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The SCPS Professional Growth System

The SCPS Professional Growth System. using The New Performance Standards and New VDOE Requirements. SESSION 1. 8.20.12. Expected Outcomes of Session 1. Teachers will understand that effective teaching makes more of a difference than anything we’ve tried in education.

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The SCPS Professional Growth System

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  1. The SCPS Professional Growth System using The New Performance StandardsandNew VDOE Requirements SESSION 1 8.20.12

  2. Expected Outcomes of Session 1 • Teachers will understand that effective teaching makes more of a difference than anything we’ve tried in education. • Teachers will understand that the new Professional Growth System will use multiple data sources in providing feedback to improve teaching and learning. • Teachers will become familiar with six data sources that will be used in the new PGS.

  3. The Gap Expectations Performance

  4. Why do we have schools? Teaching & learning Supporting teaching & learning 4

  5. Teachers matter 1998 by The Education Trust, Inc.

  6. Teachers matter • Teacher effectiveness improves student achievement more • Attempts to improve student achievement • School reform • Curriculum reform • School choice • Charter schools • Reducing class size • Years of experience • Teaching degrees

  7. Essential Strategies for High Achievement EXPERT INSTRUCTION: Skillful Teacher, Differentiated Instruction, RTI, and Engaging Students INSTRUCTIONAL LEADERSHIP: School Improvement Plans, OAT/TAG, and Professional Growth System HIGH ACHIEVEMENT PROFESSIONAL LEARNING COMMUNITIES: Developing Common Assessments and Curriculum Maps, Collaboration, and Data Analysis Stafford County Public Schools

  8. Why Connect Student Academic Progress to Teacher Effectiveness? • Teacher quality is the greatest in-school factor affecting student achievement. • One of the ultimate outcomes of the educational enterprise is student achievement. (Are the students learning?)

  9. Requirement by the Code of Virginia • School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress [emphasis added] and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge. Article 2, §22.1-295

  10. Performance Standards • Professional Knowledge • Instructional Planning • Instructional Delivery • Assessment of and for Student Learning • Learning Environment • Professionalism • Student Academic Progress

  11. Virginia’s Uniform Performance Standards

  12. Teacher Responsibilities Aligned with Performance Standards 1. Having knowledge of the content, students, and curriculum 2. Planning instruction that meets student needs and curricular requirements 3. Offering appropriate and engaging instruction 4. Assessing student work 5. Providing a safe and secure learning environment 6. Demonstrating professionalism 7. Increasing student achievement

  13. Use Multiple Data Sources

  14. Formal • Observations

  15. Limitations of Observation • Observe 3 to 4 classes per year (.4% of performance) • Classroom responsibilities only • Subject to evaluator bias • Focus on process of teaching versus outcomes • Inspector model of evaluation

  16. Formal Observations • Directly focused on teacher performance standards • May include review of teacher artifacts or student data • Announced or unannounced • Specified duration (i.e., 30-45 minutes, full lesson) • Occur throughout the year • Evaluator completes observation form • Evaluator provides feedback during review conference

  17. Formal Observations and Evaluation Cycle

  18. Student • Surveys

  19. Primary Grade Survey Sample

  20. Secondary Grades Survey Sample

  21. Documentation • Logs

  22. 22

  23. Documentation Logs • Collection of work that demonstrates the teacher’s professional competence in regard to meeting performance standards – teacher’s voice in evaluation • Complement classroom observation • Analysis and reflection should be included • Property of teacher; reviewed by evaluator • Help to clarify instructional relationship between lesson plans, student work, and assessments • Documentation logs are similar to portfolios, but are typically more concise and confined to specific artifacts

  24. ACTIVITY: Documentation Log

  25. EXAMPLE: Documentation Log

  26. Student Academic ProgressStandard 7 • Student Progress • Student progress goal setting (SMART goals) • Student growth percentile (SGP) • Other measures of student progress

  27. Data Collection Procedures

  28. Data Collection Procedures

  29. Putting It All Together Summative Evaluation Formal Observation Summative Evaluation Other Documentation

  30. Student Academic Progress • Assessment • Professionalism • Professional • Knowledge • Instructional • Planning • Instructional • Delivery • Learning • Environment

  31. Virginia’s Uniform Performance Standards

  32. The SCPS Professional Growth System using The New Performance StandardsandNew VDOE Requirements End of SESSION 1

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