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PGES Warren Central High School / Warren East High School Kathy Goff and Jason Kupchella July 30, 2014

PGES Vision The vision for the Professional Growth and Effectiveness System (PGES) is to have every student taught by an effective teacher and every school led by an effective principal. The goal is to create a fair and equitable system to measure teacher and leader effectiveness and act as a catalyst for professional growth.

PGES T HEORY OF A CTION IF… teacher and principal effectiveness drives student outcomes, and the Professional Growth and Effectiveness System is effectively implemented, and teacher and principals are accurately measured THEN… all students, classes and schools will be taught by highly effective educators, and students will be college and career ready.

Teacher Professional Growth and Effectiveness System Observation Peer Observation Professional Growth Self Reflection Student Voice Student Growth Proposed Multiple Measures All measures are supported through evidence.

Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

Teacher Framework Domains Domain 1 – Planning and Preparation Domain 2 – The Classroom Environment (Observable) Domain 3 – Instruction (Observable) Domain 4 – Professional Responsibilities Each Domain is broken down into Components and Components have specific Elements. Example: 2. The Classroom Environment Domain a.Creating an Environment of Respect and Rapport Component - Teacher Interaction with Students Element - Student Interactions with One Another Element

Performance Levels Ineffective Developing Accomplished (Teacher-directed success) Exemplary (Student-directed success)

Performance Levels Component & Description Performance Indicators Examples Domain 3: Instruction

Why Peer Observation? Provide Feedback (Refine Skills) Give Support (Learn New Skills) Assist Teacher (Solve Classroom Problems) Improve Culture and Collegiality

Not an Evaluation The observation process is doomed to failure if you do not develop shared trust. Teachers have to get over their natural tendencies of fearing: How do I look? What will others think? What will they think of my abilities? What will they share with others?

Collaboration Teacher must get past old thinking (my classroom, my way, my students, etc.). Teacher has to be willing to take a risk, put yourself in front of others and grow professionally.

Year 1Year 2Year 3 Mini-observation by primary evaluator by April 30 Mini- observation by peer observer by October 15 Observation Requirements for Tenured Teachers Full/Formal observation by primary evaluator by March 15

Every Year Mini-observation by primary evaluator by October 1 Mini-observation by peer observer by October 15 Mini-observation by primary evaluator by January 15 Full/Formal observation by primary evaluator by March 15 Observation Requirements for Non-Tenured Teachers

Formal ObservationMini Observation Follows Observation Sequence -Preconference -Observation -Post Conference Full class period or a complete lesson Evaluating Domains 2 and 3 Collecting evidence towards Domains 1 and 4 Follows Observation Sequence - Preconference (not required) -Observation -Post conference Shorter in duration: minutes Observing Domains 2 and 3

The Evidence Sequence (Peer Observer) COLLECT DATA (EVIDENCE) DISCUSS / CLARIFY BY INVITATION ONLY PROVIDE SCRIPTED FEEDBACK ALIGN WITH THE FRAMEWORK NO INTERPRETATION, CONCLUSIONS OR DISCUSSION OF PERFORMANCE RATINGS

Steps to log into the modules: 1.Click on PBS Learning Media in top left corner 2.Click on “Self-Paced Professional Learning from KET” on the right hand side 3.Click on “Professional Learning for Peer Observers” 4.Click on “Launch” 5.Click on “Details/Enroll” 6.Click on the “My Courses” tab at the top 7.Click on “Professional Learning for Peer Observers” 8.Please wait for further instructions

Online Course Professional Learning for Peer Observers Professional Development Course Pre-Assessment Module 1: Overview and Expectations Module 2: Identifying Effective Teaching Through Observation Module 3: Feedback

Domain 2: Classroom Environment Components A – Creating an Environment of Respect and Rapport B – Establishing a Culture for Learning C – Managing Classroom Procedures D – Managing Student Behavior E – Organizing Physical Space

Domain 3: Instruction Components A – Communicating with Students B – Using Questions and Discussion Techniques C – Engaging Students in Learning D – Using Assessment in Instruction E – Demonstrating Flexibility and Responsiveness

CIITS

Completing a Peer Observation 23

Completing a Peer Observation 24

Peer Observation Screen 25

Teacher View of Peer Observation

Student Voice What is a Student Voice Survey? -confidential on line survey -collects student feedback on classroom experience and teaching practice -additional source of evidence for improving classroom practice Reference Pages IN CEP

28 Individual Teacher Results

Student Growth Goals Mark Davis

Rigor and Comparability of Student Growth Goals Required for all Warren County Teachers Teachers will collaboratively work with primary evaluator to develop a student growth goal prior to September 30 th of each school year. Use the protocol for ensuring rigor Use the protocol for ensuring comparability

Rigor Rigor will be assessed for each Student Growth Goal using a district-defined checklist (Checklist can be found in Appendix). The checklist will be completed collaboratively by the teacher and primary evaluator. The checklist will include checking each student growth goal to determine if the goal is specific, measurable, appropriate, realistic, and time-bound (SMART). The goal will align to an enduring skill, process, understanding, or concept that students are expected to know. Finally, each goal will be checked to determine if it includes both a growth component and a proficiency component. Goals that do not meet all required parts of the checklist will be sent back to the teacher for review before being approved in CIITS. All student growth goals will be checked for rigor by the primary evaluator by October 15 th of the academic year.

Comparability Administration Protocol In order for student growth goals to be comparable across schools and the district, teachers will meet in Professional Learning Communities to analyze data from assessments for the purpose of gathering baseline and continuous data. Baseline data and continuous data can come from multiple sources including, but not limited to STAR assessments, teacher-created assessments, Literacy Design Collaborative (LDC) tasks, Math Design Collaborative (MDC) tasks, End of Course assessments, and K-PREP data. Teacher-created assessments will be based upon the state and/or national standards for the teacher’s content area. When teachers do not have a school-level Professional Learning Community, the teacher may consult with other professionals in the district with similar content to create and/or analyze data. These consultations may take place in person or through the use of technology. A pre-test, post- test model will be utilized. A score of 80% on an assessment used to determine your student growth goal will be considered proficient.

LOCAL STUDENT GROWTH GOAL l Student Growth Local student growth goals include both growth and proficiency components.

Growth and Proficiency Ratings The ratings for the growth and proficiency ratings be low, expected, or high. The numerical values for these ratings are as follows: Low = 1 Expected =2 High = 3

For the growth component: High growth is 90% or more of the students showing growth Expected growth is 75% - 89% of the students showing growth Low growth is 74% or below of the students showing growth Example: Mrs. Jones administers a pre-test to the 30 students in her Physics 1 class at the beginning of the year. At the end of the year Mrs. Jones administers a post-test and 27 out of her 30 students had a higher score on the post-test than on the pre- test. Math: 27/30=.90 or 90% scored higher on the post test. Apply the chart above and Mrs. Jones Physics 1 class had high local growth.

For the proficiency component: The local proficiency target is set by the teacher and the primary evaluator. High proficiency is more than 10% above the proficiency target Expected proficiency is plus or minus 10% of the proficiency target Low proficiency is more than 10% below the proficiency target Example: Mrs. Jones administers a pre-test to the 30 students in her Physics 1 class at the beginning of the year. (Same pre-test as above, it can be utilized for both) On the pre-test 3 out of 30 students score 80% or higher. Mrs. Jones and her primary evaluator meet and determine that a local proficiency target goal for her Physics 1 class should be 50 %. Mrs. Jones administers the post- test at the end of the year and 16 out of 30 students scored 80% or higher on the test. Math: Pre-test proficiency rate is 3/30=.10 or 10%. Post-test proficiency rate is 16/30=.533 0r 53.3%. The local proficiency target goal was 50% so the range for the expected proficiency is 45%-55% (10% below and 10% above target); therefore, Mrs. Jones proficiency rate of 53.3% falls into expected proficiency.

The following chart will be used to calculate the Overall Growth Rating.

Required for all Warren County Teachers Student Growth Goal and Student Growth Percentile (when available) will be used to determine overall Student Growth Rating Three years of student growth data (when available) will be used to determine overall Student Growth Rating. When three years of data are not available, the data that is available will be used to make the final determination.

In addition to a local contribution, teachers in grades 4-8 in Reading and Math will have a state contribution for student growth expressed as a percentile. The scale for determining growth will be provided by the Kentucky Board of Education. The following decision rules will be used to rate overall growth as low, expected, or high for teachers who have a state and local growth goal. Local student growth goals will contribute 80% of the overall Student Growth Rating, and State Growth Goals will contribute 20% of the overall Student Growth Rating for teachers with both SGG and SGP. For teachers with both state and local student growth goals, the average local student growth goal will be multiplied by.8 and the average state student growth goal will be multiplied by.2. These two numbers will be added to make the student growth number to determine the overall rating using the following rules.

Sample Growth Calculation for Combined State and Local Local 80% State 20% Local growth was expected(2) and state growth was low(1) then the math will be as follows: (.8 x 2) +(.2 x 1) = =1.8 Using the chart then the growth will be expected.

Sample Multiple Year Calculation Year 1 = Low (1) Year 2 = Expected (2) Year 3 = Expected (2) Take a numerical average for the 3 years =5 5/3 = 1.67 Using the chart the the rating is “expected”.

The following chart will be used to calculate the Overall Growth Rating.

Self-Reflection 46

Self-Reflection in EDS 47

Reflective practice and professional growth planning template 48 Handout

Self Reflection -All teachers participate in self reflection and professional growth planning -All documentation is completed in CIITS -PGP shall align with the school/district improvement plan -Multiple sources of data shall be used to develop the PGP

Timeline for Self-Reflection and PGP for Tenured Teachers

Timeline for Self-Reflection and PGP for Non-Tenured Teachers

Questions