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

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Isln tpges ppges

ISLN: TPGES/PPGES

October 8, 2013


Access to all materials on kvec website
Access to all materials on KVEC website

  • http://kvecsupportnetwork.wikispaces.com


Connected educator month
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
PGES Resources/Support

  • #KyPGES on Twitter

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

  • teacherleader&@education.ky.gov

  • TPGES Professional Learning Page

  • Kentucky Teacher

    • PGES question tab

  • PD 360

    • KY PGES group

    • KY Peer Observers Group


We want to hear from you

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


  • 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
Taking a Look at Feedback activities a teacher can engage in to improve learner Within Observer Roles


Important information share with school
Important Information- SHARE WITH SCHOOL activities a teacher can engage in to improve learner

  • 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 instructional conversations depend on: activities a teacher can engage in to improve learner

EFFECTIVE FEEDBACK


Effective feedback
Effective Feedback … activities a teacher can engage in to improve learner

  • 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 feedback1
Effective Feedback … activities a teacher can engage in to improve learner

  • 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 feedback2
Effective Feedback … activities a teacher can engage in to improve learner

  • 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 activities a teacher can engage in to improve learner

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
Examples of Reflective Questions activities a teacher can engage in to improve learner

  • 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
Sample 1 activities a teacher can engage in to improve learner

  • “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
Sample 2 activities a teacher can engage in to improve learner

  • “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?


http://www.kdsi.org/CL-Instruction-Through-Conversations.aspxhttp://www.kdsi.org/CL-Instruction-Through-Conversations.aspx


Student Growth in TPGEShttp://www.kdsi.org/CL-Instruction-Through-Conversations.aspx


Multiple http://www.kdsi.org/CL-Instruction-Through-Conversations.aspx Measures


Guiding questions for student growth a key r esource
Guiding Questions for Student Growth http://www.kdsi.org/CL-Instruction-Through-Conversations.aspxa key resource


Step 1 determine needs
Step 1 : Determine Needshttp://www.kdsi.org/CL-Instruction-Through-Conversations.aspx


Student growth goal setting

Student Growth http://www.kdsi.org/CL-Instruction-Through-Conversations.aspxGoal-Setting

Step 1

a critical, foundational step


Determine needs your starting line
Determine Needs: Your Starting Linehttp://www.kdsi.org/CL-Instruction-Through-Conversations.aspx

  • 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
World Language Proficiency Example processes students should master by the end of the course

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
Learn about students’ processes students should master by the end of the course 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
Decide on processes students should master by the end of the course 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
Sources of Evidence: Variety processes students should master by the end of the course

Products

Student Performances

Projects

DistrictLearning Checks

Common Assessments

Interim Assessments

Student

Portfolios

LDC/MDC Classroom Evidence


Comparable across classrooms
Comparable processes students should master by the end of the course 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
Learning from processes students should master by the end of the course 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 processes students should master by the end of the course Baseline Data

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


Creat e a student growth goal

Creat processes students should master by the end of the course e a Student Growth Goal

Step 2


Think and plan guidance for developing student growth goals
Think and Plan Guidance for Developing Student Growth Goals processes students should master by the end of the course

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
Think & Plan Guidance processes students should master by the end of the course


Components of a quality student growth goal
Components of a Quality Student Growth Goal processes students should master by the end of the course

  • Meets SMART criteria

  • Includes growth

    statement/target

  • Includes proficiency statement/target


Let s look at an example together
Let’s look at an example together… processes students should master by the end of the course

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

Growth processes students should master by the end of the course

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.

Growth

Proficiency


T eam of 4 home group assign expert group s m a or r
T processes students should master by the end of the course eam of 4: Home group.Assign Expert Group: S M A or R

Jigsaw:

Analyze a student growth goal.


In your expert group
In your expert group processes students should master by the end of the course

  • 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.


Time bound

T processes students should master by the end of the course

TIME-BOUND

  • 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

Time-Bound Can be…. processes students should master by the end of the course

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 processes students should master by the end of the course

Between Student Growth Goal Setting and

Program Review

Areas


Pl cs program review

Health & PE goal processes students should master by the end of the course

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 . . .”


Art processes students should master by the end of the course

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
Art goal & processes students should master by the end of the course 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
LDC & Writing Program Review processes students should master by the end of the course

“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
Shared Evidence processes students should master by the end of the course

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

Special Education Collaborative Guidance processes students should master by the end of the course

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
Your Student Growth Goal processes students should master by the end of the course

  • 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 processes students should master by the end of the course

System

(PPGES)

A Quick Overview

August-October


How does it all fit

Data Sources processes students should master by the end of the course

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 processes students should master by the end of the course


Principal performance standards1
Principal Performance Standards processes students should master by the end of the course

  • 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
Data Sources for Principals processes students should master by the end of the course


Documentation as evidence of principal performance
Documentation as Evidence of Principal Performance processes students should master by the end of the course

  • Provides principals with key voice in evaluation

  • 1-3 artifacts per performance standard

  • Annotations as needed for clarification


Data collection responsibility
Data Collection Responsibility processes students should master by the end of the course


Multiple data sources
Multiple Data Sources processes students should master by the end of the course

Surveys

Self-Reflection

EVIDENCE

Principal Evaluation

Student Growth Goal

Working Condition Goal

PGP

Observation Site Visit


The process begins
The Process Begins processes students should master by the end of the course


Reflection on the standards
Reflection on the Standards processes students should master by the end of the course

Abbreviated for training purposes


Reflection on survey results
Reflection on Survey Results processes students should master by the end of the course

What did teachers/staff perceive as major strengths?

What did teachers/staff perceive as major

weaknesses?

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
Examination of Relevant Data processes students should master by the end of the course

  • Surveys

  • Teacher Student Growth Goals

  • Prior Evaluation Feedback

  • Student Data

  • Non-Academic Data

  • CSIP (ASSIST Goals)

  • Other


Analyze data that could impact principal goals
Analyze Data That Could Impact PRINCIPAL GOALS processes students should master by the end of the course

1. STUDENT GROWTH

2. TELL WORKING CONDITIONS

3. PROFFESSIONAL GROWTH PLAN


Developing student g rowth goals part b of planning template

Developing Student processes students should master by the end of the course Growth Goals Part B of Planning Template

Building on State and Local Contributions


Goal setting process
Goal-Setting Process processes students should master by the end of the course

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


STUDENT GROWTH GOAL processes students should master by the end of the course

LOCAL

STATE

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
Required Kentucky Board of Education Goals for CSIP processes students should master by the end of the course

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

rate(M-H)


GOAL processes students should master by the end of the course

OBJECTIVE

STRATEGY

  • 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
One Year Lag processes students should master by the end of the course

  • Write LOCAL CONTRIBUTION goal in September

  • Develop the Plan.

  • Superintendent conducts formative mid-year review

  • Superintendent conducts end-

    of-year review the following

    September


Tell working conditions goals part c of planning template
TELL WORKING CONDITIONS GOALS processes students should master by the end of the course Part C of Planning Template

  • ANALYZE TELL DATA TO DETERMINE A FOCUS

  • IDENTIFY A GROUP OF QUESTIONS THAT:

    • REVEAL AREAS OF NEEDED IMPROVEMENT

    • PRINCIPAL WILL HAVE DIRECT INFLUENCE OVER

    • WILL INPACT STUDENT ACHIEVEMENT

  • FROM THAT GROUP IDENTIFY ONE QUESTION THAT REPRESENTS YOUR FOCUS .

  • CREATE A 2 YEAR GOAL AND THE RUBRIC THAT GOES WITH THE GOAL SO THAT GROWTH TOWARD GOAL CAN BE MEASURED.


Pgp goal part e of planning template
PGP GOAL processes students should master by the end of the course Part 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

    objective?


Model plan for district c ertified e valuation plans

Model plan for District processes students should master by the end of the course Certified Evaluation plans


District decisions
District Decisions processes students should master by the end of the course

  • 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 decisions1
District Decisions processes students should master by the end of the course

  • Observation Windows

    • Set by the state for the pilot

    • Set by the district beginning with 2014-15


District decisions2
District Decisions processes students should master by the end of the course

  • Implementation of Peer Observation

    • Establish Peer Observer criteria

    • Establish Peer Observer window

    • Establish Feedback protocol


District decisions3
District Decisions processes students should master by the end of the course

  • 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 decisions4
District Decisions processes students should master by the end of the course

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


District decisions5
District Decisions processes students should master by the end of the course

  • Establish criteria for evaluating itinerate teachers


District decisions6
District Decisions processes students should master by the end of the course

  • Establish method of administration of Student Voice Survey


District decisions7
District Decisions processes students should master by the end of the course

  • Establish frequency of Summative Evaluations


District decisions8
District Decisions processes students should master by the end of the course

  • Establish Summative protocol for 2014-15


District decisions9
District Decisions processes students should master by the end of the course

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


District decisions10
District Decisions processes students should master by the end of the course

  • Retain process for evaluating Other Professionals

    • Assistant Principals

    • Counselors

    • OT/PT

    • Speech

    • Others


District decisions11
District Decisions processes students should master by the end of the course

  • Complete plan using the Model that will be available


Building capacity to implement
Building Capacity to Implement processes students should master by the end of the course


Implementing change core processes for pges
Implementing Change processes students should master by the end of the course Core 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.


Immediate next steps for leading pges
Immediate processes students should master by the end of the course Next 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
Next ISLN Meeting processes students should master by the end of the course

  • November 12

  • Please bring:

    • Teacher Professional Growth Goals