Transcript ISLN

CKEC Instructional
Support Leadership
Network
NOVEMBER 21st, 2013
Today’s materials can be accessed at:
http://www.debbiewaggoner.com/
nov-2013-isln.html
CKEC ISLN Facilitation Team
Debbie Waggoner,
KDE/CKEC
Instructional
Specialist – Math &
Social Studies
Emphasis
Terry Rhodes,
KDE/CKEC
Instructional
Specialist – Science
Emphasis
Kelly Philbeck,
KDE Literacy/LDC
Rebecca
Woosley,
Effectiveness
Coach, KDE
Mike Cassady,
PGES Consultant
CKEC/KDE
Sharing
Over 100 years of
Excellence
Learning
Welcome,
Who is in the room?
Supporting
Teaching
Enhancing
Norms
 Be an ambassador of “lifelong learning.”
Show your enthusiasm for the work, support the
learning of others, be willing to take risks,
participate fully.
 Come to meetings prepared. Be on time, any
preparations/ readings completed, with
necessary materials.
 Be focused during meetings. Stick to network
goals/ targets, use technology to enhance work
at hand, limit sidebar conversations.
 Work collaboratively. All members’
contributions are valued and honored, seek first
to understand, then be understood.
PINK Sheet
ISLN Meeting
IMPORTANT NOTES
What do I
want to
remember?
How will I use
this
information,
and how will I
share it with
others in my
district?
Today’s Agenda
CKEC ISLN November 21st, 2013 Agenda
--How prepared is your district for writing and using
student growth goals?
--Relating NGSS science standards to the
Framework for Teaching
Page 1
Concurrent Sessions:
--Moving NGSS to Instruction – Terry
Rhodes
--Self-Reflection and Professional Growth
– Becky Woosley & Kelly Philbeck
Mid-year Reviews and PPGES timelines –
--Debbie Waggoner & Mike Cassady
Immersion Reflection Questions
Planning for Full-Scale Implementation
Network Foundations….
Kentucky’s Core Academic
Standards - KCAS including
CCSS & NGSS
Leadership
Assessment
Literacy
Highly Effective Teaching and
learning
Pillars again
TPGES –Teacher Professional Growth and Effectiveness System
I can support the
implementation of
KCAS, PGES, and
professional learning
in my school/district
to provide students
with the experiences
necessary to
become college
and/or career ready.
http://todaysmeet.com/CKECISLN
Initial Table Talk
 With you district/at your table share your thoughts
on -
How Prepared is Your District to
Support Student Growth?
 Put what others shared on Post-It notes.
Page 2
 Add them to the categories on the posters at the
back of the room.
Page 3
Sharpen
Your Eye
Page 1
Read “Mrs. Williams Class” Scenario pg4
Read “Mr. DeLong’s Class” Scenario pgs5-6
Which classroom most represents highly
effective teaching and learning? Why?
Looking back at “Mrs. Williams’
Class” Scenario, what practices,
at first look, seem effective?
Choose a practice from “Mr. DeLong’s
Class” Scenario and identify where it would
rate on the FfT.
Pages 7-10
Reflect on the teachers in your school and
district. How close or far away from that
practice are your teachers? What are you
seeing?
Other Connections You May Have Made
Key Shifts of NGSS – Appendix A
(September 2013)
Enduring Skills - Science, Math & ELA –
Practice Standards Card Sort (October
2013)
Student Growth Goal OpportunitySupport Claims with Evidence (October
2013)
Crosscutting Concepts of NGSS – Ex.
Cause and Effect
Concurrent Sessions
groups
RED
Session 1
Session 2
Side Hallway Main Room
Self reflection Mid year
review
and PGG
/PPGES Update
YELLOW
Main Room
Mid year
review
/PPGES Update
GREEN
Session 3
Front Room
NGSS Science
to Instruction
Front Room
Side Hallway
NGSS Science Self reflection
to Instruction and PGG
Front Room
Side Hallway Main Room
NGSS Science Self reflection Mid year review
to Instruction and PGG
/PPGES Update
Moving NGSS Science
to Instruction
 Performance Expectations vs Learning Targets
pgs11-13
 CASL point #2 Learning Targets not all EQUAL
pg14
 CASL point #3 Quality Learning Targets pg15
 Deconstruction blank form pg16
 Targets to Assessments form pg17
Terry Rhodes
Concurrent Sessions
groups
RED
Session 1
Session 2
Side Hallway Main Room
Self reflection Mid year
review
and PGG
/PPGES Update
YELLOW
Main Room
Mid year
review
/PPGES Update
GREEN
Session 3
Front Room
NGSS Science
to Instruction
Front Room
Side Hallway
NGSS Science Self reflection
to Instruction and PGG
Front Room
Side Hallway Main Room
NGSS Science Self reflection Mid year review
to Instruction and PGG
/PPGES Update
Self-Reflection and
Professional Growth in
the TPGES
Teacher Professional Growth and
Effectiveness System
Rebecca Woosley
Kelly Philbeck
Pages 18-20
Proposed Multiple Measures
Observation
Teacher Professional Growth
and Effectiveness System
Peer Observation
Professional Growth
All measures are
supported through
evidence.
Self Reflection
Student Voice
Student Growth
Learning Targets
I can. . . .
• Connect reflection and growth
planning to improve educator
effectiveness
• Provide feedback support for
teachers identifying PG focus
areas
Possible Starting Points for
Self-Assessment and Reflection
Kentucky Adapted Framework for
Teaching
Content standards and skills
Student Voice results
Professional Learning experiences
An unfamiliar instructional approach
Product of a Literacy Design
Collaborative (LDC) Module
Program Review
“It is essential to
recognize that these
goals are goals for
the teacher’s
learning, not
student learning.”
–Charlotte Danielson
Professional Growth Goal
Guiding Questions
 What do I want to change about my
practices that will effectively impact
student learning? The decision should be
grounded in evidence.
 How can I develop a plan of action to
address my professional learning? The
plan should include new learning and how
the teacher will apply it.
 How will I know if I accomplished my
objective? The teacher must be able to
show evidence of growth to prove a change
in practice has occurred.
What are some of the sources of
evidence of a teacher’s growth?
Observations
Data
Self-reflection
Analysis of student work
products
PLC minutes/notes
Table Talk: Goal Analysis Activity
At your table, analyze the sample goals.
Answer the 3 Goal Setting
Guiding Questions for each goal
 Develop questions for a
strategic conversation
Goals to Analyze for Feedback
Reading in any
content area:
During the school year, I will
learn to integrate some literacy
strategies in my instruction. I
will attend a literacy workshop.
Measures of success will include
results how well my students do
on the K-Prep reading
assessment and a common
assessment designed by our
PLC.
Improving Use of
Formative Assessments:
During this school year, I will
read some books on formative
assessment. I will create and use
some formative assessments
more frequently in my classes.
Indicators of success will include
my student assessment data and
observable student engagement.
PGGs after feedback and revision…
Reading in any content
area:
During the school year, I will
learn how to integrate
literacy strategies in my
instruction. To enhance my
instructional skills, I will
participate in a literacy
workshop, regularly follow
Tim Shanahan’s literacy and
the Teaching the Core
literacy support blogs.
Measures of success will
include results from analysis
of student work samples,
self-reflection, student
surveys, and observation
data.
Improving Use of
Formative Assessments:
During this school year, I will
study Classroom Assessment
for Student Learning, by Rick
Stiggins, with my grade level
PLC and embed formative
assessment practices in my
daily instruction. Indicators
of success will include
classroom observation, selfreflection, analysis of student
assessment data, minutes
from our PLC book study and
implementation discussions,
and observable student
engagement.
Professional Goals from
Your District
Now, using the goal(s) your
district brought today, decide What follow-up questions would
you ask the teacher?
What support does the teacher
need for continued professional
reflection/improvement?
What are the
next steps for
your district as
you scale for
reflective PGP
implementation
in your
school/district?
PGES Resource Reminder
The best sources of timely
PGES/PPGES information :
the PGES Newsletter (published
bi-monthly)
 the PGES/PPGES webcasts
the ISN webcasts
Mid-Year
Conference
Making the Most of Conversations
Debbie Waggoner
Pages21-28
A Coaching Conversation
http://www.pd360.com/index.cfm?ContentId=4060
Mid-Year Conference:
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.
Mid-Year Conference:
What should you talk about?
PGP Goal/Plan and Professional
Responsibilities (Domain 4)
Teacher shares data/evidence toward
Professional Growth Plan Goal
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?
Mid-Year Conference:
What should you talk about?
Review evidence collected regarding
Student Growth Goal/Plan (Domain 5)
Teacher shares data/evidence toward
Student Growth Goal
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?
Mid-Year Conference:
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?
Mid-Year Conference:
What should you talk about?
Identify supports needed and
next steps (Domains 1-5)
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?
Rethinking Teacher Evaluation:
Principals & Teachers Talk About Instruction
Review pages 22-23
and be ready to
summarize this section
for the group
 District Expectations
for Conferences
 Principal and Teacher
Perceptions: Using
Evaluation to Focus
on Instruction
Review pages 23-24 and be ready to
summarize this section for the group
--Assessing the Quality of Conversations
Between Principals and Teachers
Review page 25 and be ready to summarize this section for the group
--Principals tended to dominate the conversations.
Review pages 26-27 and be ready to
summarize this section for the group
--Contrasts in Instructional
Coaching: The Cases of McKinley
and Stoller Elementary Schools
 The principal at Stoller
embraced the evaluation
pilot and used the trust
she had garnered among
staff to make the
Framework a cornerstone
of instructional
improvement at the
school.
 The teachers at McKinley
felt the principal was a
 The teachers at Stoller
good leader, but they
engaged in deep
thought the scripted
discussions with the
nature of the
principal about practice
conversations was
that led to improved
stifling.
instruction.
 The principal at McKinley
was highly engaged in
the pilot but
acknowledged her
limitations in conducting
conferences with
teachers.
KEY FINDINGS
Principal Professional
Growth and
Effectiveness
System
(PPGES)
Pages29-40
Mike Cassady
How Does It All Fit?
Principal Performance
Standards
Data Sources
TELL Kentucky Survey (WC GOAL)
VAL-ED Survey
Professional Growth Plan & Self-Reflection
Student Growth Goals
Site Visits
Feedback Conferences
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
Principal Performance Standards
 Indicators are samples and not an exhausted list.
 Principals are not expected to demonstrate each
performance indicator.
 Performance Standards are measured by Student
Growth, VAL-Ed, and Working Conditions Growth
Goals.
 The standards will also inform professional growth
planning, site visits/observation, feedback
conversations, and on-going assessments of the
principal’s performance.
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
Working
Condition Goal
• Principals are responsible for setting a 2-year Working Conditions Growth
Goal that is based on the most recent TELL Kentucky Survey.
Goal Setting for • Principal student growth goals are comprised of a state and local
contribution from their school CSIP.
Student Growth
• 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
Documentation as Evidence of
Principal Performance
Provides principals with
key voice in evaluation
1-3 artifacts per
performance standard
Annotations as needed
for clarification
Multiple Data Sources
Self-Reflection
Student
Growth Goal
Working
Condition Goal
Surveys
EVIDENCE
PGP
Observation Site Visit
Principal
Evaluation
The Process Begins
Developing Student Growth
Goals Part B of Planning Template
Building on State
and Local
Contributions
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
Develop the Plan.
Superintendent conducts formative
mid-year review
Superintendent conducts endof-year review the following
September
Implementing Change
Core Processes for PGES
Create an atmosphere and context for change.
Develop and communicate a shared vision.
Plan and provide resources.
Invest in professional learning.
Develop a system for checking and monitoring
progress for implementation, including feedback
loops of teachers and principals.
 Continue to give guidance and course correction,
when necessary.





59
Immediate
Next Steps for Leading PGES
 Take ownership of the PGES efforts, alongside
your district leadership team.
 Identify the appropriate district staff and their
roles and responsibilities for implementation
efforts.
 Meet with your 50/50 committee.
 Establish feedback loops of teachers,
principals, and others to serve as your
champions.
 Discuss the work with your local board
members.
60
Immersion Reflection/Sharing
1. What work in your district led to instructional
shifts, and what evidence do you have that these
impacted student learning?
2. How do you differentiate to meet the needs of all
stakeholders (new teachers, experienced teachers,
instructional coaches, etc.)?
3. What capacity did you build in the math/ELA
networks to impact future work and how are you
maintaining communication about these content
areas in your district?
4. What support and resources do you need for
continued effective implementation of the work
(LDC, MDC/FALs, TPGES, KCAS-CCSS & NGSS,
etc.)?
Immersion Reflection/Sharing
 Divide up the 4 questions at your table.
 Take some post-it notes and each person will
comment on 2 questions.
 Go to the poster with your first question. Spend
5min posting and discussing on this first
question.
 Go to the poster with your second question.
Spend 5min posting and discussing on this
second question.
 At your second question summarize the
comments in a one sentence.
 Have one person share your summary sentence
with the group.
As we look ahead
to 2014…
Use the
Plan for Full Scale Implementation
organizer to begin to plan what you need to
do or have in place each month
so all teachers and leaders will be ready by
September 2014.
Pages41-43
Please complete your (yellow)
evaluation before you leave.
We need your feedback!
CKEC Instructional Support
Leadership Network 2013-2014
NorthEast Christian Church 8:30am-12:30pm
September 19th, 2013
October 17th, 2013
November 21st, 2013
January 16th, 2014
February 20th, 2014
March 20th, 2014
See you on January 16th
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