1. Learning Teaching Enhancing Supporting Sharing

2. Agenda  Student Growth  Alignment  Student Growth Revisited

3. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

4. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self- Reflection Student Voice Student Growth All measures are supported through evidence. State Contribution: Student Growth % Local Contribution: Student Growth Goals

5. Student Growth within the Teacher Professional Growth and Effectiveness System (TPGES)

6. Targets  Participants can communicate and support the student growth goal setting process.  Participants can use available resources to determine next steps for their school/ district.

7. Why Measure Student Growth?

9. Elementary and Secondary Education Act (ESEA) Flexibility Waiver

10. Past Evaluations Seniority High Level of Principal Input Degrees Earned

11. “If a goal of evaluating teachers is to ensure student learning, then student learning must be a major part of what’s measured.” ~MET Study Measures of Effective Teaching (MET) www.metproject.org

12. MET Study Suggests … Rigorous Classroom Observations Student Feedback School Working Conditions Pedagogical Content Knowledge Student Growth MET Study

13. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self- Reflection Student Voice Student Growth All measures are supported through evidence. State Contribution: Student Growth % Local Contribution: Student Growth Goals

14. Student growth measures in Kentucky’s field test State Contribution Student Growth Percentiles – applies to grades 4 – 8 reading & math Local Contribution Student Growth Goal – applies to all teachers

15. Goal Setting for Student Growth: Honoring Progress and Getting Results © 2012, Stronge & Grant. Used with permission.

16. Student Growth Process Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

17. Step 1: Determining Needs Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

18. “Just about everyone realizes that if a teacher does a great instructional job, that teacher’s students will usually perform better on tests. It’s the other side of the equation that’s less often understood, namely that how a teacher tests — the way a teacher designs tests and applies test data — can profoundly affect how well that teacher teaches.” From Test Better, Teach Better W. James Popham Association for Supervision and Curriculum Development, 2003

19. Step 2: Creating Goals Using the SMART Process Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

20. SMART Goal Process S Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards-based and directly related to the subject and students that the teacher teaches. R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-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.

21. You need to KNOW your students in order to critique the goal.

22. Step 3: Creating and Implementing Strategies Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

23. Step 4: Monitoring Student Progress and Making Adjustments Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

24. Step 5: Determining Goal Attainment Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

25. Sample assessments and goals. Let’s take a look.

26. Learning Teaching Enhancing Supporting Sharing

27. Congruency: Aligning resources and instruction to the CCSS Denise Amos denise.amos2@education.ky.gov 502-552-5735 Seth Hunter seth.hunter2@education.ky.gov 502-641-5523

28. Participants will consider content and rigor when determining congruence of items or tasks. Participants will analyze assessment items and/or learning tasks in order to determine congruency to KCAS.

29. Instructional Shifts for the Common Core  Shifts in ELA/Literacy Complexity : Regular practice with complex text and its academic language. Evidence : Reading and writing grounded in evidence from text, literary and informational. Knowledge : Building knowledge through content rich nonfiction.  Shifts in Mathematics Focus Coherence Rigor

31. What’s the relationship? 8.F.4 Tasks/ Items

32. DOK Verbs/Bloom’s Artifact(s) Standard consistent vocabulary? Standard(s) Target(s) Artifact(s) Artifact(s): assessment, lesson plan, activity, etc.

33. PARCC Sample Tasks Task and Passage(s) (7 th Grade) (Research Simulation) Amelia Earhart’s Disappearance “Biography of Amelia Earhart” “Earhart's Final Resting Place Believed Found” “Amelia Earhart’s Life and Disappearance ” 7 th Grade ELA “placemat”

34. DOK Verbs/Bloom’s Standard consistent vocabulary? Standard(s) Target(s)

35. Making the LDC Connection

36. My Papa’s Waltz A Close Reading RL.9-10.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. http://www.youtube.com/watch?feature=player_embedded&v=as oy8V9vJI0#!

37. DOK? Verbs/Bloom’s Artifact(s) Observation Standard consistent vocabulary? Standard(s) Target(s) Artifact(s) Students engage in content at appropriate level Artifact(s): assessment, lesson plan, activity, etc. Artifact(s)

38. Learning Teaching Enhancing Supporting Sharing

39. Assessment Inventory Worksheet: Which assessments might your teachers use for goal-setting?

40. Which assessments might your teachers use for goal-setting for student growth? Continue the discussion in your district.

41. QUESTIONS

43. Contact Information Cathy.White@education.ky.gov Branch Manager, Office of Next Generation Professionals Carol.Franks@education.ky.gov Effectiveness Coach, OVEC

44. Before We Meet Again Check out the professional growth/reflective practice module in the TPGES Overview Series on KDE’s website

45. Learning Teaching Enhancing Supporting Sharing