The SCPS Professional Growth System

1

The SCPS Professional Growth System

SESSION 1

using The New Performance StandardsandNew VDOE Requirements

8.20.12

Expected Outcomes of Session 1

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Teachers will understand that effective teaching makes more of a difference than anything we’ve tried in education.

Teachers will understand that the new Professional Growth System will use multiple data sources in providing feedback to improve teaching and learning.

Teachers will become familiar with six data sources that will be used in the new PGS.

The Gap

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4Proficiency

Expectations

Performance

3

4

Why do we have schools?

Teaching & learning

Supporting teaching & learning

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1998 by The Education Trust, Inc.

Teachers matter

5

Teachers matter

6

Attempts to improve student achievement

School reform Curriculum reform School choice Charter schools Reducing class size Years of experience Teaching degrees

Teacher effectiveness improves student achievement more

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Essential Strategies for High Achievement

EXPERT INSTRUCTION:

Skillful Teacher, Differentiated Instruction, RTI,

and Engaging Students

INSTRUCTIONAL LEADERSHIP:

School Improvement Plans, OAT/TAG, and

Professional Growth System

PROFESSIONAL LEARNING COMMUNITIES:

Developing Common Assessments and Curriculum Maps, Collaboration, and Data Analysis

Stafford County Public Schools

HIGHACHIEVEMENT

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Why Connect Student Academic Progress to Teacher Effectiveness?

• Teacher quality is the greatest in-school factor affecting student achievement.

• One of the ultimate outcomes of the educational enterprise is student achievement.

(Are the students learning?)

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Requirement by the Code of Virginia

• School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress [emphasis added] and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge.

Article 2, §22.1-295

Performance Standards1.Professional Knowledge2.Instructional Planning3.Instructional Delivery4.Assessment of and for Student

Learning5.Learning Environment6.Professionalism7.Student Academic Progress

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Virginia’s Uniform Performance StandardsProfess

ional Knowle

dge

Instructional

Planning Instruct

ional Deliver

y

Professionalism

Learning

Environment

Assessment

Student Academ

icProgres

s 11

12

Teacher Responsibilities Aligned with Performance Standards

1. Having knowledge of the content, students, and curriculum

2. Planning instruction that meets student needs and curricular requirements

3. Offering appropriate and engaging

instruction

4. Assessing student work

5. Providing a safe and secure learning

environment

6. Demonstrating professionalism

7. Increasing student achievement

Use Multiple Data Sources

Student

Progress

Informal Observatio

ns

Formal Observati

on

Student Surveys

Self Evaluati

on

Documentation

Logs

Other

13

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FormalObservations

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Limitations of Observation

• Observe 3 to 4 classes per year

(.4% of performance)

• Classroom responsibilities only

• Subject to evaluator bias

• Focus on process of teaching versus

outcomes

• Inspector model of evaluation

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Formal Observations

• Directly focused on teacher performance standards

• May include review of teacher artifacts or student data

• Announced or unannounced

• Specified duration (i.e., 30-45 minutes, full lesson)

• Occur throughout the year

• Evaluator completes observation form

• Evaluator provides feedback during review conference

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Formal Observations andEvaluation Cycle

Probationary TeachersContinuing Contract Teachers

Formal Observations:Year 1: 3 timesYear 2: 2 timesYear 3: 1 time

Formal Observations:Every 3 years

Summative Evaluation:Every year for 3 years

Summative Evaluation:Every 3rd year

Interim Evaluation:Year 1 and Year 2

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Student Surveys

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Primary Grade Survey Sample Example: I like to eat pizza. 1. My teacher listens to me. 2. My teacher gives me help when I need it. 3. I enjoy school.

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Secondary Grades Survey Sample

StronglyDisagree

Disagree Neutral AgreeStronglyAgree

Example: I like listening to music. 1 2 3 4 5

In this class, my teacher...

1. gives clear instructions. 1 2 3 4 5

2. treats everyone fairly. 1 2 3 4 5

3. is available for help outside of class time. 1 2 3 4 5

4. clearly states the objectives for the lesson. 1 2 3 4 5

5. asks me sometimes if I enjoyed the the class, and if something could

be changed to make the lesson more enjoyable, engaging, or

meaningful.

1 2 3 4 5

Teacher A 5th

Teacher’s Name School Year Class Period

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Documentation

Logs

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Lesson plans

Curriculum maps

Assessments

Student Surveys

Self-Evaluation

Professional learning records

Measures of Academic Progress 22

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Documentation Logs• Collection of work that demonstrates the

teacher’s professional competence in regard to meeting performance standards – teacher’s voice in evaluation

• Complement classroom observation

• Analysis and reflection should be included

• Property of teacher; reviewed by evaluator

• Help to clarify instructional relationship between lesson plans, student work, and assessments

• Documentation logs are similar to portfolios, but are typically more concise and confined to specific artifacts

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ACTIVITY: Documentation LogStandard 5: Learning Environment

Activity Name Teacher Comments (Optional)

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EXAMPLE: Documentation Log Standard 5: Learning Environment

Activity Name Teacher Comments (Optional)

Diagram of Classroom Arrangement

Shows different arrangements associated with different types of activities.

Bullying Presentation

At the conclusion of the bullying presentation, the class participated in a role-playing exercise.

Classroom Rules

Includes reflection on rationale for rules and how I reinforce them.

Classroom Procedures

Practiced frequently during the first few weeks of school; revisited throughout the year.

Student Survey Summary

Students rated clear instructions as high, but objectives as low.

Student Academic ProgressStandard 7

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Student Progress

Student progress goal setting (SMART goals)

Student growth percentile (SGP)

Other measures of student progress

Data Collection ProceduresData Collection

ProcedureForm(s) Evaluator Teacher

Informal Observations Informal Classroom Observation Form

Formal Observations Formal Classroom Observation Form

Student Surveys Student Survey Forms Student Survey Summary

Document Logs Table of Contents

Self-Evaluation Teacher Self-Evaluation Form

Measures of Academic Progress

Goal Setting for Academic Progress Form

Reviews/approves

Selects/develops

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Data Collection ProceduresData Collection

ProcedureForm(s) Evaluator Teacher

Informal Observations Informal Classroom Observation Form

Formal Observations Formal Classroom Observation Form

Student Surveys Student Survey Forms Student Survey Summary

Document Logs Table of Contents

Self-Evaluation Teacher Self-Evaluation Form

Measures of Academic Progress

Goal Setting for Academic Progress Form

Reviews/approves

Selects/develops

28

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Putting It All Together

Formal Observatio

n

Other Documenta

tion

Summative Evaluation

Summative Evaluation

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Professional

Knowledge

Instructional

Planning

Instructional

DeliveryAssessment

LearningEnvironme

nt

Professionalism

Student Academic Progress

Virginia’s Uniform Performance StandardsProfess

ional Knowle

dge

Instructional

Planning Instruct

ional Deliver

y

Professionalism

Learning

Environment

Assessment

Student Academ

icProgres

s 31

32

The SCPS Professional Growth System

End of SESSION 1

using The New Performance StandardsandNew VDOE Requirements