Transcript Professional Growth and Effectiveness System
Professional Growth and Effectiveness System
Amanda Abell Director of Educator Effectiveness (GRREC)
Aspirations:
Every student will be taught by an effective teacher.
Every school will be led by an effective principal.
PGES T
HEORY OF
A
CTION
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.
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.
How are districts preparing for 14-15?
Districts have 3 choices for 14-15: Dual System Hybrid Full Adoption
KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL
Observation Student Voice Professional Growth Plans and Self Reflection Other: District Determined
PROFESSIONAL JUDGMENT & INSTRUMENTS DOMAIN RATINGS
DOMAIN 1: Planning and Preparation DOMAIN 2: Classroom Environment DOMAIN 3: Instruction DOMAIN 4: Professional responsibilities
PROFESSIONAL JUDGMENT & STATE DETERMINED DECISION RULES
See MINIMUM CRITERIA FOR
DETERMINING AN EDUCATOR’S PROFESSIONAL PRACTICE RATING
PROFESSIONAL PRACTICE RATING PERCENT (%) EFFECTIVE TEACHERS 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
GROWTH PLAN AND CYCLE GROWTH PLANNING MATRIX PROFESSIONAL JUDGMENT & DISTRICT DETERMINED DECISION RULES
KDE:ONGL:FCS:TB:011814
PROFESSIONAL JUDGEMENT AND STATE DETERMINED DECISION RULES OVERALL PERFORMANCE CATEGORY STUDENT GROWTH TREND RATING (H/E/L )
See MINIMUM CRITERIA FOR
DETERMINING AN EDUCATOR’S OVERALL PERFORMANCE CATEGORY
Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities
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: 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 The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students.
Exemplary Learning activities are differentiated appropriately for individual learners . Instructional groups are varied appropriately with some opportunity for student choice .
Critical Attributes
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 .
Multiple Sources of Data
Classroom Observation Feedback Student Growth/Achievement Self-Assessment Reflection
Realistic Focused Measurable
• Instructional Planning • Lesson Implementation • Content Knowledge • Beliefs • Dispositions
Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities
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.
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
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)
OPTION A (3:1) OPTION B (2:2) OPTION C (District Determined)
Districts will provide conferencing requirements for their teachers and observers.
◦
Pre and Post conference after each full observation but not mini
◦
Pre conferences may be completed electronically
◦
May not require pre conferences
Districts may choose timeline for observation schedule.
Example only
1 st Observation: Begins 30 days after the start of school 2 nd Observation: Begins November 1 3 rd Observation: Begins December 15 4 th Observation: Begins February 15 (All observations should be concluded by April 1)
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
Year 1 Year 2 Year 3 Year 4 Certification Calibration Calibration Certification
Teachscape, the current approved technology platform, must be used for certification and calibration.
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
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
Student Voice Survey
confidential online (Infinite Campus Student Portal) developed by KDE K-12 students
What do all of these sites have in common?
MET Study
• Used a sample of 44,500 students student survey
+
high-quality observation
+
student gains 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 Teacher Professional Growth & Effectiveness System 43
Student Growth
Percentiles
Grades 4-8 Reading and math Local Contribution All Teachers
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.
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 47
Identify the essential/enduring skills, concepts, and processes for your content area.
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?
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Learning from Baseline Data
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?
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Learning from Baseline Data
Are these needs aligned with grade level enduring skills, concepts or processes in your standards?
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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
S M A R T
SMART Goals
•Specific •Measurable •Appropriate •Realistic •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 7 th 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 G oal?
During this school year, my 7 th 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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KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL
Observation Student Voice Professional Growth Plans and Self Reflection Other: District Determined
PROFESSIONAL JUDGMENT & INSTRUMENTS DOMAIN RATINGS
DOMAIN 1: Planning and Preparation DOMAIN 2: Classroom Environment DOMAIN 3: Instruction DOMAIN 4: Professional responsibilities
PROFESSIONAL JUDGMENT & STATE DETERMINED DECISION RULES
See MINIMUM CRITERIA FOR
DETERMINING AN EDUCATOR’S PROFESSIONAL PRACTICE RATING
PROFESSIONAL PRACTICE RATING PERCENT (%) EFFECTIVE TEACHERS 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
GROWTH PLAN AND CYCLE GROWTH PLANNING MATRIX PROFESSIONAL JUDGMENT & DISTRICT DETERMINED DECISION RULES
KDE:ONGL:FCS:TB:011814
PROFESSIONAL JUDGEMENT AND STATE DETERMINED DECISION RULES OVERALL PERFORMANCE CATEGORY STUDENT GROWTH TREND RATING (H/E/L )
See MINIMUM CRITERIA FOR
DETERMINING AN EDUCATOR’S OVERALL PERFORMANCE CATEGORY
Principal & Assistant Principal Professional Growth and Effectiveness System (PPGES)
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 Survey Site Visits Professional 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
Director of Educator Effectiveness