational step

Determine Needs: Your Starting Line

  • Know the expectations of your content area standards

  • Know your students

  • Identify appropriate sources of evidence

Identify the essential/enduring skills, concepts, and processes students should master by the end of the course for your content area.

World Language Proficiency Example

The more specific indicator provides what mastery looks like:

I can express myself with fluency, flexibility and precision on concrete and abstract topics.

Enduring skill:

Interpersonal communications competency

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?

(in terms of enduring skills, concepts, & processes)

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?

Sources of Evidence: Variety


Student Performances


DistrictLearning Checks

Common Assessments

Interim Assessments



LDC/MDC Classroom Evidence

Comparable across classrooms

Do the measures used to show student growth require/allow students to demonstrate mastery of the standards at the intended level of rigor?

Do the selected measures reach the level of rigor expected across the district?

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 Data

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

Create a Student Growth Goal

Step 2

Think and Plan Guidance for Developing Student Growth Goals

A critical resource teachers need now and later-

NOW: to guide and teachers as they develop their goal

LATER: to capture info and save it for Student Growth in EDS (when it opens)

Think & Plan Guidance

Components of a Quality Student Growth Goal

  • Meets SMART criteria

  • Includes growth


  • Includes proficiency statement/target

Let’s look at an example together…

For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore 80% of students will score a 3 or better overall.


Science Sample Goal

This school year, allof my 6th grade science students will demonstrate measurable growth in their ability to apply the scientific practices. Each student will improve by two or more levels on the district’s science rubricin the areas of engaging in argument from evidence and obtaining, evaluating & communicating information. 80% of students will perform at level 3 on the 4-point science rubric.



Team of 4: Home group.Assign Expert Group: S M A or R


Analyze a student growth goal.

In your expert group

  • Use the guiding questions and SMART criteria to discuss and understand how each student growth goal sample meets your assigned criteria.

  • Be ready to teach your home group.



  • Is the goal designed to stretch across the school-year or course?

  • Is there sufficient time within the interval of instruction to determine goal attainment?

Time-bound- The goal is contained to a single school year/course.

The goal is bound by a timeline that is definitive and allows for determining goal attainment.

Time-Bound Can be….

For the 2013-2014 school year……

During the 9-week course……

During the first trimester…..

During the 32 instructional periods this class meets for the 2013-2014 school year….

Clear Connections

Between Student Growth Goal Setting and

Program Review


Health & PE goal

PL/CS Program Review

“. . . provides opportunities for all students to become health literate . . . support health-enhancing behaviors . . .”

“ . . . provides opportunities for all students to become physically literate . . . to adopt a physically active lifestyle . . .”


This year, all 8th grade art students will improve their skills using the 7 basic art elements by at least one level per element on the district art standards-based rubric. Evidence of student growth will be collected from student products in a variety of mediums during the school year. 70% of the students will demonstrate proficiency on 5 of the 7 elements as measured by the district rubric.

Art goal & Arts & Humanities Program Review

“ . . . provide for the development of artistic theory, skills, and techniques through the development of student products . . .

“ . . . provide models of artistic performances and products to enhance students’ understanding . . . and to develop their performance / production skills.”

LDC & Writing Program Review

“Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade level standards”

“ . . . Integrates strands of literacy across content areas to explicitly instruct and develop communication skills.”

Shared Evidence

For teachers in Program Review areas:

Evidence of student growth is also Program Review evidence.

For teachers outside Program Review areas:

Evidence of student growth may not always be Program Review evidence.

Special Education Collaborative Guidance

Collaborate with the classroom teacher to create the goal.

Differentiate the goal based on the student’s demonstrated needs from the baseline measure.

Differentiated goal should be both rigorous and attainable for this group of students.

Recognize that IEP goals are not the same as Student Growth Goals. They have separate roles and are not interchangeable .

Your Student Growth Goal

  • Meet SMART Criteria?

  • Growth & Proficiency Statement?

  • Use the Guiding Questions Document to analyze the goal/Think & Plan Tool. What feedback would you give the teacher?

Principal Professional Growth and Effectiveness



A Quick Overview


Data Sources

How Does It All Fit?

Principal Performance Standards

TELL Kentucky Survey (WC GOAL)

VAL-ED Survey

Professional Growth Plan & Self-Reflection

Student Growth Goals

Site Visits

Feedback Conferences

Principal Performance Standards

Principal Performance Standards

  • Indicators are samples and not an exhausted list.

  • Principals are not expected to demonstrate each performance indicator.

  • Performance Standards are measured by Student Growth, VAL-Ed, and Working Conditions Growth Goals.

  • The standards will also inform professional growth planning, site visits/observation, feedback conversations, and on-going assessments of the principal’s performance.

Data Sources for Principals

Documentation as Evidence of Principal Performance

  • Provides principals with key voice in evaluation

  • 1-3 artifacts per performance standard

  • Annotations as needed for clarification

Data Collection Responsibility

Multiple Data Sources




Principal Evaluation

Student Growth Goal

Working Condition Goal


Observation Site Visit

The Process Begins

Reflection on the Standards

Abbreviated for training purposes

Reflection on Survey Results

What did teachers/staff perceive as major strengths?

What did teachers/staff perceive as major


List factors that might have influenced the results.

How will you use this information for continuous professional growth?

Abbreviated for training purposes

Examination of Relevant Data

  • Surveys

  • Teacher Student Growth Goals

  • Prior Evaluation Feedback

  • Student Data

  • Non-Academic Data

  • CSIP (ASSIST Goals)

  • Other

Analyze Data That Could Impact PRINCIPAL GOALS




Developing Student Growth Goals Part B of Planning Template

Building on State and Local Contributions

Goal-Setting Process

Step 4:

Monitor progress through on-going data collection

Step 3: Create and implement leadership and management strategies

Step 5:

Determine goal attainment

Step 2:

Create specific growth goals based on baseline data

Step 1:

Determine needs




The State Contribution is derived from the school’s Accountability score and requires no goal development by the principal.

The Local Contribution is derived from Growth Goals developed around one of the interim targets housed in ASSIST.

Required Kentucky Board of Education Goals for CSIP

Decreasing achievement gaps (E-M-H)

Increase average combined reading and math K-PREP scores (E-M-H)

Increasing percentage of College and Career Ready students (M-H)

Increase average freshman graduation





  • Increase or decrease in goal percentage for the current school year

  • Best Practice

  • Professional Development

  • Progress Monitoring

  • Consolidated Planning

  • ILP Addendum

  • Other

  • Achievement Gap

  • K-PREP Combined Reading and Math

  • College and Career Ready

  • Freshman Graduation Rate

The goal statement, found in the School Report Card, is already set by KBE with a 2017 trajectory.

The strategies are specific to what the PRINCIPAL will do to meet the stated goal and objective.

The annual objective % is determined by the Principal in collaboration with the Superintendent.

One Year Lag

  • Write LOCAL CONTRIBUTION goal in September

  • Develop the Plan.

  • Superintendent conducts formative mid-year review

  • Superintendent conducts end-

    of-year review the following










PGP GOALPart E of Planning Template

Determine the focus of your learning by:

  • Reviewing Your Student Growth and Working Conditions goal and plan.

  • Review your other data.

  • Create your goal by answering these three questions.

  • What do I want to change about my practices 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 that I have accomplished my


Model plan for District Certified Evaluation plans

District Decisions

  • Observation Model selected

    • Two Formal & Two Mini

    • One Formal & Three Mini

      • Regardless of Model, Peer Observer conducts a mini and principal completes the other 3

District Decisions

  • Observation Windows

    • Set by the state for the pilot

    • Set by the district beginning with 2014-15

District Decisions

  • Implementation of Peer Observation

    • Establish Peer Observer criteria

    • Establish Peer Observer window

    • Establish Feedback protocol

District Decisions

  • Pre & Post Conference Forms

    • For use with Observations

    • Signature Log

      • A signature log is needed to allow sign off of all conferences and summative meeting

District Decisions

  • Data for determining baseline for development of Student Growth Goals (SGG)

District Decisions

  • Establish criteria for evaluating itinerate teachers

District Decisions

  • Establish method of administration of Student Voice Survey

District Decisions

  • Establish frequency of Summative Evaluations

District Decisions

  • Establish Summative protocol for 2014-15

District Decisions

  • Establish protocol to address administrators who are unable to pass the observation proficiency

District Decisions

  • Retain process for evaluating Other Professionals

    • Assistant Principals

    • Counselors

    • OT/PT

    • Speech

    • Others

District Decisions

  • Complete plan using the Model that will be available

Building Capacity to Implement

Implementing ChangeCore Processes for PGES

  • Create an atmosphere and context for change.

  • Develop and communicate a shared vision.

  • Plan and provide resources.

  • Invest in professional learning.

  • Develop a system for checking and monitoring progress for implementation, including feedback loops of teachers and principals.

  • Continue to give guidance and course correction, when necessary.

ImmediateNext Steps for Leading PGES

  • Take ownership of the PGES efforts, alongside your district leadership team.

  • Identify the appropriate district staff and their roles and responsibilities for implementation efforts.

  • Meet with your 50/50 committee.

  • Establish feedback loops of teachers, principals, and others to serve as your champions.

  • Discuss the work with your local board members.

Next ISLN Meeting

  • November 12

  • Please bring:

    • Teacher Professional Growth Goals

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