Professional Growth and Effectiveness System

1. Professional Growth and Effectiveness System Amanda Abell Director of Educator Effectiveness (GRREC)

2. Aspirations:Every student will be taught by an effective teacher.Every school will be led by an effective principal.

3. PGES Theory of Action • IF… • teacher and principal effectiveness drives student outcomes, and • the Professional Growth and Effectiveness System is effectively implemented, and • teacher and principals are accurately measured • THEN… • all students, classes and schools will be taught by highly effective educators, and • students will be college and career ready.

5. Statewide Pilot 2013-14 All Kentucky districts participated in the pilot. School selection: a minimum of 10% of each district’s schools Participant selection per participating school: Principal (participates in the PPGES pilot) ELA 1-2 Math 1-2 ELL/SWD 1-2 Non-assessed 2-3 Note: Teachers should NOT be in their evaluation cycle year (includes non-tenured teachers) or on corrective action.

6. How are districts preparing for 14-15?

7. Districts have 3 choices for 14-15: Dual System Hybrid Full Adoption

9. KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL Observation Student Voice Professional Growth Plans and Self Reflection Other: District-Determined See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S PROFESSIONAL PRACTICE RATING DOMAIN RATINGS PROFESSIONAL PRACTICE RATING PROFESSIONAL PRACTICE PROFESSIONAL JUDGMENT & STATE-DETERMINED DECISION RULES DOMAIN 1: Planning and Preparation DOMAIN 2: Classroom Environment DOMAIN 3: Instruction DOMAIN 4: Professional responsibilities PROFESSIONAL JUDGMENT & INSTRUMENTS PERCENT (%) EFFECTIVE TEACHERS GROWTH PLAN AND CYCLE PROFESSIONAL JUDGEMENT AND STATE-DETERMINED DECISION RULES GROWTH PLANNING MATRIX OVERALL PERFORMANCE CATEGORY SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH • State Contribution – Student Growth Percentiles (SGPs) • State-Defined High/Expected/Low • 3 Year of Data • AND • Local Contribution – Student Growth Goals (SGGs) • District-Defined High/Expected/Low • 3 Year of Data STUDENT GROWTH See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S OVERALL PERFORMANCE CATEGORY PROFESSIONAL JUDGMENT & DISTRICT-DETERMINED DECISION RULES STUDENT GROWTH TREND RATING (H/E/L) KDE:ONGL:FCS:TB:011814

10. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

11. Teacher Framework Domains Domain 1 – Planning and Preparation Domain 2 – The Classroom Environment (Observable) Domain 3 – Instruction (Observable) Domain 4 – Professional Responsibilities Each Domain is broken down into Components and Components have specific Elements. • Example: • Domain 2 The Classroom Environment Domain • Creating an Environment of Respect and Rapport Component • - Teacher Interaction with Students Element • - Student Interactions with One Another Element

13. Performance Levels • Ineffective • Developing • Accomplished (Teacher-directed success) • Exemplary (Student-directed success)

15. Critical Attributes

16. Professional Growth Plans

17. Professional Growth Plan Development Multiple Sources of Data • Classroom Observation Feedback • Student Growth/Achievement • Self-Assessment • Reflection

18. Professional Growth Plans • Realistic • Focused • Measurable

19. Instructional Planning • Lesson Implementation • Content Knowledge • Beliefs • Dispositions Self-Reflection

20. Initial Reflection on Practice Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

21. Each goal and action plan together should answer the following questions. • What do I want to change about my practice that will effectively impact student learning? • How can I develop a plan of action to address my professional learning? • How will I know if I accomplished my objective?

22. Sample PGP - Special Education During the 2012-2013 school year, I will increase my knowledge of supporting students with autism. I will research on-line resources, consult with district/state/cooperative special education coordinators, observe a mentor teacher, and participate in an on-line short course on autism. This will be evidenced by notes and self-reflection, anecdotal notes on my interactions with autistic students, and the short course certificate.

23. Sample PGP - Special Education During the 2012-2013 school year, I will increase my knowledge of supporting students with autism. I will research on-line resources, consult with district/state/cooperative special education coordinators, observe a mentor teacher, and participate in an on-line short course on autism. This will be evidenced by notes and self-reflection, anecdotal notes on my interactions with autistic students, and the short course certificate.

24. An Iterative Process • Reflects on current growth needs • Collaborates with administrator to develop the PGP and action steps • Implements the plan • Regularly reflects on progress and impact • Modifies the plan as appropriate • Continues implementation and ongoing reflection • Conducts summative reflection

25. Observation

26. Peer and Supervisor Observations • Use the same instruments • Supervisor observation will provide documentation and feedback for teacher effectiveness (SUMMATIVE RATING) • Peer observation will only provide formative feedback (NO SUMMATIVE RATING)

27. Observation Model – District Decisions OPTION A (3:1) OPTION B (2:2) OPTIONC (District Determined)

28. District Decisions Observation Conferencing • Districts will provide conferencing requirements for their teachers and observers.

29. Observation Conferencing Examples • Pre and Post conference after each full observation but not mini • Pre conferences may be completed electronically • May not require pre conferences

30. Observation Schedule • Districts may choose timeline for observation schedule. Example only • 1st Observation: Begins 30 days after the start of school • 2nd Observation: Begins November 1 • 3rd Observation: Begins December 15 • 4th Observation: Begins February 15 (All observations should be concluded by April 1) WARNING – Consider Weather Implications

31. Observer Certification • Evaluators must complete the Teachscape Proficiency Observation Training • Three sections: Framework for Teaching Observer Training Framework for Teaching Scoring Practice Framework for Teaching Proficiency Assessment

32. Observer Certification Cycle Teachscape, the current approved technology platform, must be used for certification and calibration.

33. WHAT IF??? • If a supervisor has yet to complete the proficiency assessment • Supports ensure success during the first assessment administration • Supports for those who do not pass • Protocol in place to ensure teachers have a certified observer

34. Peer Observation • All teachers will be observed by a trained Peer Observer during the summative year. • All Peer Observers participating during the summative year observations will complete the state developed training.

35. Peer Observation • Will use the same observation tool • Will occur in the Summative year • Only for formative feedback • Does not analyze evidence • No summative ratings

36. Student Voice Survey • confidential • online (Infinite Campus Student Portal) • developed by KDE • K-12 students Students

37. What do all of these sites have in common?

38. MET Study • Used a sample of 44,500 students student survey + high-quality + student gains observation more valid and reliable teacher evaluation system • http://www.metproject.org/resources.php

39. Not just KY Student Voice Surveys are being used by hundreds of schools and thousands of classrooms in more than 25 states nationwide.

40. The survey generates information on how students experience… • teaching practices • learning conditions in the classroom and • how students assess their own engagement.

42. Student Voice Survey Guiding Principles • Identify the Point of Contact • Determine the number of sections per teacher • Plan for providing accommodations to allow ALL students participate • Various scenarios in administering the survey • Student responses are confidential, and individual teacher results will not be shared publicly.

43. Student Growth Developing Quality Growth Goals Teacher Professional Growth & Effectiveness System

44. Student Growth Measures Student Growth Percentiles Grades 4-8 Reading and math Local Contribution All Teachers

45. Student Growth Goal Criteria • Congruent with KCAS and appropriate for the grade level and content area for which it was developed. • Represents an enduring skill, process, understanding, or concept that students are expected to master. • Allows high- and low-achieving students to adequately demonstrate their knowledge. • Access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students.

46. Rigor and Comparability • Congruency to the standards • Teachers agree on what it looks like for students to meet a given standard or group of standards. • Assessments are appropriate for students to show that they meet the intent of the standard

47. Determine Needs: Your Starting Line • Know the expectations of your content area standards • Know your students • Identify appropriate sources of evidence

48. Identify the essential/enduring skills, concepts, and processes for your content area.

49. Learn about students’ 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?

50. Decide on 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?