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CKEC Instructional Support Leadership Network. NOVEMBER 21 st , 2013. Today’s materials can be accessed at : http://www.debbiewaggoner.com/ nov-2013-isln.html. CKEC ISLN Facilitation Team. Welcome, Who is in the room?. Burgin Independent School Over 100 years of Excellence. Norms.

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Ckec instructional support leadership network

CKEC Instructional Support Leadership Network

NOVEMBER 21st, 2013

Today’s materials can be accessed at: http://www.debbiewaggoner.com/

nov-2013-isln.html



Ckec instructional support leadership network

Welcome, Who is in the room?

Burgin Independent School

Over 100 years of Excellence


Norms
Norms

  • Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully.

  • Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials.

  • Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations.

  • Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.


Isln meeting important notes
ISLN Meeting IMPORTANT NOTES

PINK Sheet

Also don’t forget your

YELLOW Evaluation sheet

We Need your FEEDBACK!


Ckec instructional support leadership network

Today’s Agenda

CKEC ISLN November 21st, 2013 Agenda

--How prepared is your district for writing and using student growth goals?

--Relating NGSS science standards to the Framework for Teaching

Concurrent Sessions:

--Moving NGSS to Instruction – Terry

Rhodes

--Self-Reflection and Professional Growth

– Becky Woosley & Kelly Philbeck

Mid-year Reviews and PPGES timelines –

--Debbie Waggoner & Mike Cassady

Immersion Reflection Questions

Planning for Full-Scale Implementation

Page 1


Pillars again
Pillars again

Kentucky’s Core Academic Standards - KCAS including

CCSS & NGSS

Highly Effective Teaching and learning

Pillars of Network Meetings

Network Foundations….

Assessment Literacy

Leadership

TPGES –Teacher Professional Growth and Effectiveness System


Ckec instructional support leadership network

Kentucky Core Academic Standards (CCSS math & ELA and NGSS for science)

College and/or Career Ready Students

I can support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready.

Professional Learning

Professional Growth and Effectiveness System



Initial table talk

Initial Table Talk

Page 2

With you district/at your table share your thoughts on -

How Prepared is Your District to Support Student Growth?

Put what others shared on Post-It notes.

Add them to the categories on the posters at the back of the room.



Ckec instructional support leadership network

Sharpen Your Eye

Page 1

Read “Mrs. Williams Class” Scenario pg4

Read “Mr. DeLong’s Class” Scenario pgs5-6

Which classroom most represents highly effective teaching and learning? Why?


Ckec instructional support leadership network

What is Tricky?

Looking back at “Mrs. Williams’ Class” Scenario, what practices, at first look, seem effective?


Ckec instructional support leadership network

Choose a practice from “Mr. DeLong’s Class” Scenario and identify where it would rate on the FfT.

Reflect on the teachers in your school and district. How close or far away from that practice are your teachers? What are you seeing?

Pages 7-10


Other connections you may have made
Other Connections You May Have Made and identify where it would rate on the FfT.

  • Key Shifts of NGSS – Appendix A (September 2013)

  • Enduring Skills - Science, Math & ELA – Practice Standards Card Sort (October 2013)

  • Student Growth Goal Opportunity- Support Claims with Evidence (October 2013)

  • Crosscutting Concepts of NGSS – Ex. Cause and Effect


Concurrent sessions
Concurrent Sessions and identify where it would rate on the FfT.


Moving ngss science to instruction
Moving NGSS Science and identify where it would rate on the FfT. to Instruction

  • Performance Expectations vs Learning Targets pgs11-13

  • CASL point #2 Learning Targets not all EQUAL pg14

  • CASL point #3 Quality Learning Targets pg15

  • Deconstruction blank form pg16

  • Targets to Assessments form pg17

Terry Rhodes


Concurrent sessions1
Concurrent Sessions and identify where it would rate on the FfT.


Self reflection and professional growth in the tpges

Pages 18-20 and identify where it would rate on the FfT.

Self-Reflection and Professional Growth in the TPGES

Teacher Professional Growth and Effectiveness System

Rebecca Woosley

Kelly Philbeck


Proposed multiple measures
Proposed Multiple Measures and identify where it would rate on the FfT.

Teacher Professional Growth and Effectiveness System

Observation

Student Voice

PeerObservation

Self Reflection

ProfessionalGrowth

All measures are

supported through

evidence.

Student Growth


Ckec instructional support leadership network

Learning Targets and identify where it would rate on the FfT.

I can. . . .

  • Connect reflection and growth planning to improve educator effectiveness

  • Provide feedback support for teachers identifying PG focus areas


Possible starting points for self assessment and reflection
Possible Starting Points for and identify where it would rate on the FfT.Self-Assessment and Reflection

  • Kentucky Adapted Framework for Teaching

  • Content standards and skills

  • Student Voice results

  • Professional Learning experiences

  • An unfamiliar instructional approach

  • Product of a Literacy Design Collaborative (LDC) Module

  • Program Review


Ckec instructional support leadership network

“It is essential to recognize that these goals are and identify where it would rate on the FfT.goals for the teacher’s learning, not student learning.”–Charlotte Danielson


Professional growth goal guiding questions
Professional Growth Goal and identify where it would rate on the FfT.Guiding Questions

  • What do I want to change about my practices that will effectively impact student learning? The decision should be grounded in evidence.

  • How can I develop a plan of action to address my professional learning? The plan should include new learning and how the teacher will apply it.

  • How will I know if I accomplished my objective? The teacher must be able to show evidence of growth to prove a change in practice has occurred.


What are some of the sources of evidence of a teacher s growth
What are some of the sources of and identify where it would rate on the FfT.evidence of a teacher’s growth?

Observations

Data

Self-reflection

Analysis of student work products

PLC minutes/notes


Table talk goal analysis activity
Table Talk: Goal Analysis Activity and identify where it would rate on the FfT.

At your table, analyze the sample goals.

  • Answer the 3 Goal Setting Guiding Questions for each goal

  • Develop questions for a strategic conversation


Goals to analyze for feedback
Goals to Analyze for Feedback and identify where it would rate on the FfT.

During the school year, I will learn to integrate some literacy strategies in my instruction. I will attend a literacy workshop. Measures of success will include results how well my students do on the K-Prep reading assessment and a common assessment designed by our PLC.

During this school year, I will read some books on formative assessment. I will create and use some formative assessments more frequently in my classes. Indicators of success will include my student assessment data and observable student engagement.

Reading in any content area:

Improving Use of Formative Assessments:


Pggs after feedback and revision
PGGs after feedback and revision… and identify where it would rate on the FfT.

During the school year, I will learn how to integrate literacy strategies in my instruction. To enhance my instructional skills, I will participate in a literacy workshop, regularly follow Tim Shanahan’s literacy and the Teaching the Core literacy support blogs. Measures of success will include results from analysis of student work samples, self-reflection, student surveys, and observation data.

During this school year, I will study Classroom Assessment for Student Learning, by Rick Stiggins, with my grade level PLC and embed formative assessment practices in my daily instruction. Indicators of success will include classroom observation, self-reflection, analysis of student assessment data, minutes from our PLC book study and implementation discussions, and observable student engagement.

Reading in any content area:

Improving Use of Formative Assessments:


Professional goals from your district
Professional Goals from Your District and identify where it would rate on the FfT.

Now, using the goal(s) your district brought today, decide -

  • What follow-up questions would you ask the teacher?

  • What support does the teacher need for continued professional reflection/improvement?


Ckec instructional support leadership network


Pges resource reminder
PGES Resource Reminder reflective PGP implementation in your school/district?

The best sources of timely PGES/PPGES information :

  • the PGES Newsletter (published bi-monthly)

  • the PGES/PPGES webcasts

  • the ISN webcasts


Mid year conference

Mid-Year Conference reflective PGP implementation in your school/district?

Making the Most of Conversations

Pages21-28

Debbie Waggoner


A coaching conversation
A Coaching Conversation reflective PGP implementation in your school/district?

http://www.pd360.com/index.cfm?ContentId=4060


Mid year conference what should you talk about
Mid-Year Conference: reflective PGP implementation in your school/district? What should you talk about?

Overall Reflection

regarding TPGES

Teacher shares what was learned through the implementation of the effectiveness system up to this point.


Mid year conference what should you talk about1
Mid-Year Conference: reflective PGP implementation in your school/district? What should you talk about?

PGP Goal/Plan and Professional Responsibilities (Domain 4)

Teacher shares data/evidence toward Professional Growth Plan Goal

Principal asks questions and provides feedback through sharing evidence considering the following:

How has this goal caused you to change professional practice?

How has this change impacted student

learning?


Mid year conference what should you talk about2
Mid-Year Conference: reflective PGP implementation in your school/district? What should you talk about?

Review evidence collected regarding

Student Growth Goal/Plan (Domain 5)

Teacher shares data/evidence toward

Student Growth Goal

Principal asks questions and provides feedback on evidence by considering the following:

  • How are students meeting or showing progress toward growth goal and proficiency targets?

  • What patterns do you see in special populations of students?

  • How do the activities, materials, and resources in the student growth plan align to the needs of the students now that you have the new data?

  • What support do you need?


Mid year conference what should you talk about3
Mid-Year Conference: reflective PGP implementation in your school/district? What should you talk about?

Review Evidence from Pre and Post Observation

Conferences and Observations (Domains 1, 2, 3)

Teacher reviews communication

notes from pre and post conference

and formal observations

and responds to the following prompts during discussion with principal:

How do you think you have shown improvement?

What areas do you still need to grow, and what evidence can you show or provide?

What professional practices and decisions in your work have had the most influence on your ability to support your students to achieve growth?


Mid year conference what should you talk about4
Mid-Year Conference: reflective PGP implementation in your school/district? What should you talk about?

Identify supports needed and

next steps (Domains 1-5)

What are our (teacher & principal) next steps?

What supports does the teacher need?

Think About:

How can I support the teacher in his/her professional learning and efforts to increase student learning?

What do I (principal) need to help me implement TPGES with fidelity?


Rethinking teacher evaluation principals teachers talk about instruction
Rethinking Teacher Evaluation: reflective PGP implementation in your school/district? Principals & Teachers Talk About Instruction

ARTICLE JIGSAW


Ckec instructional support leadership network

Review pages 22-23 and be ready to summarize this section for the group

  • District Expectations for Conferences

  • Principal and Teacher Perceptions: Using Evaluation to Focus on Instruction


Ckec instructional support leadership network

Review pages 23-24 and be ready to summarize this section for the group--Assessing the Quality of ConversationsBetween Principals and Teachers


Ckec instructional support leadership network

Review page 25 and be ready to summarize this section for the group

--Principals tended to dominate the conversations.


Contrasts in instructional coaching the cases of mckinley and stoller elementary schools

Review pages 26-27 and be ready to summarize this section for the group

--Contrasts in Instructional Coaching: The Cases of McKinley and Stoller Elementary Schools

  • The principal at McKinley was highly engaged in the pilot but acknowledged her limitations in conducting conferences with teachers.

  • The teachers at McKinley felt the principal was a good leader, but they thought the scripted nature of the conversations was stifling.

  • The principal at Stoller embraced the evaluation pilot and used the trust she had garnered among staff to make the Framework a cornerstone of instructional improvement at the school.

  • The teachers at Stoller engaged in deep discussions with the principal about practice that led to improved instruction.


Key findings
KEY FINDINGS for the group


Ckec instructional support leadership network

Principal Professional Growth and Effectiveness for the group

System

(PPGES)

Pages29-40

Mike Cassady


How does it all fit

Data Sources for the group

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 standards1
Principal Performance Standards for the group

  • 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.



Documentation as evidence of principal performance
Documentation as Evidence of Principal Performance for the group

  • Provides principals with key voice in evaluation

  • 1-3 artifacts per performance standard

  • Annotations as needed for clarification


Multiple data sources
Multiple Data Sources for the group

Surveys

Self-Reflection

Student Growth Goal

EVIDENCE

Principal Evaluation

Working Condition Goal

PGP

Observation Site Visit


The process begins
The Process Begins for the group


Developing student g rowth goals part b of planning template

Developing Student for the groupGrowth Goals Part B of Planning Template

Building on State and Local Contributions


Ckec instructional support leadership network

STUDENT GROWTH GOAL for the group

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 for the group

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)


Ckec instructional support leadership network

GOAL for the group

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 for the group

  • Write LOCAL CONTRIBUTION goal in September

  • Develop the Plan.

  • Superintendent conducts formative mid-year review

  • Superintendent conducts end-

    of-year review the following

    September


Implementing change core processes for pges
Implementing Change for the groupCore 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 for the groupNext 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.


Immersion reflection sharing
Immersion Reflection/Sharing for the group

  • What work in your district led to instructional shifts, and what evidence do you have that these impacted student learning?

  • How do you differentiate to meet the needs of all stakeholders (new teachers, experienced teachers, instructional coaches, etc.)?

  • What capacity did you build in the math/ELA networks to impact future work and how are you maintaining communication about these content areas in your district?

  • What support and resources do you need for continued effective implementation of the work (LDC, MDC/FALs, TPGES, KCAS-CCSS & NGSS, etc.)?


Immersion reflection sharing1
Immersion Reflection/Sharing for the group

  • Divide up the 4 questions at your table.

  • Take some post-it notes and each person will comment on 2 questions.

  • Go to the poster with your first question. Spend 5min posting and discussing on this first question.

  • Go to the poster with your second question. Spend 5min posting and discussing on this second question.

  • At your second question summarize the comments in a one sentence.

  • Have one person share your summary sentence with the group.


As we look ahead to 2014
As we look ahead for the group to 2014…

Use the

Plan for Full Scale Implementation

organizer to begin to plan what you need to do or have in place each month

so all teachers and leaders will be ready by

September 2014.

Pages41-43



Ckec instructional support leadership network 2013 2014
CKEC Instructional for the groupSupportLeadership Network 2013-2014

NorthEastChristian Church 8:30am-12:30pm

September 19th, 2013

October 17th, 2013

November 21st, 2013

January 16th, 2014

February 20th, 2014

March 20th, 2014


Ckec instructional support leadership network

See you on January for the group16th


Thank you we re excited to be your facilitation team and look forward to serving you

Thank you! for the groupWe’re excited to be your Facilitation Team and look forward to serving you.

debbie.waggoner@education.ky.gov

terry.rhodes@education.ky.gov

kelly.philbeck@education.ky.gov

rebecca.woosley@education.ky.gov

mike.cassady@ckec.org