1. Developed by Earl W. Hughes, KLA Regional Facilitator and PGES Integrated Design Team Member

3. February, 2012 – March, 2012: Train current 54 volunteer districts in field test protocols and multiple measures February, 2012 – May, 2012: Limited field test of multiple measures with 54 current districts Student growth/student goals Self-reflection Professional growth plan Student voice (GATES Integrated Grant Districts) Summer 2012: Train current 54 districts in additional multiple measures August, 2012 – May, 2013: Full-scale field testing of all multiple measures with 54 current districts Summer 2013: Train all districts in both the Teacher and Principal Professional Growth and Effectiveness System frameworks and multiple measures August, 2013 – May, 2014: Pilot both Systems in all districts August, 2014: State-wide implementation

5. Domain InstructionLearning Climate Leadership & Professionalism Student Growth Instruction that meets the needs of all diverse learners Teacher creates a safe, supportive, respectful, and engaging learning environment Teacher provides professional leadership Teacher contributes to student academic growth and overall school success Standards 1.1Demonstrates content knowledge 2.1Positive, respectful, and safe learning environment 3.1Engages in professional and leadership activities 4.1Contributes to growth of all students, regardless of demographics 1.2Plans formative and summative assessments 2.2High expectations3.2Designs, implements, and revises a professional growth plan 1.3Student-friendly learning targets 2.3Uses time, space, and resources 3.3Collaborates with colleagues, parents, and others 1.4Designs and implements instructional plans 1.5Integrates available technology

6. FRAMEWORK DomainInstructionLearning Climate Leadership & Professionalism Student Growth Standard 1.1 Content/ Best Practice 1.2 Assessment 1.3 Learning Targets 1.4 Planning 1.5 Technology 2.1 Climate 2.2 Expectations 2.3 Equitable Resources 3.1 Leadership/ Responsibility 3.2 Professional Growth 3.3 Collaboration 4.1 Student Growth MULTIPLE MEASURES (supported by artifacts and evidence) Principal/ Evaluator Observation Supervisor Observation of Teacher Instruction Instrument Student Growth Goal Setting; Professional Growth Plan LEA compone nt: Goal Setting (Cat.1-3 Assessme nts); SEA compone nt: State Achieve ment Tests Student Voice Tripod Student Survey Parent Voice To be Determined TBD Professional Growth Professional Growth Plan Instrument Self Reflection Teacher Self-Reflection Instrument Peer Observation Peer Observation of Teacher Instrument

8. 1.What do we want students to know and be able to do? 2.How will we know when they’ve learned it? 3.How will we respond when students haven’t learned it? 4.How will we enrich and extend the learning for students who are proficient?

10. Working in the PLC group with which you self-identified at the beginning of the year, please do the following: 1.Review each of the domains and standards of the TPGES. 2.Identify standards that explicitly connect to the focus question of your group. Under the heading of “EXPLICIT”, chart those standards using their number (1.2, 2.3, etc.) Discuss how the particular standards connect and chart a word or phrase summarizing the connection. 3.Identify standards that implicitly connect to the focus question of your group. Under the heading of “IMPLICIT”, chart those standards using their number (1.2, 2.3, etc.) Discuss how the particular standards connect and chart a word or phrase summarizing the connection. 4.Be prepared to spend a few minutes in a carousel walk viewing your colleagues’ connections to their focus questions.

11. Optimism is the faith that leads to achievement; nothing can be done without hope. ~Helen Keller