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

Professional Growth and Effectiveness System

Amanda AbellDirector of Educator Effectiveness (GRREC)

Aspirations:

Every student will be taught by an effective teacher.

Every school will be led by an effective principal.

PGES THEORY OF ACTIONIF…

• 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.

Statewide Pilot 2013-14All 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.

How are districts preparing for 14-15?

Districts have 3 choices for 14-15:

Dual System

Hybrid

Full Adoption

ObservationStudent VoiceProfessional Growth Plans and Self ReflectionOther: District-Determined

OVERALL PERFORMANCE

CATEGORY

PRO

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STU

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THKENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL

PROFESSIONAL JUDGMENT & INSTRUMENTS

DOMAIN RATINGS

State Contribution – Student Growth Percentiles (SGPs)• State-Defined

High/Expected/Low• 3 Year of Data

ANDLocal Contribution – Student Growth Goals (SGGs)• District-Defined

High/Expected/Low• 3 Year of Data

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH

PROFESSIONAL PRACTICE RATING

PROFESSIONAL JUDGMENT & DISTRICT-DETERMINED DECISION RULES STUDENT

GROWTH TREND RATING (H/E/L)

PROFESSIONAL JUDGEMENT AND

STATE-DETERMINED

DECISION RULES

See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S

PROFESSIONAL PRACTICE RATING

See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S

OVERALL PERFORMANCE CATEGORY

PERCENT (%) EFFECTIVE TEACHERS

DOMAIN 1: Planning and PreparationDOMAIN 2: Classroom EnvironmentDOMAIN 3: InstructionDOMAIN 4: Professional responsibilities

GROWTH PLAN AND

CYCLE

GROWTH PLANNING

MATRIX

PROFESSIONAL JUDGMENT &

STATE-DETERMINED

DECISION RULES

KDE:ONGL:FCS:TB:011814

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities

Teacher Framework DomainsDomain 1 – Planning and PreparationDomain 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: 1. Domain 2 The Classroom Environment Domain

a. Creating an Environment of Respect and Rapport Component- Teacher Interaction with Students Element- Student Interactions with One Another Element

Performance Levels

• Ineffective

•Developing

•Accomplished (Teacher-directed success)

•Exemplary (Student-directed success)

Accomplished Exemplary The learning activities

have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students.

Learning activities are differentiated appropriately for individual learners. Instructional groups are varied appropriately with some opportunity for student choice.

Learning activities are matched to instructional outcomes.

Activities provide opportunity for higher-level thinking.

Teacher provides a variety of appropriately challenging materials and resources.

Instructional student groups are organized thoughtfully to maximize learning and build on student strengths.

The plan for the lesson or unit is well structured, with reasonable time allocations.

In addition to the characteristics of “accomplished”: Activities permit student choice. Learning experiences connect to

other disciplines. Teacher provides a variety of

appropriately challenging resources that are differentiated for students in the class.

Lesson plans differentiate for individual student needs.

Critical Attributes

Professional Growth

Plans

Professional Growth Plan Development

Multiple Sources of Data

Classroom Observation Feedback

Student Growth/AchievementSelf-AssessmentReflection

Professional Growth Plans

Realistic Focused Measurable

Self-Reflection• Instructional

Planning

• Lesson Implementation

• Content Knowledge

• Beliefs

• Dispositions

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities

Initi

al R

eflec

tion

on P

racti

ce

Each goal and action plan together should answer the following questions.

1. What do I want to change about my practice that will effectively impact student learning?

2. How can I develop a plan of action to address my professional learning?

3. How will I know if I accomplished my objective?

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.

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.

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

Observation

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)

Observation Model – District Decisions

OPTION A (3:1)

OPTION B (2:2)

OPTION C (District Determined)

District Decisions Observation Conferencing

Districts will provide conferencing

requirements for their teachers and observers.

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

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 – Consid

er

Weather Implicatio

ns

Observer Certification

Evaluators must complete the Teachscape Proficiency Observation Training

Three sections:

Framework for Teaching Observer TrainingFramework for Teaching Scoring PracticeFramework for Teaching Proficiency Assessment

Observer Certification Cycle

Year 1 Certification

Year 2 Calibration

Year 3 Calibration

Year 4 Certification

Teachscape, the current approved technology platform, must be used for certification and calibration.

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

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.

Will use the same observation tool

Will occur in the Summative year

Only for formative feedback

Does not analyze evidence

No summative ratings

Peer Observation

Student Voice Survey

confidential online (Infinite Campus

Student Portal)developed by KDE K-12 students

Students

What do all of these sites have in common?

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

Not just KY

Student Voice Surveys are being used by hundreds of schools and thousands of classrooms in more than 25 states nationwide.

The survey generates information on how students experience…

teaching practices learning conditions in the classroom and how students assess their own engagement.

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.

Student Growth Developing Quality Growth Goals

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Teacher Professional Growth & Effectiveness System

Student Growth Measures

Student Growth Percentiles Grades 4-8

Reading and math

Local Contribution

All Teachers

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.

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

Determine Needs: Your Starting Line

Know the expectations of your content area standards

Know your students

Identify appropriate sources of evidence

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

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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?

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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?

Learning from Baseline Data

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Does the data show high need areas that could be used for student growth goal-setting?

Are these needs appropriate for a year-/course-long student growth goal?

Learning from Baseline Data

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Are these needs aligned with grade-level enduring skills, concepts or processes in your standards?

Student Growth Goal Setting Process

Step 1: Determine

Needs

Step 2:Create SMART Goals

Step 3:Create &

Implement teaching

and learning

strategies

Step 4: Monitor Student Progress through ongoing

Formative Assessment

Step 5:Determine

whether students achieved the goals

SMART GoalsS •Specific

M •Measurable

A •Appropriate

R •Realistic

T •Time Bound

Components of a Quality Student Growth Goal

Meets SMART criteria

Includes growth statement/target

Includes proficiency statement/target

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Let’s look at an example

together…

During this school year, my 7th grade students will use the 8 Math Practices to further their understanding of proportional relationships.  This will be demonstrated by growth by at least one level on the rubric (from the repeated common assessments) developed by the district Math PLC.   Furthermore, 70% of my students will show mastery by reaching level 4 or higher on the rubric.

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Quality Student Growth Goal?

During this school year, my 7th grade students will use the 8 Math Practices to further their understanding of proportional relationships.  This will be demonstrated by growth by at least one level on the rubric (from the repeated common assessments) developed by the district Math PLC.   Furthermore, 70% of my students will show mastery by reaching level 4 or higher on the rubric.

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ObservationStudent VoiceProfessional Growth Plans and Self ReflectionOther: District-Determined

OVERALL PERFORMANCE

CATEGORY

PRO

FESS

ION

AL

PRAC

TICE

STU

DEN

T G

ROW

THKENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL

PROFESSIONAL JUDGMENT & INSTRUMENTS

DOMAIN RATINGS

State Contribution – Student Growth Percentiles (SGPs)• State-Defined

High/Expected/Low• 3 Year of Data

ANDLocal Contribution – Student Growth Goals (SGGs)• District-Defined

High/Expected/Low• 3 Year of Data

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH

PROFESSIONAL PRACTICE RATING

PROFESSIONAL JUDGMENT & DISTRICT-DETERMINED DECISION RULES STUDENT

GROWTH TREND RATING (H/E/L)

PROFESSIONAL JUDGEMENT AND

STATE-DETERMINED

DECISION RULES

See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S

PROFESSIONAL PRACTICE RATING

See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S

OVERALL PERFORMANCE CATEGORY

PERCENT (%) EFFECTIVE TEACHERS

DOMAIN 1: Planning and PreparationDOMAIN 2: Classroom EnvironmentDOMAIN 3: InstructionDOMAIN 4: Professional responsibilities

GROWTH PLAN AND

CYCLE

GROWTH PLANNING

MATRIX

PROFESSIONAL JUDGMENT &

STATE-DETERMINED

DECISION RULES

KDE:ONGL:FCS:TB:011814

Principal & Assistant Principal Professional Growth and

Effectiveness System

(PPGES)

Principal Performance Standards

1. Instructional Leadership

2. School Climate

3. Human Resources Management

4. Organizational Management

5. Communication and Community Relations

6. Professionalism

Sources of Evidence to Inform Professional Practice (Standards

Rating)

TELL Kentucky Survey (WC GOAL)VAL-ED 360 SurveySite VisitsProfessional Growth Plan & Self-Reflection

Student Growth

State Contribution-Assist/NGL Goal Based on Trajectory Local Contribution-Based on School Need

--may parallel state contribution

At least one (1) of the Student Growth Goals set by the Principal must address gap populations.

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– Same summative Overall Performance Category

Others? Other Professional PGES

• School counselors – may be in summative year• School level library/media specialists• School psychologists• School instructional specialist/curriculum coaches• School speech therapists

KTIP/PGES Pilot

Questions

[email protected] of Educator Effectiveness