HART COUNTY SCHOOLS Certified Evaluation Plan 2015-2016 Presented by Wesley Waddle, Ed.D. August 3, 2015

QUICK HISTORY OF PGES... KDE/KBE Directive: PGES shall serve as the foundation of evaluation system (or develop an alternative plan which meets the same requirements) 2012-2013: pilot of PGES in selected districts 2013-2014: state-wide pilot of PGES in every district 2014-2015: Full Implementation of Professional Practice, meaning a hybrid approach in which all elements are implemented BUT only observation data will be used for personnel decisions 2015-2016: revisions based on 2014-2015 implementation, KDE directives, and input of our local 50/50 committee: full implementation for 2015-2016, which means results can impact employment decisions

50/50 COMMITTEE: Greg Cecil (administrator), Hart County High School Debbie Fowler (administrator), District Office Angela Frank (administrator), District Office Donna Lefevre (administrator), District Office Mickey Maggard (teacher), Bonnieville Elementary Nathan Smith (administrator), Cub Run Elementary Roxye Sidebottom (teacher), Hart County High School Leigh Ann Scott (teacher), LeGrande Elementary School Donna Sims (teacher), Munfordville Elementary Shanna Smith (teacher), Cub Run Elementary Vicki Thompson (teacher), Memorial Elementary Wesley Waddle (administrator/district point of contact), District Office

WHAT IS PGES? Professional Growth & Effectiveness System Customized for Various Staff: TPGES (Teacher) PPGES ( Principal) OPGES (Other Professionals) SPGES (Superintendent) Based on the four domains of Danielsons Framework for Teaching (FfT): Planning & Preparation Classroom Environment Instruction Professional Responsibilities

Domain 1 : Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities A.Demonstrating Knowledge of Content and Pedagogy i.Knowledge of Content and the Structure of the Discipline ii.Knowledge of Prerequisite Relationships iii.Knowledge of Content- Related Pedagogy B.Demonstrating Knowledge of Students i.Knowledge of Child and Adolescent Development ii.Knowledge of the Learning Process iii.Knowledge of Students Skills, Knowledge, and Language Proficiency iv.Knowledge of Students Interests and Cultural Heritage v.Knowledge of Students Special Needs C.Selecting Instructional Outcomes i.Value, Sequence, and Alignment ii.Clarity iii.Balance iv.Suitability for Diverse Learners D.Demonstrating Knowledge of Resources i.Resources for Classroom Use ii.Resources to Extend Content Knowledge and Pedagogy iii.Resources for Students E.Designing Coherent Instruction i.Learning Activities ii.Instructional Materials and Resources iii.Instructional Groups iv.Lesson and Unit Structure F.Designing Student Assessment i.Congruence with Instructional Outcomes ii.Criteria and Standards iii.Design of Formative Assessments iv.Use for Planning A.Creating an Environment of Respect and Rapport i.Teacher Interaction with Students ii.Student Interactions with One Another B.Establishing a Culture for Learning i.Importance of the Content ii.Expectations for Learning and Achievement iii.Student Pride in Work C.Managing Classroom Procedures i.Management of Instructional Groups ii.Management of Transitions iii.Management of Materials and Supplies iv.Performance of Non- Instructional Duties v.Supervision of Volunteers and Paraprofessionals D.Managing Student Behavior i.Expectations ii.Monitoring of Student Behavior iii.Response to Student Misbehavior E.Organizing Physical Space i.Safety and Accessibility ii.Arrangement of Furniture and Use of Physical Resources A.Communicating with Students i.Expectations for Learning ii.Directions and Procedures iii.Explanation of Content iv.Use of Oral and Written Language B.Using Questioning and Discussion Techniques i.Quality of Questions ii.Discussion Techniques iii.Student Participation C.Engaging Students in Learning i.Activities and Assignments ii.Grouping of Students iii.Instructional Materials and Resources iv.Structure and Pacing D.Using Assessment in Instruction i.Assessment Criteria ii.Monitoring of Student Learning iii.Feedback to Students iv.Student Self-Assessment and Monitoring of Progress E.Demonstrating Flexibility and Responsiveness i.Lesson Adjustment ii.Response to Students iii.Persistence A.Reflecting on Teaching i.Accuracy ii.Use in Future Teaching B.Maintaining Accurate Records i.Student Completion of Assignments ii.Student Progress in Learning iii.Non-Instructional Records C.Communicating with Families i.Information About the Instructional Program ii.Information About Individual Students iii.Engagement of Families in the Instructional Program D.Participating in a Professional Community i.Relationships with Colleagues ii.Involvement in a Culture of Professional Inquiry iii.Service to the School iv.Participation in School and District Projects E.Growing and Developing Professionally i.Enhancement of Content Knowledge and Pedagogical Skill ii.Receptivity to Feedback from Colleagues iii.Service to the Profession F.Demonstrating Professionalism i.Integrity and Ethical Conduct ii.Service to Students iii.Advocacy iv.Decision Making v.Compliance with School and District Regulations Appendix B includes full text of the FfT

ELEMENTS OF OUR CEP: PROFESSIONAL GROWTH & EFFECTIVENESS SYSTEM PROFESSIONAL PRACTICESTUDENT GROWTH GOAL PGP & Self-Reflection Evaluator Observations (3) Student Voice Survey Peer Observation Staff Data Notebook Local Growth Goal State Growth Goal Direct observation by supervisor/evaluator Evidence reviewed by supervisor/evalutor Implemented for formative use only; never evaluative Results based on student performance

of the CEP

2015-2016 Teacher effectiveness will be measured by... AN OVERALL RATING FOR PROFESSIONAL PRACTICE AN OVERALL RATING FOR STUDENT GROWTH + = OVERALL PERFORMACE RATING: Ineffective, Developing, Accomplished, Exemplary

A CLOSER LOOK @ PROFESSIONAL PRACTICE Supervisor Observations (2 mini and one full per cycle) Peer Observation One mini in summative year of cycle Trained prior to observation *non-evaluative* Professional Growth Plan & Reflection PGPs were completed in spring semester For NEW HIRES, the PGPG deadline is October 1 st Developed with principal based on survey of FfT Reflections due in CIITS by October 1 st and December 1 st Student Voice (student perception survey) One per year for grades 3-8 certified staff (can do more upon request) Two per year for high school certified staff *non-evaluative* Teacher Collection of Professional Work Samples (Staff Data Notebook) RATING LEVELS: Ineffective Developing Accomplished Exemplary MOTTO: Live in Accomplished but visit Exemplary.

MORE ABOUT OBSERVATIONS: Full observations must be documented in CIITS Mini observations may be documented in CIITS or the district-approved mini observation forms (Appendices C, D, E, F) The Summary of Evidence in CIITS shall serve as the summative evaluation form Observation cycle begins two weeks after first student attendance day Tenured Teachers (Three-Year Cycle)* 3 supervisor observations (2 mini by March 15 and 1 full by April 30) 1 peer observation by March 15 in summative year (non-evaluative) Non-Tenured Teachers Same as above except occurs in one year: Mini observations by October 15 & December 15 (supervisor) and March 15 (peer) Full supervisor observation by April 30 Intern teachers shall be evaluated using KTIP Pre-conference required for full observation but only recommended for minis (may be conducted by email, phone, or in-person) Post-conference required for all observations within 5 working days (in person for full; email, phone, or in-person for minis) *NOTE: A tenured teachers observation cycle and/or professional growth plan process for the following year may change based on the overall ratings for Professional Practice and Student Growth Goals.

MORE ABOUT STUDENT VOICE: Administered for certified staff which work in Grades 3-12 At least 10 students to be considered statistically significant & to receive results Selected by principal after consultation with teacher Must provide equal access to all students, including accommodations Even though principal selects class after teacher input, ALL students can see/access the survey NON-EVALUATIVE Grades 3-8: one survey per year 9-12: two surveys per year Timeline to be determined by state window Given during the school day Grades 3-8 teachers may request additional surveys What you see and what you hear depends a great deal on where you are standing. C.S. Lewis

MORE ABOUT STAFF DATA NOTEBOOK: Addresses what the state calls Other Products of Professional Practice Three-ring binder organized according to the four domains of FfT NO REQUIRED ELEMENTS Select your best artifacts to support each domainSee appendix A (think quality, not quantity) The purpose is to provide evidence of a teachers progress within a given domain which may not be evident through the observation process, which is especially important for Domains 1 and 4. Should be included as part of post-observation conferences and PGP discussions

SO, HOW DO I GET A RATING FOR PROFESSIONAL PRACTICE?

A CLOSER LOOK @ STUDENT GROWTH GOAL Two Types of Goals: State: 4-8 Teachers of Reading and/or Math (MSGPmedian student growth percentile as assigned by KDE) Local: All teachers (developed by teachercollegial process encouragedand approved by principal) Local Student Growth Goal (SGG) Must have a clear purpose, clear targets, sound design, be effectively communicated, and student centered Should be SMART: Specific, Measurable, Achievable, Relevant, Time-bound Based on an enduring skill and include targets for GROWTH and PROFICIENCY Be rigorous and comparable (Rule of Goldie Locks)See Appendix H Entered into CIITS according to the following timeline: Year-long course: within four weeks of start of school year Semester course: within three weeks of start of semester Nine-week course: within one week of start of course Data should also be entered into CIITS (pre-test/post-test, repeated measures, etc.)

STRUCTURE:AcceptableNeeds Revision Focus on student standards Identifies an area of need pertaining to current students abilities Includes clear, specific and separate targets for growth and proficiency for ALL students Uses appropriate data collection methods for base line, mid-point, and end of goal measurements Specifically states appropriate interval of instruction Focuses on a standards-based enduring skill Identifies a specific area of need supported by current student data Includes a growth target for the desired level of individual progress for ALL students and an overall proficiency target for the student group All three measures included and methods appropriately align with the skill being assessed Specifies year-long/course-long interval of instruction Focuses on a standards-based skill that is not enduring OR does not address a standards-based skill Fails to address a specific need OR identifies a specific area of need without the support of current student data Does not include separate targets for growth and proficiency or fails to include expected levels of performance Does not include provisions for three measurements or methods not aligned with skill being assessed Specifies less than a year-long/course-long interval of instruction or interval not included RIGOR:AcceptableNeeds Revision Congruent to the KCAS Valid and reliable measures for student performance Growth and proficiency targets appropriately challenge students Consistent with the KCAS and is appropriate for the grade level and content area Intended measures enable students to validly demonstrate skill attainment or performance over time Includes growth and proficiency targets that are challenging but attainable with appropriate support Not consistent with the KCAS or not appropriate for the grade level and/or content area Intended measures enable students to demonstrate attainment or performance of only part of the standard(s) being assessed; or measures lack validity or reliability Fails to include both growth and proficiency targets that adequately challenge students DATA COMPARABILITY:AcceptableNeeds Revision Data collection methods enable comparison of student progress across similar classrooms Consistent measures/rubrics will be used to measure student performance on the standard(s) being addressed across similar classrooms Does not reflect the use of consistent measures/rubrics to measure student performance on the standard(s) being addressed across similar classrooms Appendix H: Student Growth Goal Development Protocol

A SAMPLE LOCAL SGG: CONTENT AREA: Middle Grades Math During this school year, my 7th grade students will use the 8 Math Practices to further their understanding of proportional relationships. This will be demonstrated by growth by at least one level on the rubric (from the repeated common assessments) developed by the district Math PLC. Furthermore, 70% of my students will show mastery by reaching level 4 or higher on the rubric.

SUGGESTIONS FOR LOCAL SGG: Keep it simple with a straight-forward focus on the two goal components of growth and proficiency: All students will be expected to grow at least _____, and ___% will reach proficiency or beyond as measured by ___________. Look beyond compliance to the plan and ask, What is truly best for my students? Be realistic while challenging yourself and your students: If you have a percentage of students who are very far from proficiency, decrease your proficiency component but be sure these students are reflected in your growth component Dont re-invent the wheel but dont force a tire onto a rim that doesnt fit (recycle content portions of goals BUT be sure they reflect current students needs) A resource for planning/monitoring goals: Think & Plan Tool

SO, HOW DO I GET A RATING FOR STUDENT GROWTH? Determining the rating of the local SGG is a two-step, annual process: 1.assessing results for proficiency and growth separately 2.combining the results for proficiency and growth for a total SGG rating. FIRST, proficiency and growth will be rated separately as high, expected, or low using the criteria in the following table:

SO, HOW DO I GET A RATING FOR STUDENT GROWTH? (CONTINUED) THEN, the combined results for proficiency and growth will be applied to the Local Growth Goal Rating Matrix to determine the annual rating for local SGG. PROFICIENCY HIGH EXP HIGH EXP LOWEXPHIGH LOW EXP LOWEXPHIGH GROWTH Rating # Low=1 Expected =2 High =3

SO, HOW DO I GET A RATING FOR STUDENT GROWTH? (CONTINUED) For teachers with BOTH a local AND state goal, this table is used to combine the annual results of the state and local goals: Rating # Low=1 Expected =2 High =3 STATE GROWTH TREND RATING HIGH EXP HIGH EXP LOWEXPHIGH LOW EXP LOWEXPHIGH LOCAL GROWTH TREND RATING

FINALLY, DETERMINATION FOR A SUMMATIVE STUDENT GROWTH RATING WOULD LOOK LIKE THIS... SGG Three-Year Average Overall SGG Rating 1.00 1.49Low 1.50 2.49Expected 2.50 3.00High

SO, HOW DO I GET A RATING FOR OVERALL PERFORMANCE CATEGORY?

CLOSING THOUGHTS: It is all about GROWTH, GROWTH & GROWTH Integrate PGES with your approach to teaching (the four domains ARE the core of quality teaching and learning) Periodically update the Staff Data Notebook with your best work Remember the motto: Live in Accomplished and visit Exemplary. Ask for help or assistance at any time Student growth should focus on both students PROFICIENCY and GROWTH in relation to a core concept (enduring skill) KDE continues to update resources related to PGES which are available at http://education.ky.gov/teachers/PGES/Pages/PGES.aspx It is all about GROWTH, GROWTH & GROWTH

Documents

HART COUNTY SCHOOLS Certified Evaluation Plan 2015-2016 Presented by Wesley Waddle, Ed.D. August 3, 2015