Transcript Mid-Year Conference

• These slides are meant to provide information
before the meeting occurs. This powerpoint
presentation, as it exists here, will not be used
at the meeting.
• Your preview of the information presented
here is appreciated by the ISLN planning team.
Thank you!
Please take a moment to write questions
or concerns (or requests for support) that
you have about TPGES, PPGES, and/or
Professional Learning on the template
provided (see next slide).
Before the meeting, review the
information and video clips on the
next several slides and note if your
questions are answered.
ISLN Tab, choose November 2013
TPGES Implementation
TPGES
Mid-Year
Conference
Making the Most of
Conversations
TPGES Mid-Year Conference
Will occur mid-way through the year
–May take place in December if you are
doing your Peer Observations in the 3rd
Window
–May take place in January if you are
doing your Peer Observations in the 2nd
Window
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.
What should you talk about?
PGP Goal/Plan and Professional Responsibilities
(Domain 4)
Teacher shares data/evidence toward Professional Growth
Plan Goal attainment.
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?
Principal and teacher collaborate together to aid teacher in
progress towards the goal.
What should you talk about?
Review evidence collected regarding Student Growth Goal/Plan
Teacher shares data/evidence toward Student Growth Goal
attainment.
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?
Principal and teacher collaborate together to aid teacher in progress
towards the goal.
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?
What should you talk about?
Identify supports needed and next steps
(Domains 1-4)
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?
Graffiti Thoughts
In the meeting,
participants will espond
with:
– Another quotation from
the article
– An example that you
have experienced related
to the topic
– A question for further
understanding
– A thought or further
elaboration on the
statement
ISLN Tab, choose November 2013
Peer Observation
• Sample Questions from the Teacher Module
are on the next 7 slides. These are for the
purpose of introducing you to the types of
questions that your peer observers will
encounter during the module.
• We will not be reviewing these during the
meeting.
Peer Observation Training
• The two video clips that follow are part of the
Peer Observation Training modules. If you
have not had a chance to preview these short
clips, it is encouraged that you do so.
• We will NOT be viewing these videos at our
meeting, but will reference them in
discussions.
Introduction to Peer
Observation
http://www.ket.org/education/video/kpcon/kpcon_000002.htm
Collegiality and Trust
http://www.ket.org/education/video/_kpcon/kpcon_000001.htm
Peer Observation
If your district has already completed a round of
peer observations, please be prepared to share
any comments you have heard about this part of
the TPGES implementation process as it relates
to teacher effectiveness.
TPGES Table-Talk
For your contemplation…
• How are we going to support our teachers in
the process?
• How are we going to make the professional
learning meaningful?
• How are we going to foster a collegial culture
of inquiry?
• What structures do we need in place to
facilitate the peer observations?
Peer Observer Technical Information
• Teachers should NOT click “Submit Final”
button on the peer observation
• Teachers should register for the training
modules in EDS and through KET (see PGES
tab on www.jennyray.net)
• Peer observations are not evaluative, and they
should take place during the 2nd or 3rd window
• A pre- and post-conference should occur
during the pilot to ease apprehension and
encourage collegiality
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
7. Student Growth
Terms Used in Performance Levels
Category
Description
Definition
Ineffective
The principal consistently
performs below the established
standards or in a manner that is
inconsistent with the school’s
missions and goals.
Unacceptable Performance
Developing
Accomplished
Exemplary
The principal often performs
below the established standard
or in a manner that is
inconsistent with the school’s
missions and goals.
• Does not meet requirements contained in job
description as expressed in evaluation criteria
• Results in minimal student progress
• May contribute to a recommendation for employee
not to Acceptable
be consideredPerformance
for continued employment
Below
• Requires support in meeting the standards
• Results in less than quality work performance
• Requires professional growth being jointly identified
and planned between principal and evaluator
The principal meets the standard
in a manner that is consistent
with the school’s mission and
goals.
Proficient Performance
The principal maintains
performance, accomplishments,
and behaviors that consistently
and considerably surpass the
established standard.
Exceptional Performance
• Meets the requirements contained in job description
as expressed in evaluation criteria
• Behaviors have positive impact on learners and
school climate
• Willing to learn and apply new skills
• Sustains high performance over period of time
• Empowers teachers and students
• Serves as role model to others
Data Sources for Principals
Surveys
• Provide information about perceptions of job performance
• Include VAL-ED or TELL Kentucky and additional surveys as desired
• Part of Reflective Practice and Professional Growth Planning Template
Self-Reflection
• Reveals principals’ perceptions of their job performance
• Principals share self-reflection with supervisors
• Part of Reflective Practice and Professional Growth Planning Template
Professional
Growth Plan
• Helps translate growth needs into practical activities and experiences
• Professional goals developed collaboratively with evaluator
• Part of Reflective Practice and Professional Growth Planning Template
Observations/
School Site
Visits
• Ranges from watching how principals interact with others, to observing
programs and shadowing
• Should include formal interview or less structured discussion of job
• Two per year; minimum duration of one hour
Documentation • Provides principals with key voice in evaluation
• 1-3 artifacts per performance standard
• Annotations as needed for clarification
Goal Setting
for Student
Growth
• Principal student growth goals are comprised of a state and local contribution from
their school CSIP.
• Evaluator and principal review and agree on local goal trajectory for the year.
• Goals also reviewed at middle and end of year to determine progress
Multiple Data Sources
Surveys
Self-Reflection
Professional
Growth Plan
Observations/
School Site Visits
Documentation
Student Growth
Goal Setting
EVIDENCE
Principal
Evaluation
Surveys
Gathers client data regarding perceptions of the principal’s performance.
• Provides feedback for professional growth and development; helps
principals set goals for continuous improvement (formative evaluation)
• VAL-ED and Tell Kentucky will be administered during alternating years
• Principals may administer additional surveys
• Principals fill out Reflection on Survey Results portion of the Reflective
Practice and Professional Growth Planning Template
• Survey results should inform the Professional Growth Plan
The VAL-Ed Report
Some questions to consider
1. Who participated in the assessment of the principal’s
leadership behavior?
2. What evidence did the respondents report using to make their
effectiveness ratings of the principal?
3. How effective is the principal’s leadership behavior judged in
comparison to a national sample of principals?
4. How effective is the principal’s leadership behavior judged in
comparison to the VAL- ED proficiency standards?
5. To what degree did the three respondent groups-teachers,
supervisors, and principals-agree with regard to these
effectiveness ratings?
6. Which areas of leadership behavior represent areas of relative
strength and which represent areas of possible improvement?
TELL Kentucky
• Statewide survey of certified school-based educators to assess teaching
conditions at the school, district, and state level
• Questions are about the school environment, not about any one person or
individual; no questions refer to a principal, rather questions refer to
“leadership” at the school
• Administrators receive many of the same questions as teachers, but have
additional types of questions to asses how the district and state support them
• Responses for administrators are only reported at the state level
Survey Summary Results
Shows the percent of respondents
that agreed with the statement
xx High
School
All KY High
Schools
County
KY
xx%
xx%
xx%
xx%
Time
a. Class sizes are reasonable such that the teachers have the time available
to meet the needs of all students.
b. Teachers have time available to collaborate with colleagues.
c. Teachers are allowed to focus on educating students with minimal
interruptions.
d. The non-instructional time provided for teachers in my school is sufficient.
e. Efforts are made to minimize the amount of routine paperwork teachers
are required to do.
f. Teachers have sufficient instructional time to meet the needs of all
students.
g. Teachers are protected from duties that interfere with their essential role
of educating students.
Facilities and Resources
Professional Development
Instructional Practices and Support
Community Support and Involvement
Managing Student Conduct
Teacher Leadership
School Leadership
New Teacher Support
xx%
xx%
xx%
xx%
xx% Each xx%
xx% hasxx%
major category
questions
beneath
xx% specific
xx%
xx%
xx%
xx%
xx%
xx%
xx%
xx%
xx%
xx%
xx%
xx%
xx%
xx%
xx%
Crosswalk between TELL Kentucky
and Performance Standards
TELL Kentucky Categories
Performance Standards
Time
Instructional Leadership
School Climate
Facilities and Resources
Instructional Leadership
Organizational Management
Professional Development
Instructional Leadership
Instructional Practices and Support
Instructional Leadership
Human Resources Management
Community Support and Involvement
Communication & Community Relations
Managing Student Conduct
School Climate
Teacher Leadership
Human Resources Management
Organizational Management
School Leadership
Instructional Leadership
Human Resources Management
Organizational Management
New Teacher Support
Human Resources Management
STUDENT GROWTH GOAL
STATE
The State Contribution
is derived from the
school’s Accountability
score and requires no
goal development by
the principal.
LOCAL
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
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)
GOAL
• 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.
OBJECTIVE
• Increase or decrease in
goal percentage for the
current school year
The annual
objective % is
determined by
the Principal in
collaboration with
the
Superintendent.
STRATEGY
•Best Practice
•Professional Development
•Progress Monitoring
•Consolidated Planning
•ILP Addendum
• Other
The strategies are
specific to what
the PRINCIPAL
will do to meet
the stated goal
and objective.
One Year Lag
• Write LOCAL CONTRIBUTION goal in
September
• Place goal into ASSIST
• Superintendent conducts formative mid-year
review
• Superintendent conducts endof-year review the following
September
Principal Self-Reflection
Helps a principal judge the effectiveness and adequacy of
his/her knowledge and performance for the purpose of selfimprovement; helps target areas for professional development.
• Principals reflect on survey results and on performance
standards
• Principals fill out Reflection on the Standards portion of the
Reflective Practice and Professional Growth Planning Template
• Principals should select an area of growth identified in selfreflection upon which to focus professional growth goals
• Principals share self-reflection with supervisor as they
collaboratively develop the Professional Growth Plan
• Principals refer to self-reflection throughout the year to see if
strategies for improvement are effective
Reflection on Survey Results
Number of Surveys
Distributed
Number of Completed
Surveys Returned
Percentage of
Completed Surveys
Returned
What did teachers/staff perceive as major strengths?
What did teachers/staff perceive as major
weaknesses?
Part of the Reflective Practice and
Professional Growth Planning Template
List factors that might have influenced the results.
How will you use this information for continuous professional growth?
Abbreviated for training purposes
Reflection on the Standards
SelfAssessment
Standard
Strengths and areas for growth
1. Instructional Leadership
The principal fosters the success of all
students by facilitating the development,
communication, implementation, and
evaluation of a shared vision of teaching
and learning that leads to student
academic growth and school
improvement.
I
D
A
I
Part of the Reflective Practice and
Professional Growth Planning Template
2. School Climate
The principal fosters the success of all
students by developing, advocating, and
sustaining an academically rigorous,
positive, and safe school climate for all
stakeholders.
3. Human Resource Management
The principal fosters effective human
resources management by assisting with
selection and induction, and by supporting,
evaluating, and retaining quality
instructional and support personnel.
I
D
I
D
A
A
E
E
Abbreviated for training purposes
Professional Growth Plan
Helps facilitate the translation of growth needs into practical activities
and experiences to strengthen the principal’s competencies.
• Principals select an area of growth identified in self-reflection upon
which to focus professional growth goals
• Developed collaboratively with the evaluator
• Goals should be SMART (specific, measurable, appropriate,
rigorous--but realistic, and time-limited)
• Should use data from multiple sources
• Goals become the focus of professional growth activities, support,
and on-going reflection
• Principals fill out Connecting Priority Growth Needs to Professional
Growth Planning portion of the Reflective Practice and Professional
Growth Planning Template
Part C: Connecting Priority Growth Needs to Professional Growth Planning
1) Initial Reflection: Based on the areas of growth identified in Part B, complete this section at the beginning of the school year.
Professional Growth Goal:
•
•
•
What do I want to change about my practices 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 accomplish my objective?
Action Plan
Professional Learning
What do I want to
Strategies/Actions
change about myProfessional Growth Goal:
What
will
I
need
to do in order to learn my

Specific
leadership or role
 that
Measurable
identified skill or content?

Appropriate
will effectively impact
How will I apply what I have learned?

Rigorous, but Realistic
student learning?

Time limited
How will I accomplish my goal?
What is my personal
learning necessary to
make that change?
Resources/Support
What resources will I need to
complete my plan?
What support will I need?
Administrator’s Signature:
Date:
Superintendent’s Signature:
Date:
Targeted
Completion
Date
When will I
complete each
identified
strategy/
action?
Reflection on the Standards
2) On-going Reflection: Complete this section at mid-year to identify progress toward each Professional Growth Goal.
Date
Status of Professional Growth Goal
Revisions/Modifications
3) Summative Reflection: Complete this section at the end of the year to describe the level of attainment for each
Professional Growth Goal.
Date:
End of Year Reflection:
Next Steps:
Abbreviated for training purposes
Superintendent School Site Visits
Provides information on a wide variety of contributions made by principals.
• Applied in a variety of settings
• May range from watching principal’s interactions with others to observing
programs and shadowing the principal
• Evaluators discuss various aspects of the job via formal interview or less
structured discussion
 Allows principal opportunity to discuss successes and challenges
 Provides insight into how principal is addressing standards; provide
further areas for evaluators to explore
 Helps principals think through potential artifacts
• At least two observations/site visits per year of at least one hour duration
• Evaluator provides feedback to principal
Methods for collecting evidence might include:
• maintaining an ongoing narrative/script of the
principal’s interactions.

documenting specific critical behaviors that
support effectiveness in the performance
standards.

cross-referencing observed behaviors with
support documents.
Day-to-day snapshot
Recommended Practice
• Superintendent and Principal, together,
schedule at least two site visits per year.
– a minimum duration of one hour each
• The first visit should occur prior to the midyear review.
Observation/Site Visit Form
Performance Standard 1. Instructional Leadership
The principal fosters the success of all students by facilitating the development,
communication, implementation, and evaluation of a shared vision of teaching and
learning that leads to student academic growth and school improvement.
Suggested Guiding Questions/Prompts:
• Please describe any innovative and effective leadership strategies that you have used
this year.
• What opportunities have you created this year for collaboration among teachers?
• How have you strived this year to improve the teachers’ effective instructional practices
associated with different subject areas?
• How do you make sure curriculum standards are taught by the teachers and mastered
by the students?
• How do you monitor teachers’ performance and provide constructive feedback to
them?
• What types of teacher learning and development activities or programs have
participated in this year? What have you learned?
• How do you involve the expertise of teacher leaders?
Comments:
Abbreviated for training purposes
Documentation
Demonstrates a principal’s skills, talents, and
accomplishments through an organized collection of work.
• Provides evidence of performance related to specific standards –
principal’s voice in evaluation
• Provides opportunity for self-reflection, demonstration of quality
work, and is a basis for two-way communication with evaluator
• Identification of artifacts collaborative effort between principal
and evaluator
• Principal provides one to three artifacts in each standard
• Annotations as needed for clarification
• Reviewed at mid-year and end of year
Conferencing
The Principal Professional Growth and
Effectiveness System require that at
least 3 conferences will take place
throughout the year.
Beginning of the Year Conference
1. Purpose of the Meeting
2. Discuss reflections of data
3. Discuss and come to agreement on the Student Growth Goal and Action
Plan
4. Discuss reflections of the Seven Performance Standards
5. Discuss and come to agreement on the Professional Growth Goal and
Action Plan
6. Questions/Concerns/Comments
7. Set tentative dates for first semester site visit and Mid-Year Review
Mid-Year Review
1. Purpose of the Meeting
2. Discuss evidences gathered at first site visit and provide feedback
3. Share progress toward Student Growth Goal
4. Share progress toward Professional Growth Goal
5. Discuss documentation of each standard – determine if any other
documentation is needed
6. Questions/Concerns/Comments
7. Set tentative dates for 2nd semester site visit and end-of-year review
End of Year Review
1. Purpose of the Meeting
2. Discuss evidences gathered at second site visit and provide feedback
3. Share progress toward Student Growth Goal
4. Share progress toward Professional Growth Goal
5. Discuss progress of each standard – determine if any other
documentation is needed
6. Discuss the evaluation based on 1) VAL-ED; 2) Student Growth local and
state contribution; 3) Working Conditions Goal
7. Questions/Concerns/Comments
Performance Portrait
Surveys
Self-Reflection
Professional
Growth Plan
Observations/
School Site
Visits
Documentation
Goal Setting
Revisit your questions or concerns (or
requests for support) that you have
about TPGES, PPGES, and/or
Professional Learning.
Now that you’ve reviewed these
presentation slides, highlight the
questions/concerns that you want to
discuss at ISLN.