Professional Growth and Effectiveness System Certified Evaluation Plan Training

1. Professional Growth and Effectiveness SystemCertified Evaluation Plan Training

2. Today’s Learning Target • Understand how to guide the district evaluation committee (50/50 committee) in revising the current district Certified Evaluation Plan (CEP) to assure the plan meets the requirements of the Professional Growth and Effectiveness System (PGES). FOCUS: • PROCESS • PROCEDURE

3. Agenda Introduction • Professional Growth Plan/Self-Reflection • Observation • Student Voice Lunch • Student Growth • Overall Rating • Principal Professional Growth and Effectiveness • Next Steps

5. Resources • Current CEP • PGES Model CEP • PGES Checklist • Expertise of 50/50 Committee • PGES Consultants • KLA/ISLN

6. Model Certified Evaluation Plan • Guidance provided for 50/50 committee to revise CEP and fulfill requirements of PGES • Required and Local Decisions are stated • Examples are provided in the Appendix

7. Considerations • Evaluation Committee (50/50 Committee) • Personnel Decisions for the 2014-15 school year • Preschool, Other Professionals, and KTIP Pilot Systems • Capacity Building • Connect TPGES to PPGES throughout the day • CEP Submission

8. Teacher Professional Growth and Effectiveness System

9. KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL SOURCES OF EVIDENCE TO INFORM PROFESSONAL PRACTICE See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S PROFESSIONAL PRACTICE RATING DOMAIN RATINGS PROFESSIONAL JUDGMENT & STATE-DETERMINED DECISION RULES Observation Student Voice Professional Growth Plans and Self Reflection Other: District-Determined PROFESSIONAL PRACTICE RATING DOMAIN 1: Planning and Preparation DOMAIN 2: Classroom Environment DOMAIN 3: Instruction DOMAIN 4: Professional responsibilities PROFESSIONAL PRACTICE 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. Professional Growth Plan and Self-Reflection Informing Professional Practice

11. AnIterative 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

12. Professional Growth Plans • Realistic • Focused • Measurable

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

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

15. Self-Reflection Monitored through Pre-determined Methods Articulated as Specific Goals Contextualize in a Support Framework Organized PGP Outcomes of Self-Reflection

16. PGP and Self-Reflection (pg. 5 )

17. District Decisions • Explain the expectations for developing a Professional Growth Plan (PGP) and ongoing Self-Reflection. • What is the process for teachers to input the PGP and Self-Reflections into CIITS?

18. Observation

19. 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)

20. Observation Model – District Decisions OPTION A OPTION B OPTIONC

21. Option A The Progressive Model (3 &1 ) • One full observations by the supervisor that is the final observation in the summative year • Three mini observations with one being by the peer observer during the summative year.

22. OPTION BThe Traditional Model (2 &2) • Two full observations by the supervisor with one of the full observations being the final observation in the summative year. • Two mini observations with one being by the peer observer during the summative year.

23. OPTION CDistrict Determined • Provide an explicit description of the observation model • Assure that this option provides at least a minimum of 4 observations in the summative cycle (3 principal/1 peer)

24. District Decisions • Discuss with your team the observation model that would work best for your district. • What changes would need to occur in order for this model to be implemented? • Would the observation model fulfill the criteria for PGES?

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

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

27. 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

28. Table Activity • At your table , look at your current CEP plan and discuss with your team • What are you currently doing that would meet the observation requirements? • Conferencing? (PRE/POST) • Timeline? • Plan for 50/50 Committee

30. 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

31. Proficiency Assessment • Test divided into two stages • If a stage is not passed on the first attempt, must wait 24 hours before retaking

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 – or does not pass – the proficiency assessment, the district must provide supports: • Processes/procedures to ensure success during the first assessment administration • Supports for those who do not pass

34. WHAT IF…?(CONTINUED) • If the supervisor is not certified through the proficiency system, the district will use the following processes/procedures: • May include district-level personnel or principals from another building (certified through the proficiency system) • Will conduct the observation with the principal (modeling the process)

35. District Decisions • Discuss with your team how the district will support Observation Certification and procedures to maintain certification.

36. 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.

37. PEER OBSERVATION • District decisions: • Number of peer observations required each evaluation cycle (minimum of 1 during the summative year) • Processes and procedures the district will use to ensure all teachers have access to Peer Observers • Documentation that Peer Observers have met selection and training requirements

38. Peer Observation Model Examples

39. Table Activity • Talk about Peer Observers • * Selection and Training • * Number of Peer Observations • * Peer Observation Model

40. District Decisions • Identify an Observation Model • Determine Observation pre/post conference protocol • Develop Observation Schedule • Observation Certification • Procedures • District Support • Peer Observers • Selection and Training • Number of Peer Observations • Peer Observation Model

41. Student Voice Survey Guide “Just the facts, Ma’am” - Key points. Please refer to Student Voice Survey Guide for complete details.

42. Student Voice Survey Guiding Principles • The Superintendent of each district will assign a point of contact to be responsible for overseeing and administering the Student Voice Survey meeting Ethics Requirements • The district point of contact will be responsible for the general and administrative, processes for ensuring Student Voice produces results for teachers in their district.

43. Guiding Principles • The District will determine the number of sections required per teacher to participate in the survey. Participating teachers must have a minimum of one section respond to the survey • Building Principals will determine the section(s) participating in the Student Voice Survey.

44. Guiding Principles • The student voice survey coordinator will work to ensure that all classes participating in the survey have computers with Internet access. • For teachers who work in collaborative classrooms, there are several scenarios as to how their students may be surveyed. • Students with ELL, IEPs, 504 Plans will receive requisite supports to ensure equal access.

45. District Decisions • Identify the Point of Contact • Determine the number of sections per teacher • Develop a plan to provide accommodations to students for equal access.

46. Student Growth

47. Student Growth Measures Student Growth Percentiles The state contribution for student growth is base on • KDE state assessment data. • Teachers of Grades 4-8, reading and mathematics • Rating based on each student’s rate of change, compared to academic peers • Median SGP for a teacher’s class is compared to that of the state • Measures progress for students at all performance levels Student Growth Goals The local contribution for the student growthmeasure is a rating based on • the degree to which a teacher meets the growth goal • for a set of students • over a specified period of time as indicated in the teacher’s Student Growth Goal (SGG). All teachers, regardless of grade level and content area, will develop SGGs for inclusion in the local student growth measure.

48. Rigor of Student Growth Goals

49. Defining Rigor • Rigor means congruency to the standards. Sources of Evidence True intent of the Standards

50. Student Growth Goal Criteria • Congruent with KCAS grade level and content • Enduring skills, understandings, processes or concepts • Allows all students to demonstrate knowledge and growth