Transcript Employee training presentation

Welcome to KLA
Day 1 – September, 2012
KLA Process Goal #1
• Provide opportunities for you to network
with other administrators/leaders from
across your region.
• Introduce yourself to everyone at your table and tell what
you do.
• After everyone is introduced, one person will draw a card
from the cards in the center of the table. The reader will
respond.
• The person to the left will then answer the question and you
will go around the table.
• After everyone has answered the same question, the next
participant draws the next card for everyone to answer.
• Keep answering questions until your time is up.
KLA Process Goal #2
• Embed best practices for Professional
Development including:
− Modeling practices that you can use with
your staff to process information during
staff meetings and for PD.
− Using technology in a variety of ways both
during our sessions and in between
KLA Session Evaluation
Overarching KLA Content Targets
• Lay the groundwork for the Teacher
Professional Growth and Effectiveness
System
• Support the implementation of PLCs
during a time of change
• Share communications
from the state and the
regional ISLN meetings
Today’s Agenda
Before Lunch:
• Overview of the Teacher Professional
Growth and Effectiveness System
• Establishing a Climate for Professional Conversations
with Individuals
After Lunch:
• Establishing a Climate for Professional Conversations
through PLCs
• State Information: Content Specialist Information
• Introducing HOT Topics
Our Norms
Rule of Two Feet
Be Present & Engaged
Cell Phone/Computer
Etiquette
Teacher Professional Growth &
Effectiveness System
An Overview of the System and
Individual Multiple Measures
KLA Day 1 – Adapted from KDE Field Test
Learning Targets
I can. . . .
• Explain the main
components of the TPGES
process.
• Identify key ways that the
TPGES process is going to
change the way that I
currently do evaluations.
TPGES Timeline
Spring Pilot of
selected
measures:
Summer
training for pilot
districts
Student Growth
Professional
Growth
4 days
Online
Observation
Calibration
2013/14 –
All districts
will pilot the
process
2012/13 –
60 districts will
pilot the entire
process with
teachers
2014 –
The Teacher
Effectiveness
Framework
will be put
into place
across the
state
Explanation of Multiple Measures
Observation
Evaluator’s observation, documentation and feedback on a teacher’s professional
practices and observable behaviors
Peer Observation
Process of a peer observing another’s professional practice and observable
behaviors, providing supportive and constructive feedback for formative
purposes
Self Reflection
Critical self-examination of practice on a regular basis to deepen knowledge,
expand repertoire of skills and incorporate findings to improve practice
Professional Growth
Student Voice
Student Growth
Increased effectiveness resulting from experiences that develop an
educator’s skills, knowledge, expertise and other characteristics
Student feedback around teacher performance based on survey data
Quantitative measure of the impact a teacher or principal has on a
student (or set of students) as measured by student growth goal setting
and student growth percentiles.
SUPPORTED BY
Evidence
Documents or demonstrations that indicates proof of a particular
descriptor. Should be a natural by-product created through
the process of teaching
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Domain 5: Student Growth
Common Language
Domain 5: Student Growth
MULTIPLE MEASURES (supported by evidence)
Component
Supervisor
Observation
Student
Voice
Self
Reflection
Peer
Observation
Evidence
(pre and post conferences)
Observation Instrument
Observation Instrument
Student
Growth
Kentucky Student Perception Survey
Professional
Growth
Professional Growth and Self Reflection Tool
4. Professional
Responsibilities
5.a-Student Growth
(added by KDE)
4f-Showing Professionalism
4e-Growing & Developing Professionally
4d-Participating in Profess. Learning Comm.
4c-Communicating With Families
3. Instruction
4b-Maintaining Accurate Records
4a-Reflecting On Teaching
3e-Demonstrating Flexibility & Responsive
3d-Using Assessment in Learning
3c-Engaging Students in Learning
2. Classroom
Environment
3b-Questioning & Discussion Techniques
3a-Communicating with Students
2e-Organizing Physical Space
2d-Managing Student Behavior
2c-Maintaing Classroom Procedures
1. Planning &
Preparation
2b-Establish Culture of Learning
2a-Creating Env. of Respect & Rapport
1f- Designing Student Assessment
1e-Designing Coherent Instruction
1d-Demonstrates knowledge of resources
1c- Setting Instructional Outcomes
1b-Demonstrate knowledge of students
1a -Knowledge of content/pedagogy
FRAMEWORK
Domain
5. Student
Growth
Evidence
(pre and post conferences)
Student
Growth
Template
Place questions you have about the multiple measures and
framework on post it notes. As we go more in-depth for each
of these measures in future meetings, we will make sure that
we answer your questions.
SelfReflection
+
Professional
Growth
Teacher
Growth
SMART Goal Process
S
M
A
R
T
Specific- The goal
addresses
student needs
within the
content.
Measurable- An
appropriate
instrument or
measure is
selected to assess
the goal.
Appropriate- The
goal is clearly
related to the
role and
responsibilities of
the teacher.
Realistic- The
goal is attainable.
Time-bound- The
goal is contained
to a single school
year/course.
The goal is
measurable and
uses an
appropriate
instrument.
The goal is
standards-based
and directly
related to the
subject and
students that the
teacher teaches.
The goal is
doable, but
rigorous and
stretches the
outer bounds of
what is
attainable.
The goal is
bound by a
timeline that is
definitive and
allows for
determining
goal
attainment.
The goal is
focused on a
specific area of
need.
• Place questions you have about the PGP on post it notes. As
we go more in-depth for each of these measures in future
meetings, we will make sure that we answer your questions.
The Observation Process
SUPERVISOR
teacher
PEER
Method 1 (Progressive)
•3 minis and 1 formal
•One mini will be
completed by the
peer observer.
Method 2 (Traditional)
•2 formals and 2
minis
•One mini will be
completed by the
peer observer.
Semester 1
Semester 2
2 Observations
2 Observations
 2 mini
2 Observations
 1 formal
 1 mini
 1 mini
 1 formal
2 Observations
1 mini
1 formal
Major Purpose Difference
SUPERVISOR
Formative &
Summative
PEER
Formative Only
Learning Focused Observation
Process
1
Administrator
initiates formal
observation
Teacher
completes
planning form
5
2
Post-observation
conference held
Teacher takes
the lead
Pre-observation
conference held
Teacher takes
the lead
4
Post-observation
form (rubric)
completed by
Administrator
and Teacher
separately
3
Formal
observation
conducted
Administrator
collects evidence
PRE-OBSERVATION DOCUMENT
Teacher
EPSB ID#
School
Grade Level/Subject(s)
Observer
Date of Conference
Preconference (Planning Conference)
Questions for Discussion:
What is your identified student learning target(s)?
To which part of your curriculum does this lesson relate?
How does this learning fit in the sequence of learning for this class?
Briefly describe the students in this class, including those with special needs.
How will you engage the students in the learning? What will you do? What will
the students do? Will the students work in groups, or individually, or as a large
group? Provide any materials that the students will be using.
How will you differentiate instruction for individuals or groups of students?
How and when will you know whether the students have achieved the learning
target(s)?
Is there anything that you would like me to specifically observe during the
lesson?
Notes:
Record & Interpret
(Peer Observer Does NOT Interpret)
Domain 2: The Classroom Environment
2a: Creating an environment of respect and rapport
•
•
Element
Ineffective
Developing
Accomplished
Distinguished
Teacher
interactions
with students
Student
interactions
with other
students
• Patterns of classroom
interactions, both between the
teacher and students and among
students, are mostly negative,
inappropriate, or insensitive to
students' ages, cultural
backgrounds, and developmental
levels. Interactions are
characterized by sarcasm, putdowns, or conflict.
• Teacher does not deal with
disrespectful behavior.
• Patterns of classroom interactions,
both between the teacher and
students and among students, are
generally appropriate but may reflect
occasional inconsistencies,
favoritism, and disregard for
students' ages, cultures, and
developmental levels.
• Students rarely demonstrate
disrespect for one another.
• Teacher attempts to respond to
disrespectful behavior, with uneven
results. The net result of the
interactions is neutral, conveying
neither warmth nor conflict.
• Teacher-student interactions are
friendly and demonstrate general
caring and respect. Such interactions
are appropriate to the ages of the
students.
• Students exhibit respect for the
teacher. Interactions among students
are generally polite and respectful.
• Teacher responds successfully to
disrespectful behavior among
students. The net result of the
interactions is polite and respectful,
but impersonal.
• Classroom interactions among the
teacher and individual students are
highly respectful, reflecting genuine
warmth and caring and sensitivity to
students as individuals.
• Students exhibit respect for the
teacher and contribute to high levels
of civil interaction between all
members of the class. The net result
of interactions is that of connections
with students as individuals.
Evidence:
T greets Ss at door . “Brandon, how did you do on your driver’s test?”
T “Have any of you ever worked in a pen factory?” … “Do any of you feel you have some kind of expertise that exceeds regular 9th grade expertise on
pens?” “No, so you’re qualified to do this?” No smile.
T “Thank you, group, you may have a seat.”
T “So…there’s this guy, Eli Whitney…”
S answers questions from T incorrectly. Another S gives correct answer. S who answered incorrectly and other students exchange smiles.
T gives directions, “obviously include the word” and T rolls eyes.
T says “When I was in the 7th grade, I broke 4 pairs of glasses.”
T gives directions, “When you get to the stop sign, predict. What are you going to do?” “STOP,” T rolls eyes
Ss do not talk or make facial expressions when other ss are speaking.
T “Very nice, thank you.”
T “Nice job. I think you are starting to get it.”
T stands outside of classroom collecting exit card. “Thank you, you guys are great…have a good day.“ Comments rattled off quickly with no expression.
• Place questions you have about observation and peer
observation on post it notes. As we go more in-depth for
each of these measures in future meetings, we will make
sure that we answer your questions.
RESEARCH TELLS US THAT
STUDENTS ARE THE BEST
PREDICTORS OF TEACHER
EFFECTIVENESS.
“Student ratings are the single most valid source of
data on teaching effectiveness.”
--McKeachie, W. J. (1997). Student ratings: The validity of use. American
Psychologist, 52,1218–1225.
Kentucky is administering an abbreviated version
of Tripod Survey.
•
Student surveys will be used to collect data and to generate reports focused
on classroom learning conditions, student engagement, and school climate.
•
Student responses are anonymous.
•
Individual teacher results will not be shared publicly.
•
Multiple versions: K-2, 3-5 and 6-12 (Language is grade appropriate and
questions have been through an extensive validation process).
•
The K-2 version is administered by a facilitator that records responses in
small groups.
•
The 3-5 and the 6-12 surveys will be administered online.
•
Student surveys are administered at the classroom level.
The 7 Cs of Teaching Practice
• Caring about students (Encouragement and Support)
• Captivating students (Learning Seems Interesting and Relevant)
• Conferring with students (Students Sense teachers respect their
Ideas)
• Controlling behavior (Culture of Cooperation and Peer Support)
• Challenging students (Press for Effort, Perseverance and Rigor)
• Clarifying lessons (Success Seems Feasible)
• Consolidating knowledge (Ideas get Connected & Integrated)
• Place questions you have about student voice on post it
notes. As we go more in-depth for each of these measures
in future meetings, we will make sure that we answer your
questions.
Student Growth Measures
Goal Setting for Student Growth
•Applies to all teachers
Student Growth Percentiles
•Applies to grades 4 – 8 reading & math
Student Growth Process
Step 1:
Determine
needs
Step 2:
Create
specific
learning
goals based
on preassessment
Step 3:
Create and
implement
teaching
and learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved
the goals
SMART Goal Process
S
M
A
R
T
Specific- The goal
addresses
student needs
within the
content.
Measurable- An
appropriate
instrument or
measure is
selected to assess
the goal.
Appropriate- The
goal is clearly
related to the
role and
responsibilities of
the teacher.
Realistic- The
goal is attainable.
Time-bound- The
goal is contained
to a single school
year/course.
The goal is
measurable and
uses an
appropriate
instrument.
The goal is
standards-based
and directly
related to the
subject and
students that the
teacher teaches.
The goal is
doable, but
rigorous and
stretches the
outer bounds of
what is
attainable.
The goal is
bound by a
timeline that is
definitive and
allows for
determining
goal
attainment.
The goal is
focused on a
specific area of
need.
Data Source Possibilities
Common
Assessments
Interim
Assessments
District
Assessments
Projects
Products
Student
Performances
Student
Portfolios
Classroom
Assessments
Data Source Possibilities
Common
Assessments
Interim
Assessments
District
Assessments
Projects
Products
Student
Performances
Student
Portfolios
Classroom
Assessments
Student Growth Percentiles
Student Growth Percentiles
SGPs focus on the relative standing of a
student from year to year compared to the
student’s academic peers.
− Academic peers are students who perform
very similarly on the test to the student. The
student is only compared to students who start
at the same place.
− In year two, the question is: Did the student
outpace his/her peer group?
KDE:OAA:3/2/2012:kd:rls
41
• Place questions you have about student growth on post it
notes. As we go more in-depth for each of these measures
in future meetings, we will make sure that we answer your
questions.
Looking for Patterns
With an Elbow Partner Look at the
Notes that you took and identify
some ways that this process is
different from your current
evaluation process.
− What changes is the new TPGES process
going to make in your evaluation
process?
− What patterns do you see across the
multiple measures? What is the new
system going to require?
TPGES will require………..
• Evidence….Evidence….Evidence
− It’s about what you see, hear and collect not
what you feel.
• Focus on goals
• Teacher performance connected to
student growth
• Continuous Improvement
for everyone
KLA Session Evaluation
BREAK
• When you return sit in Job Alike
Groups
• Introduce yourself to everyone at your table and tell what you
do.
• After everyone is introduced, one person will draw a card from
the cards in the center of the table. The reader will respond.
• The person to the left will then answer the question and you
will go around the table.
• After everyone has answered the same question, the next
participant draws the next card for everyone to answer.
• Keep answering questions until your time is up.
Establishing a Climate for
Professional Conversations
Book Study-Part I
Talking About Teaching by
Charlotte Danielson
The Instructional Leader’s
Guild to Strategic
Conversations With Teachers
by Robyn Jackson
Learning Targets
I can. . . .
• Identify the critical attributes of
leadership and/or school climate that
promote productive instructional
conversations?
• Develop a personal strategic plan for
establishing a climate for highly
productive professional conversations
in my school or district.
….Professional
conversation is an
essential technique to promote
professional learning among teachers.
Charlotte Danielson
• Provides the cultural support for significant changes in the
way instruction is analyzed, discussed and evaluated
• Prepares staff for strategic instructional conversations
based on documented evidence that leads to high levels
professional and student performance
Read, Share, Compare
• Reader #I - Getting Ready for Strategic Conversations –
Jackson(pages 8-14)
• Reader #2 - Why Professional Conversations – Danielson
(pages 1-11)
• Reader #3 - Power and Leadership – Danielson
(pages 13-26)
Step 1:
•Highlight the key ideas about leadership and/or school climate
that promote productive instructional conversations as you read.
Step 2:
•Star any key strategies you want to share
table.
with your
Put the Pieces Together
• Share and discuss the key ideas of leadership
and culture that you believe are most
important from your reading.
• As you discuss use the puzzle provided to
record the attributes that are most
necessary to promote productive strategic
conversations.
What strategies can I employ
to complete the leadership
puzzle in my school or district
and create a culture that
promotes highly productive
instructional conversations?
• Go back to your reading and look at your STARS.
• At the charts posted record strategies from your reading,
discussion or experience to address the leadership or
cultural attribute listed on the chart.
• Move from one chart to the next.
• Read what the people before you have written. Add more
strategies that would fit in the category.
• Continue moving around the room until you have contributed
to or read all charts.
Identify the 1 or 2 attributes that you want to work on to build a
culture for productive conversations this year. Consider:
• Does my staff see me as a knowledgeable instructional leader
who engages them in strategic conversations about teaching and
learning?
• Does my staff have the trust needed for open, honest
conversations?
• Have I demonstrated respect for the rigor of teaching
• Have I promoted high levels of energy, engagement, and
productivity?
Put your dot on the chart that matches your identified attribute.
Take this opportunity to have a stand up discussion to clarify
any questions about the listed strategies.
Personal Strategic Plan
1
•What do I want to change about leadership or culture that will effectively
impact instructional conversations?
•What strategies have I identified to help me implement this change?
2
•What is my personal learning necessary to make the change?
3
•What evidence will help me measure success?
4
KLA Session Evaluation
…when students (teachers) receive feedback (based on evidence) that is
timely and specific, against clear standards, they are able to bridge the gap
between current performance and desired goals…
Charlotte Danielson
LUNCH
• Move to a table for your level:
− Elementary
− Middle School
− High School
− Central Office
• Introduce yourself to everyone at your table and tell what
you do.
• After everyone is introduced, one person will draw a card
from the cards in the center of the table. The reader will
respond.
• The person to the left will then answer the question and you
will go around the table.
• After everyone has answered the same question, the next
participant draws the next card for everyone to answer.
• Keep answering questions until your time is up.
Learning Targets
• I can identify the
structures/processes/culture that need
to be in place for effective teams.
• I can analyze the effectiveness of the
PLCs within my building/district.
• I can identify ways that I can support
them to make the next steps.
PLCs are not so much a thing as
they are a culture. They are a
way of thinking. Things can be
done rather quickly – but
culture develops through time.
Daniel Venables, The Practice of Authentic PLCs
Culture that supports Effective Teams
Power of Teacher Teams Introduction by Richard Elmore
• At your table number 1-5. If you have fewer than 5 –
everyone read the paragraph(s) that might be left.
• Each person will read their paragraph from the Introduction
• As you read:
− Highlight the key ideas or attributes of an effective team
− Star the strategies that you can use to improve teams
• On the right hand side of the paper by your paragraph jot
down any notes or questions you might have as you read.
(Interactive Reading)
• When everyone in your group is done reading, share key
ideas with each other. We’ll refer back to the strategies
later.
Why Teams (typically) Fail
• The complexities of collaboration are untaught
• Effective teacher leadership is missing
• The need for expertise is ignored or
misunderstood
• Pitfalls are unrecognized or poorly addressed
• Team members give up when they don’t get
along
• There are no consequences for poor (individual
or team) performance.
Effective Teams =
Improved Teaching and Learning
Leadership
Task Focus
Structures and
Processes
Collaborative
Climate
Personal
Accountability
Instructional Talk
• Expects teachers to:
− Observe and critique the work of their
peers;
− Discuss, assess and revise lessons taught by
team members based on student results;
− Hold each other accountable for the
learning of all the team’s students
• Demands teachers use records of
practice:
− Tangible artifacts of teacher work
What structures & processes need
to be in place?
What a PLC is and is not
PLC meetings vs. Typical Teacher Meetings
•Divide into 2 groups at your table
•Each group will focus on one of the lists
•Look for patterns and identify what key processes that will support a
culture for effective PLCs
•As a table group chart what is needed for an effective team:
− Culture
Structure
Processes
•What strategies would support the culture, structure and processes that
you identified.
Don’t forget to go back to the strategies identified in your first reading
So, if this is what we want….
where are we?
• Tools available for analyzing your teams:
− Teacher-Teaming Continuum Assessment
The Power of Teacher Teams
− Rubric Based on a Systems Approach
Powerful Designs for Professional Learning
− Teamwork Questionnaire
The Art and Science of Leadership
− A Survey Related to What People in PLCs Do
Professional Learning Communities By Design:
Putting Learning Back into PLCs
Uses of the Tools
• Administrators assess to determine
needs
• Teams Self Assess to determine needs
• Use the Rubrics to communicate what
should be happening in a PLC.
• All can be used to open conversations
about effective teams!
How can you use both
Supervisor/Teacher and PLC
conversations to change a school
culture?
KLA Session Evaluation
Remember to think indicators and evidence as
you rate the session.
KLA State Connections:
Content Specialist
KLA Session Evaluation
KLA: Technology Connections
HOT TOPICS
• Think about what you would want more
information on that could be covered in our
Hot Topics session or through the web site.
• Within the next week you will receive an email
letting you know how you can share your
topics with us.
• We’ll look for the best way to get you the
information.
Evaluation of the Day