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Certified Evaluation Orientation Teacher Professional Growth

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Certified Evaluation Orientation Teacher Professional Growth & Effectiveness System LaRue County Schools Opening Day, 2014 Complete Plan posted on District Website – PowerPoint PPT presentation

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Title: Certified Evaluation Orientation Teacher Professional Growth


1
Certified Evaluation Orientation Teacher
Professional Growth Effectiveness System
  • LaRue County Schools
  • Opening Day, 2014
  • Complete Plan posted on District Website

2
Notes
  • Who does KDE consider teachers?
  • For LaRue County, all certified
    non-administrators OTHER THAN Pre-School,
    Speech, Counselor, Library/Media Specialist,
    School Psychologist
  • LaRue County has selected the Hybrid Model for
    2014-2015.
  • KDE is requiring all parts of TPGES to be fully
    implemented in 2014-2015, but each district can
    choose whether or not to use TPGES for personnel
    decisions.
  • LC has selected the hybrid model for personnel
    decisions all parts will be used EXCEPT for
    student growth.
  • KTIP teachers will complete all KTIP TPGES
    requirements.

3
Orientation
  • Orientation by the end of the first 30 calendar
    days of employment
  • Staff must sign and date certifying completion of
    Orientation.

4
Tenure Cycles
  • Non-Tenured Certified Staff
  • One to Four Years in LaRue Co. OR
  • First Year in LaRue Co., but Tenured in another
    KY District
  • Tenured Certified Staff
  • More than Four Years in LaRue Co. OR
  • More than One Year in LaRue Co., but Tenured in
    another KY District
  • One-Year Cycle Teacher
  • Non-Tenured OR
  • Tenured, but identified for a one-year summative
    cycle (pg. 32)
  • Three-Year Cycle Teacher
  • Tenured teachers who have been identified for a
    three-year summative cycle (pg. 32)

5
2014-2015 Only
6
Professional Practice Ratingpg. 28
7
Decision Rulespg. 30
8
Kentucky Framework for Teaching
  • Link posted on
  • district website
  • Domains
  • DOMAIN 1 Planning Preparation
  • DOMAIN 2 Classroom Environment
  • DOMAIN 3 Instruction
  • DOMAIN 4 Professional Responsibilities

9
Multiple Measures
  • For Personnel Decisions
  • Self-Reflection
  • Professional Growth Plan
  • Observation
  • Student Voice
  • Other Products of Practice
  • Letters Memos
  • NOT for Personnel Decisions
  • Student Growth
  • State Contribution
  • Local Contribution

10
Sources of evidence/Framework for Teaching
Alignmentpg. 15
FRAMEWORK for TEACHING (FfT) Domain Planning Preparation Planning Preparation Planning Preparation Planning Preparation Planning Preparation Planning Preparation Classroom Environment Classroom Environment Classroom Environment Classroom Environment Classroom Environment Instruction Instruction Instruction Instruction Instruction Professional Responsibilities Professional Responsibilities Professional Responsibilities Professional Responsibilities Professional Responsibilities Professional Responsibilities Professional Responsibilities Professional Responsibilities Professional Responsibilities Professional Responsibilities Professional Responsibilities
FRAMEWORK for TEACHING (FfT) Component 1a -Knowledge of content/pedagogy 1b-Demonstrate knowledge of students 1c- Setting Instructional Outcomes 1d-Demonstrates knowledge of resources 1e-Designing Coherent Instruction 1f- Designing Student Assessment 2a-Creating Env. of Respect Rapport 2b-Establish Culture of Learning 2c-Maintaing Classroom Procedures 2d-Managing Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Questioning Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Learning 3e-Demonstrating Flexibility Responsive 4a-Reflecting On Teaching 4a-Reflecting On Teaching 4b-Maintaining Accurate Records 4c-Communicating With Families 4c-Communicating With Families 4c-Communicating With Families 4d-Participating in Profess. Learning Comm. 4d-Participating in Profess. Learning Comm. 4e-Growing Developing Professionally 4f-Showing Professionalism 4f-Showing Professionalism
SOURCES OF EVIDENCE To Inform Professional Practice Supervisor Observation Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Observation Observation Observation Observation Observation Observation Observation Observation Observation Observation Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences) Evidence (pre and post conferences)
SOURCES OF EVIDENCE To Inform Professional Practice Student Voice               Kentucky Student Voice Survey Kentucky Student Voice Survey Kentucky Student Voice Survey Kentucky Student Voice Survey Kentucky Student Voice Survey Kentucky Student Voice Survey Kentucky Student Voice Survey Kentucky Student Voice Survey Kentucky Student Voice Survey Kentucky Student Voice Survey                      
SOURCES OF EVIDENCE To Inform Professional Practice Professional Growth Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection
SOURCES OF EVIDENCE To Inform Professional Practice Self-Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection Professional Growth Planning and Self Reflection
SOURCES OF EVIDENCE To Inform Professional Practice Peer Observation             Observation Observation Observation Observation Observation Observation Observation Observation Observation Observation                      
11
TPGES Timeline, 14-15
12
Self-Reflection Professional Growth Planspg. 16
  • Self-Reflection
  • Professional Growth Plan
  • Developed and approved by September 30
  • Completed in CIITS
  • Developed and approved by September 30
  • Reviewed by summative conference or closing day
  • Must align with school or district improvement
    plans (CSIP or CDIP)
  • Completed in CIITS

Self-Reflection Professional Growth Plan are
required for ALL teachers every year
13
Supervisor Observationspg. 17-19
  • Supervisor Mini
  • Supervisor Full
  • Unscheduled
  • No Pre-Conference
  • Observation
  • 20-30 min
  • Post-Conference within 5 working days
  • 1 Yr Cycle In Person
  • 3 Yr Cycle Electronic
  • Scheduled
  • Pre-Conference using Pre-Conference form (pg. 56)
  • Electronic
  • Observation
  • Full Class (45 min)
  • Post-Conference within 5 working days
  • In Person

Observation Evidence Entered in CIITS
14
Supervisor Observationspg. 17-19
  • Supervisor Mini
  • Supervisor Full
  • 1 Yr Cycle
  • 2 Minis after 1st 30 days prior to end of 2nd
    Nine Weeks
  • 3 Yr CycleYear 1
  • 1 Mini after 1st 30 days prior to last 14
    instructional days
  • 3 Yr CycleYear 2
  • 1 OR 2 Minis after 1st 30 days prior to last 14
    instructional days
  • 3 Yr CycleYear 3
  • No Mini
  • 1 Yr Cycle
  • 1 Full during 3rd or 4th Nine Weeks
  • 3 Yr CycleYr 1 2
  • No full observation
  • 3 Yr CycleYear 3
  • 1 Full after the Peer Observation

15
Peer Observationpg. 21
  • Peer Observation
  • Peers
  • 1 Yr Cycle 3 Yr CycleYr 3
  • 1 Peer Observation after 1st 30 days prior to
    end of 2nd Nine Weeks
  • 3 Yr CycleYr 1 2
  • No Peer Observation
  • Scheduled
  • Pre-Conference
  • Electronic
  • Post-Conference in person
  • In CIITS, but only viewable by teacher peer
  • Volunteers
  • Exceptions
  • 1st year in district
  • KTIP
  • Tenured, but 1 Yr Cycle
  • Training
  • Purpose is formative
  • Private between the teacher peer
  • Teacher lists at least 3 options principal
    assigns within 1st 30 days attempting to match

16
Student Voice Surveypg. 22
  • Completed by students in all grades K-12
  • Accommodations provided as needed
  • Different versions for K-2, 3-5, 6-12
  • Questions available on KDE TPGES website
  • Survey completed in Infinite Campus with results
    imported into CIITS by category
  • Two classes assigned per teacher when possible
    using a uniform rule in each school
  • Results reviewed by summative evaluation or
    closing day

17
Other Products of Practicepg. 27
  • Program Review evidence
  • team-developed curriculum units
  • lesson plans
  • communication logs
  • timely, targeted feedback from mini or informal
    observations
  • student data records
  • student work
  • student formative and/or summative course
    evaluations/feedback
  • minutes from PLCs
  • teacher reflections and/or self-reflections
  • teacher interviews
  • teacher committee or team contributions
  • parent engagement activities/surveys
  • records of student and/or teacher attendance
  • video lessons
  • engagement in professional organizations
  • action research

To be made available to the principal in a timely
manner upon request. To be used to determine
ratings for Domains in the summative year.
18
Letters Memospg. 28
  • In addition to district-adopted evaluation forms,
    letters and memos may be used to document both
    outstanding performance and performance which
    needs improvement.
  • Correspondence dated and signed by both parties
    with a copy provided to Evaluatee
  • Conference highly recommended, but not required

19
Summative Evaluation
  • Deadline May 1
  • 1 Year Cycle Teachers 3 Year Cycle Teachers in
    Year 3
  • All formative sources of data will be completed
    prior to the summative conference
  • Summative evaluation will be completed in CIITS,
    then printed/signed/filed in the personnel file
    housed at central office

20
Corrective Action Planpg. 34
  • A Corrective Action Plan shall be developed to
    assist a certified staff member who has failed to
    meet a district standard OR when an immediate
    change is required in practice or behavior.
  • Steps in Corrective Action
  • Administrator initiates the Corrective Action
    Plan process
  • Administrator and teacher collaborate to develop
    the CAP
  • Administrator and teacher develop timeline
  • Administrator and teacher develop appraisal
    method for CAP
  • Administrator evaluates improvement of
    performance at target date
  • Up to 12-Month Improvement Plan is a CAP-pg. 33
  • Entered in CIITS PGP section and clearly noted in
    the text that its a CAP

21
Appeal Procedure for Summative Evaluationpg.
52-54, 58
  • 1. Evaluatee must submit Appeal Form (pg. 58) to
    the chairperson of the Appeal Panel within 5
    working days of receipt of the evaluation.
  • 2. The Appeal Panel will meet to consider
    evidence and make a recommendation decision.
  • Upholding all parts of the original evaluation.
  • Voiding the original evaluation or parts of it.
  • Ordering a new evaluation by a second certified
    employee who shall be a trained evaluator.

22
Appeal Procedure for Summative Evaluationpg.
52-54, 58 (Cont.)
  • 3. The Appeal Panel will make a recommendation to
    the Superintendent within 15 working days from
    the date of the filing of the Appeal.
  • 4. All parties will be notified of the
    recommendation with a letter citing evidence to
    support the decision.

23
Other Evaluation Notes
  • Supports for each multiple measure are available
    on the KDE-TPGES website
  • The Educator Development Suite (EDS) is where
    PGES materials will be entered in CIITS
  • Supports for PGES implementation in CIITS are
    available in CIITS including quick-reference
    cards and archived webcasts for PGES task
  • Observation windows, timelines and other
    requirements may be adjusted by the supervisor in
    special circumstances where the evaluatee has
    been absent due to extenuating circumstances or
    is a late hire. Must be approved by Supt/designee
    and evaluatee notified within 5 working days of
    return to work. (Pg 10)

24
TPGES for 2015-2016
  • Inclusion of Student Growth Goals In Personnel
    Decisions
  • Implementation required for 2014-2015 without
    consequences

25
Rating Overall Student Growthpg. 29
26
State Contributionpg. 23 Gr 4-8 Reading
Math Only
  • Support materials posted on KDE PGES Website
  • Based on Infinite Campus rosters
  • The state contribution for student growth is a
    rating based on each students rate of change
    compared to other students with a similar test
    score history (academic peers) expressed as a
    percentile. 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.
  • Current plans include MEDIAN score 3-Yr trend,
    when available (subject to change by KDE)

27
Local Contributionpg. 23-25 ALL Teachers
  • Support materials posted on KDE PGES Website
  • 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 an identified interval of
    instruction (i.e. trimester, semester, year-long)
    as indicated in the teachers Student Growth Goal
    (SGG). All teachers will develop an SGG for
    inclusion in the student growth measure.
  • All Student Growth Goals will be determined by
    the teacher in collaboration with the principal
    and will be grounded in the fundamentals of
    assessment quality (Clear Purpose, Clear Targets,
    Sound Design, Effective Communication, and
    Student Involvement).

28
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29
Local Student Growth Goal --Timeline
  • August
  • Collect baseline date identify student needs
  • September
  • Select 1 class (min.)
  • Develop SGG, scoring rubric, appropriate
    assessments, action plan
  • Complete pre-rating for each student
  • Review in PLCs consult with principal to
    finalize plans using Appendix B Rigor Rubric-pg.
    57
  • On-going
  • Collect and track multiple sources of data on
    student progress
  • December-January
  • Complete mid-year review adjust action plan
  • April-May
  • Complete post-rating for each student
  • Complete final review with principal by summative
    conference or closing day

Student Growth Goals supporting documentation
will be entered in CIITS.
30
Local Contribution--Rating of each part pg 26
Every local goal will include a proficiency and
growth component. Each component will be rated
as high, expected, or low as follows
PROFICIENCY PROFICIENCY
High More than 10 above the goal
Expected Within /- 10 of the goal
Low More than 10 from goal
GROWTH GROWTH
High At least 90 of students grow
Expected 75 to 89 of students grow
Low Less than 75 of students grow
31
Local Contribution--Combining the Ratings pg 26
32
Combining State Local Contributionpg. 29-30
33
Three-Year Trend pg 30
34
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35
Combining Student Growth Professional
Practicepg. 31
36
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