Laying the Groundwork for the New Teacher Professional Growth and Effectiveness System TPGES

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Laying the Groundwork for the New Teacher
Professional Growth and Effectiveness SystemTPGES
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TPGES Timeline
Spring Pilot of selected measures Student
Growth Professional Growth
Summer training for pilot districts 4 days
Online Observation Calibration
2012/13 55 districts will pilot the entire
process with teachers
2014 The Teacher Effectiveness Framework will
be put into place across the state
2013/14 All districts will pilot the process
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• Forms have been condensed and made more user
  friendly.
• Parent Voice
• Charlotte Danielson Framework for Teaching

CHANGES
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• Will.

• Give you an idea of the types of changes that
  will be necessary for your district/school.
• Help you analyze what is currently in place in
  your district/school that will support the new
  system.
• Identify some refinements to your current
  processes that would better prepare your staff.
  What can be done now within your current
  operations?

• Wont.

• Introduce you to all of the documents or spend a
  long time on the specific process as it is now.

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YOUR

• Share ideas that you have with your table and
  ultimately with the group.
• Think about your context!
• Identify what a natural next step would be for
  your staff.
• At the end of the session be ready to identify at
  least one change that you can make that will
  better prepare both you and your teachers for the
  changes.

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Learning Targets

• I Can..
• Analyze what I am currently
  doing that aligns with processes/expectatio
  ns of the Teacher Professional Growth and
  Effectiveness System.
• Identify one or more refinement(s) that I can
  make this year that would better prepare my staff
  for implementing the Teacher Professional Growth
  and Effectiveness System.

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• Does your district/school have a culture of
  continuous improvement for students, teachers and
  administrators?
• Are my evaluation comments evidence based vs.
  opinion based?
• Do I know how to use evidence to have
  collaborative conversations with my teachers
  about instruction?
• Does everyone in my school know how to write
  effective and measurable goals?
• Do the administrators know how to identify strong
  goals and provide feedback when needed?
• Do I expect all teachers, not just ELA and Math,
  to have an assessment system in place that will
  allow them to show student growth and progress?

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DOES YOUR SCHOOL/DISTRICT HAVE A CULTURE OF
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TOTPGES

• Growth expected throughout the process
• Teachers will be asked to set goals, collect data
  and reflect on the improvement for both
• Professional Growth
• Student Growth
• Reflection! Reflection! Reflection!

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What is a Culture of Continuous Improvement?

• A continuous improvement culture is a shared
  value system that promotes the belief that what
  is good enough today is not good enough for
  tomorrow.
• Kaizen Toyotas improvement process continual
  focus on improvement of all standard activities
  and processes by all of the employees from the
  CEO down.
• A place where all members of the staff are
  learning, growing, and working to increase
  student achievement
• Transforming Schools Creating a Culture of
  Continuous Improvement.

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Continuous Improvement involves

• Identify core beliefs
• Create a shared vision
• Use data to determine gaps between the current
  reality and the shared vision
• Identify the innovations that will most likely
  close the gaps
• Develop and implement an action plan
• Endorse collective accountability.
• Transforming Schools Creating a Culture of
  Continuous Improvement.

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WHAT ABOUT YOU?

• Your reactions
• Who solves the problems in your school?
• How do you respond to staff do you encourage
  their problem solving?
• Your structures
• Committees, team meetings, etc.
• Staff meeting
• Your processes
• Who is involved?
• Do your teachers have know how to solve problems
  or do they want you to tell them what to do

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Involving Staff in Problem Solving

• Using technology Moodle sites
• Discussion boards
• Wikkis
• Committee structures
• Clearly outlined goals
• Provide the resources
• Developing teacher leadership
• How does the principal interact with the staff?
• Is first response always to solve the problem?
• What questions do you ask to encourage teachers
  to problem solve independently?

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• What do you currently have in place that
  encourages a culture of problem solving?

• Put your ideas on the post its at your table.
  Someone will be around to collect them in 5
  minutes.

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Effective Evaluation Feedback
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Evidence Based Feedback?
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Evidence Based

• Identifying what the teacher SAYS and DOES during
  a lesson and using that information in
  evaluation.

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Current Evaluation Practices

• Are my evaluation comments evidence based vs.
  opinion based?
• Do I know how to use evidence to have
  collaborative conversations with my teachers
  about instruction?

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TO TPGES

• System includes multiple measures
• Professional Growth
• Self Reflection
• Student Growth
• Student Voice
• Principal Observation
• Peer Observation
• In Principal and Peer observation a focus is on
  evidence
• What did the teacher do or say that provides
  evidence for a particular component in the
  framework.

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Observe, Record, Interpret
DATA
EVIDENCE
FOR A
COMPONENT
INTERPRETATION
JUDGMENT
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Evidence Vs. Opinion
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Evidence
FACTS
ARTIFACTS
OBSERVATIONS
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Now you try it

• Identify which statements would be identified as
  evidence and which would be opinion.
• If the statement is opinion rewrite it to make
  it an evidence statement.

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Uses of Evidence
Observation Feedback
Conference discussions
Documentation of Teacher Rating
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• De-Personalizes the discussion
• Focuses on the work
• Shifts conferencing to a Collaborative Analysis
  of the instruction or student work
• Provides unbiased documentation of a teachers
  work

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• Go back and pull out 3 evaluations from last
  year
• Strong teacher
• Average teacher
• Weak teacher
• Look at your comments
• Were they evidence based or opinion based?
• Was there a difference in how you wrote your
  comments based on your perception of the teacher?

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• What do you currently have in place that involves
  the use of evidence in the evaluation? process?

• Put your ideas on the post its at your table.
  Someone will be around to collect them in 5
  minutes.

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TO TPGES

• Student Growth Component
• Only 30 of the teachers will have Growth data
  from the ELA/Math State Assessment
• All other teachers will be using either district,
  school or classroom assessments to show student
  growth
• Program Review Connections
• In all of the Program Reviews there is an
  expectation of being able to document student
  growth and assessment processes.

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CONSIDER!

• Know that decisions about the use of assessment
  in the Student Growth Component are still in
  process Feedback from the pilot districts will
  be instrumental.
• Think about best practices for assessment both
  formative and summative.
• Remember that we have not always had the same
  expectations for teachers across the curriculum
  about assessment expectations.
• Program Reviews are holding districts/schools to
  a higher level of accountability for all
  classrooms.

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Dont Forget CASL

• Formative Summative Assessment Processes
• Provides a way to build consistency between all
  classrooms in the way they go about using
  formative and summative assessment

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Types of Assessments
DISTRICT
CLASSROOM
STATE
SCHOOL
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ANALYZE

• What assessments and assessment structures do you
  currently have in place?
• What is missing?

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• What structures do you currently have in place to
  ensure that all classrooms have effective
  assessments in place that could be used to
  measure student growth?

• Put your ideas on the post its at your table.
  Someone will be around to collect them in 5
  minutes.

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Setting
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TO TPGES

• Teachers are going to be asked to set goals for
• Professional Growth
• Student Growth
• Effective goals are
• Specific, Measurable, Attainable, Realistic
  Timely

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• Strong Goals
• Greater Opportunities for Success

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CDIP/CSIPs Professional Learning Communities RTI
Who has been involved in writing these goals in
your school/district?
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Taking a Closer Look at Goals
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CDIP Goals..

• Increase the percentage of Exemplary School
  Districts students scoring proficient or
  advanced in reading from 85 to 90 from 2012 to
  2013 as measured by KPREP.

• A good goal statement is one that is
• Specific
• Measurable
• Appropriate
• Realistic
• Time-bound

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PLC GOALS

• This year, 86 of our economically disadvantaged
  students will score proficient/advanced on the
  Algebra I Gateway assessment.

• A good goal statement is one that is
• Specific
• Measurable
• Appropriate
• Realistic
• Time-bound

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INDIVIDUAL TEACHER GOALS

• Goal Statement
• For the 2011 12 school year, 100 of students
  will make measurable progress in writing. Each
  student will improve by one performance level in
  two or more areas of the rubric
  (audience/purpose, idea development, organization
  structure). Furthermore, 80 of the students
  will score a 3 or better overall.

• A good goal statement is one that is
• Specific Measurable Appropriate- Realistic -
  Time-bound

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Analyze your Current Situation

• Do your teachers know how to write strong goals?
• Do your administrators know how to evaluate and
  provide feedback to improve goals?

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• What do you currently have in place that involves
  the use of goals and providing feedback on goals
  that is working for you?

• Put your ideas on the post its at your table.
  Someone will be around to collect them in 5
  minutes.

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NEXT STEPS