ISLN: TPGES/PPGES. October 8, 2013. Access to all materials on KVEC website. http:// kvecsupportnetwork.wikispaces.com. Connected Educator Month.
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October 8, 2013
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I can. . . .
Feedback has been shown to be one of the most significant activities a teacher can engage in to improve learner achievement. (Hattie, 1992)
(“The graphic organizer had headings for each category; students were able to record important information about the topic.” instead of “Nice graphic organizer.”)
(“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?”)
(“It took 15 min. before the lesson began.” instead of “It took too long for you to begin instruction.”)
Lay the groundwork for trust
Ground feedback in observational data
Keep critical feedback to one or two key points
adapted from The Art of Coaching, Elena Aguilar
a critical, foundational step
Identify the essential/enduring skills, concepts, and processes students should master by the end of the course for your content area.
The more specific indicator provides what mastery looks like:
I can express myself with fluency, flexibility and precision on concrete and abstract topics.
Interpersonal communications competency
Pinpoint areas of need.
What are the greatest areas of need?
(in terms of enduring skills, concepts, & processes)
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?
LDC/MDC Classroom Evidence
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?
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)
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.
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.
Analyze a student growth goal.
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.
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….
Between Student Growth Goal Setting and
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.
“ . . . 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.”
“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.”
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.
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 .
A Quick Overview
Student Growth Goal
Working Condition Goal
Observation Site Visit
Abbreviated for training purposes
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
1. STUDENT GROWTH
2. TELL WORKING CONDITIONS
3. PROFFESSIONAL GROWTH PLAN
Building on State and Local Contributions
Monitor progress through on-going data collection
Step 3: Create and implement leadership and management strategies
Determine goal attainment
Create specific growth goals based on baseline data
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.
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
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.
of-year review the following
Determine the focus of your learning by:
2. How can I develop a plan of action to address my
3. How will I know that I have accomplished my