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CKEC Instructional Support Leadership Network. NOVEMBER 21 st , 2013. Today’s materials can be accessed at : http://www.debbiewaggoner.com/ nov-2013-isln.html. CKEC ISLN Facilitation Team. Welcome, Who is in the room?. Burgin Independent School Over 100 years of Excellence. Norms. - PowerPoint PPT Presentation
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CKEC Instructional CKEC Instructional Support Leadership Support Leadership
Network Network NOVEMBER 21NOVEMBER 21stst, 2013, 2013
Today’s materials can be accessed Today’s materials can be accessed atat: : http://www.debbiewaggoner.com/
nov-2013-isln.html
CKEC ISLN Facilitation TeamCKEC ISLN Facilitation Team
Welcome, Who is in the
room?
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.
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?
PINK Sheet
Also don’t forget your
YELLOW Evaluation sheet
We Need your FEEDBACK!
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 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 CassadyImmersion Reflection QuestionsPlanning for Full-Scale Implementation
Today’s Agenda
Page 1
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 TalkInitial Table Talk
With you district/at your table share your thoughts With you district/at your table share your thoughts on - on -
How Prepared is Your District to How Prepared is Your District to Support Student Growth?Support Student Growth?
Put what others shared on Post-It notes.Put what others shared on Post-It notes.
Add them to the categories on the posters at the Add them to the categories on the posters at the back of the room.back of the room.
Page 2
Page 3
Sharpen Your Eye
Read “Mrs. Williams Class” Scenario pg4
Read “Mr. DeLong’s Class” Scenario pgs5-6
Which classroom most represents highly effective teaching and learning? Why?
Page 1
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.
Reflect on the teachers in your school and district. How close or far away from that practice are your teachers? What are you seeing?
Pages 7-10
Other Connections You May Have Other Connections You May Have MadeMade
Key Shifts of NGSS – Appendix A (September 2013)
Enduring Skills - Science, Math & ELA – Practice Standards Card Sort (October 2013)
Student Growth Goal Opportunity- Support Claims with Evidence (October 2013)
Crosscutting Concepts of NGSS – Ex. Cause and Effect
Concurrent SessionsConcurrent Sessionsgroups Session 1Session 1 Session 2Session 2 Session 3Session 3
REDRED Side HallwaySide HallwaySelf Self reflectionreflectionand PGGand PGG
Main RoomMain RoomMid year Mid year reviewreview/PPGES Update/PPGES Update
Front RoomFront RoomNGSS Science NGSS Science to Instructionto Instruction
YELLOWYELLOW Main RoomMain RoomMid year Mid year reviewreview/PPGES Update/PPGES Update
Front RoomFront RoomNGSS Science NGSS Science to Instructionto Instruction
Side HallwaySide HallwaySelf reflectionSelf reflectionand PGGand PGG
GREENGREEN Front RoomFront RoomNGSS Science NGSS Science to Instructionto Instruction
Side HallwaySide HallwaySelf reflectionSelf reflectionand PGGand PGG
Main RoomMain RoomMid year reviewMid year review/PPGES Update/PPGES Update
Moving NGSS ScienceMoving NGSS Science to Instruction 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 RhodesTerry Rhodes
Concurrent SessionsConcurrent Sessionsgroups Session 1Session 1 Session 2Session 2 Session 3Session 3
REDRED Side HallwaySide HallwaySelf Self reflectionreflectionand PGGand PGG
Main RoomMain RoomMid year Mid year reviewreview/PPGES Update/PPGES Update
Front RoomFront RoomNGSS Science NGSS Science to Instructionto Instruction
YELLOWYELLOW Main RoomMain RoomMid year Mid year reviewreview/PPGES Update/PPGES Update
Front RoomFront RoomNGSS Science NGSS Science to Instructionto Instruction
Side HallwaySide HallwaySelf reflectionSelf reflectionand PGGand PGG
GREENGREEN Front RoomFront RoomNGSS Science NGSS Science to Instructionto Instruction
Side HallwaySide HallwaySelf reflectionSelf reflectionand PGGand PGG
Main RoomMain RoomMid year reviewMid year review/PPGES Update/PPGES Update
Self-Reflection and Professional Growth in the TPGES
Teacher Professional Growth and Teacher Professional Growth and Effectiveness SystemEffectiveness System
Rebecca WoosleyKelly Philbeck
Pages 18-20
Proposed Multiple Measures
Professional Growth
Student Growth
All measures are supported through
evidenceevidence.
Learning TargetsLearning TargetsI can. . . .I can. . . .
• Connect reflection and growth planning to improve educator effectiveness
• Provide feedback support for teachers identifying PG focus areas
Possible Starting Points for Possible Starting Points for Self-Assessment and ReflectionSelf-Assessment and Reflection
Kentucky Adapted Framework for Kentucky Adapted Framework for TeachingTeachingContent standards and skillsContent standards and skillsStudent Voice resultsStudent Voice resultsProfessional Learning experiencesProfessional Learning experiencesAn unfamiliar instructional approachAn unfamiliar instructional approachProduct of a Literacy Design Product of a Literacy Design Collaborative (LDC) ModuleCollaborative (LDC) ModuleProgram Review 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 Professional Growth Goal Guiding QuestionsGuiding 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 change in practice in practice has occurred.
What are some of the sources of What are some of the sources of evidence of a evidence of a teacher’s growthteacher’s growth??
ObservationsDataSelf-reflectionAnalysis of student work products
PLC minutes/notes
Table Talk: Goal Analysis ActivityTable 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
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.
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.
Reading in any content area:Reading in any content area:Improving Use of Formative Improving Use of Formative Assessments:Assessments:
PGGs after feedback and revision…
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.
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, self-reflection, analysis of student assessment data, minutes from our PLC book study and implementation discussions, and observable student engagement.
Reading in any content area:Reading in any content area:
Improving Use of Improving Use of Formative Assessments:Formative Assessments:
Professional Goals from Professional Goals from Your DistrictYour District
Now, using the goal(s) your district brought today, decide -
What follow-up questions would What follow-up questions would you ask the teacher? you ask the teacher?
What support does the teacher What support does the teacher need for continued professional need for continued professional reflection/improvement? reflection/improvement?
What are the What are the next steps for next steps for your district as your district as you scale for you scale for reflective PGP reflective PGP implementation implementation in your in your school/district? school/district?
PGES Resource ReminderPGES 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 ConversationsMaking the Most of Conversations
Debbie WaggonerDebbie WaggonerPages21-28
A Coaching Conversation
http://www.pd360.com/index.cfm?ContentId=4060
Mid-Year Conference:Mid-Year Conference:What should you talk about?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.
PGP Goal/Plan and Professional Responsibilities (Domain 4)
Teacher shares data/evidence toward Teacher shares data/evidence toward Professional Growth Plan GoalProfessional Growth Plan Goal
Principal asks questions and provides feedback through sharing evidence considering the following:
How has this goal caused you to change change professional practiceprofessional practice?
How has this change impacted student impacted student learninglearning?
Mid-Year Conference:Mid-Year Conference:What should you talk about?What should you talk about?
Review evidence collected regarding Student Growth Goal/Plan (Domain 5)Teacher shares data/evidence toward Teacher shares data/evidence toward Student Growth Goal 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:Mid-Year Conference:What should you talk about?What should you talk about?
Review Evidence from Pre and Post Observation
Conferences and Observations (Domains 1, 2, 3)
Teacher reviews communication Teacher reviews communication
notes from pre and post conference notes from pre and post conference
and formal observationsand 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:Mid-Year Conference:What should you talk about?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?
Mid-Year Conference:Mid-Year Conference:What should you talk about?What should you talk about?
Rethinking Teacher Evaluation:Principals & Teachers Talk About Instruction
ARTICLE
JIGSAW
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 ConversationsBetween Principals and Teachers
Review page 25 and be ready to summarize this section for the group--Principals tended to dominate the conversations.
--Contrasts in Instructional Coaching: The Cases of McKinley and Stoller Elementary Schools
The principal at McKinley was highly engaged in the pilot but acknowledged her limitations in conducting conferences with teachers.
The teachers at McKinley felt the principal was a good leader, but they thought the scripted nature of the conversations was stifling.
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 Stoller engaged in deep discussions with the principal about practice that led to improved instruction.
Review pages 26-27 and be ready to summarize this section for the group
KEY FINDINGS
Principal Professional Principal Professional Growth and Growth and
Effectiveness Effectiveness SystemSystem
(PPGES)(PPGES)
Mike CassadyMike Cassady
Pages29-40
How Does It All Fit? P
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Data SourcesData 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 Leadership1. Instructional Leadership
2. School Climate2. School Climate
3. Human Resources Management3. Human Resources Management
4. Organizational Management4. Organizational Management
5. Communication and Community Relations5. Communication and Community Relations
6. Professionalism 6. Professionalism
7. Student Growth7. 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 PrincipalsData Sources for Principals
Observations/ Observations/ School Site School Site
VisitsVisits
• 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
SurveysSurveys • 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
Working Working Condition Goal 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 Goal Setting for Student GrowthStudent Growth
• Principal student growth goals are comprised of a state and local contribution from their school CSIP.
• 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
Self-ReflectionSelf-Reflection • Reveals principals’ perceptions of their job performance• Principals share self-reflection with supervisors• Part of Reflective Practice and Professional Growth Planning Template
Professional Professional Growth PlanGrowth 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
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 SourcesMultiple Data Sources
EVIDENCEEVIDENCEEVIDENCEEVIDENCEPrincipal Principal
EvaluationEvaluationPrincipal Principal
EvaluationEvaluation
Surveys
Observation Site Visit
Self-ReflectionStudent
Growth Goal Working
Condition Goal
PGP
The Process Begins
Developing Student Growth Developing Student Growth Goals Goals Part B of Planning TemplatePart B of Planning Template
Building on State Building on State and Local and Local ContributionsContributions
STUDENT GROWTH GOALSTUDENT GROWTH GOAL
STATESTATE LOCALLOCALThe State
Contribution is derived from the school’s
Accountability score and
requires no goal development by the principal.
The Local Contribution is derived from Growth Goals
developed around one of
the interim targets housed
in ASSIST.
Required Kentucky Board of Required Kentucky Board of Education Goals for CSIPEducation Goals for CSIP
Decreasing achievement gaps (E-M-H)(E-M-H)
Increase average combined reading and math K-PREP scores (E-M-H)(E-M-H)
Increasing percentage of College and Career Ready students (M-H)(M-H) Increase average freshman graduation rate(M-H)(M-H)
GOAL
•Achievement Gap•K-PREP
Combined Reading and Math
•College and Career Ready
•Freshman Graduation Rate
OBJECTIVE
• Increase or decrease in goal percentage for the current school year
STRATEGY
•Best Practice•Professional Development
•Progress Monitoring
•Consolidated Planning
•ILP Addendum• Other
The goal statement, found in the
School Report Card, is
already set by KBE with a
2017 trajectory.
The annual objective % is determined by the Principal in collaboration
with the Superintendent.
The strategies are specific to
what the PRINCIPALPRINCIPAL
will do to meet the stated goal and objective.
One Year LagWrite LOCAL CONTRIBUTION goal in
September
Develop the Plan.
Superintendent conducts formative mid-year review
Superintendent conducts end-
of-year review the following
September
Implementing ChangeCore 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
ImmediateImmediateNext Steps for Leading PGESNext 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 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 As we look ahead to 2014…to 2014…
Use the Use the Plan for Full Scale Implementation Plan for Full Scale Implementation
organizer to begin to plan what you need to organizer to begin to plan what you need to do or have in place each month do or have in place each month
so all teachers and leaders will be ready by so all teachers and leaders will be ready by September 2014.September 2014.
Pages41-43
Please complete your (yellow) evaluation before you leave.
We need your feedback!We need your feedback!
CKEC Instructional SupportLeadership 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