What Your Principal May Not Know about TESS & PGP for Librarians

Rachel Shanklesshankles08@gmail.com

501-276-4949Retired LMS, Hot Springs

Past AAIM Pres & Past AASL Chair

TESSTeacher

Excellence andSupport System

Arkansas moved toward ensuring high quality instruction and instructional leadership through the passage of the Teacher Excellence and Support System (TESS) that defines a system to support high quality classroom instruction and high quality instructional leadership, i.e., effective teaching and leading in Arkansas’s schools (Ark. Code Ann. § 6-17-2802) in 2011. (It has since been amended somewhat.)

They did this to provide state, district and school educators with essential feedback to ensure College and Career Ready (CCR) access and achievement for all Arkansas students. Among the reasons cited on the ADE website this next one is probably the most important: To provide school districts a transparent and consistent teacher evaluation system that ensures effective teaching and promotes professional learning.

Based on the 2011 Editionnot 2013 ed.

Year 3Summative Evaluation on all components; formative observations can focus on targeted growth areas, PGP reviewed following first formative evaluation and revised if necessary. PGP revised at end of year.

Track 1*Probationary/

Novice

Year 2Summative Evaluation on all components; formative observations can focus on targeted growth areas, PGP reviewed following first formative evaluation and revised if necessary. PGP revised at end of year.

Year 1Summative Evaluation on all components; formative observations can focus on targeted growth areas, PGP developed following first formative evaluation. PGP revised at end of year.

2A: Summative EvaluationSummative evaluation on all components once every three years; formative observations can focus on targeted growth areas. PGP is used throughout the year. PGP may be revised after formative evaluation.

Track 2Interim Teacher

Appraisal Process

2B: Interim Appraisal Process

2B2:Observations focus on targeted areas of PGP.A modified evaluation is based on specific components of the rubric included in the PGP over the two year cycle.

2B1: Observations focus on targeted areas of PGP.A modified evaluation is based on specific components of the rubric included in the PGP over the year.

Summative Evaluation on all components.Intensive Professional Learning Plan Multiple formal and informal observationsMultiple conferences between teacher/evaluatorMay remain in Track 3 for 2 semesters. 2 additional semesters may be added if improvement is observed.

Track 3 Intensive Support Status

**

AR-TESS Teacher Tracks

*A first year teacher will be considered both a novice and probationary teacher. *"Probationary teacher" means a teacher who has not completed three (3) successive years of employment in the school district in which the teacher is currently employed. A teacher employed in a school district in Arkansas for three (3) years will complete the probationary period.*An employing school district may, by a majority vote of its directors, provide for one (1) additional year of probationary status. *District Policy is required to place all new employees incoming to the district from another district /state on a one-year probationary status.

TESS does not conflict, nor is it meant to replace the Arkansas Teacher Fair Dismissal Act (ATFDA). Revised 8/22/13

WHERE ARE YOU?

ADE WEBSITE, 2014

Let’s CompareDanielson Model for Teachers

Danielson Model for Librarians

TESS Model for TeachersTESS Model for Librarians

Danielson Rubric for TeachersDomain 1: Planning and

Preparation

1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

Domain 2: Classroom Environment

2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space3e Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism Domain 3: Instruction

3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction

http://www.danielsongroup.org/article.aspx?page=frameworkforteaching

Danielson Model for School LibrariansDomain 1:

Planning & Preparation•Demonstrating knowledge of literature and current trends in library/media practice and information technology.

•Demonstrating knowledge of the school’s program and student information needs within that program.

•Establishing goals for the library/media program appropriate to the setting and the students served.

•Demonstrating knowledge of resources, both within and beyond the school and district, and access to such resources as interlibrary loan.

•Planning the library/media program integrated with the overall school program.

•Developing a plan to evaluate the library/media program.

Domain 2: The Environment

•Creating an environment of respect and rapport.

•Establishing a culture for investigation and love of literature.

•Establishing and maintaining library procedures.

•Managing student behavior.

•Organizing physical space to enable smooth flow.

Domain 3:Delivery of Service

•Maintaining and extending the library collection in accordance with the school’s needs and within budget limitations.

•Collaborating with teachers in the design of instructional units and lessons.

•Engaging students in enjoying literature and in learning information skills.

•Assisting students and teachers in the use of technology in the library/media center.

Domain 4: Professional

Responsibilities•Reflecting on practice.•Preparing and submitting reports and budgets.

•Communicating with the larger community.

•Participating in a professional community.

•Engaging in professional development.

•Showing professionalism.

Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching (2011) 122.

TESS for TeachersDOMAIN 1: Planning and Preperation1a Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of

Resources1e Designing Coherent Instruction1f Designing Student AssessmentsDOMAIN 2: Environment2a Creating an Environment of Respect 2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space

DOMAIN 3: Delivery of Service3a Communicating with Students3b Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility

DOMAIN 4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

ADE website

TESS for LMSDOMAIN 1: Planning and

Preperation1a Demonstrating Knowledge

Current Trends1b Demonstrating Knowledge of

Students1c Establishing Goals for the

Library/Media Program1d Designing a Coherent Library

Program1e Develop a Plan to Evaluate the

Program  DOMAIN 2: Environment2a Creating an Environment of

Respect 2b Establishing a Culture for

Learning2c Establishing & Maintaining

Procedures2d Managing Student Behavior

ADE Website 3/23/14

DOMAIN 3: Delivery of Service3a Communicating w/ Learning Community3b Questioning and Research Techniques3c Engage Students in Literature & Learning Info. Skills3d Using Assessment in Instruction3e Demonstrating Flexibility  DOMAIN 4: Professional Responsibilities4a Reflecting on Practice4b Maintaining Accurate Records4c Communicating w/ School Staff & Community4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Professional Growth Plan

It doesn’t say PERSONAL

STEP 1 – Targeted Area for Growth: Discuss your self-evaluation results, performance evaluation results, and your relevant student learning data. From this information, determine your targeted area for growth.

Evaluation Results and Student Learning Data:Targeted Area for Growth:

STEP 2 – Aligned TESS Domain/ Component(s): Align your Targeted Area of Growth (Step 1) with TESS Domains and Components of the appropriate evaluation framework.

Domain:Component(s):

STEP 3 – Professional Growth Goal: Based on your Targeted Area of Growth (Step 1), and the selected TESS Domain and Component(s) (Step 2), write a specific Professional Goal that you want to achieve.If multiple goals are established, the next steps will be repeated.

Goal:

Educator’s Name___________________________________________ School _______________________________________ Year_____________Directions: Please refer to the appropriate TESS Rubric when completing this Professional Growth Plan. These steps will be repeated for each Professional Growth Goal.

AR Teacher Excellence Support System (TESS)Professional Growth Plan

Revised March 13, 2014

PGP and LibrariansWhat is your principal requiring? Everyone focus on certain

areas for a year?Look at your ACSIP Plan for dataMust use school pop and subpopsRefer to AASL Standards and AR Lib FrameworksFind out how much avg fiction and nonfiction book cost this

yearGet the ‘avg date’ of your collection (take out ARK

collection before analysis and maybe AtlasesUse surveys of staff and students, before and afterGet statistics of use of facility (may require some eq-good

reason to ask for an extra laptop or two for sign in and out)

More requirements of PGP Look at graduation rates, Benchmarks, Who did you teach well and not so well??? What did you teach/who did you serve well or not so well??? Where are the gaps OR strengths??? The POP should be big and general The Goal should be written from perspective of teacher or LMS HAS to be aligned to ACSIP so get a copy of yours Don’t let principal prescribe Framework for Teaching components

not listed on LMS TESS rubric(teacher assessment in Domain one is not in ours but it is in Domain 3)

DEVELOP INTENTIONAL STRATEGIES TO ADDRESS GOALS Is your disadvantaged group growing? Need books for them? PGP is always ‘in progress’ and can be changed; so use colored

fonts for changes each time It is collaborative between principal/ you/peers

Your ideasUsing LivebindersI have permission to refer you to copy a public version

of an empty livebinder that is already filled out from two AAIM Members; establish your account with Livebinder.com then search for public livebinders under the name of Lisa Huelle of Dardanelle Mid School and Kim Grisham of East Poinsett County

Remember things you make at school become school property. Make a back up under dif title saved to dropbox or someplace like Copy.com

Using Blooms BooksOther programs for artifacts/evidence

Need Workshops on thisContact Lin Hatch of Pocahontas or talk to

meItunes U will have slide shows and videosSearch on google + for many slide shows on

TESS or PGP or Danielson’s model for ideas and samples

Call your coop and ask for inservice on TESS or PGP for LMS

Request the coop do workshop for principals on the LMS documents in TESS and PGP

For more information, please contact:

Ivy Pfeffer, Director of Educator Evaluation Arkansas Department of Education Office of Educator Effectiveness Four Capitol Mall, Room 103-B Little Rock, AR  72201 Phone: 501-682-8526 Fax: 501-682-1193   Becky Gibson, Teacher Evaluation Program Advisor ade.tess@arkansas.gov Arkansas Department of Education Office of Educator Effectiveness Four Capitol Mall, Room 107-A Little Rock, AR 72201 Phone: 501-683-3160 Fax: 501-682-5118