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HART COUNTY SCHOOLS 2014-2015 Certified Evaluation Plan August 4, 2014 Presented by Wesley Waddle, Ed.D.

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Presentation on theme: "HART COUNTY SCHOOLS 2014-2015 Certified Evaluation Plan August 4, 2014 Presented by Wesley Waddle, Ed.D."— Presentation transcript:

1 HART COUNTY SCHOOLS Certified Evaluation Plan August 4, 2014 Presented by Wesley Waddle, Ed.D.

2 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) : pilot of PGES in selected districts : state-wide pilot of PGES in every district : “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 Our 50/50 Committee: see page iii : revisions based on implementation and additional updates for other certified staff

3 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 Danielson’s Framework for Teaching (FfT):  Planning & Preparation  Classroom Environment  Instruction  Professional Responsibilities

4 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 A

5 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 Basis for personnel decisions Implemented but not used for personnel decisions Implemented for formative use only; never evaluative

6 THEREFORE... For the school year, all procedures that apply to teachers will be based on their current evaluation cycle to promote professional growth and comprehension of the PGES. However, decisions related to employment for teachers shall be based solely on results of the primary evaluator’s rating of “Professional Practice” using supervisor observation data. All other certified professionals shall be evaluated under the prior CEP as described in the “Other Certified Professionals” section.

7 EVENTUALLY... Tentatively in , 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

8 A CLOSER 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  This year PGP is due September 1 st in CIITS (Please update Appendix E)  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 K-8; Two per year for HS (of ONE student group)  *non-evaluative*  Teacher Collection of Professional Work Samples (Staff Data Notebook)  RATING LEVELS: Ineffective  Developing  Accomplished  Exemplary MOTTO: “Try to live in Accomplished but visit Exemplary.”

9 MORE ABOUT OBSERVATIONS:  Must be documented in CIITS  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 for  Pre-conference required for full observation but only recommended for mini’s (may be conducted by , phone, or in-person)  Post-conference required for all observations within 5 working days (in person for full; , phone, or in-person for mini’s) *NOTE: Beginning in , a tenured teacher’s observation cycle and/or professional growth plan process may change based on the overall ratings for Professional Practice and Student Growth Goals.

10 MORE ABOUT STUDENT VOICE:  ONE class (or group) of students in grades 3-12  At least 10 students to be considered statistically significant  Selected by principal after consultation with teacher  Must provide equal access to all students  NON-EVALUATIVE  Grades 3-8: one survey per year  9-12: two surveys per year  Timeline to be determined by state window (not yet announced but goal is March 15 for Grades 3-8 and October 15 and March 15 for high school)  Given during the school day

11 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 domain (think quality, not quantity)  The purpose is to provide evidence of a teacher’s 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

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

13 A CLOSER STUDENT GROWTH GOAL  Two Types of Goals:  State: 4-8 Teachers of Reading and/or Math (percentile goal assigned by KDE)  Local: All teachers (developed by teacher—collegial process encouraged—and 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 B  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.)

14 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 B: Student Growth Goal Development Protocol

15 SO, HOW DO I GET A RATING FOR STUDENT GROWTH? For summative purposes, SGG evaluations shall be averaged for the three-year evaluation cycle. For teachers with both a state and local SGG contribution in any given year, the results shall be weighted per year (60% local SGG and 40% state SGG).

16 SO, CALCULATIONS FOR A SUMMATIVE STUDENT GROWTH RATING WOULD LOOK LIKE THIS... For teachers having both a local and state growth goal for a three-year period, the SGG overall rating would be determined by the formula below. SGG Overall Rating = State Three-Year Average x.40 + Local Three-Year Average x.60 EXAMPLE: Three-Year State Average (68.7) x 40% = Three-Year Local Average (74) x 60% = = (Developing) State Growth Goal (Percentile) Local Growth Goal (Percentage of Proficiency and Growth Averaged Together) Year Year Year Average68.774

17 SO, HOW DO I GET A RATING FOR OVERALL PERFORMANCE CATEGORY? WITH A Professional Practice Rating of … AND A Student Growth Goal Rating of… THE Overall Performance Category is… Exemplary Exemplary or Accomplished EXEMPLARY Developing or Ineffective ACCOMPLISHED Accomplished Exemplary EXEMPLARY Accomplished or Developing ACCOMPLISHED Ineffective DEVELOPING Developing Exemplary ACCOMPLISHED Accomplished, Developing or Ineffective DEVELOPING Ineffective Exemplary DEVELOPING Accomplished, Developing or Ineffective INEFFECTIVE NOTE: For , only the “Professional Practice Rating” column shall be used for evaluation purposes.

18 BEGINNING IN , RESULTS MAY IMPACT OBSERVATION CYCLES & PGP PROCESS: PLEASE NOTE: Only the “Professional Practice Rating” will be considered for The language in the state’s model evaluation plan for SGG is low/expected/high; those levels correlate with the local evaluation plan ratings as follows: low=ineffective expected=developing or accomplished high=exemplary

19 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), and the rest will take care of itself  Periodically update the Staff Data Notebook with your best work  Remember the motto: “Try to live in Accomplished and visit Exemplary.”  Student growth should focus on both students’ PROFICIENCY and GROWTH in relation to a core concept (enduring skill)  For , we are all learning together: there are NO dumb questions so ask for assistance at any time  KDE has recently updated training modules in each part of PGES which are available at  It is all about GROWTH, GROWTH & GROWTH


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