Professional Growth and Effectiveness System

Professional Growth and Effectiveness System
KDE is moving conversations from highly qualified teachers to highly effective. Summary 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. The system will consist of multiple measures to determine teacher and principal effectiveness. Amanda Abell Director of Educator Effectiveness (GRREC)

Aspirations: Every student will be taught by an effective teacher
Aspirations: Every student will be taught by an effective teacher. Every school will be led by an effective principal.

PGES Theory of Action 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. From Qualified to Effective The Kentucky Department of Education is developing an evaluation and support system that goes beyond NCLB’s minimum Highly Qualified Teacher (HQT) standards, provides more meaningful information about the effectiveness of teachers and principals, and can be used to inform professional development and improve practice.

For ALL SCHOOLS AND ALL TEACHERS (exempt for Other Prof, Preschool)/PRINCIPALS/ASST PRINCIPALS will participate in PGES All Non-tenured teachers will be required to complete: PGP, Self-Reflection, Student Growth Goal, Student Voice, Min 4 Observations (3 Supervisor/1 Peer)-Overall Summative Rating Tenured Teachers ON THEIR SUMMATIVE CYCLE will be required to complete: PGP, Self-Reflection, Student Growth Goal, Student Voice, Min 2 Observations (1 Supervisor/1 Peer)-Overall Summative Rating Tenured Teachers NOT on their summative cycle:: PGP, Self-Reflection, Student Growth Goal, Student Voice Districts must decide how they want to make personnel decisions for 14-15 Dual systems PGES Hybrid Will be used for personnel decisions and accountability

Statewide Pilot All Kentucky districts participated in the pilot. School selection: a minimum of 10% of each district’s schools Participant selection per participating school: Principal (participates in the PPGES pilot) ELA 1-2 Math 1-2 ELL/SWD 1-2 Non-assessed 2-3 Note: Teachers should NOT be in their evaluation cycle year (includes non-tenured teachers) or on corrective action.

How are districts preparing for 14-15?

Districts have 3 choices for 14-15: Dual System Hybrid Full Adoption

PROFESSIONAL PRACTICE GROWTH PLAN AND CYCLE STUDENT GROWTH
KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL Observation Student Voice Professional Growth Plans and Self Reflection Other: District-Determined See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S PROFESSIONAL PRACTICE RATING DOMAIN RATINGS PROFESSIONAL PRACTICE PROFESSIONAL JUDGMENT & STATE-DETERMINED DECISION RULES PROFESSIONAL PRACTICE RATING PROFESSIONAL JUDGMENT & INSTRUMENTS DOMAIN 1: Planning and Preparation DOMAIN 2: Classroom Environment DOMAIN 3: Instruction DOMAIN 4: Professional responsibilities PERCENT (%) EFFECTIVE TEACHERS GROWTH PLAN AND CYCLE GROWTH PLANNING MATRIX PROFESSIONAL JUDGEMENT AND STATE-DETERMINED DECISION RULES OVERALL PERFORMANCE CATEGORY SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH State Contribution – Student Growth Percentiles (SGPs) State-Defined High/Expected/Low 3 Year of Data AND Local Contribution – Student Growth Goals (SGGs) District-Defined High/Expected/Low STUDENT GROWTH See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S OVERALL PERFORMANCE CATEGORY PROFESSIONAL JUDGMENT & DISTRICT-DETERMINED DECISION RULES STUDENT GROWTH TREND RATING (H/E/L) KDE:ONGL:FCS:TB:011814

Domain 1: Planning & Preparation Domain 2: Classroom Environment
Domain 3: Instruction Domain 4: Professional Responsibilities A Common Understanding of Effectiveness The PGES is based on a clear, common understanding of what good teaching looks like. Based on the work of Charlotte Danielson, Kentucky has adopted the Framework for Teaching. This framework is designed to support student achievement and professional best-practice through the domains of Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The Framework also includes themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. The Framework for Teaching provides structure and feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement.

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: Domain 2 The Classroom Environment Domain Creating an Environment of Respect and Rapport Component - Teacher Interaction with Students Element - Student Interactions with One Another Element

Domain- highlighted in yellow
Component-peach Elements- green Performance Levels- gray Indicators-blue

Performance Levels Ineffective Developing
Accomplished (Teacher-directed success) Exemplary (Student-directed success) It is important to note that teachers will rarely be marked exemplary in all areas. Most teachers will be accomplished and occasionally meet exemplary criteria.

Accomplished Exemplary
The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students. Learning activities are differentiated appropriately for individual learners. Instructional groups are varied appropriately with some opportunity for student choice. To reach exemplary the classroom must be student-centered. Notice here that exemplary class for differentiation and student choice. When measuring classroom environment, an exemplary classroom will have students that help maintain classroom behavior. Students will support each other and encourage learning. Students will play a role in making decisions in the classroom.

Critical Attributes Learning activities are matched to instructional outcomes. Activities provide opportunity for higher-level thinking. Teacher provides a variety of appropriately challenging materials and resources. Instructional student groups are organized thoughtfully to maximize learning and build on student strengths. The plan for the lesson or unit is well structured, with reasonable time allocations. In addition to the characteristics of “accomplished”: Activities permit student choice. Learning experiences connect to other disciplines. Teacher provides a variety of appropriately challenging resources that are differentiated for students in the class. Lesson plans differentiate for individual student needs. Left column-critical attributes for accomplished Right column- critical attributes for exemplary

Professional Growth Plans
KDE is moving conversations from highly qualified teachers to highly effective. Summary 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. The system will consist of multiple measures to determine teacher and principal effectiveness.

Professional Growth Plan Development
Multiple Sources of Data Classroom Observation Feedback Student Growth/Achievement Self-Assessment Reflection Professional growth plans are connected and developed from multiple sources. Classroom feedback can be from both the administrator and peer evaluator.

Professional Growth Plans
Realistic Focused Measurable Professional growth plans must be realistic, focused, and measurable. Professional growth plans are developed in collaboration with the administrator and teacher. The plan will identify explicit goals which will focus the professional growth activities. (page 5) The professional growth plan is one component that the administrator will consider to determine a professional rating.

Self-Reflection Instructional Planning Lesson Implementation
Content Knowledge Beliefs Dispositions TPGES Self-Reflection: A process by which teachers assess the effectiveness of their instructional planning, lesson implementation, content knowledge, beliefs, and dispositions for the purpose of self-improvement Self-reflection and professional growth planning go hand-in-hand and are sources of evidence to inform professional practice. In collaboration with the administrators, teachers will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection. (pg 5)

Initial Reflection on Practice
After a teacher has chosen the descriptors that best describe their teaching practice, they then refer to the KY Framework for Teaching and find the descriptors within the performance levels in each of the components. Using this process, a teacher determines their performance level in each of the components in the framework. It is this data that will entered into EDS. If you have time, you can do the reflection activity with domain 4. Let the participants highlight indicators that describe their professional practices and then match those statements to the framework to reflect on the performance level. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

Each goal and action plan together should answer the following questions.
What do I want to change about my practice that will effectively impact student learning? How can I develop a plan of action to address my professional learning? How will I know if I accomplished my objective?

Sample PGP - Special Education
During the school year, I will increase my knowledge of supporting students with autism. I will research on-line resources, consult with district/state/cooperative special education coordinators, observe a mentor teacher, and participate in an on-line short course on autism. This will be evidenced by notes and self-reflection, anecdotal notes on my interactions with autistic students, and the short course certificate.

An Iterative Process Reflects on current growth needs
Collaborates with administrator to develop the PGP and action steps Implements the plan Regularly reflects on progress and impact Modifies the plan as appropriate Continues implementation and ongoing reflection Conducts summative reflection Reflective practices and professional growth planning are iterative processes. The teacher (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her administrator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps.

Observation KDE is moving conversations from highly qualified teachers to highly effective. Summary 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. The system will consist of multiple measures to determine teacher and principal effectiveness.

Peer and Supervisor Observations
Use the same instruments Supervisor observation will provide documentation and feedback for teacher effectiveness (SUMMATIVE RATING) Peer observation will only provide formative feedback (NO SUMMATIVE RATING) Peer and Supervisor will use the Danielson Framework as their tool in observing teachers. They will observe a teacher and script “evidence” and provide to the teacher so it can be tied back to the framework. Supervisor will provide a summative rating. The Peer Observer’s scripted data will only be used formatively. (NO SUMMATIVE RATING)

Observation Model – District Decisions
OPTION A (3:1) OPTION B (2:2) OPTION C (District Determined) Here is an area where districts have quite a bit of flexibility within their CEPs. REFERENCE THE PAGE NUMBER OF THE MODEL CEP

District Decisions Observation Conferencing
Districts will provide conferencing requirements for their teachers and observers. A district must describe the framework used for conducting observation conferences including timelines. Observers will adhere to the following observation conferencing requirements Conduct observation conference within five (5) business days. The summative evaluation conference shall be held at the end of the summative evaluation cycle.

Observation Conferencing Examples
Pre and Post conference after each full observation but not mini Pre conferences may be completed electronically May not require pre conferences This slide only shows some possible examples of district’s decisions on observation conferencing.

WARNING – Consider Weather Implications
Observation Schedule Districts may choose timeline for observation schedule. Example only 1st Observation: Begins 30 days after the start of school 2nd Observation: Begins November 1 3rd Observation: Begins December 15 4th Observation: Begins February 15 (All observations should be concluded by April 1) WARNING – Consider Weather Implications Districts may choose the timeline for the observation schedule. Here is an example of how one may look. What type of observations and who will conduct the

Observer Certification
Evaluators must complete the Teachscape Proficiency Observation Training Three sections: Framework for Teaching Observer Training Framework for Teaching Scoring Practice Framework for Teaching Proficiency Assessment This will ensure consistency of observations. It also allows observers to develop a deep understanding of how the four domains of the FfT are applied in observation. Supervisor observers must complete each section and pass the final proficiency assessment.

Observer Certification Cycle
Year 1 Certification Year 2 Calibration Year 3 Year 4 Only supervisors who have passed the proficiency assessment can conduct formal observations for the purpose of evaluation. Calibration will ensure: ongoing accuracy in scoring teaching practice observers refresh their knowledge of the training and scoring practice an awareness of the potential risk for rater bias Required: Observer calibration during years 2 & 3 of the Observer Certification process based on Teachscape, the current state approved platform. Re-certification after year 3. Consider options as long as Teachscape is used. Provide options to consider that would be cost effective! This can cause a rumble in the room when talking about money. Be aware of the mood and how to address the issues. Teachscape, the current approved technology platform, must be used for certification and calibration.

WHAT IF??? If a supervisor has yet to complete the proficiency assessment Supports ensure success during the first assessment administration Supports for those who do not pass Protocol in place to ensure teachers have a certified observer Processes could include collaboration during initial training (cohort approach?), additional professional learning opportunities, and mentors Those unable to pass the assessment after the second attempt are locked out of the system for 90 days

Peer Observation All teachers will be observed by a trained Peer Observer during the summative year. All Peer Observers participating during the summative year observations will complete the state developed training. Refer to the page number in CEP 3.0 Peer observation data will not be shared with anyone other than the Observee unless the Observee grants prior permission to do so All teachers will receive a peer observation in their summative year. All Peer observers participating during the summative year observations will complete the state approved training. All required peer observations must be documented in CIITS.

Peer Observation Will use the same observation tool
Will occur in the Summative year Only for formative feedback Does not analyze evidence No summative ratings Purpose is to provide formative feedback to teachers about teaching and learning What is shared between the peer observer and teacher is not meant to be shared with the principal

Student Voice Survey Students confidential
online (Infinite Campus Student Portal) developed by KDE K-12 students Students

What do all of these sites have in common?
What is the purpose of these sites? Who provides the feedback on these sites? Are the people providing feedback doctors, movie producers, hotel managers? Why is the feedback on these sites so important and valuable? Key to emphasize that the feedback on the sites is constructed by people who have had first-hand experience with what they are reviewing. In schools- WHO really has a first-hand experience with teachers? STUDENTS. What do all of these sites have in common?

MET Study Used a sample of 44,500 students
student survey + high-quality + student gains observation more valid and reliable teacher evaluation system The effective use of student voice surveys is featured in the Gates Foundation Measures of Effective Teaching (MET) study of teaching quality. Using a sample of more than 44,500 students, the results of the MET study in December 2010 and January 2012 reinforce a growing consensus that integrating student survey assessment results with high‐quality observations and student gain‐scores on achievement tests creates a much more valid and reliable teacher evaluation system compared to current standard practices.

Not just KY Student Voice Surveys are being used by hundreds of schools and thousands of classrooms in more than 25 states nationwide. Not just in Kentucky!

The survey generates information on how students experience…
teaching practices learning conditions in the classroom and how students assess their own engagement. Teachers will use the information from the survey to inform instruction.

students give feedback on specific aspects of the classroom experience, organized around seven elements of teaching practice: support, transparency, understanding, discipline, engagement, nurturing, and trust. These elements form the acronym STUDENT. Activity: use question cards to sort into the 7 elements. At least 30 mins

Student Voice Survey Guiding Principles
Identify the Point of Contact Determine the number of sections per teacher Plan for providing accommodations to allow ALL students participate Various scenarios in administering the survey Student responses are confidential, and individual teacher results will not be shared publicly. *The superintendent will assign a POC to be responsible for overseeing and administering the SV survey. (District needs to name a person/position in their plan) *POC will ensure that all teachers and administrative staff will read, understand, and sign the Ethics statement. (District must include the ethics statement as a part of the CEP. The student voice toolkit provides STUDENT VOICE SURVEY CONFIDENTIALITY AGREEMENT. (copy of statement from Office of Assessment and Accountability is the confidentiality agreement in the SV toolkit) Specific tasks required of the Point of Contact are detailed in the TPGES Student Voice Survey Guide.

Student Growth Developing Quality Growth Goals
Welcome to the second Lync session on Student Growth, number 2 in a 3 part series of sessions on Student Growth. Today, our focus is on the thinking and work involved to get to a quality student growth goal. You should have the handouts available: The PowerPoint; Student growth Process & SMART handout; guiding questions document for steps 1 & 2 (at the completion of this series with the next Lync session, you’ll have the complete document); Student Growth Think & Plan Tool Teacher Professional Growth & Effectiveness System

Student Growth Measures
Student Growth Percentiles Grades 4-8 Reading and math Local Contribution All Teachers Student Growth Percentiles will be determined by KDE, based on state assessment data. Teachers of Grades 4-8, reading and mathematics, will include this student growth measure. The state contribution for student growth is a rating based on each student’s rate of change compared to other students with a similar test score history (“academic peers”) expressed as a percentile. The median SGP for a teacher’s class is compared to that of the state. The scale for determining acceptable growth will be determined by the Kentucky Board of Education and provided to the district by the Kentucky Department of Education. SGP is a way to measure progress for students at all performance levels. A student can achieve at a low level but still improve relative to his or her academic peers, while another student may achieve well but not improve much from year to year. Thus, SGP provides evidence of improvement even among those with low achievement and ensures our districts will continue to strive to support learning beyond proficiency for high achieving students. The local contribution for the student growth measure is a rating based on the degree to which a teacher meets the growth goal for a set of students over a specified period of time as indicated in the teacher’s Student Growth Goal (SGG). All teachers, regardless of grade level and content area, will develop SGGs for inclusion in the student growth measure.

Student Growth Goal Criteria
Congruent with KCAS and appropriate for the grade level and content area for which it was developed. Represents an enduring skill, process, understanding, or concept that students are expected to master. Allows high- and low-achieving students to adequately demonstrate their knowledge. Access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students. It is important to note that the goal MUST be written in congruence with KCAS—at the grade level and content area of the class. The goal should encompass an enduring skill/process/concept, usually comprised of a subset of grade level content standards. In mathematics, the standards document includes the ‘critical areas’, in E/LA the enduring skill/concept may be independence on grade-level texts, for science, it may be cross-cutting concepts; for PL/VS and the Arts, their standards documents use language such as “enduring skills” to describe subsets of standards. These standards, no matter the subject area, should naturally progress through the units of study in the course. How will ALL students be able to demonstrate their knowledge…without excluding the lowest/highest achieving students? All students, regardless of ‘label’ should be able to show growth, and should be able to gain access to the standards.

Rigor and Comparability
Congruency to the standards Teachers agree on what it looks like for students to meet a given standard or group of standards. Assessments are appropriate for students to show that they meet the intent of the standard Comparability means that data generated from similar classrooms (i.e., those addressing the same standards) would be interpreted in a comparable way (i.e., use of common success criteria/rubric/performance expectations/performance levels) with respect to the intent of the standard. Just like rigor, comparability is also about congruency to the standards. However, we connect comparability specifically to the assessments used to provide evidence of students’ mastery of standards. In order to meet the expectation for comparability, data collected for the student growth goal must use comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills. Examples of similar classrooms might be 6th grade science classrooms, 3rd grade classrooms, English 1 classrooms, band or art classes. For similar classrooms, we would expect teachers to use common measures or rubrics to determine competency in performance at the level intended by the standards being assessed. Although specific assessments may vary, their close alignment to the intent of the standard is comparable. Assessments used to inform the development of, as well as those used to determine the degree to which the goal was met, are not necessarily comparable in terms of structure. Rather they are comparable in terms of the criteria used to determine progress toward attainment of the standard. (click)

Determine Needs: Your Starting Line
Know the expectations of your content area standards Know your students Identify appropriate sources of evidence Determining needs of students is dependent not only on assessing the abilities of your students early in the school year, but also being able to identify clearly what students should know and be able to do at the end of the year. Additionally, being able to identify the kinds of evidence you need to collect is a critical part of the thinking. When careful thought is taken in the development of student growth goals, it assures the outcome is student learning at high levels. That is the ultimate objective, not simply the development of a growth goal. You can’t ignore this starting line that will lead you to a quality growth goal, resulting in student growth.

Identify the essential/enduring skills, concepts, and processes for your content area.

Learn about students’ abilities in your content.
What does last year’s data tell you? What can previous teachers tell you? How can you collect and analyze evidence/data to determine patterns, trends, and weaknesses? Pinpoint areas of need. Teachers begin the school year getting to know their students through formative assessment processes and through collecting data. State assessments can be one source of previous year’s data, as can conversations with previous year’s teachers, and examining student work . These all represent ways to learn about your students. Think about how you can collect and analyze evidence/data to determine patterns, trends, and weaknesses. This might be formative processes, analysis of student work, anecdotal notes, discussion rubrics and the like. Typically this might take the first 4-6 weeks of school. As you learn the abilities of your students you can begin to identify the greatest areas of need. Then ask yourself do these areas of need represent any of the those essential/enduring skills, concepts or processes. Remember teachers know what they are looking for because they have first worked to identify those essential/enduring skills, concepts and processes. What are the greatest areas of need?

Decide on sources of evidence.
Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level standards for the identified area(s) of need? Next you will decide on sources of evidence. This is critical. After identifying an area or areas of need, choose the evidence sources for collecting baseline data for the student growth goal. Teachers should ask themselves: Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level standards for the identified area(s) of need? Remember, you want to provide baseline information for mastery toward the enduring skills, concepts and processes of the standards for your content area. We want to stretch your thinking beyond one paper and pencil test as you collect evidence of students’ abilities. You will likely find that multiple sources provide a more accurate and inclusive picture of student needs. Additionally, having multiple data sources will provide more reliable evidence of growth across the year or course. Therefore, it is recommended that you have at least three sources of evidence for contributing to baseline data.

Learning from Baseline Data
Does the data show high need areas that could be used for student growth goal-setting? Are these needs appropriate for a year-/course-long student growth goal? After you have collected evidence that provides baseline data specific to the identified area or areas of need, then you need to analyze that data. You’ll want to learn if the data reflects any high need areas that could be a focus area for goal-setting. If so, are those identified needs appropriate for a year long or course long student growth goal?

Learning from Baseline Data
Are these needs aligned with grade-level enduring skills, concepts or processes in your standards? Again, check that the areas of need you identify are aligned with your grade-level enduring skills, concepts or processes in your standards.

Student Growth Goal Setting Process
Step 1: Determine Needs Step 2: Create SMART Goals Step 3: Create & Implement teaching and learning strategies Step 4: Monitor Student Progress through ongoing Formative Assessment Step 5: Determine whether students achieved the goals Goal setting for student growth applies to all teachers

SMART Goals S Specific M Measurable A Appropriate R Realistic T
Time Bound There are 3 important components to include in a quality student growth goal. The goal meets the SMART criteria. We will visit each of these criteria closely in the next several slides. Specific -The goal addresses student needs within the content. Measurable -An appropriate instrument or measure is selected to assess the goal. Appropriate - The goal is clearly related to the role and responsibilities of the teacher. Realistic - The goal is attainable. Time-bound - The goal is contained to a single school year/course.

Components of a Quality Student Growth Goal
Meets SMART criteria Includes growth statement/target Includes proficiency statement/target There are 3 important components to include in a quality student growth goal. The goal meets the SMART criteria. We will visit each of these criteria closely in the next several slides. Specific -The goal addresses student needs within the content. Measurable -An appropriate instrument or measure is selected to assess the goal. Appropriate - The goal is clearly related to the role and responsibilities of the teacher. Realistic - The goal is attainable. Time-bound - The goal is contained to a single school year/course. The goal includes a growth statement/target that articulates the enduring skill, concept or process, as well as the expected growth for all students. The goal includes a proficiency statement/target that indicates the percentage of student who will reach proficiency.

Let’s look at an example together…

During this school year, my 7th grade students will use the 8 Math Practices to further their understanding of proportional relationships. This will be demonstrated by growth by at least one level on the rubric (from the repeated common assessments) developed by the district Math PLC. Furthermore, 70% of my students will show mastery by reaching level 4 or higher on the rubric.

Quality Student Growth Goal?
Card activity

During this school year, my 7th grade students will use the 8 Math Practices to further their understanding of proportional relationships. This will be demonstrated by growth by at least one level on the rubric (from the repeated common assessments) developed by the district Math PLC. Furthermore, 70% of my students will show mastery by reaching level 4 or higher on the rubric.

PROFESSIONAL PRACTICE GROWTH PLAN AND CYCLE STUDENT GROWTH
KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL Observation Student Voice Professional Growth Plans and Self Reflection Other: District-Determined See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S PROFESSIONAL PRACTICE RATING DOMAIN RATINGS PROFESSIONAL PRACTICE PROFESSIONAL JUDGMENT & STATE-DETERMINED DECISION RULES PROFESSIONAL PRACTICE RATING PROFESSIONAL JUDGMENT & INSTRUMENTS DOMAIN 1: Planning and Preparation DOMAIN 2: Classroom Environment DOMAIN 3: Instruction DOMAIN 4: Professional responsibilities PERCENT (%) EFFECTIVE TEACHERS GROWTH PLAN AND CYCLE GROWTH PLANNING MATRIX PROFESSIONAL JUDGEMENT AND STATE-DETERMINED DECISION RULES OVERALL PERFORMANCE CATEGORY SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH State Contribution – Student Growth Percentiles (SGPs) State-Defined High/Expected/Low 3 Year of Data AND Local Contribution – Student Growth Goals (SGGs) District-Defined High/Expected/Low STUDENT GROWTH See MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S OVERALL PERFORMANCE CATEGORY PROFESSIONAL JUDGMENT & DISTRICT-DETERMINED DECISION RULES STUDENT GROWTH TREND RATING (H/E/L) KDE:ONGL:FCS:TB:011814

Principal & Assistant Principal Professional Growth and Effectiveness System (PPGES)
KDE is moving conversations from highly qualified teachers to highly effective. Summary 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. The system will consist of multiple measures to determine teacher and principal effectiveness.

Principal Performance Standards
1. Instructional Leadership 2. School Climate 3. Human Resources Management 4. Organizational Management All work in PPGES is guided by these six principal performance standards, that have been based on the work of Dr. James Strong. The principal’s progress toward meeting the accomplished performance is informed by several key system data sources as well as district identified sources of evidence. Let’s examine the system components of PPGES and how they impact each standard. 5. Communication and Community Relations 6. Professionalism

Sources of Evidence to Inform Professional Practice (Standards Rating)
TELL Kentucky Survey (WC GOAL) VAL-ED 360 Survey Site Visits Professional Growth Plan & Self-Reflection When considering the overall PPGES we should think in terms of two big system components; Professional Practices and Student Growth. First, lets think about required data sources that are built into Kentucky’s PPGES to provide specific evidence for informing the six principal performance standards. It is critical that the 50/50 committee have a working knowledge of these Principal Performance Standards since the district plan will need to address each of the individual sources of evidence and how that evidence will inform each standards. The principal performance standards are heavily informed by the TELL and VAL-ED surveys, Professional Growth and Self-Reflection and the administrator site visit. The district PLAN should identify additional sources of evidence that will provide insight into principal growth toward the accomplished benchmark for principal performance. Keep in mind that establishing Trends and recognizing Patterns in practice across multiple types of evidence are critical in providing evidence for professional judgment when evaluating a principal. A second big system component is Student Growth. Student growth ratings will be comprised of both a state and local contribution. NOTE TO Facilitator (NGL: Next Generation Learner)The accountability reporting of the components of Achievement, Gap, Growth and College/Career Readiness and Graduation Rate.

Student Growth State Contribution-Assist/NGL Goal Based on Trajectory
Local Contribution-Based on School Need --may parallel state contribution At least one (1) of the Student Growth Goals set by the Principal must address gap populations. Recall that the second big system component of PPGES is student growth. The state goal is tied directly to the Comprehensive School Improvement Plan. The superintendent and the principal will meet to discuss the trajectory of the goal and to establish the year’s goal that will help reach the long term trajectory target. New goals are identified each year based on the ASSIST Goals. The Local goal is based on student needs and may parallel the state goal or be developed with a different focus. It should support the Teacher SGGs. Earlier you learned the components of TPGES that must be included in you CEP. You realized that within those requirements districts flexibility to customize their plan. There are many areas of commonality between the TPGES and PPGES. It is important that the 50/50 committee be able to make those connections when developing the district CEP. You will want to revise your the existing Certified Evaluation Plans (CEP) to meet the assurances of the Principal Professional Growth and Effectiveness System. All revised CEPs must be submitted to the Kentucky Department of Education (KDE) no later than December, Districts may submit the plan for approval prior to the 2014 full implementation in order to avoid a duel system of principal evaluation.

Assistant Principal Requirements
Professional Growth Plan and Self Reflection Completed independent of the principal Working Conditions Goal Inherited from the principal Student Growth Goals – State & Local Mid-Year Reviews completed by Principal Evaluated by the Principal annually Principal Performance Standards & Student Growth Same summative Overall Performance Category

Others? Other Professional PGES KTIP/PGES Pilot
School counselors – may be in summative year School level library/media specialists School psychologists School instructional specialist/curriculum coaches School speech therapists KTIP/PGES Pilot KDE is moving conversations from highly qualified teachers to highly effective. Summary 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. The system will consist of multiple measures to determine teacher and principal effectiveness.

Director of Educator Effectiveness
Questions Director of Educator Effectiveness

Professional Growth and Effectiveness System

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