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All measures are supported through evidence.
Teacher Professional Growth and Effectiveness System
Self-Reflection
Professional Growth
Peer Observation
Observation
Peer Observation
Student Voice
Student Growth
Sources of Evidence
3
Kentucky Department of EducationProfessional Growth and Effectiveness System
SGG Basics…
• SMART goal• Proficiency component & Growth
component
• One classroom of students, one content area
Specific, Measureable, Appropriate, Realistic, Time-Bound
___% of students will reach the level of proficiency as
determined by…
All of my students will grow at least
_____.
3rd Grade math students1st period 7th grade language arts students
6th period high school concert band students
HandOut1
Jenny Ray, PGES Consultant (KDE)4
Kentucky Department of EducationProfessional Growth and Effectiveness System
SGG Process
1. Identify Enduring Learning (by standards) and appropriate assessment processes/plans
2. Establish a baseline.3. Determine an appropriate SGG (growth and proficiency)4. Monitor progress; Adjust teaching strategies5. Use District-Determined rules to rate overall Student Growth
as Low, Expected, High
Jenny Ray, PGES Consultant (KDE)5
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Is this goal ‘good enough’?
Using the 8 standards for mathematical practice, all of my 3rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least one level on the 3rd grade critical area standards mastery rubric and 80% of students will reach proficiency (level 4 on the rubric).
Jenny Ray, PGES Consultant (KDE)6
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Is this goal ‘good enough’?
Using the 8 standards for mathematical practice, all of my 3rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least one level on the 3rd grade critical area standards mastery rubric and 80% of students will reach proficiency (level 4 on the rubric).
Jenny Ray, PGES Consultant (KDE)7
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Is this goal ‘good enough’?
Using the 8 standards for mathematical practice, all of my 3rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least one level on the 3rd grade critical area standards mastery rubric and 80% of students will reach proficiency (level 4 on the rubric).
Jenny Ray, PGES Consultant (KDE)8
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Is this goal ‘good enough’?
Using the 8 standards for mathematical practice, all of my 3rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least one level on the 3rd grade critical area standards mastery rubric and 80% of students will reach proficiency (level 4 on the rubric).
Jenny Ray, PGES Consultant (KDE)11
Identifying an Enduring
UnderstandingA deeper look into the standards
Jenny Ray, PGES Consultant (KDE)14
Which standards match the critical
area/enduring learning?(Teachers began
bundling standards.)
Jenny Ray, PGES Consultant (KDE)16
Pathway Development
A Pathway from where students are to where they need to be.
Jenny Ray, PGES Consultant (KDE)21
Enduring Understanding
Pathway to Proficiency
PROFICIENCYBASELINE
Jenny Ray, PGES Consultant (KDE)23
Your Task: Creating Growth & Proficiency Components
• With a partner, consider the baseline student data on the rubric to determine appropriate growth and proficiency components for a student growth goal
• Example: All students will be expected to grow ___, and
• ___% will reach proficiency or beyond.
Jenny Ray, PGES Consultant (KDE)24
Fast-Forward: End-of-Year Data
LOW, EXPECTED, OR HIGH OVERALL RATING
FOR THIS TEACHER, BASED ON THE GOAL AND THIS OUTCOME?
Using the 8 standards for mathematical practice, all of my 3rd grade math students
will develop their ability to understand multiplication and division conceptually over
the course of the school year. All students will grow at least TWO levels on the 3rd
grade critical area standards mastery rubric and 70% of students will reach proficiency
(level 4 on the rubric).
Jenny Ray, PGES Consultant (KDE)25
Kentucky Department of EducationProfessional Growth and Effectiveness System
Connections to CEPSample District-Determined Rules
DISTRICTCEP
HandOut
3
Jenny Ray, PGES Consultant (KDE)26
Kentucky Department of EducationProfessional Growth and Effectiveness System
Connections to CEPSample District-Determined Rules
DISTRICTCEP
HandOut
3
HIGH
Jenny Ray, PGES Consultant (KDE)27
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process: Determining Low, Expected, High Growth
RatingYour Task: Use the Revised SGG, the sample district decision rules and district-designed matrix to make a determination for this teacher’s overall growth rating.
(Reminder: These samples may or may not represent your district’s decision rules. The sample is designed to allow for an experience to apply data to a set of rules to determine an overall rating.)
DISTRICTCEP
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3
Jenny Ray, PGES Consultant (KDE)28
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process• Teacher’s Revised Growth Component of SGG:– Target: 100% of students grow at least 2 levels– Actual: 86% of students grew 2 or more levels– District Rule:
HandOut
3
Jenny Ray, PGES Consultant (KDE)29
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the Process• Teacher’s Revised Proficiency Component:– Target: 70% of students reach level 4 (or 5)– Actual: 54% of students reached level 4 (or 5)– District Rule:
HandOut
3
Jenny Ray, PGES Consultant (KDE)30
Kentucky Department of EducationProfessional Growth and Effectiveness System
Practice the ProcessDetermining Overall SG Rating
HIGH
HandOut
3
DISTRICT
CEP
Jenny Ray, PGES Consultant (KDE)31
Developing a Pathway to Proficiency
• 1. Determine the content standards that will inform progress toward the enduring learning.
• 2. Determine the progression of standards.
• 3. Determine proficiency for the enduring learning.
• 4. Choose assessment tasks from standards-based websites such as• IllustrativeMathematics• Achieve the Core• Map.mathshell.org• Ky’s formative assessment lessons for elem grades on
Jennyray.net
Jenny Ray, PGES Consultant (KDE)32
Other Resources
• Assessment sites listed and critical areas
• Sample progressions of standards for Grade 3 Fractions, Grade 8 Critical Area 1, Algebra 2
Jenny Ray, PGES Consultant (KDE)33
Kentucky Department of EducationProfessional Growth and Effectiveness System
Connections to Your Practice
• Reflections on what processes already in place• Program Reviews Assessment Piece• Kentucky Framework for Teaching
1A: Demonstrating Knowledge of Content and Pedagogy; 1C: Selecting Instructional Outcomes; 1F: Designing Student Assessments; 2B: Establishing a Culture for Learning; 3D: Using Assessment in Instruction; 4B: Maintaining Accurate Records
Jenny Ray, PGES Consultant (KDE)34
Connections to Your Work…
• What processes/procedures are already in place…• Screener data for your
content/grade level• Assessments aligned to
standards• Rubric development • Collaborative teams—grade
level and vertical
TIME-OUT to
THINK &
PROCESS
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