ISLN: TPGES/PPGES

October 8, 2013

Access to all materials on KVEC website• http://kvecsupportnetwork.wikispaces.com

Connected Educator Month

Connected Educator Month uses online communities and networks to support teachers and administrators as they implement standards and develop effective instructional practices to help students learn and become more successful. Educators will use blogs, Twitter chats and other online communities to connect and share ideas. The goal is to bring together educators at all levels and in all disciplines to address key issues and move toward a fully connected and collaborative profession.

#KyPGES on Twitter

PGES Resources/Support

• #KyPGES on Twitter• PGES Office Hours on

Lync (Tuesdays & Thursdays: 3:30-5:30)

• teacherleader&@education.ky.gov

• TPGES Professional Learning Page

• Kentucky TeacherPGES question tab

• PD 360KY PGES

groupKY Peer

Observers Group

We Want to Hear from YOU

Please complete the form and let us know about issues/concerns. If you

need a resource, let us know. Provide suggestions.

Learning TargetsI can. . . .

• Distinguish between the type of feedback given by the peer observer and the principal

• Identify characteristics of effective feedback

• Identify the connection of effective feedback in the TPGES measures

• Identify district supports for effective feedback & Student Growth

• Identify characteristics of a quality Student Growth Goal and apply those characteristics to samples

• Construct district strategies for scaling PGES

Feedback has been shown to be one of the most significant activities a teacher can engage in to improve learner achievement. (Hattie, 1992)

Effective feedback is timely. Delay in providing learners feedback diminishes its value for learning.(Banger-Drowns, Kulik, Kulik, & Morgan, 1991).

Effective learning results from learners providing their own feedback, monitoring their work against established criteria. (Trammel, Schloss, & Alper, 1994; Wiggins, 1993).

Peer Observer Principal

• A collaborative process to provide supportive and constructive feedback when solicited by the teacher

• Provide scripting of evidence free from bias and interpretation to the teacher for review

• Formative

• Provide documentation and feedback to determine and support the effectiveness of a teacher’s professional practice

• Provide scripting of evidence free from bias and interpretation to the teacher for review

• Formative and Summative

Taking a Look at Feedback Within Observer Roles

Important Information- SHARE WITH SCHOOL • All Peer Observations

should be left in DRAFT- not marked as Complete. This will ensure they are not accessible to the principal. This is an EDS issue that will be corrected.

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Effective instructional conversations depend on:

EFFECTIVE FEEDBACK

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Effective Feedback …

is specific, not general (“The graphic organizer had headings for each category; students were able to record important information about the topic.” instead of “Nice graphic organizer.”)

involves what is said and done, not why

(“I noticed students sitting in the front were called on more than students in the back.” instead of “ Why didn’t you call on students in the back?”)

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Effective Feedback …

is descriptive, rather than evaluative

(“It took 15 min. before the lesson began.” instead of “It took too long for you to begin instruction.”)

focuses on the amount of information the teacher can use

(feedback overload reduces the effectiveness)

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Effective Feedback …focuses on sharing

information rather than giving advice (allows the teacher to reflective on the course of action)

is actionable (concrete feedback that helps teacher grow professionally; not “Good job!” or “Great lesson!”)

aligns with the Framework for Teaching

1. Lay the groundwork for trust

2. Ground feedback in observational

data

3. Keep critical feedback to one or two

key points

4. Invite reflection

5. Listen carefully adapted from The Art of Coaching, Elena Aguilar

Suggestions for Giving Feedback

Examples of Reflective Questions

• Why did you make that instructional decision?

• How do you know the students are learning?• How did your last formative assessment

measure affect this lesson?• What was the single most important concept

and skill you wanted every single student to know at the end of the lesson? How successful were you?

(Jackson, 2008)

Sample 1

• “I was overall impressed with your lesson. Two things you need to focus on are using higher-order questions and engaging every student. Your pacing, on the other hand, was great. You moved flawlessly from one activity to another.”

• What are good qualities of this feedback?• How can we make this piece of feedback better?

Sample 2

• “Mr. Scott, I really enjoyed observing your classroom on Tuesday. The lesson went very well. I could tell throughout the lesson that you are truly a facilitator of learning. The students were helping one another and your questioning helped them move forward. The collaborative math activity you had them working on was very engaging. Keep up the good work.”

• What are good qualities of this feedback?• How can we make this piece of feedback better?

http://www.kdsi.org/CL-Instruction-Through-Conversations.aspx

Student Growth

in TPGES

Teacher Professional Growth

and Effectiveness SystemObservation

Peer Observation

Professional Growth

Self-Reflection

Student Voice

Student Growth

Multiple Measures

Guiding Questions for Student Growth

a key resource

Step 1 : Determine Needs

Step 1:Determine needs

Step 2:

Create

specific

learning goal

s based on pre-assessment

Step 3:

Create

and implement

teaching and

learning

strategie

s

Step 4:

Monitor

student

progress

through

ongoing

formative assessme

nt

Step 5:

Determin

e whether students achieved the

goals

Student Growth Goal-Setting

Step 1a critical,

foundational step

Determine Needs: Your Starting Line

Know the expectations of your content area standards

Know your students Identify appropriate sources of

evidence

Identify the essential/enduring

skills, concepts, and processes students

should master by the end of the course

for your content area.

World Language Proficiency Example

The more specific indicator provides what mastery looks like:I can express myself with fluency, flexibility and precision on concrete and abstract topics.

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Enduring skill: Interpersonal communications competency

Learn about students’ abilities in your

content• What does last year’s data tell you?• What can previous teachers tell you?• How can you collect and analyze

evidence/data to determine patterns, trends, and weaknesses? ?

Pinpoint areas of need.

What are the greatest areas of need?(in terms of enduring skills, concepts, & processes)

Decide on sources of evidence

Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level standards for the identified area(s) of need?

Sources of Evidence: Variety

Interim Assessments

LDC/MDC Classroom Evidence

Projects

Products

Student Portfolios

Student Performances

Common Assessments

District

Learning Checks

Comparable across classrooms

Do the measures used to show student growth require/allow students to demonstrate mastery of the standards at the intended level of rigor?

Do the selected measures reach the level of rigor expected across the district?

Learning from Baseline Data

Does the data show high need areas that could be used for student growth goal-setting?

Are these needs appropriate for a year-/course-long student growth goal?

Learning from Baseline Data

Are these needs aligned with grade-level enduring skills, concepts or processes in your standards?

Create a Student Growth Goal

Step 2

Think and Plan Guidance for Developing Student Growth GoalsA critical resource teachers need now and later- NOW: to guide and teachers as they develop their goal

LATER: to capture info and save it for Student Growth in EDS (when it opens)

Thin

k &

Pla

n G

uida

nce

Components of a Quality Student Growth Goal

Meets SMART criteria

Includes growthstatement/target

Includes proficiency statement/target

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Let’s look at an example together…

For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore 80% of students will score a 3 or better overall.

Science Sample GoalThis school year, all of my 6th grade science students will demonstrate measurable growth in their ability to apply the scientific practices. Each student will improve by two or more levels on the district’s science rubric in the areas of engaging in argument from evidence and obtaining, evaluating & communicating information. 80% of students will perform at level 3 on the 4-point science rubric.

Proficiency

Growth

Growth

Team of 4: Home group.

Assign Expert Group: S M A or R

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Jigsaw: Analyze a student

growth goal.

In your expert group• Use the guiding questions

and SMART criteria to discuss and understand how each student growth goal sample meets your assigned criteria.

• Be ready to teach your home group.

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TIME-BOUND• Is the goal designed to

stretch across the school-year or course?

• Is there sufficient time within the interval of instruction to determine goal attainment? 43

TTime-bound- The goal is

contained to a single school year/course.

The goal is bound by a

timeline that is definitive

and allows for determining

goal attainment.

Time-Bound Can be….• For the 2013-2014 school

year……• During the 9-week

course……• During the first

trimester…..• During the 32 instructional

periods this class meets for the 2013-2014 school year….

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Clear Connections Between Student

Growth Goal Setting and

Program Review Areas

PL/CS Program Review

“. . . provides opportunities for all students to become health literate . . . support health-enhancing behaviors . . .”

“ . . . provides opportunities for all students to become physically literate . . . to adopt a physically active lifestyle . . .”

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Health & PE goal

Art This year, all 8th grade art students will improve their skills using the 7 basic art elements by at least one level per element on the district art standards-based rubric. Evidence of student growth will be collected from student products in a variety of mediums during the school year. 70% of the students will demonstrate proficiency on 5 of the 7 elements as measured by the district rubric.

Art goal & Arts & Humanities Program Review

“ . . . provide for the development of artistic theory, skills, and techniques through the development of student products . . .

“ . . . provide models of artistic performances and products to enhance students’ understanding . . . and to develop their performance / production skills.”

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LDC & Writing Program Review “Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade level standards”

“ . . . Integrates strands of literacy across content areas to explicitly instruct and develop communication skills.”

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Shared Evidence

For teachers in Program Review areas: Evidence of student growth is also Program Review evidence.

For teachers outside Program Review areas: Evidence of student growth may not always be Program Review evidence.

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Special Education Collaborative Guidance

• Collaborate with the classroom teacher to create the goal.

• Differentiate the goal based on the student’s demonstrated needs from the baseline measure.

• Differentiated goal should be both rigorous and attainable for this group of students.

• Recognize that IEP goals are not the same as Student Growth Goals. They have separate roles and are not interchangeable .

Your Student Growth Goal

• Meet SMART Criteria?• Growth & Proficiency

Statement?• Use the Guiding Questions

Document to analyze the goal/Think & Plan Tool. What feedback would you give the teacher?

Principal Professional Growth and

Effectiveness System

(PPGES)

A Quick OverviewAugust-October

How Does It All Fit? Pr

inci

pal P

erfo

rman

ce

Stan

dard

s

Data Sources

TELL Kentucky Survey (WC GOAL)VAL-ED SurveyProfessional Growth Plan & Self-ReflectionStudent Growth Goals

Site Visits

Feedback Conferences

Principal Performance Standards

1. Instructional Leadership

2. School Climate

3. Human Resources Management

4. Organizational Management

5. Communication and Community Relations

6. Professionalism

7. 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 Principals

Observations/ School Site

Visits

• 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

Surveys • 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 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 Student

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-Reflection • Reveals principals’ perceptions of their job performance• Principals share self-reflection with supervisors• Part of Reflective Practice and Professional Growth Planning Template

Professional Growth 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

Data Collection Responsibility

Data Collection Procedure Form(s) Evaluator Principal

Survey Reflective Practice and Professional Growth Planning Template

Self-Reflection Reflective Practice and Professional Growth Planning Template

Professional Growth Plan

Reflective Practice and Professional Growth Planning Template

Observations/School Site Visits Observation/Site Visit Form Documentation Documentation Form Student Growth Goal Setting

Student Academic Growth Goal Setting Form

WCG Setting

Multiple Data Sources

EVIDENCE Principal Evaluation

Surveys

Observation Site Visit

Self-Reflection

Student Growth Goal

Working Condition

GoalPGP

The Process Begins

Standard Self-Assessment Strengths and areas for growth

1. Instructional LeadershipThe principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.

I D A E

 

2. School ClimateThe principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.

I D A E

 

3. Human Resource ManagementThe principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel.

I D A E

 

Abbreviated for training purposes

 

What did teachers/staff perceive as major strengths? 

What did teachers/staff perceive as major weaknesses?  

List factors that might have influenced the results.

  How will you use this information for continuous professional growth?

Reflection on Survey Results

Abbreviated for training purposes

Number of Surveys Distributed

Number of Completed Surveys Returned

Percentage of Completed Surveys

Returned     

Examination of Relevant Data• Surveys• Teacher Student Growth Goals• Prior Evaluation Feedback• Student Data • Non-Academic Data• CSIP (ASSIST Goals)• Other

Analyze Data That Could Impact PRINCIPAL GOALS

1. STUDENT GROWTH

2. TELL WORKING

CONDITIONS

3. PROFFESSIONAL

GROWTH PLAN

Developing Student Growth Goals Part B of Planning Template

Building on State and Local

Contributions

Goal-Setting Process

Step 1:Determine

needs

Step 2:Create specific growth goals

based on baseline

data

Step 5:Determine

goal attainmen

t

Step 3: Create and implement leadership

and management strategies

Step 4:

Monitor progress

through on-going data collection

STUDENT GROWTH GOAL

STATE LOCAL

The 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 Education Goals for CSIP

Decreasing achievement gaps (E-M-H)

Increase average combined reading and math K-PREP scores (E-M-H)

Increasing percentage of College and Career Ready students (M-H) Increase average freshman graduation rate(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 PRINCIPAL will do to meet the stated goal and

objective.

One Year Lag

• Write LOCAL CONTRIBUTION goal in September

• Develop the Plan.• Superintendent conducts formative mid-year

review• Superintendent conducts end- of-year review the following September

TELL WORKING CONDITIONS GOALSPart C of Planning Template

• ANALYZE TELL DATA TO DETERMINE A FOCUS• IDENTIFY A GROUP OF QUESTIONS THAT:

REVEAL AREAS OF NEEDED IMPROVEMENT PRINCIPAL WILL HAVE DIRECT INFLUENCE OVER WILL INPACT STUDENT ACHIEVEMENT

• FROM THAT GROUP IDENTIFY ONE QUESTION THAT REPRESENTS YOUR FOCUS .

• CREATE A 2 YEAR GOAL AND THE RUBRIC THAT GOES WITH THE GOAL SO THAT GROWTH TOWARD GOAL CAN BE MEASURED.

PGP GOALPart E of Planning Template

Determine the focus of your learning by:• Reviewing Your Student Growth and Working

Conditions goal and plan.• Review your other data.• Create your goal by answering these three questions.

1. What do I want to change about my practices that will effectively impact student learning.

2. How can I develop a plan of action to address my

professional learning.

3. How will I know that I have accomplished my

objective?

Model plan for District Certified Evaluation

plans

District Decisions

• Observation Model selectedTwo Formal & Two MiniOne Formal & Three Mini

• Regardless of Model, Peer Observer conducts a mini and principal completes the other 3

District Decisions

• Observation WindowsSet by the state for the

pilotSet by the district

beginning with 2014-15

District Decisions

• Implementation of Peer ObservationEstablish Peer Observer criteriaEstablish Peer Observer windowEstablish Feedback protocol

District Decisions

• Pre & Post Conference FormsFor use with ObservationsSignature Log

•A signature log is needed to allow sign off of all conferences and summative meeting

District Decisions

• Data for determining baseline for development of Student Growth Goals (SGG)

District Decisions

• Establish criteria for evaluating itinerate teachers

District Decisions

•Establish method of administration of Student Voice Survey

District Decisions

•Establish frequency of Summative Evaluations

District Decisions

•Establish Summative protocol for 2014-15

District Decisions

• Establish protocol to address administrators who are unable to pass the observation proficiency

District Decisions

• Retain process for evaluating Other ProfessionalsAssistant PrincipalsCounselorsOT/PTSpeechOthers

District Decisions

•Complete plan using the Model that will be available

Building Capacity to ImplementH

umanCapacity

Organizational Capacity

Structural Capacity

Material Capacity

PGES

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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.

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ImmediateNext 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.

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Next ISLN Meeting

• November 12• Please bring:

Teacher Professional Growth Goals