Kentucky Department of Education Professional Growth and Effectiveness System July 21, 2014 # PGES4 Me The official launch of the Professional Growth and.

Kentucky Department of EducationProfessional Growth and Effectiveness System

July 21, 2014

#PGES4Me The official launch of the Professional Growth and Effectiveness System


Housekeeping notes :•Facilities•Restrooms•Materials•Backchannel https://todaysmeet.com/PGES4ME



It’s Time

Senate Bill 1KBE Goals

CIITS, ASSISTNCLB Waiver

KYCAS Stiggins/NetworksLDC/MDC

Professional Learning Statute

KY Account-ability System

College &Career Ready

Effective leaders

Professional Growth and Effectiveness System brings all of the

initiatives and elements into one strong, focused improvement system

for leaders at all levels yielding

CONTINUOUS IMPROVEMENT


SuperintendentPGES

Principal PGES

Teacher PGES

Other Professional

PGES

Every student is taught by an effective teacher and every school is led by an effective principal.

Fair and equitable statewide system to provide teachers and principals with a clear expectations and supports to improve effectiveness.•Danielson’s Framework for Teaching•Multiple measures to determine effectiveness•Continuous Improvement Cycle


(adapted for Kentucky Department of Education)

5.24.2012

KENTUCKY’S FRAMEWORK FOR TEACHING

7


Framework for Teaching

9


Is it better to learn, or not learn?


Professional Growth and Self-Reflection

in the Teacher Professional Growth &

Effectiveness System


Learning Targets I can. . . .

• identify how reflection and growth planning is connected to improved educator effectiveness.

• understand the process for self-reflection and professional growth planning.

• understand how to input information into EDS for self-reflection and professional growth planning



Self-Reflection

• means the process by which certified personnel assesses the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth


Why Self-Reflection?


https://www.teachingchannel.org/videos/when-lesson-plans-fail



Reflection on Practice Process

Step 1: Highlight or circle the descriptors in each of the four domains that best describe your teaching practice. Step 2: Find your highlighted descriptors in the KY Framework for Teaching.Step 3: Determine your performance level in each of the components.Step 4: Enter this data into EDS


Initi

al R

eflec

tion

on

Prac

tice



Educator Development Suite


Self-Reflection-Teacher


Self-Reflection-Teacher


Reflecting on Practice



Other Times for Reflection• Content standards and skills• Student Voice results• Professional Learning experiences• Student Work• Student engagement during a recent lesson• Implementing a new strategy or lesson• Reviewing assessment results


What does your district CEP say?

• When are reflections entered?– How many?– Timelines?

• How do they inform the Professional Growth Goal?


A system that focuses on Professional Growth


You started here, with

your initial self-

reflection against the

Framework for

Teaching.


Professional Growth PlanAn individualized plan that is: •focused on improving professional practice and leadership skills and •is aligned with educator performance standards and student performance standards, •is built using a variety of sources and types of student data that reflect student needs and strengths, educator data, and school/district data, •is produced in consultation with the evaluator


“Advocates of professional development for teachers are not arguing that teaching is of

poor quality and must be fixed. Their advocacy for professional development for

teachers reflects the recognition that teaching is so hard that it is never perfect; no matter how good a lesson is, it could always

be improved.”

“Advocates of professional development for teachers are not arguing that teaching is of

poor quality and must be fixed. Their advocacy for professional development for

teachers reflects the recognition that teaching is so hard that it is never perfect; no matter how good a lesson is, it could always

be improved.”

Charlotte Danielson, Talk About Teaching



Considerations for PG Planning• Reflection on Kentucky Adapted Framework for

Teaching (FfT)• Student growth goal• Content standards and content-specific skills• Student Voice results• Reflection on instructional practice and student

outcomes• Other sources identified in the district CEP


Goal setting for Professional GrowthAnswer the following to develop a PG goal:1.What do I want to change about my practice that will effectively impact student learning?2.What is my plan of action to address my professional learning?3.How will I know if I accomplished my objective?


Reviewing a Professional Growth Goal


Sample Professional Growth GoalAny content area – formative assessment During this school year, I want to embed formative assessment practices in my daily instruction. I will study Classroom Assessment for Student Learning, by Rick Stiggins, with my PLC team and begin to implement Keys to Quality Assessments. Indicators of success will include: lesson/unit plans with CASL elements (formative assessment cycle, learning targets, students monitoring their own learning); observational data; reflections after implementation; student data review and future instruction plans devised during PLC meetings.


Sample Professional Growth GoalAny content area – questioning & discussion techniquesDuring the school year, I will improve my questioning and discussion techniques. I will incorporate the Q-Chart for daily classroom discussions so that students can take ownership of classroom conversations. I will read and implement strategies from Classroom Discussions. Growth will be evidenced through lesson/unit plans that include strategies from the text, observational data, self-reflection after implementation, and student reflections after Socratic Seminars.


Professional Growth ProcessPrincipal

approves goal or asks for

revision

Teacher drafts goal

Teacher reflects on progress; principal and

teacher discuss progress

Teacher implements learning strategies

for attaining PG goal

Teacher shares goal with

principal via CIITS


Implement PGP and Action Plan

Are you consistently implementing the Action Plan as agreed in collaboration with your principal?


Regularly Reflect on PGP Progress

Are you consistently using multiple data sources to reflect on your professional growth goal(s) status?


What does your district CEP say?• When are professional growth goals entered?

– How many?– Timelines?

• How do they relate to other sources of evidence?– Student Growth Goals– Self-Reflection– Observational Data– Student Voice Data


EDS


EDS


EDS


EDS


EDS


EDS


EDS




Is it better to be effective, or ineffective?


Observationin the

Teacher Professional Growth & Effectiveness System



• Explain the expectations of observation within the TPGES.

• Identify the roles and responsibilities of the teacher and principal in the observation process

• Define evidence aligned to Framework


“And yet the work of teaching is so challenging and so complex that it’s essential for teachers to take every opportunity to strengthen their practice. Observations of teaching and professional conversations (among teachers and between teachers and supervisors) are an important vehicle for creating the community of inquiry so essential to ongoing learning.”



TPGES



Observation Protocols• Districts selected a model for observations –

– Traditional (2 mini, 2 full)– Progressive (3 mini, 1 full)– District Determined

• Consult your district’s Certified Evaluation Plan (CEP) for specific guidance


What is required?• Minimum of four required observations in the

summative cycle• Combination of mini and full observations• One observation must be a peer observation• Peer observation must occur in the summative year• All observations will include a post-observation• All observations must be conducted by a certified

observer (supervisor and peer)


District Decisions• Each district in Kentucky has made their own

decision about:– how many/kinds of observations which will occur

during a teacher's summative cycle – timeline for the observations to occur.– pre observation protocols

• These decisions are also defined in the district’s Certified Evaluation Plan.


Observation ProcessPre Observation Protocol

Observation

Post Observation Conference


Evidence, evidence, evidence


DATA=EVIDENCEObservation Evidence Examples (Domains 2&3)

Statements by Teacher or Students

Actions by Teacher or Students

Resources Used

Features of the Classroom

What you see, hear or readAND what you don’t see, hear or read


Evidence Cycle

Collect Evidence

during Observation

Align with Framework

Clarify (as needed)

FEEDBACKSTOP

Peer Observer provides FORMATIVE feedback only


TO NOTE EVIDENCE BASED FEEDBACK

• Is Observable.

• Is not influenced by observer’s perspective.

• Is free of evaluative words.

• Does not draw conclusions.

EVIDENCE INTERPRETATION BIAS

• Makes inferences.

• Includes evaluative words.

• Draws conclusions.

• Depends on observer’s perspective.

• Can involve observer’s personal preferences.

• Draws conclusions.


Quiz!• Write the following words on three different post it notes:

– EVIDENCE

– BIAS

– INTERPRETATION• As I read each statement hold up the post it that indicates whether you

believe it to be an example of Evidence, Interpretation or Bias. • Reference Domains 2 and 3 of the Kentucky Framework for Teaching

and determine with which domain and component each statement best fits. (Note: Only evidence is assigned a domain/component)


1. The teacher says, “It’s fun to find the patterns for factoring polynomials.”

Evidence

Rationale: This is an evidence statement because it captures exactly what the teacher said in the classroom.

KY Framework for Teaching Connection:2B – Establishing a Culture for Learning


2. Observer wrote, This is not how I would teach research skills.

Bias

Rationale: This is a biased statement because it is someone’s personal preference as to how reading skills should be taught.

KY Framework for Teaching Connection:This will not be coded in any domain because it does not depict

teacher behavior.


3. Observer scripted, The teacher cares about her students.Interpretation

Rationale: This is an interpretative statement about what someone might have seen or heard in the classroom. It might appear as if the teacher cares about her students if she asks them about their weekend and/or voices concern over how late a student went to bed the night before school. However, this statement is not evidence because it does not describe what the teacher said or did.

KY Framework for Teaching Connection:Not coded because it is an interpretation rather than a statement of

evidence.


4. Observer scripted, The teacher greets students by name as they enter the classroom.

Evidence

Rationale: This is an evidence statement because it describes something specific that the teacher did and said in the classroom.

KY Framework for Teaching Connection:2A Creating an Environment of Respect and Rapport


5. Observer noted, An entire class of boys makes managing student behavior a challenge.

Bias

Rationale: This is a biased statement because it represents a value judgment based on students’ gender. This statement suggests that an entire class of boys would be more challenging to handle than a mixed gender class or an entire class of girls.

KY Framework for Teaching Connection:Not coded because it is not a statement of evidence.


Traditional Observation Process


Learning Focused Observation Process


“Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation.”



Conferencing Protocols:Professional dialogue and feedback…

Pre ObservationWhat would the principal and

teacher discuss during the pre observation conference?

What would the teacher say/ask? What would the principal say/ask?

Post ObservationWhat would the principal and

teacher discuss during the post observation conference?

What would the teacher say/ask?

What would the principal say/ask?


SUPERVISOR’S ROLEBEFORE DURING AFTER • Observe the teacher and

collect evidence.• Remove any bias or

interpretive statements from evidence.

• Align evidence with Domain 2 & 3 Components in EDS.

• Send the evidence to the teacher for his/her review prior to the conference.

• Review any artifacts uploaded by the teacher after the observation (student work, modified plans, etc.)

• Listen and ask clarifying questions.

• Discuss ratings for Domains 2 & 3 with the teacher. Make final judgment.

• Collect evidence for Domains 1 & 4 based on conversations.

• Determine follow-up support that is needed

• Input ratings and submit the observation in EDS.

• Provide follow up support as decided during the conference.


TEACHER’S ROLEBEFORE DURING AFTER • Reflects on lesson & student

work.• Reviews the observation

feedback sent by the principal.

• Rates own instruction based on the evidence.

• Inputs any additional artifacts into the observation on EDS – pictures, student work, modified lesson plans for future lessons, etc.

• Shares reflection on lesson and own rating on Domains 2 & 3.

• Shares any additional artifacts collected after the lesson.

• Collaborates with the principal on final rating realizing that the principal has the final decision.

• Reflects on conference.• Follows through on principal

feedback.• Makes adaptations discussed

during conference so that he/she can share at the next conference their progress.


EDS Connection


EDS Connection


EDS Connection


EDS Connection



• Explain the expectations of observation within the TPGES.

• Identify the roles and responsibilities of the teacher and principal in the observation process

• Define evidence aligned to Framework


It’s a Great Time to be LeadingEducational Innovation in Kentucky

http://content.time.com/time/magazine/0,9263,7601131007,00.html


Is it better to grow, or not grow?


Student Growth Goalsin the

Teacher Professional Growth & Effectiveness System


Student Growth Goals

Connecting the Process to:•Current Practice•CEP•CIITS/EDS


Reflecting on Current Practice• Questions for administrators and teachers

HandOut

HandOut


Your Task: 1. Independent Work: Respond to the

questions that pertain to your role (Teacher or Admin)

2. Table Talk: Discuss your responses and ideas with others at your table who have a similar role (Teacher or Admin)


SGG Basics…• SMART goal• Proficiency component & Growth component

• One classroom of students, one content area

Specific, Measureable, Appropriate, Reliable, Time-Bound

Specific, Measureable, Appropriate, Reliable, Time-Bound

___% of students will reach the level of proficiency as

determined by…

___% of students will reach the level of proficiency as

determined by…

All of my students will grow at least _____. All of my students will grow at least _____.

3rd Grade math students1st period 7th grade language arts students

6th period high school concert band students

3rd Grade math students1st period 7th grade language arts students

6th period high school concert band students

HandOut

1

HandOut

1


SGG Process

1. Identify Enduring Learning (by standards) and appropriate assessment processes/plans

2. Establish a baseline.3. Determine an appropriate SGG (growth and proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall Student Growth

as Low, Expected, High


Connections to Current Practice


2. Establish a baseline.3. Determine an appropriate SGG (growth and proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall Student Growth

as Low, Expected, High

8, 5, 18, 5, 1

2, 3, 42, 3, 46, 76, 7

2, 3, 52, 3, 5New: Use District-

determined decision rulesNew: Use District-

determined decision rules


Student Growth Goals Timeline1. Identify Enduring Learning (by standards) and

appropriate assessment processes/plans2. Establish a baseline.3. Determine an appropriate SGG (growth and

proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall Student

Growth as Low, Expected, High

Before school beginsBefore school begins

1st 4-6 weeks of school1st 4-6 weeks of school

After baseline has been establishedAfter baseline has been established

Baseline until April/MayBaseline until April/May

April/MayApril/May


Connections to District Certified Evaluation Plans (CEP)

• SGG Criteria (outlined by KDE and Teacher Steering Committee)

• SGG Rigor and Comparability• Low, Expected, or High overall Student

Growth Rating (district decision)DISTRICTCEP

DISTRICTCEP


SGG CriteriaHandOut

1

HandOut

1

DISTRICTCEP

DISTRICTCEP Adequately demonstrate

knowledge

Adequately demonstrate

knowledge

Access and opportunity for all

Access and opportunity for all


Defining ENDURINGLearning that •ENDURES beyond a single test date,•is of value in other disciplines, •is relevant beyond the classroom,•is worthy of embedded, course-long focus,•may be necessary for the next level of instruction.

HandOut

1

HandOut

1


What Standards, Structural Documents and Resources accompany the standards in each content area?

• Anchor Standards-Literacy/Science/Social Studies/Technical Subjects

• Anchor Standards Reading-ELA

• CCSS/KCAS-ELA • C3 Framework (Plus literacy

standards) -Social Studies

• CCSS/KCAS Critical Areas-Math(where math practices are vehicles for reaching intent of standards)

• KY World Language Standards

• National Standards-Visual Arts, PE, Music, Arts & Humanities.

• NGSS/KCAS- Practices/Concepts-Science

Hand

Out1

Hand

Out1


Available on KDE’s TPGES SGG page

Available on KDE’s TPGES SGG page


Rigor & ComparabilityHandOut

1

HandOut

1

GOAL•Congruency to the standards (Enduring)•Proficiency and growth defensible from baseline data.

ASSESSMENTS•Agreement on what ‘meeting standards’ looks like when assessed•Assessments are comparable --the criteria used to determine progress toward attainment of the standard

DISTRICT

CEP

DISTRICT

CEP


Practice the Process: Is this goal ‘good enough’?

Using the 8 standards for mathematical practice, all of my 3rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least one level on the 3rd grade critical area standards mastery rubric and 80% of students will reach proficiency (level 4 on the rubric).


Practice the Process: Using Baseline Data

HandOut

2

HandOut

2


Practice the Process: Using Baseline Data

Your Task: Analyze the baseline data on the handout and the SGG you just read to determine if the growth and proficiency components of the goal are appropriate for the current data.

HandOut

2

HandOut

2


Rigor & ComparabilityGOAL•Congruency to the standards (Enduring)•Proficiency and growth defensible from baseline data.

ASSESSMENTS•Agreement on what ‘meeting standards’ looks like when assessed•Assessments are comparable --the criteria used to determine progress toward attainment of the standard

DISTRICT

CEP

DISTRICT

CEP


Review Where We Are:SGG Process


2. Establish a baseline.3. Determine an appropriate SGG (growth and proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall Student

Growth as Low, Expected, High


Connections to CEPSample District-Determined Rules

DISTRICTCEP

DISTRICTCEP

HandOut

3

HandOut

3



DISTRICT

CEP

DISTRICT

CEP

HandOut

3

HandOut

3



DISTRICT

CEP

DISTRICT

CEP

HandOut

3

HandOut

3


Practice the Process: Determining Low, Expected, High Growth Rating

Your Task: Use the Revised SGG, the sample district decision rules and district-designed matrix to make a determination for this teacher’s overall growth rating.

(Reminder: These samples may or may not represent your district’s decision rules. The sample is designed to allow for an experience to apply data to a set of rules to determine an overall rating.)

DISTRICTCEP

DISTRICTCEP

HandOut

3

HandOut

3


Practice the Process• Teacher’s Revised Growth Component of SGG:

– Target: 100% of students grow at least 2 levels– Actual: 86% of students grew 2 or more levels– District Rule:

HandOut

3

HandOut

3


Practice the Process• Teacher’s Revised Proficiency Component:

– Target: 70% of students reach level 4 (or 5)– Actual: 54% of students reached level 4 (or 5)– District Rule:

HandOut

3

HandOut

3


Practice the ProcessDetermining Overall SG Rating

HIGH

HandOut

3

HandOut

3

DISTRICT

CEP

DISTRICT

CEP


Connections to Your Practice

• Reflections on what processes already in place• Program Reviews Assessment Piece• Kentucky Framework for Teaching

1A: Demonstrating Knowledge of Content and Pedagogy; 1C: Selecting Instructional Outcomes; 1F: Designing Student Assessments; 2B: Establishing a Culture for Learning; 3D: Using Assessment in Instruction; 4B: Maintaining Accurate Records


EDS/CIITS Connection


SGG Myths vs. Facts• If we are not using SGG

as part of our evaluation system, then we do not need to do them.

• If you teach reading or math in grades 4-8, then you have to write 2 goals.

• All teachers will use the SGG process in 2014-15.

• Teachers only have to write one SGG. The Student Growth Percentile (SGP) is not a goal, it is a growth percentile that is calculated from state data. Districts decide how they want to incorporate this data into an overall Student Growth Rating.


Online Resources:

http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx


See restaurant list. Enjoy, and please be back on time

for the afternoon session!


Big thanks to Stamping Ground Elementary for providing this wonderful video!


Peer Observationin the Teacher Professional

Growth & Effectiveness System


Snapshot

Take a moment to respond to the questions on the document titled,

Snapshot


“EVERY PERSON DESERVES THE CHANCE TO LIVE A HEALTHY, PRODUCTIVE LIFE.”

-Bill and Melinda Gates Foundation


Learning Targets I can…• describe how the peer observation process in the

Teacher Professional Growth and Effectiveness System can be used to strengthen practice and to improve student learning.

• use norms and strategies to facilitate this process and development of a professional culture of inquiry.

• connect Student Voice results to my professional learning.


TPGES


Certified Evaluation Plan


Requirements-Peer ObservationA Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. A peer observer is trained certified school personnel

Required•All teachers will receive a peer observation in their summative year. •All Peer Observers participating during the summative year observations will complete the state developed training once every three years.•All required peer observations must be documented in CIITS (time, date, evidence).•All peer observations documentation will be accessed only by the evaluatee.


Requirements-Peer ObservationA Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. A peer observer is trained certified school personnel

Required•All teachers will receive a peer observation in their summative year. •All Peer Observers participating during the summative year observations will complete the state developed training once every three years.•All required peer observations must be documented in CIITS (time, date, evidence).•All peer observations documentation will be accessed only by the evaluatee.


Who Should be a Peer Observer?• What skills will be required by the peer

observers?• What professional learning will the peer

observer and the teacher need?– How can PLCs support this process?

• What might an administrator consider when pairing a teacher with a peer observer?


The Purpose of Peer Observations• Clip from

the KDE/KET Module: Professional Learning for Peer Observers

http://www.ket.org/education/video/kpcon/kpcon_000002.htm


How do you create a culture of trust?


PGES Peer Observation = Powerful from the blog, Teacher Man Joe’s Ramblings

This peer observation was beneficial to both Mrs. Fitch and Mr. Harris. What conditions existed to support the process?


Who Should be a Peer Observer?

• What skills will be required by the peer observers?• What professional learning will the peer observer and

the teacher need?– How can PLCs support this process?

• What might an administrator consider when paring a teacher with a peer observer?


EDS/CIITS


Peer Observer-Scripting Notebook


EDS/CIITS


EDS/CIITS


Observed Teacher


• Teachers will evaluate other teachers

• Every teacher is required by state regulation to be a peer observer

• Every teacher will be observed by a peer at least three times per year


Resources for the PO Process• Professional Learning for Peer Observers, http://education.ky.gov/teachers/PGES/

TPGES/Pages/TPGES-Peer-Observation.aspx • Measures of Effective Teaching: Observation

from the Teaching Channel, https://www.teachingchannel.org/videos/measures-of-effective-teaching-observation



Is it better to have a voice, or not have a voice?


Student Voice in the Teacher Professional

Growth & Effectiveness System


Requirements-Student VoiceThe Student Voice Survey is a confidential, on-line survey collecting student feedback on specific aspects of the classroom experience and teaching practice.

Required•All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students.•Student selection for participation must be consistent across the district.•Results will be used as a source of evidence for Professional Practice.•Formative years’ data will be used to inform Professional Practice in the summative year.•All teachers and appropriate administrative staff will read, understand, and sign the district’s Student Voice Ethics Statement. •The Student Voice Survey will be administered between the hours of 7:00 AM and 5:00 PM local time. •The survey will be administered in the school. •Survey data will be considered only when ten or more students are respondents.


Requirements-Student VoiceThe Student Voice Survey is a confidential, on-line survey collecting student feedback on specific aspects of the classroom experience and teaching practice.

Required•All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students.•Student selection for participation must be consistent across the district.•Results will be used as a source of evidence for Professional Practice.•Formative years’ data will be used to inform Professional Practice in the summative year.•All teachers and appropriate administrative staff will read, understand, and sign the district’s Student Voice Ethics Statement. •The Student Voice Survey will be administered between the hours of 7:00 AM and 5:00 PM local time. •The survey will be administered in the school. •Survey data will be considered only when ten or more students are respondents.


Mr. Ronevich

• Question #1 • How did Mr.

Ronevich use the results to improve his teaching?

• Question #2• How did the

principal use the results to help Mr. Ronevich improve?


Student Voice in the Classroom

• Teaching Channel Video• https://www.teachingchannel.org/videos/

improve-teaching-with-student-feedback


Mr. Ronevich

• Question #1 • How did Mr.

Ronevich use the results to improve his teaching?

• Question #2• How did the

principal use the results to help Mr. Ronevich improve?


A Look at the Questions

Kentucky S.T.U.D.E.N.T. Voice


S.T.U.D.E.N.T. Voice Survey

• Questions relate to construct of S.T.U.D.E.N.T. • Two Different Surveys- all levels completed online

– 3-5– 6-12

– Link to Kentucky S.T.U.D.E.N.T. Voice Surveys (KDE website)– http://education.ky.gov/teachers/PGES/TPGES/Pages/

TPGES-Student-Voice-Survey-Page.aspx


Student Voice & FfT• Working with a neighboring table, pair each

category/letter of the survey.• Match the question/construct to the most

appropriate component(s) from the Kentucky Framework for Teaching document (Domains 2 & 3).

• Identify your correlation on the handout for each survey.


ConnectionsAt your tables:•Discuss specific connections for each component of the Kentucky S.T.U.D.E.N.T. Voice survey (3-5, and 6-12)•On the provided handout, list the Framework for Teaching Component(s) for each category of the survey (i.e., 3A: Communicating with Students)


Please write out the entire component

3A: Communicating with Students


DISTRICT Student Perception Results


School Student Perception Results


Teacher Student Perception Results


Analyzing Student Voice Results


The Value of Student Surveysand Student Voice

from the blog, Teacher Man Joe’s Ramblings

1. Student feedback can be both sobering and uplifting. How did Mr. Harris prepare himself before reading student responses?

2. How do you actively seek comment on your teaching from colleagues, supervisors, students, or their parents?


Snapshot – a brief look or summary

Take a moment to revisit your initial snapshot– What would you like to add?


• The Student Voice Survey results are 10% of a teachers summative rating

• Teachers are not permitted to discuss the results with their students

• Only teachers in the summative year will administer the Student Voice Survey


Resources • Measures of Effective Teaching Project, http://www.metproject.org/ • American Institute for Research,

http://www.gtlcenter.org/sites/default/files/docs/GTL_AskTeam_LeveragingTeacherTalent.pdf

• Kentucky Department of Education PGES Resources for Peer Observation, http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Peer-Observation.aspx

• Kentucky Department of Education PGES Resources for Student Voice, http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Voice-Survey-Page.aspx


PPGESPrincipal Professional Growth and

Effectiveness System


Learning Targets I Can …• Understand required components of full

PPGES implementation.• Identify similarities between TPGES and

PPGES

• Differentiate between Principal and Assistant Principal PPGES requirements.


PPGES

The visionvision for the Principal Professional Growth and Effectiveness System (PPGES) is to have every school led by an effective principal.

The goalgoal is to create a fair and equitable system to measure principal effectiveness and act as a catalyst for professional growth.



Kentucky’s PPGES Model


The primary purposes of PPGES:• optimize student learning and growth;• contribute to successful achievement of the goals and

objectives defined in the vision, mission, and goals of the school district;

• provide a basis for leadership improvement through productive principal performance appraisal and professional growth;

• encourage collaboration between the principal and superintendent, and promote self-growth, leadership effectiveness, and improvement of overall job performance.


Similarities between TPGES and PPGESTPGES

• Based on work of Charlotte Danielson

• 4 Domains/22 components• Performance levels with

indicators, critical attributes and examples aligned to each level

• Use of rubrics for Performance Appraisal with 4 Performance Levels: Ineffective, Developing, Accomplished, Exemplary

PPGES• Based on work of James Stronge• 6 standards • Examples of observable tangible

behavior called Performance Indicators

• Performance levels state the measure of performance expected of principals and provide description of what the rating entails


Professional Growth Planning & Self-Reflection

• All principals will participate in Self-Reflection and Professional Growth Planning each year.

• All assistant principals will participate in Self-Reflection and Professional Growth Planning each year.


Site-Visits

• Completed by supervisor of principal at least twice each year

• Formal site visits are not required for assistant principals


Val-Ed 360

• Completed for principals

• Not completed for Assistant Principals

• Conducted at least once every two years in the school year that TELL Kentucky is not administered.


Working Conditions Goal

• Assistant Principal inherits the Principal’s Working Conditions Goal

• Developed following the completion of the TELL Survey

• Two-year Goal


Required Sources of Evidence to Determine Student Growth

State Contribution State Contribution – ASSIST/Next Generation Learners (NGL) Goal Based on Trajectory

Local Contribution Local Contribution – Based on School Need At least one of the Student Growth Goals set by the principal must address

gap populations.


State Contribution

• Selection based on ASSIST/NGL trajectory.

• Based on Gap population unless local goal is based on Gap population.

• Goal inherited by Assistant Principal


Local Contribution

• Based on School Need

• Goal inherited by Assistant Principal


Assistant Principal Requirements• Professional Growth Plan and Self Reflection

– Completed independent of the principal• Working Conditions Goal

– Inherited from the principal• Student Growth Goals – State & Local

– Inherited from the principal• Mid-Year Reviews completed by Principal• Evaluated by the Principal annually

– Principal Performance Standards & Student Growth– Use Overall Performance Category


PPGES Timeline

• Review the PPGES Sample Timeline• Consider your district’s own timelines (for both

TPGES and PPGES)


Learning Targets I Can …• Understand required components of full

PPGES implementation.• Identify similarities between TPGES and

PPGES

• Differentiate between Principal and Assistant Principal PPGES requirements.


Wrap Up


education.ky.gov/teachers/PGES/Pages/PGES.aspx


Questions?

Cindy Parker: [email protected] Davis: [email protected] Stull: [email protected]


Please be sure to sign out as you leave, and fill out the evaluation form in CIITS if you’d like to

receive PD or EILA credit!

Once the evaluation form is filled out final credit will be awarded no later than July 23.

Kentucky Department of Education Professional Growth and Effectiveness System July 21, 2014 # PGES4 Me The official launch of the Professional Growth and.

Documents

growth slide

effectiveness system

professional pges slide

teaching slide

compges4me slide

focused improvement

equitable statewide

continuous improvement