Professional Performance Process

School Leadership Team TrainingJune 24-25, 2010

Our Journey Continues!21st Century Supervision and

Evaluation

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Welcome Back!Review of Yesterday

What aspects of yesterday’s training were the most impactful on your thinking as you plan

for PPP implementation?

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Today’s OutcomesParticipants will:• Be able to identify highlights of the PPP Handbook• Be able to write a schoolwide SMART goal• Be able to create a Professional Growth Plan• Be able to describe a professional educator who does

not meet standard and one who exceeds a standard using the rubric

• Complete a Site-Based PPP Professional Development Plan

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Overview of PPP Handbook

Highlights from the

Professional Educator Handbook

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Implementing the PPPDoing It Effectively

Review of SMART Goal Writing

(Responder System)

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I have written SMART goals before.

1 2

50%50%1. Yes

2. No

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A SMART Goal is:

1 2 3 4

25% 25%25%25%1. Successfully Making Academic Results in Time

2. Students Making Academic Results in Time

3. Successfully Measuring Academic Regression over Time

4. Specific, Measurable, Attainable, Results-Oriented, and Time-bound

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I am comfortable with writing a SMART Goal.

1 2

50%50%1. Yes

2. No

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Review of SMART Goals

What a SMART Goal is: SPECIFIC

Clear and Concise

e.g. 100% of my students will make a year or more growth in reading as measured by the DRA 2 by June 1, 2011.

What a SMART Goal is NOT:

Broad and Vague

e.g. 100% of my students will be better readers.

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Review of SMART Goals

What a SMART Goal is:MEASURABLE

Data, Progress

e.g. Beginning/end of year DRA assessments, running records

What a SMART Goal is NOT:

Survey of student interests in reading

e.g. Teacher observation, “I just know.”

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Review of SMART Goals

What a SMART Goal is:

ATTAINABLE

Feasible, within reach, probable

e.g. Strong possibility of achieving

What a SMART Goal is NOT:

Impossible, out of reach

e.g. Unrealistic

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Review of SMART Goals

What a SMART Goal is:

RESULTS-ORIENTED

Progress evident, visual

e.g. Reading level increases

What a SMART Goal is NOT:

No concrete progress

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Review of SMART Goals

What a SMART Goal is:

TIME-BOUND

Start date and end date

e.g. Year long goal with progress monitoring

What a SMART Goal is NOT:

No time constraints

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The Possibilities of Collaboration

Collaborative Teams in PLCs at WorkSMART Goals

(Video)

Collaborative Teams in Professional Learning Communities at WorkLearning by Doing – Professional Development Video Set

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Starting the Year Right

Collaboratively Completing the

Professional Growth Plan (PPP-1)

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Professional Educator Evaluator

Status P0 P1 P2 P3 CC EC PT

School/Office

Position VA License Expiration Date

Endorsement Areas Evaluation Cycle ANNUAL A-G H-N O-Z

Child Abuse Recognition Training

Yes No Technology Standards

Yes No

Sexual Harassment Training

Yes No School Year

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PWCS Areas of Focus Professional Educator Performance Standards

Literacy Inclusive Practices

Wellness Professional Learning Communities

Knowledge of Students

Knowledge of Content

Planning, Delivery, and

Assessment of Instruction

Safe, Effective Learning Environment Communication and Collaboration

Professionalism

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Review and reflect on all available data, your School/Department Improvement Plan, PWCS Areas of Focus, and Professional Educator Performance Standards. Collaborate with your department/team and evaluator in the development of SMART goal(s) to improve student achievement.What data did you use to establish your SMART goal(s)?How do your SMART goal(s) align with your School/Department Improvement Plan and the PWCS Areas of Focus?What performance standards or key elements have you identified as areas for your professional growth?

SMART Goal(s): e.g. 85% of my 7th grade math students will achieve at least pass proficient on the SOL test in spring 2011.

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Based upon your review of data, reflection, and collaboration with your team and evaluator, list the actions/strategies you will use to complete your Professional Growth Plan.What professional development will support the achievement of your SMART goal(s)?What is your required professional development?What resources and/or support will you need?

Actions/Strategies Who? By When?

Resources Needed

Expected Outcomes

e.g. Collaborate with 7th grade math team to research best practices.

7th grade math team

Monthly NCTM periodicals and instructional resources

Incorporate 1 identified best practice into lesson plan/delivery per month

e.g. Participate in required math professional development.

7th grade math team

May 2011

Offices of Mathematics, Sp. Ed., ESOL

Increased knowledge and skill in math content and pedagogy

1.

2.

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Describe the current committees/leadership positions/extra-curricular responsibilities you hold and their connections to the Professional Educator Performance Standards.Are there any committee/leadership positions/extra-curricular responsibilities in which you would like to be involved in the school or at the Division level?

e.g. This year I am the cheerleading coach which allows me to provide more opportunities to support my students’ social and personal development, to communicate with parents, and to be a role model.

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Discuss your Professional Growth Plan with your evaluator. What data will you collect to assess the achievement of your SMART goals? How will you ensure ongoing reflection of your current practices?

Approval of Professional Growth Plan

Professional Educator’s Signature: ______________ Evaluator’s Signature: _________________

Date: _________

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Review the progress of this plan with your evaluator. What data have you collected to demonstrate progress toward your SMART goal(s)?What progress has been made toward the achievement of your SMART goal(s)?What additional resources/support do you need?What adjustments or modifications are needed at this time?

Reflection and Next Steps:

Professional Educator’s Initials: ______________ Evaluator’s Initials: ______________

Progress Review Date: _______________

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Reflect on your Professional Growth Plan for the year. What data do you have to demonstrate progress or achievement of your SMART goal(s)?How has this Professional Growth Plan impacted your professional practice?What changes or improvements would you make to your Professional Growth Plan next year?

Reflection and Next Steps:

Professional Educator’s Signature: _______________ Evaluator’s Signature: _______________

Final Review Date: __________

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~ BREAK ~(15 Minutes)

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Staff Development Supervision•Overview of PPP •Introduce forms•Review Professional Growth Plan

(show examples)

Administration meets with PLC groups•Review student data•Begin development of instructional

goals

•Review of rubric •Overview of timeline•Explanation of Professional Growth Plan conferences (role play)

•Administration meets with PLC

groups to finalize team goals•Individual Professional Growth Plan conferences•Informal classroom visits/drops ins

•Review methods for collection of

evidence•Share forms used for observations

•Continued dialogue at weekly PLC

meetings with administrator•Continue informal classroom visits•Begin formal observations/reflective

conferences

•Discussion of mid-year conferences•Staff reflection survey

•Continue formal observations, drop in

visits, dialogue • Mid-Year Conferences

Staff Training and Supervision Until Mid-Year

Aug.

Sept.

Oct./Nov.

Dec.

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Evaluation Component of the PPP

Mid-Year Report and Conference

(Role Play)

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Professional Educator Performance Process – Overall Evaluation Rubric

Using the Rubric

Dialogue About RatingsDoes Not Meet Standard

Meets Standard

Exceeds Standard

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Professional Performance Process

Using the Evaluation Rubric

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• Discussion questions: How have you used rubrics? Why should there be a rubric as part of the PPP?

• Rubric is used to describe levels of performance and to provide a consistent form of reference for evaluating performance, both formally and informally.

Context: Why have a rubric?

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• Discussion tool– Describes what it looks like to meet or exceed standards for

particular group of employees

– Summarizes performance for each standard based on the evidence collected for each standard and key element using the collection of evidence record

• Evaluation tool– Ratings for each standard to be recorded on evaluation

reports

– Can also serve as a self-evaluation tool for employees

Context: What is the purpose of the rubric?

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The Rubric Development Process

1. Development of the standards

2. Determination of number of levels

3. Use key elements from standards to craft language for “Meets Standards”

4. Develop counter-examples for “Does Not Meet Standards”

5. Develop extensions for “Exceeds Standards”

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Structure for the Rubric

• Levels of Performance– Start with “Meets Standards” and use the key

elements of the standard as basis for description– Includes two other levels: “Does Not Meet

Standards” and “Exceeds Standards”

• Threads of content across the levels to show development and growth opportunities

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Defining “Does Not Meet Standards”

• Covers a wide range of performance

• Possible to be in “Does Not Meet Standards” in a given area at the beginning of the year but progress to “Meets Standards”

• Thought Question: How is “Does Not Meet Standards” different from “Unsatisfactory”?

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Defining “Exceeds Standards”

• What does it mean to exceed standards?

• In order to exceed a standard, someone must first meet the standard – so “meets standards” is a prerequisite

• Thought Question: Is it possible in all cases to exceed standards?

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• Why is consensus so important?– Discussion of reliability and validity– Diving analogies– How do we get to consensus?

• What the pilot has taught us– Variability across schools

Using the Rubric: Working Toward Consensus

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• Focus on the Knowledge of Students standard• Task: At your table, discuss how you would rate the

teacher from the video and role plays on this standard• Discussion Questions:

– What additional evidence would you need to see to make your rating?

– What evidence would demonstrate “exceeds” for this standard?

– What suggestions would you give this teacher in terms of this standard?

Activity: Testing Out the Evaluation Rubric

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• Review your ratings the day after you make them– Would you still make the same judgments?

– Are you consistent in your expectations across staff members?

• Discuss/share ratings as a team to get different perspectives– Periodically review your expectations as a group

– Review your patterns to see how consistent you are

• Phone a friend! – Discuss any sticking points with someone else outside the situation

(without identifying information) to see how they would handle it

Using the Rubric: Tips for Ensuring Consistency

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~ Lunch ~

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What Do You Now Know About the PPP?

Responder System Questions

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How many Professional Educator Performance Standards are there?

1 2 3 4

25% 25%25%25%1. 4

2. 5

3. 6

4. 7

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What % of your faculty do you think meets all the standards?

1 2 3 4

25% 25%25%25%1. 75-85%

2. 85-90%

3. 90-95%

4. 95-100%

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What is your level of readiness to implement the PPP?

1 2 3 4

25% 25%25%25%1. 0-25%

2. 25-50%

3. 50-75%

4. 75-100%

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Team Planning Time

• PPP Pilot Principal Panel– What is the most powerful professional

development activity or year-long practice that you utilized last year that led to your staff’s greater understanding and skillfulness with the PPP?

• Site-Based PPP Professional Development Plan

• School Teams Volunteer to Share Plans

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Essential Knowledge/Skills

Learning Experience

Person Responsible

Timeline Resources Needed

Expected Outcomes

e.g. Professional Educator Performance Standards

e.g. Using a brainstorming tool to engage in conversation about the standards

e.g. Principal and Assistant Principal

e.g. August facultymeeting

e.g. Knowledge of Standards Brainstorming Tool;PPP Overview Video

e.g. Professional educators will be able to describe what the Professional Educator Performance Standards look/sound like from the perspectives of both teacher and student.

Site-Based PPP Professional Development Plan - 2010-11Consider the following, when completing Site-Based PPP Professional Development Plan:What essential knowledge and skills do staff members need? What are the big chunks of knowledge to focus on this year?What data will be used to determine the kind of professional development needed this year?Who on staff will facilitate and why?Does the plan connect with the Strategic Plan, PWCS Instructional Areas of Focus, Site-based Improvement Plan, and other professional development already planned for next year?What learning experiences will you provide for your staff?

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Additional Support for PPP Implementation

PLC TrainingEEE Conference

Teachscape TrainingPPP in a Nutshell

Additional PPP Training in 2010-11

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Final Thoughts on the PPP

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Thank You!

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