WELCOME

1. WELCOME Professional Growth and Evaluation System

2. Progress of Work History Overview Timeline

3. Background Wallace work Race to the Top Practitioner input to develop rubrics Our motto has been �Go Slow, to Go Fast�. This means we are taking the necessary time over three years to create a shift in paradigm that will merit a fair and equitable professional growth and evaluation system. Having teachers and leaders involved in this work across our state has been a critical factor in the work and reflects the collective voices from classroom to state agency.Our motto has been �Go Slow, to Go Fast�. This means we are taking the necessary time over three years to create a shift in paradigm that will merit a fair and equitable professional growth and evaluation system. Having teachers and leaders involved in this work across our state has been a critical factor in the work and reflects the collective voices from classroom to state agency.

4. Guidance Teacher and Principal Effectiveness Steering Committee(s) (KASA, KSBA, KEA, JCTA, CPE, colleges and universities, EPSB, parents, and individual teachers, principals and superintendents).

5. PARADIGM SHIFT Transitioning from Teacher & Principal Quality to Teacher & Principal Effectiveness Grassroots effort to develop teacher & principal expectations Holistic approach to determining teacher & principal effectiveness

6. PARADIGM SHIFT Use student data to inform evaluation Meet mandates associated with federal funding Validity and reliability study Maintain teacher protections

7. Characteristics of the New System Moves the discussion from teacher quality (as measured by degrees/rank) to teacher & leader effectiveness (are students learning?) Focuses on teacher and principal professional growth; is fair and equitable to those being evaluated

8. Characteristics of the New System Developed through a collaborative, inclusive and transparent process Comprehensive/holistic approach incorporating multiple measures.

9. What are theMultiple Measures? Creating the system require more than the professional practice rubric. The rubrics are one component of the system to measure effectiveness. The multiple measures become the active components to capture information based documented evidence, student performance, observations, goal setting, etc. Our goal this year will be to discover what are our multiple measures.Creating the system require more than the professional practice rubric. The rubrics are one component of the system to measure effectiveness. The multiple measures become the active components to capture information based documented evidence, student performance, observations, goal setting, etc. Our goal this year will be to discover what are our multiple measures.

10. What progress has been made to date? Through a focus group process, 25 volunteer districts recommended changes to the initial and subsequent rubrics over the course of 2010-11. A design team of KDE, KLA*, and Education Partners incorporated those changes to create revised version(s) of the rubric. The recommended changes were submitted to the steering committees on three separate occasions for review and additional recommendations, using a focus group cycle to receive input. A professional development initiative within the Kentucky Association of School Administrators (KASA).

11. Progress to Date: Implementation Cycle The District Focus Groups were given specific areas of the rubric to review. The representatives from the District Focus Groups brought together their comments on each of the assigned sections to the Regional Focus Groups, where they addressed the rubric as a whole. The District Focus Groups were given specific areas of the rubric to review. The representatives from the District Focus Groups brought together their comments on each of the assigned sections to the Regional Focus Groups, where they addressed the rubric as a whole.

12. Progress to Date: Guidance from Experts James Stronge (2-day training, April 2011; review of rubric), Charlotte Danielson, Robert Pianta, Doug Reeves, Jon Saphier, Laura Goe Experts on the Val-Ed* 360 degree component of the principal rubric are scheduled to be brought in to work with the principal effectiveness steering committee and volunteer districts. The Vanderbilt Assessment for Leadership in EducationTM (VAL-ED) is a research- based evaluation tool that measures the effectiveness of school leaders by providing a detailed assessment of a principal's performance.

13. Timelines for Deployment of the New System During the field testing phase, the initial current rubric is being reviewed by the districts, who volunteered to participate. All districts were given the opportunity to participate. As the districts reviewed, they are determining what works and what does not, and are recommending additions, deletions and changes. During the field testing phase, the rubric is being refined, protocols are being established, multiple measures are being defined, and other elements of the system are being added or developed. The focus of the field test is building the system - developing and refining individual components of the system. The focus of the pilot will be implementing the new system as a whole as well as further refinement of the system. During the field testing phase, the initial current rubric is being reviewed by the districts, who volunteered to participate. All districts were given the opportunity to participate. As the districts reviewed, they are determining what works and what does not, and are recommending additions, deletions and changes. During the field testing phase, the rubric is being refined, protocols are being established, multiple measures are being defined, and other elements of the system are being added or developed. The focus of the field test is building the system - developing and refining individual components of the system. The focus of the pilot will be implementing the new system as a whole as well as further refinement of the system.

14. Next Steps: Development Work Continued steering committee and volunteer district meetings scheduled for the upcoming year. Revisions to the rubric will continue based on data gleaned from initial focus group and steering committee work. Large-scale field-testing will occur during the 2011-2012 school year. Communication of the status of the work to interested parties through presentations to organizations will continue (KASA, NMSA, KAAC, KSBA, OVEC, KEDC, CKEC).

15. Rubric Discussion Clarify What questions do you have? Value What have you found that you like? Support How does this support your current work?

16. Sites/Contacts http://kyprofessionalgrowth.webs.com/documents.htm http://www.education.ky.gov/kde/homepagerepository/about+kde/kde+strategic+plan+deployment.htm Donna.Brockman@education.ky.gov Jim.Hamm@education.ky.gov Jodie.Zeller@education.ky.gov