Transcript PPGES - Jenny Ray
Professional Growth and Effectiveness System Certified Evaluation Plan Training
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• 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
Agenda
• • • • • • Walkthrough of Proposed Regulation Changes Professional Growth Plan/Self-Reflection Observation Student Voice Student Growth Overall Rating Principal Professional Growth and Effectiveness • • Lunch Work Session Next Steps
• • • •
OPGES Statewide Implementation without consequences Other District Personnel Area Technology Centers
Current District CEP PGES Model CEP Expertise of 50/50 Committee PGES Consultants KLA/ISLN 5
Model Certified Evaluation Plan
• • • • Guidance provided for 50/50 committee to revise CEP and fulfill requirements of PGES Required and Local Decisions are stated Local BOE approval prior to submitting to the Kentucky Department of Education Timeline for Submission and Approval 5
Evaluation Committee (50/50 Committee) Personnel Decisions for the 2015-16 school year for TPGES and PPGES.
2015-2016 - Preschool, Other Professionals, Alternative settings, KTIP and District Personnel Late hires EDS – How does “MAY” impact the CEP?
CEP Submission process 5
Teacher Professional Growth and Effectiveness System
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KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL SOURCES OF EVIDENCE TO INFORM PROFESSONAL PRACTICE
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 PROFESSIONAL PRACTICE RATING
See MINIMUM CRITERIA FOR
DETERMINING AN EDUCATOR’S 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 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
KDE:ONGL:FCS:TB:011814 9
One Source of Evidence to Inform Professional Practice 5
Self-Reflection & Professional Growth Plan •
2014 - 2015 Establish a timeline for Self Reflection /PGP development and approval and monitoring. 2015 - 2016
Describe the process the district will use to document the development, approval and monitoring of self reflection and the professional growth plan. Describe any differences for Other Professionals.
Establish a timeline for ongoing Self Reflection (include information to address late hires).
Establish a timeline for the Professional Growth Plan (include information to address late hires).
How many times will the teacher be expected to complete self-reflection?
What are the expectations?
How does the self-reflection inform the PGP?
How does the self-reflection and PGP help prepare for Observation?
How does the Observation inform the self-reflection?
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Observation
2014 - 2015
All observations must be documented in CIITS.
• • •
2015 - 2016
Describe how the evidences of observations will be documented. (EDS) Address any differences for Other Professionals.
Address: – 1 Year Summative – 3 Year Summative – KTIP – (PGES)
What does the schedule look like for a 1 year summative cycle educator?
What does the schedule look like for a 3 year summative cycle educator?
How will you address late hires?
Announced or Unannounced? How will you document observations?
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Peer Observation
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Peer Observation
2014 - 2015 2015 - 2016
• All required peer observations must be documented in CIITS (time, date, evidence).
• • •
Describe how the evidences of observations will be documented.
Describe how Peer Observers will be assigned to teachers and other professionals. Identify any differences for other professionals or alternative settings.
Who will serve as Peer Observers?
How will they be identified?
How will they be assigned?
What are the differences for Other Professionals and Alternative settings?
How will you document?
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Conferencing
2015 - 2016
Describe any pre-conference expectations and requirements.
o Describe the differences that may exist in pre-conferencing o o expectations for mini or full observations (include differences for peer observations).
Identify any differences that may exist for in pre-conference expectations for Other Professionals observations.
Identify timelines for any required pre-conferences.
Describe the post-observation conference requirements.
o Describe the differences that may exist in post-conferencing o expectations for mini or full observations (include differences for peer observations).
Identify any differences that may exist for in post-conference expectations for Other Professionals observations.
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Certification
2015 - 2016 Describe the process to ensure all supervisors obtain the initial certified evaluation training.
Describe the process used to ensure all supervisors obtain observation certification.
Describe support procedures for individuals who are not certified.
Describe the process used to ensure teachers will have access to certified observers in cases where the supervisor is not certified.
Describe the process used to ensure late hire supervisors obtain certification.
Year 1 Year 2 Year 3 Year 4 Certification Calibration Calibration Certification
The current approved technology platform, must be used for certification and calibration.
Calibration
2015 - 2016
Explain processes that the district will use for observer calibration being sure to adhere to the requirements.
Describe the process for how the district will address the scoring of calibration. (Will the district require additional support for those a Red or Yellow rating?)
Student Voice
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District Decisions
Determine process for caseloads of less than 10 students.
How will you address Other Professionals and Alternative settings?
Questions?
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Student Growth
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Identify any differences for:
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Other Professionals
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Alternative Settings
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Preschool (Social and Emotional Standards)
Describe an administration protocol for :
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Identifying the measures used for determining student growth.
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Ensuring expectations are rigorous and comparable using baseline data to set low, expected and high measurable growth.
Describe the protocol or process for using multiple sources of data and evidence to determine student growth ratings as low, expected, and high for both growth and proficiency when applicable.
Describe the measures that will be identified as indicators of determining growth . Describe the comparable process for combining the growth target and proficiency (when applicable) for determining overall local student growth as high, expected, or low. Determine the comparable process that will be used to determine student growth if other professionals or alternative settings do not have a growth and proficiency target.
Single Student Growth Goal
Rating
High (3) Expected (2) Low (1)
Portion of Goal Achieved
Exceeds Goal (beyond 10%) Meets Goal (+/- 10%) Did not meet and fell lower than 10% from goal Low Achievement data from at least two points in time shows little to no evidence of growth for students.
Less than 50% of students showed growth Expected Achievement data from at least two points in time shows clear evidence of growth for most students.
50%-84% of students showed measureable growth High Achievement data from at least two points in time shows evidence of high growth for all or nearly all students.
85% or more of students reached desired growth
High Expected Low
% to be determined by using baseline data % to be determined by using baseline data % to be determined by using baseline data
Overall Performance Category
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Overall Rating Category Criteria
CRITERIA FOR DETERMINING A TEACHER’S OR OTHER PROFESSIONAL’S OVERALL PERFORMANCE CATEGORY PROFESSIONAL PRACTICE RATING Exemplary Accomplished Developing Ineffective STUDENT GROWTH RATING
High OR Expected Low High Expected Low High Expected OR Low High Expected OR Low
OVERALL PERFORMANCE CATEGORY
EXEMPLARY
DEVELOPING
EXEMPLARY ACCOMPLISHED DEVELOPING ACCOMPLISHED DEVELOPING DEVELOPING INEFFECTIVE
Principal & Assistant Principal Professional Growth and Effectiveness System (PPGES)
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Principal Performance Standards
1. Instructional Leadership 2. School Climate 3. Human Resources Management 4. Organizational Management 5. Communication and Community Relations 6. Professionalism
How Does It All Fit? Searching for Trends and Patterns
Sources of Evidence to Inform Professional Practice (Standards Rating) Professional Growth Plan & Self-Reflection Site Visits VAL-ED 360 Survey TELL Kentucky Survey (WC GOAL) Sources of Evidence to Inform Student Growth (Student Growth Ratings) State Contribution – (SGGs ) ASSIST/NGL Goal Local Contribution-Based on School Needs-May parallel state contribution.
Professional Growth Plan/Goal and Self Reflection-- Requirements
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All principals will participate in self-reflection and professional growth planning each year.
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All assistant principals will participate in self reflection and professional growth planning each year.
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Self reflection is ongoing process throughout the year.
• • • • • Professional Growth Plan/Goal and Self Reflection-- District Decisions
Explain the timeline for submission of initial Self-Reflection for principals/assistant principals.
Define ongoing self-reflection.
Explain the timeline for submission of PGP for principals/assistant principals.
Describe how late hires will be addressed.
Describe the process the district will use to document the development, approval and monitoring of self-reflection and the professional growth plan (principal and assistant).
Site Visits-Required
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Conducted at least twice each year.
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Formal site-visits are not required for the assistant principal (may need to define how evidence and feedback will be provided to assistant principals).
Site Visits-District Decisions
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Identify timeline for site visits.
Describe process for site visits Describe conference expectations following site visits (timeline, guiding questions?) Describe how site visit will be aligned to Principal Performance Standards.
Describe how late hires will be addressed.
Describe how the evidences of site visits will be documented (and how formative data/evidence for assistant principals will be documented).
Val-Ed 360
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-Required
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Conducted at least once every two years in the school year that TELL Kentucky is not administered.
Completed by all teachers and superintendent/designee Formative feedback for principal
Val-Ed 360
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-District Decisions
• • • • •
Identify a point of contact for overseeing and administering Val-Ed 360
°
.
Identify the timeline and frequency of Val-Ed 360
°
administration.
Describe how Val-Ed 360
°
used.
results will be Identify who will have access to Val-Ed 360
°
.
Describe how late hires will be addressed
Working Conditions Goal-Required •
Developed following the completion of the TELL Kentucky Survey.
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Minimum of one two-year goal.
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Assistant Principal adopts Principal ’ s WCG and develops an appropriate plan to contribute toward achievement of that WCG.
Working Conditions Goal-District Decisions • • • • • • •
Define timeline and process for creation, review and approval of WCG.
Identify the number of WCGs that will be required.
Describe the process used to establish the WCG rubric.
Describe how a mid-point review will be conducted.
Identify any additional surveys or evidence that will be used to inform the WCG(s).
Describe how the evidences of the WCG will be documented.
Define process for new hires (mid TELL cycle).
SGG (State Contribution)-Required
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Goal is based on ASSIST/NGL trajectory and results will be lagged. (September-September goal).
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Based on Gap population unless local goal is based on Gap population.
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Assistant Principal adopts state contribution SGG and develops appropriate plan to help attain SGG.
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Some alternative settings do not have state defined delivery targets, those principals will have two local contribution goals.
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SMART goals but do not have proficiency and growth components like TPGES SGGs.
SGG (State) Contribution-District Decisions
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Define timelines and process for development, review and approval of SGGs
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Describe process for determining interim trajectory goals.
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Describe process for determining high, expected, low growth.
SGG (Local)-Required
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Based on school need and using interim formative assessments.
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Based on Gap population unless State goal is based on Gap population.
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Assistant Principal adopts local SGG and develops appropriate plan to help attain SGG.
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SMART goals but do not have proficiency and growth components like TPGES SGGs.
SGG (Local)-District Decisions
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Identify the number of local goals for principal Define timelines and process to develop, review and approve local goals. Describe process for determining high, expected, low growth.
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Describe process for determining high, expected, low growth if multiple local student growth goals are required.
Define timelines for development, review, and approval of SGG.
Principal and Assistant Professional Practice Rating
Rating Overall Student Growth
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Determine the rating using both state and local growth.
Determine the rating using up to 3 years of data (when available).
Record summative ratings in CIITS.
Local District Decision:
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Describe the process used to rate student growth including both state and local contributions.
Overall Performance Category
How well does your CEP:
• • • • • Define Assistant Principal evaluation? (Are the processes and procedures for principals clearly defined?) Define processes for the development of goals, review of goals by an evaluator, and approval of goals? Are timelines clear?
Provide guidance for conferencing? Require and monitor ongoing self reflection?
Encourage natural connections among work? Mid year reviews alongside observations? Principal SGGs and Teacher SGGs?
Certified Evaluation Plan Submission
[email protected]
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