1. Jefferson County Public Schools Professional Growth and Effectiveness System (TPGES & OPGES) JULY 20 – 21, 2015

2. Norms Rule of two feet Cell phones on silent please Be present and engaged We want your questions

3. Institute Objectives  Overview of the Certified Evaluation Plan (CEP) – Teachers and Other Professionals  Review the Professional Growth and Effectiveness System (PGES) components

4. Certified Evaluation Plan (CEP) 2015 - 2016  Required by KDE  Developed by the Evaluation Quality Oversight Committee (EQOC – 50/50 Committee)  Approved by JCTA & JCBE  Submitted to KDE for accuracy and compliance  TPGES - Full Implementation with accountability  OPGES – Full Implementation without accountability

5. CEP Overview There are both state and local decisions in the CEP. Roles and Definitions - pages 3-5

6. The Kentucky Framework for Teaching with Specialist Frameworks for Other Professionals Framework for TeachingSpecialist Frameworks for Other Professionals Planning and Preparation Planning and Preparation Classroom EnvironmentEnvironment InstructionInstruction/Delivery of Service Professional ResponsibilitiesProfessional Responsibilities

7. PGES Model for Summative Evaluation of Teachers PROFESSIONAL PRACTICE RATING + STUDENT GROWTH _______ OVERALL PERFORMANCE RATING

8. Sources of Evidence/ Framework for Teaching Alignment

9. CEP Content – Related to Professional Practice Self-Reflection – pg. 9 Professional Growth Plan – pg. 9 Observation – pgs. 10 – 12 Observation Conferencing – pg. 13 Observer Certification – pgs. 14 – 15 Observer Calibration – pg. 15 Student Voice – pg. 16

10. Self-Reflection and Professional Growth Planning State Required All teachers and other professionals participate in self- reflection and professional growth planning each year. Local District Decisions How the district will document the development, approval and monitoring of self-reflection and the professional growth plan. Timeline for ongoing self-reflection Timeline for Professional Growth Plan

11. Definitions Self-Reflection: The process by which certified personnel assesses the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth. Professional Growth Plan: An individualized plan for certified personnel that is focused on improving professional practice and leadership skills, aligned with performance standards and the specific goals and objectives of the school improvement plan or the district improvement plan, built using a variety of sources and types of data that reflect student needs and strengths, evaluatee data, and school and district data, produced in consultation with the evaluator.

12. Observations – State Requirements Four observations in the summative cycle (A minimum of three conducted by the supervisor and one by the peer) Required peer observation must occur in the final year of the summative cycle. Final Observation is conducted by the supervisor and is a full observation Observations may begin after the evaluation training takes place within 30 calendar days of reporting for employment each school year.

13. Observations – Local District Decision JCPS Model 3-1 Three mini observations (two by supervisor, one by peer) – 20 to 30 minutes One full observation by supervisor Documented on JCPS approved forms

14. Observations – Tenured Teachers How OftenWhatBy WhomWindow Year 1Mini ObservationSupervisorOctober 1 – April 15 Year 2Mini ObservationSupervisorOctober 1 – April 15 Year 3 Summative Mini Observation Full Observation Peer Supervisor December 1 – February 14 February 15 – April 15

15. Non-Tenured Teachers OR Tenured Teachers on “One Year Professional Growth Plan and Summative Cycle” How OftenWhatBy WhomWindow AnnuallyMini ObservationSupervisorOctober 1 – November 30 AnnuallyMini Observation Supervisor Peer December 1– February 14 AnnuallyFull ObservationSupervisorFebruary 15 – April 15

16. Observers - Certification All administrators serving as a primary evaluator must complete the Initial Certified Evaluation Training prior to conducting observations for the purpose of evaluation. To ensure consistency of observations, evaluators must also be trained, tested and approved using the Proficiency Observation Training for the current approved state platform. The system allows observers to develop a deep understanding of how the four domains of the Kentucky Framework for Teaching (FfT) are applied in observation.

17. Observer Calibration Observer certification and calibration is required. Calibration ensures ongoing accuracy in scoring teaching practice. Certified observers will complete a calibration process in years two and three of the “certification/calibration” schedule. Year 1 Certification Year 2 Calibration Year 3 Calibration Year 4 Recertification

18. Student Voice The Student Voice Survey is a confidential survey collecting student feedback on specific aspects of the classroom experience and teaching practice.

19. Student Voice - Required All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students. Student selection for participation must be consistent across the district. Results will be used as a source of evidence for Professional Practice. Formative years’ data will be used to inform Professional Practice in the summative year.

20. Student Voice – Required Continued All teachers and appropriate administrative staff will read, understand, and sign the district’s Student Voice Ethics Statement. The survey will be administered in the school. Survey data will be considered only when ten or more students are respondents.

21. Student Voice – Local District Decision The District Student Voice Survey Point-of-Contact will be the Chief of Data Management/Designee. Schools schedule student groups for the student voice surveys and must ensure equal access to all students, with necessary IEP/504 accommodations. Only one class/section per teacher will participate in the survey. Schools will monitor to ensure each student has the opportunity to participate, but no one student is overburdened with surveys on multiple teachers. Survey will be administered within the identified window.

22. Student Voice – Local District Decision Teachers will only have access to their own student voice survey data. Principals and assistant principals will have access to all student voice survey data from their school. Only certified staff members with ten or more students will have student voice survey results, which may be utilized as a source of evidence. Due to the variations in services provided by other professionals and by teachers in alternative settings, administration of the student voice survey is at the discretion of the employee, in consultation with the supervisor.

23. Overall PROFESSIONAL PRACTICE Rating

24. 2 Minute Stretch Break Turn and talk to your colleague about something new you have learned this morning regarding the Certified Evaluation Plan (CEP).

25. CEP Content – Student Growth Goal(s) Definition: A goal focused on student learning that is specific, appropriate, realistic, and time-bound that is developed collaboratively and agreed upon by the evaluatee and evaluator, and that uses formative growth measures.

26. Student Growth Student Growth – pgs. 18 – 24 Local & State Contribution Rigor & Comparability Determining Growth for Student Growth Goals (SGG)

27. Ensuring Rigor and Comparability of Student Growth Goals Use of the Rigor and Comparability rubric ensures that Student Growth Goals Are congruent with core academic standards and appropriate for the grade level and content area Represent or encompass an enduring skill, process, understanding or concept Allows high and low achieving students to demonstrate growth Provides access and opportunity for all students (ECE, ESL, GT, etc.)

28. Peer Review Process for SGG To ensure that each teacher’s Student Growth Goal is rigorous and comparable To identify what student mastery of the enduring skill looks like using the approved scoring measure identified in a teacher’s SGG To calibrate scoring to ensure consistency, to determine baseline data, interim growth data and student progress to mastery NEW

29. Process to Identify Local Student Growth Goal Rating All teachers complete a local student growth goal that consists of a growth target and a proficiency target. GROWTH TARGET RATING LOWEXPECTEDHIGH < 70% of students meet growth target 70% - < 85% of students meet growth target > 85% of students meet growth target PROFICIENCY TARGET RATING LOWEXPECTEDHIGH Does not meet proficiency target within 10% Meets proficiency target within 10% of the established target Exceeds proficiency target

30. LOCAL STUDENT GROWTH GOAL DECISION RULES MATRIX FOR OVERALL STUDENT GROWTH RATING GROWTH TARGETPROFICIENCY TARGETOVERALL LOCAL STUDENT GROWTH RATING High ExpectedHigh LowExpected High Expected LowExpected Low HighExpected Low

31. Combined Local and State Contribution Student Growth Goal Rating ( Applies only to teachers of Math/ELA Grades 4-8) LOCAL SGG RATINGSTATE MSGP RATINGOVERALL STUDENT GROWTH GOAL RATING High ExpectedHigh LowExpected High Expected LowExpected LowHighExpected Low

32. Determining the Overall Performance Category Rating Professional Practice – pgs. 24-25 Rating Overall Student Growth – pgs. 25 - 26 Determining the Overall Performance Category - pgs. 26-28

33. Determining Overall Professional Practice Rating

34. Determining Overall Performance Category

35. Reminder: Vision for PGES….. WHAT? Every student taught by an effective teacher and every school led by an effective leader HOW? Fair and equitable system to measure teacher and leader effectiveness and act as a catalyst for professional growth

36. Based on Professional Practice and Student Growth Rating….

37. If Professional Practice Rating is this: and, if Student Growth Rating is this:then:and then this: Exemplary or Accomplished High or Expected 3 yr. self-directed cycle  Goals set by teacher with evaluator input.  Plan activities are teacher directed and implemented with colleagues.  Formative review annually.  Summative occurs at the end of year 3. Low 3 yr. self-directed cycle  Goal set by teacher with evaluator input.  One goal must focus on low student growth outcome.  Formative review annually. Developing High 3 yr. self-directed cycle  Goal(s) set by educator with evaluator input.  Formative review annually. Expected 3 yr. self-directed cycle  Goal(s) set by teacher with evaluator input; one must address professional practice or student growth.  Formative review annually. Low 1 yr. directed cycle  Goal(s) determined by evaluator.  Goals focus on professional practice and student growth.  Plan activities designed by evaluator with teacher input.  Summative review annually. Ineffective High or Expected 1 yr. directed cycle  Goal determined by evaluator.  Goals focused on low performance/outcome area.  Plan activities designed by evaluator with educator input.  Formative review at midpoint.  Summative at end of plan. Low Up to 12 month improvement plan  Goal(s) determined by evaluator.  Focus on low performance area.  Summative at end of plan. PROFESSIONAL GROWTH PLAN AND SUMMATIVE CYCLE

38. Intensive Support At any time, when significant deficiencies in work performance have been observed, an employee may be placed on Intensive Support, as specified in the JCBE-JCTA labor agreement. At that time the district-designed process will be instituted which includes a specific timeline for observations, support and conferences. At the end of the specified timeline, the evaluator will provide a written summary of the conferences to the employee.

39. Appeal Process - JCPS Local Evaluation Appeals Panel (LEAP) Review and/or hear appeals from certified employees regarding their summative evaluations Pool of Employees – 18 certified employees Twelve certified employees elected from employees eligible for JCTA membership Six certified employees appointed by the superintendent/designee Panel – 3 certified employees One member chosen from the 6 appointed by superintendent/designee Two members chosen from the 12 elected from employees eligible for JCTA membership NEW

40. Tasks and Timelines SEE HANDOUT

41. Criteria and Process Explained - Annually Evaluation criteria and process explained to and discussed with teachers no later than the end of the first 30 calendar days of reporting for employment each year. 2015 – 2016Deadline is September 10 th

42. Self Reflection/Professional Growth Plan - Annually Both completed within the first thirty calendar days of employment 2015 – 2016September 10 th Self-Reflection on-going, but formally in Fall and Spring ◦Fall – No later than September 10 th for 2015-2016 school year ◦Spring – Must occur prior to or as a part of the formative review or summative evaluation process Professional Growth Plan completed no later than September 10 th Progress reviewed during formative and summative conferences

43. Local Student Growth Goals Are developed annually following the protocol outlined in the CEP. For 2015- 2016 school year, Due no later than October 16, 2015

44. Peer Observers Recommend that training occur October/November, 2015

45. Supervisor Observations – Tenured Teachers WhatBy WhomWindow AnnuallyMini ObservationSupervisorOctober 1 – April 15 AnnuallyMini ObservationSupervisorOctober 1 – April 15 Annually Mini Observation Full Observation Peer Supervisor December 1 – February 14 February 15 – April 15

46. Non-Tenured Teachers or Tenured Teachers on One Year PGP and Summative Cycle How OftenWhatBy WhomWindow AnnuallyMini ObservationSupervisorOctober 1 – November 30 AnnuallyMini Observation Supervisor Peer December 1– February 14 AnnuallyFull ObservationSupervisorFebruary 15 – April 15

47. Self-Reflection Teachers complete Spring reflections prior to or as a part of the formative review or summative evaluation process by April 15.

48. Student Voice Completed each year within the identified KDE window

49. Student Growth Goal Data Teachers collect and submit data to administrator by April 15 Local Contribution: Growth and proficiency targets State Contribution: MSGP – Applies only to teachers of Grades 4-8 teaching Reading and/or Math (trend data using three years of data when available)

50. Overall Performance Category Determination Administrator determines overall performance rating of teachers and conferences with them by May 1 st Administrator records in district- approved platform no later than June 1 st.

51. PRINCIPAL PROFESSIONAL GROWTH AND EFFECTIVNESS SYSTEM The PPGES is also addressed in the CEP. Training and detailed discussion will be conducted by Assistant Superintendent and ETC.

52. TEAM TIME Please take your PowerPoint and CEP with you to team time. During this first team time, become more familiar with the contents of the CEP document, review our PowerPoint presentation up to this point and record any questions you have on the index cards provided at your team table. Tiffeny will explain team locations in just a moment. When lunch is ready we will notify your school team.

53. PGES Institute July 20,2015 - Afternoon Domains 1 and 4 Self Reflection Professional Growth Plan

54. Teachers and administrators will review the components, elements, and indicators of Domains 1 and 4 of the Danielson Framework. Teachers and administrators will obtain ideas for further training in Domains 1 and 4 at the school level. Teachers and administrators will examine potential evidence categories for documenting Domains 1 and 4.

55. 55 OVERALL PERFORMANCE PROFESSIONAL PRACTICE PROFESSIONAL PRACTICE STUDENT GROWTH

56. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain4: Professional Responsibilities 56

57. 57

58. 58

59. Domain 1: Planning and Preparation 1A - Knowledge of Content and Pedagogy 1B - Demonstrating Knowledge of Standards 1C - Setting Instructional Outcomes 1D - Demonstrating Knowledge of Resources 1E - Designing Coherent Instruction 1F - Designing Student Assessments 59

60. Domain 1: Planning and Preparation Strategies for Improving TPGES Performance 60

61. 61

62. 62

63. 63

64. Domain 1: Planning and Preparation Evidence is based on what we see, hear, read. Schools need to decide the system they will use for collecting evidence. 64

65. Domain 1: Planning and Preparation Note the importance of using “Rich” artifacts. A few excellent artifacts is preferred to a binder of “so-so” artifacts. 65

66. Domain 1: Planning and Preparation What is acceptable evidence??? 66

67. Domain 1: Planning and Preparation 67

68. Domain 1: Planning and Preparation SAMPLE lesson plan template or checklist that would provide evidence for components in Domain 1 68

69. Domain 1: Planning and Preparation Teachers, in collaboration with their principal, will determine what evidence they will provide to demonstrate effectiveness for Domain 1. The principal may request additional evidence if needed. 69

70. Instruction Connections For Special Educators: A Crosswalk between CEC Initial Special Education Individualized General Curriculum Standards & Kentucky Framework for Teaching May 2015 Kentucky Educational Cooperatives Blue Banner-Kentucky Framework Yellow Banner–Special Education

71. Domain 4: Professional Responsibilities 4A - Reflection on Teaching 4B - Maintaining Accurate Records 4C - Communicating with Families 4D - Participating in a Professional Community 4E - Growing and Developing Professionally 4F - Showing Professionalism 71

72. Domain 4: Professional Responsibilities Strategies for Improving TPGES Performance 72

73. Domain 4: Professional Responsibilities Schools need to decide the system they will use for collecting evidence. 73

74. Domain 4: Professional Responsibilities What is acceptable evidence??? 74

75. Domain 4: Professional Responsibilities 75

76. Domain 4: Professional Responsibilities Teachers, in collaboration with their principal, will determine what evidence they will provide to demonstrate effectiveness for Domain 4. The principal may request additional evidence if needed. 76

77. 3 Minute Stretch Break Turn and talk to your team about possible Domain 4 evidence and how it might be collected at your school.

78. Self Reflection and Professional Growth Plans Targets for this session Know the requirements for Self Reflection and PGPs. Identify the components of a PGP. Be able to write a complete PGP. Be prepared to implement a process for developing, approving, implementing, and reflecting on PGPs.

79. Self Reflection

81. Self Reflection - CEP Required every year - Fall and Spring Reflection is on-going. Reflective practices and professional growth planning are iterative processes. The teacher reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus

82. Self Reflection Teacher regularly reflects on the progress and impact of their PGP plan on his or her professional practice.

83. Self Reflection Is continuous and ongoing reflection

84. Self Reflection In the spring, the teacher conducts a summative reflection on the degree of goal attainment and the implications for next steps.

85. Self Reflection ◦All teachers will complete a self reflection. While self reflection is ongoing, it shall occur formally in the fall and in the spring. ◦The spring reflection will be included prior to or as a part of the formative/summative end of year conference with administrator. ◦It is recommended to have a mid-year reflection and possibly connect it to the Student Growth Goal data collection – not required.

86. Common Sense Educators have always reflected. TPGES just makes it a formal activity. When you take time to reflect you can examine what has worked and what hasn’t.

87. Annual Requirement The following is one suggestion in beginning the self reflection process.

88. Self Reflection Step 1: Use the Framework for Teaching indicators to rate yourself on the components of each of the four domains. I= Ineffective D= Developing A= Accomplished E= Exemplary

89. Self Reflection Activity Step 2: Answer the reflective question in the last column : See HANDOUT What do these results help me see about my teaching and/or the students' learning experience?

90. Self Reflection Activity The teacher decides their self reflection method. This activity is suggested.

91. Self Reflection Teachers should reflect on all 4 domains of the framework. It is from this reflection that teachers choose their growth area(s) for their PGP. It is not required that teachers have a written response for every component.

92. CIITS/Approved Technology Platform and Self Reflection Our CEP does not require Self Reflection to be recorded in CIITS.

93. Professional Growth Plans

94. Professional Growth Plans PGPs must be completed, approved, and recorded in CIITS/EDS within 30 days of start of the work year/employment each year. Based on the CEP, a paper copy must also be given to the employee. All are produced in collaboration with the evaluator*. Use multiple sources of data in order to identify area(s) of focus. PGPs provide for a plan with action steps. Employee implements the plan and modifies the plan as needed based on ongoing reflection and feedback. PGP serves as a possible source of evidence for all 4 domains.

95. PGPs Professional Growth Goals include: The school year Professional Learning Objectives Strategies and Actions to achieve each objective Resources and support to verify implementation/completion (measures of success?) Targeted completion date (near end of year)

96. 3 QUESTIONS There are 3 questions that should always be answered when creating a Professional Growth Goal and action plan: 1)What do I want to change about my practice that will effectively impact student learning? 2)How can I develop a plan of action to address my professional learning? 3)How will I know if I accomplished my objective?

97. Turn and Talk (3 minutes) Using the “Analyzing a Professional Growth Goal” Handout: Turn to a partner and complete ACTIVITY 1.

98. ANSWERS 1) The school year 2)Professional Learning Objectives 3)Strategies and Actions to achieve each objective 4)Resources and support to verify implementation/completion (measures of success) 5)Targeted completion date (near end of year)

99. Let’s look at some Sample PGP Goals 1 st – In small groups: Group 1 – Review A & B and label the 5 parts of a PGP Group 2 – Review C & D and label the 5 parts of a PGP Group 3 – Review E & F and label the 5 parts of a PGP Group 4 – Review G & H and label the 5 parts of a PGP Group 5 – Review I & J and label the 5 parts of a PGP Group 6 – Review K & L and label the 5 parts of a PGP 2 nd - DISCUSS as a larger group

100. Draft a PGP Goal Use the “Writing a Professional Growth Goal” Template. Pair Up – 1)Using the template, work as a pair (2 teachers) to review last year’s PGPs together and compare to the template or create a new 1 st draft goal for one of you that meets the requirements 2) Brainstorm one effective question an administrator might ask you when reviewing your PGP Goal

101. Self Reflection/PGPs – PGES Team Considerations  How will Self-Reflection be done in the fall and spring?  How and when will PGPs be developed and recorded in CIITS/EDS?  What will your process be for administrative collaboration and approval?  What process will you use to support PGPs being successfully implemented and reflected upon?

102. TEAM TIME During your team time, discuss the collection and submission of evidence for Domains 1 and 4. Also, reflect on the Self Reflection and PGP information. Record any questions you have regarding today’s session on the index cards provided at your team table.

103. PGES Institute July 21,2015 - Morning Developing the Student Growth Goal

104. PGES Sources of Evidence 104 Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self- Reflection Student Voice Student Growth These provide multiple sources of evidence to inform professional practice State Contribution: Student Growth % Local Contribution: Student Growth Goals

105. Teachers and administrators will understand the criteria for determining if a skill is enduring. Teachers will be able to access appropriate content resources to develop or locate enduring skills for their grade level and content area. Administrators will understand the criteria required of a local student growth goal in order to approve the goal statement.

106. Teachers and administrators will understand the steps in developing a student growth goal, as well as evaluating a student growth goal for appropriateness. Teachers and administrators will know where to find resources and examples around development and measurement of SGGs.

107. 107 Teachers and administrators will understand types of measures that are used in SGGs and how to use them to develop baseline, formative and summative assessments. Teachers and administrators will be able to score the local SGG, find MSGP scores, and combine them to get an overall Student Growth Score.

108. 108 School Teams will consider options and develop plans in order to efficiently and effectively implement, monitor, and assess the SGG component of TPGES.

109. Local Student Growth Goals All K-12 teachers develop an annual local student growth goal that is approved by the principal. Local student growth goal statements include an enduring learning (skills, concepts, or processes) from content standards that the teacher determines is an important need of students in the class. The teacher assesses student learning of the enduring skill to establish a baseline. They formatively assess the skill over time and submit the final results to the principal so the results can be used as one component of the teacher effectiveness rating.

110. Local student growth goal statements include an enduring skill, concept, or process from content standards that the teacher determines is an important need of students in the class. Enduring Learning

111. Enduring Learning Criteria For learning to be considered enduring, the content:  Endures beyond a single test date  Is of value in other disciplines  Is relevant beyond the classroom (applying learning to new and unique situations)  Is worthy of course-long or year-long focus  May be necessary for the next level of instruction  Requires critical thinking (analyzing, creating and evaluating)

112. 112 Use your criteria chart to determine if this reading skill is an enduring skill. Students will summarize ideas and details of complex text.

113. 113 Does this skill require learning that: endures beyond a single test date? is of value in other disciplines? is relevant beyond the classroom (applying learning to new and unique situations)? is worthy of course-long or year-long focus? may be necessary for the next level of instruction? requires critical thinking (analyzing, creating and evaluating)?

114. Students will summarize ideas and details of complex text.

115. 115 Apply the criteria to determine if this writing skill is an enduring skill. Write arguments to support claims with clear reasons and relevant evidence.

116. 116 Write arguments to support claims with clear reasons and relevant evidence.

117. Apply the criteria to determine if this math skill is an enduring skill. Memorize multiplication facts through 10 x 10.

119. Enduring Skills Now we are going to play a game called “Skill it” or Kill it. When I read a statement, you will need to decide if it is an enduring skill or not. If it is an enduring skill, show the “Skill It” If it is not an enduring skill, show the “Kill It”

120. Enduring Skills Criteria For a skill to be considered enduring, the content:  Endures beyond a single test date  Is of value in other disciplines  Is relevant beyond the classroom (applying learning to new and unique situations)  Is worthy of course-long or year-long focus  May be necessary for the next level of instruction  Requires critical thinking (analyzing, creating and evaluating)

121. Count to 100 by 5s.

122. Make logical inferences from complex text.

123. Develop models using an analogy, example, or abstract representation to describe a scientific principle or design solution.

124. Create a model of an erupting volcano using vinegar and baking soda.

125. The foundation of a quality student growth goal is identifying enduring academic skills, concepts, or processes.

126. Where in your academic standards do you find the big rocks and concepts that support competency?

127. Supporting Documents

128. Kentucky Department of Education Website Kentucky Core Academic Standards - (KCAS) English/Language Arts- Anchor Standards Mathematics- Mathematical Practices KDE- Lists of Enduring Skills (by content)

129. KDE Website http://education.ky.gov/teachers/p ges/tpges/pages/tpges-student- growth-page.aspx

130. Anchor Standards from the Common Core State Standards An anchor standard is an answer to the question, “What should a 21st century diploma holder be able to do in order to flourish?” Whether you teach kindergarten or 12th grade, an anchor standard is the target. It is an example of an enduring skill, concept or process.

131. Cross Curricular Enduring Skills Anchor Standards in reading, writing, speaking and listening are enduring skills that can be selected as enduring skills for ANY content area.

132. Example of a Reading Anchor Standard That Applies to All Content Areas Key Ideas and Details Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Anchor standards from various subjects can be found in your folder today.

133. In Grade 6, instructional time should focus on four critical areas 1. connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; 2. completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; 3. writing, interpreting, and using expressions and equations; 4. developing understanding of statistical thinking. Gheens Website: Math 6th Grade Mathematics Example Curriculum Map Overview 2015 – 2016

134. Other Sources of Enduring Skills Science- NGSS/KCAS- Practices/Concepts Social Studies- C3 Framework Visual Arts, PE, Music, Arts & Humanities National Standards World Language- Kentucky World Language Standards

135. Teachers and administrators will understand the criteria for determining if a skill is enduring. Teachers will be able to access appropriate content resources to develop or locate enduring skills for their grade level and content area. Coming Up Next… Administrators will understand the criteria required of a local student growth goals in order to approve them. Teachers and administrators will understand the steps in developing a student growth goal, as well as evaluating a student growth goal for appropriateness.

136. Record Questions on Note Cards

137. Writing a Student Growth Goal 137

138. PGES Sources of Evidence 138 Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self- Reflection Student Voice Student Growth These provide multiple sources of evidence to inform professional practice State Contribution: Student Growth % Local Contribution: Student Growth Goals

139. 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 139

140. Determine Needs  Identify the essential /enduring skills, concepts & processes for your content area for your content/grade-level standards.  Determine what mastery of those skills, concepts & processes looks like.  Pinpoint critical areas of need. 140

141. Decide on sources of evidence. 141 Do the sources of evidence provide the data needed to accurately measure where students are in mastering the enduring skill for the identified area of need? Think beyond paper and pencil tests.

142. 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 142

143. Components of a Quality Student Growth Goal  Meets SMART criteria  Includes growth statement/target (100 % of students will show growth)  Includes proficiency statement/target 143

144. SMART Goal Process for Student Growth 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. 144

145. Let’s look at an example together… For the 2015-2016 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore 80% of students will score a 3 or better overall using the LDC writing rubric. 145

146. Let’s look at an example together… For the 2015-2016 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore 80% of students will score a 3 or better overall using the LDC writing rubric. 146 Notice Anything?

147. Better??? For the 2015-2016 school year, 100% of my students will make measurable progress in writing arguments to support claims. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore 80% of students will score a 3 or better overall using the LDC writing rubric. 147

148. Let’s Critique Some Examples 148

149. SPECIFIC Does the goal identify a specific area of need within the content? Is the identified area of need significant enough for year-long/course-long instructional focus? 149

150. SPECIFIC Does the content selected represent an enduring skill? Will it endure beyond a single test date and be of value in other disciplines? 150

151. Science – What’s Specific? This school year, all of my 6 th grade science students will demonstrate measurable growth in their ability to apply the scientific practices. Each student will improve by two or more levels on the district’s science rubric in the areas of engaging in argument from evidence and obtaining, evaluating & communicating information. 80% of students will perform at level 3 on the 4-point science rubric. This school year, my 6 th grade science students will demonstrate measurable growth in their knowledge of earth science content. Most students will significantly improve their score on the district’s earth science learning check. 151

152. Science – What’s Specific? This school year, all of my 6 th grade science students will demonstrate measurable growth in their ability to apply the scientific practices. Each student will improve by two or more levels on the district’s science rubric in the areas of engaging in argument from evidence and obtaining, evaluating & communicating information. 80% of students will perform at level 3 on the 4-point science rubric. 152 Proficiency Growth

153. MEASURABLE Does the goal identify the sources of evidence/measures that will be used to show student growth? Are the sources of evidence/measures appropriate for demonstrating growth for the identified area of need? 153

154. MEASURABLE Which criteria were used for determining what amount of growth is rigorous for the students? Why was this criteria selected? Does the goal show how all students will demonstrate growth? 154

155. French 2 – What’s Measurable? Students in my French 2 classes will make improvement gains in their linguistic competencies. Using a variety of measures, most of the students in my French 2 classes will reach the Intermediate- High competency level by the end of the year. 155 During this school year all of the students in my French II classes will improve their linguistic competency by performing at least one level above their baseline for interpretive listening, interpersonal speaking, interpretive reading and interpersonal writing using the WL standards as the rubric. At least 70% of my students will meet or exceed the Intermediate-Low competency level for at least two modes of communication, as measured by the KY World Language Standards rubric.

156. 156 French 2 – What’s Measurable? Growth Proficiency

157. APPROPRIATE Is the goal standards-based and directly related to the subject and students taught? 157

158. Health & PE – What’s Appropriate? For the 9 weeks course, all students will improve their knowledge of fitness. Students will improve their personal rating on School Physical Fitness Test by 20% in all tested areas. 70% of students will score at the “Fit” level as measured by the School Physical Fitness Test. For the 9 weeks 8 th grade course, all students will improve their knowledge of fitness. Students will develop a portfolio that demonstrates application of fitness test results to develop a fitness plan, a fitness goal, and a menu for healthy eating. 70 % of my students will demonstrate growth by 2 or more levels, or to exemplary, on rubrics designed by the Health & PE in collaboration with regional peers for each product. 75% of students will perform at proficient or distinguished on the rubric. 158

159. Health & PE – What’s Appropriate? For the 9 weeks 8 th grade course, all students will improve their knowledge of fitness. Students will develop a portfolio that demonstrates application of fitness test results to develop a fitness plan, a fitness goal, and a menu for healthy eating. All of my students will demonstrate growth by 2 or more levels, or to distinguished, on the rubric designed by the Health & PE in collaboration with regional peers for each product. 75% of students will perform at proficient or distinguished on the rubric. 159 Growth Proficiency

160. REALISTIC Is the goal doable, but rigorous enough to stretch the outer bounds of what is attainable? Is there a good match between the goal and the level of rigor expected in the standards addressed? 160

161. Social Studies – What’s Realistic? During this school year, 100% of my students will improve in analyzing primary and secondary source documents. Each student will increase his/her ability to analyze documents by at least one performance level in one area of the district social studies standards rubric. Furthermore, 50% of students will score at “proficient” or above. During this school year, 100% of my students will increase his/her ability to identify credible sources. Each student will increase his/her ability to analyze the accuracy of information and distinguish fact/opinion/reasoned judgment by at least one performance level in all areas of the district social studies standards rubric. Furthermore, 75% of students will score at “proficient” or above. 161

162. Social Studies – What’s Realistic? During this school year, 100% of my students will increase his/her ability to identify credible sources. Each student will increase his/her ability to analyze the accuracy of information and distinguish fact/opinion/reasoned judgment by at least one performance level in all areas of the district social studies standards rubric. Furthermore, 75% of students will score at “proficient” or above. 162 Can you identify the growth target and the proficiency target?

163. Social Studies – What’s Realistic? During this school year, 100% of my students will increase his/her ability to identify credible sources. Each student will increase his/her ability to analyze the accuracy of information and distinguish fact/opinion/reasoned judgment by at least one performance level in all areas of the district social studies standards rubric. Furthermore, 75% of students will score at “proficient” or above. 163 Growth Proficiency

164. TIME-BOUND Is the goal designed to stretch across the school-year or course? Is there sufficient time within the interval of instruction to determine goal attainment? 164 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.

165. Time-Bound Can be…. For the 2015-2016 school year…… During the 9-week course…… During the first trimester….. During the 32 instructional periods this class meets for the 2015-2016 school year…. 165

166. Important Note! When we address the goal being Time Bound, we need to remember not to extend the growth goal to the end of the school year or even to KPREP Results. Teachers collect and submit data to administrator by April 15. For Student Growth Goals written for a course lasting less than a year, remember to collect data before the course ends. 166

167. Elementary During the 2015-2016 school year, all students will improve comprehension through application of phonics, word recognition and fluency to grade- level texts. Each student will meet their DIBELS benchmark, Reading Inventory goals, and improve by one or more levels on the teacher-generated rubric for reading comprehension. 85% of students will be reading on grade level by year end as measured by their reading comprehension rubric. 167

168. Art This year, all 8 th grade art students will improve their skills using the 7 basic art elements by at least one level per element on the district art standards- based rubric. Evidence of student growth will be collected from student products in a variety of mediums during the school year. 70% of the students will demonstrate proficiency on 5 of the 7 elements as measured by the district rubric. 168

169. ECE Collaborative Guidance Collaborate with the classroom teacher(s) to create the goal. Differentiate the goal based on the student’s demonstrated needs from the baseline measure. Differentiated goal should be both rigorous and attainable for this group of students. Recognize that IEP goals are not the same as Student Growth Goals. They have separate roles and are not interchangeable. 169

170. Writing the Student Growth Goal HELP FOR ECE, ESL, AND THOSE “UNIQUE” SITUATIONS 170

171. Writing the Student Growth Goal EXAMPLES! 171

172. More Help Evaluating SGGs The CEP contains a rubric for evaluating student growth goals (page 22). Three SGG requirements: contains all required components or structures; includes appropriate level of rigor; data and evidence of student growth is comparable across the teacher team. Teacher teams (PLC / Grade-Level / Group / Department) will implement a Peer Review Process to ensure rigor and comparability. 172

173. Teacher Teams (PLC/Grade-Level/Group/Department) Teams will ensure comparable scoring processes and data collection by collaborating and reaching consensus on: What student mastery of the enduring skills looks like using approved scoring measures identified in teacher SGG statements. Calibration of scoring, to ensure consistency using the measures/rubrics in the SGG statements (to determine baseline, interim growth data, and student progress to mastery) 173

174. Teacher Teams (PLC/Grade- Level/Group/Department) SGG allows for high and low achieving students to adequately demonstrate their knowledge. SGG provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented. 174

175. Supervisors will approve the teacher- developed and peer-reviewed Student Growth Goal. This process will be completed by October 16 for 2015-16. 175

176. JCPS Rubric for Student Growth Goals 176 Structure of the Goal Requirements: The Student Growth Goalis acceptable if it...needs revision if it... Focuses on a standards-based enduring skill which students are expected to master.  focuses on a standards-based enduring skill.  Contains a skill that is not standards-based or does not match enduring skill criteria. Identifies an area of need pertaining to current students’ abilities.  identifies a specific area of need related to the enduring skill, supported by evidence for current students.  does not identify a specific area of need or the area of need is not related to the enduring skill. Includes growth and proficiency targets that establish and differentiate expected performance for ALL students.  includes a growth target for ALL students and a proficiency target that establishes the mastery expectation for students.  is missing one of the targets or fails to differentiate expected performance for one or both targets. Identifies appropriate sources and kinds of evidence for base- line, mid-course, and end-of-year/course data collection.  identifies appropriate sources and kinds of evidence for collecting baseline, mid- course, and end-of-year/course data that matches the skill being assessed.  fails to identify appropriate sources and kinds of evidence for data collection, or they are not well-matched to the skill being assessed. Explicitly states year-long/course-long interval of instruction.  specifies a year-long/course-long interval of instruction.  fails to specify an interval of instruction, or the interval is less than year-long/course- long. Rigor of the Goal and Sources and Kinds of Evidence Requirements: The rigor of the Student Growth Goalis acceptable if it...needs revision if it... It Is congruent to KCAS grade level/content area standards for which it was developed.  is congruent and appropriate for grade level/content area standards  is congruent to content but not to grade level standards, or it is not congruent The growth and proficiency targets are challenging for students, but attainable with support. The identified sources and kinds of evidence of learning/growth allow for students to demonstrate where they are in meeting or exceeding the intent of the standards in which the enduring skill is being assessed.  has growth and proficiency targets that are doable, but stretch the outer bounds of what is attainable.  has identified sources and kinds of evidence that allow students to demonstrate their competency in performing at the level intended by the standards in which the enduring skill is being assessed.  has growth and proficiency targets that are not achievable or the targets are achievable, but fail to stretch attainability expectations  has identified sources and kinds of evidence that only allow students to demonstrate competency of a portion or none of the aspects intended by the standards being assessed in which the enduring skill is being assessed. Comparability of Data and Evidences of Student Learning/Growth Requirements: The comparability of the Student Growth Goalis acceptable if it...needs revision if... Uses comparable criteria across similar classrooms (addressing the same standards) to determine progress toward mastery of the standards-based enduring skill being assessed  reflects collaborative development of common criteria (sources and kinds of evidence/rubrics) to determine competency in performance at the level intended by the standards in which the enduring skill is being assessed.  it does not reflect common criteria used to determine progress.

177. Let’s Discuss Measures REVIEW THE INFORMATION ON PAGE 23, CEP. TURN AND TALK TO A PARTNER AND COME UP WITH ONE EXAMPLE – THAT YOU BOTH AGREE WILL MEET THE DEFINITION GIVEN - OF EACH OF THE FOLLOWING:  PRE/POST ASSESSMENT  REPEATED MEASURES DESIGN  HOLISTIC EVALUATION REMEMBER THAT THE SGG MUST HAVE A BASELINE, INTERIM, AND FINAL MEASURE 177

178. Where to find SGG Examples SAMPLE SGGS - KDE STUDENT GROWTH PAGE: HTTP://EDUCATION.KY.GOV/TEAC HERS/PGES/TPGES/PAGES/TPGES -STUDENT-GROWTH-PAGE.ASPX. LOOK FOR: “SAMPLE STUDENT GROWTH GOALS”, “SAMPLE STUDENT GROWTH GOALS-CTE”, AND “WRITING STUDENT GROWTH GOALS IN ADDITIONAL SETTINGS” HTTP://EDUCATION.KY.GOV/TEAC HERS/PGES/TPGES/PAGES/TPGES -STUDENT-GROWTH-PAGE.ASPX WEBPAGE WITH SGG EXAMPLES USING THE LDC PROCESS: HTTP://EDUCATION.KY. GOV/TEACHERS/PGES/TPGES/PA GES/THE-LITERACY-DESIGN- COLLABORATIVE-(LDC)-AND- STUDENT-GROWTH.ASPXHTTP://EDUCATION.KY. GOV/TEACHERS/PGES/TPGES/PA GES/THE-LITERACY-DESIGN- COLLABORATIVE-(LDC)-AND- STUDENT-GROWTH.ASPX 178

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183. Team Considerations 183

184. SGG -Things to Consider - SGG How will the PLC Peer Review Process for SGGs be organized in your building in order to ensure the JCPS Protocol for Ensuring Rigor and Comparability (page 20, CEP) is followed in an effective way, school goals are being considered, and time is allowed for administrative review and approval to meet the deadline? 184

185. SGG - Things to Consider - SGG How will administrators work together to ensure they are reviewing and approving SGGs in a consistent manner to support the school’s plan? Will administrators participate in/be present for PLCs/Team SGG discussions? What is your plan for organizing the OPGES faculty around SGGs (see bottom of page 20, CEP)? 185

186. SGG - Things to Consider - SGG What measures will PLCs/Teams use to determine baseline proficiency, benchmarking and final scores? (see page 23, CEP) How will teams determine that the measure matches the enduring skill? How and when will they calibrate? When will they be provided time to look at interim or mid-year growth data? 186

187. 187 What data collection process or technology platform will you use for teachers to provide evidence of growth and proficiency relevant to their SGG?  Scored student work for the group reflecting baseline-setting, benchmarking, and final measure  Checklist that summarizes proficiency progress: baseline scores, benchmark scores, final scores  Summary data for baseline, benchmarks, and final measure for use in proficiency rating and growth rating

188. SGG - Things to Consider - SGG How and when will PLCs/Teacher Teams meet to calibrate and review growth and proficiency scores for each member’s SGG near the end of the goal’s interval of instruction? This work need to be completed in April to allow time for final self-reflections, collection of evidence for domain ratings, summative conferences, etc. 188

189. SGG - Things to Consider - SGG What process and/or template/mechanism will be in place for teachers to provide their SGG data and PLC/Team Peer Review process assurance to the administrator (or will an administrator be present at the SGG scoring meeting with the team?) so that a local SGG score can be recorded? 189

190. SGG - Things to Consider - SGG How will you organize administratively to insure consistency and meet with teachers to review their final growth and proficiency ratings for the local SGG? When will the administrator discuss – with each 4 th - 8 th ELA/Math teacher - the state contribution (Median Student Growth Percentiles) and how this combines for an Overall Student Growth Rating?(page 26, CEP) 190

191. Record Questions on Note Cards

192. Observations: Supervisor & Peer

193. Teachers and administrators will be able to identify the purpose for supervisor and peer observations. Teachers and administrators will understand the model and timelines for observations as defined in the JCPS Certified Evaluation Plan. Teachers and administrators will understand the expectations for observations including the differentiation for tenured and non-tenured teachers/other professionals.

194. Observation A data collection process conducted by a certified observer, in person or through video, for the purpose of evaluation, including notes, professional judgements, and examination of artifacts made during one (1) or more classroom or worksite visits or any duration.

195. Observation Model Minimum Requirements: Three mini observations (two by supervisor, one by peer) – 20 to 30 minutes One full observation by supervisor Documented on JCPS approved forms

196. Observations – Tenured Teachers How OftenWhatBy WhomWindow Year 1Mini ObservationSupervisorOctober 1 – April 15 Year 2Mini ObservationSupervisorOctober 1 – April 15 Year 3 Summative Mini Observation Full Observation Peer Supervisor December 1 – February 14 February 15 – April 15

197. Non-Tenured Teachers or Tenured Teachers on One Year PGP and Summative Cycle How OftenWhatBy WhomWindow AnnuallyMini ObservationSupervisorOctober 1 – November 30 AnnuallyMini Observation Supervisor Peer December 1– February 14 AnnuallyFull ObservationSupervisorFebruary 15 – April 15

198. Peer Observation - Purpose For teachers to receive formative feedback from a peer to help improve their practice

199. Peer Observers Must have a minimum of three years of teaching or other professional experience Must complete the state-approved, peer observation training Will have no more than 5 teachers to observe (recommendation is 3 or fewer, if possible) Will be in the same PGES framework as the person to receive the peer observation Peer observation must occur in the summative cycle.

200. Observation Conferencing Pre-observation Conferences – Held 1 – 3 days prior to observation Is not required for supervisor observations, but may occur upon request from either the evaluator or teacher/other professional Pre-Observation conference required for peer observation Post-Observation Conferences – Supervisor and Peer Observation In person within five working days after the observation Summative Evaluation Conferences - held at the end of the summative cycle prior to May 1 st.

201. Framework for Teaching - Domains 2 & 3 OVERVIEW AND

202. Teachers and administrators will be able to identify the components, elements, and critical attributes of Domains 2 and 3. Teachers and administrators will be able to identify examples supporting the Accomplished Performance level for each component within Domains 2 and 3. Teachers and administrators will have tools to successfully lead teachers in their school through this process.

203. KY FRAMEWORK FOR TEACHING

204. Domain 2: The Classroom Environment 2A Creating an Environment of Respect and Rapport 2B Establishing a Culture For Learning 2C Managing Classroom Procedures 2D Managing Student Behavior 2E Organizing Physical Space

205. 2A Creating an Environment of Respect and Rapport Teacher Interaction with Students Student Interactions with One Another

206. 2A Creating an Environment of Respect and Rapport Accomplished Cell in KY Framework for Teaching Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal.

207. 2A Creating an Environment of Respect and Rapport Critical Attributes at Accomplished Level Talk between teacher and students and among students is uniformly respectful Teacher responds to disrespectful behavior among students Teacher makes superficial connections with individual students

208. 2A Creating an Environment of Respect and Rapport Examples Teacher greets students by name as they enter the class or during the lesson. The teacher gets on the same level with students, kneeling, for example, beside a student working at a desk. Students attend fully to what the teacher is saying. Teacher and students use courtesies such as "please," "thank you," "excuse me.“

209. 2B Establishing a Culture For Learning Importance of the Content Expectations for Learning and Achievement Student Pride in Work

210. 2B Establishing a Culture For Learning Refer to the KY Framework for Teaching What does accomplished look like? What are the critical attributes? What are some possible examples that would fit the critical attributes and the description of the accomplished performance level.

211. 2C Managing Classroom Procedures Management of Instructional Groups Management of Transitions Management of Materials and Supplies Performance of Non-Instructional Duties

212. 2D Managing Student Behavior Expectations Monitoring of Student Behavior Response to Student Misbehavior

213. 2E Organizing Physical Space Safety and Accessibility Arrangement of Furniture and Use of Physical Resources

214. Domain 3: Instruction 3A Communicating with Students 3B Using Questioning and Discussion Techniques 3C Engaging Students in Learning 3D Using Assessment in Instruction 3E Demonstrating Flexibility and Responsiveness

215. 3A Communicating with Students Expectations for Learning Directions and Procedures Explanation of Content Use of Oral and Written Language

216. 3A Communicating with Students Accomplished The teacher clearly communicates instructional purpose of the lesson, including where it is situated within the broader learning, and explains procedures and directions clearly. Teacher’s explanation of content is well scaffolded, clear and accurate, and connects with students’ knowledge and experiences. During the explanation of content, the teacher invites student intellectual engagement. Teacher’s spoken and written language is clear and correct and uses vocabulary appropriate to the students’ ages and interests.

217. 3A Communicating with Students Critical Attributes at Accomplished Level The teacher states clearly, at some point during the lesson, what the students will be learning. If the strategy is appropriate, the teacher models the process to be followed in the task. Students engage with the learning task, indicating that they understand what they are to do. The teacher makes no content errors.

218. Critical Attributes for 3A – The teacher’s explanation of content is clear and invites student participation and thinking. The teacher’s vocabulary and usage are correct and completely suited to the lesson. The teacher’s vocabulary is appropriate to the students’ ages and levels of development.

219. 3A Communicating with Students - Examples Expectations for Learning - Learning Targets Directions and Procedures - Visual Explanation of Content - Modeling Oral and Written Language – Precise and Clear Communication

220. 3A Communicating with Students Turn and Talk Think about these elements of communication. What do they look like in your classroom? How might you facilitate a deeper understanding of this component at your school in collaboration with your colleagues? Share with a partner. Expectations for Learning Directions and Purpose Explanation of Content Use of Oral and Written Language

221. 3B Using Questioning and Discussion Techniques Quality of Questions Discussion Techniques Student Participation

222. 3B Using Questioning and Discussion Techniques Refer to the KY Framework for Teaching What does accomplished look like? What are the critical attributes? What are some possible examples that would fit the critical attributes and the description of the accomplished performance level.

223. 3C Engaging Students in Learning Activities and Assignments Grouping Students Instructional Materials and Resources Structure and Pacing

224. 3D Using Assessment in Instruction Assessment Criteria Monitoring of Student Learning Feedback to Students Student Self-Assessment and Monitoring of Progress

225. 3E Demonstrating Flexibility and Responsiveness Lesson Adjustment Response to Students Persistence

226. OPGES Frameworks How to Access Frameworks and Other KDE Developed Documents related to OPGES http://education.ky.gov/teachers/pges/otherpages/ pages/kentucky-framework-for-teaching-specialist- frameworks.aspx

227. Team Time and BACK AT SCHOOL You are the PGES Leadership Team. You will lead this work in your building. What is the Plan? How will you share? Domains 1-4 CEP Evaluation Process

228. TEAM TIME