We made it! How to analyze and apply effectiveness data and evidences for growth. May 9 th, 2016

Objectives 1.Understand how all educators can use summative data and evidences in next year’s practice 2.Understand how teachers and other professional’s self - reflections improve professional growth 3.Understand how principals and Professional Development Coordinators can use summative data and evidence in planning for professional learning

Educators can use summative data and evidences to impact next year’s practice Connect student performance to instructional practices through self–reflection. Levels of influence in the school system Needs assessments determines learning needs

Self Reflection – areas of need teachers identify Student Voice – areas of need students identify Professional Growth Plan – teacher identified professional needs based on student needs. How can the district and school leadership support individual professional growth needs? Peer observation By the observee: What was learned? How will practice change? By the observer: How can you support peer observers? Do processes and practices need refined?

Using Self-Reflection to Guide Growth Lauren Hill -Discussion Transforming Professional Growth Plans to Professional Growth Projects

Using Self Reflection: A Teacher’s Perspective Amy Woolum, NBCT, 4 th and 5 th grade literacy, Right Fork School Center “This is my fifteenth year teaching and every year I find myself changing. One way I reflect is to keep a journal. I love doing this, but it takes time. At the beginning of the year, I start out strong and then a couple of months into the school year, I find myself making more notes and suggestions to myself using bullets rather than writing a narrative. Still, I find these notes valuable as I start a new school year, and as I re-read what I’ve written, I marvel at how much I’ve learned.”

Using Self Reflection: A Teacher’s Perspective Mary Cook NBCT, Special Education Teacher, Lassiter Middle School “Years ago, I developed a few simple questions to help me reflect on my success and areas of need at the end of each year…. I mentioned this to my principal and we worked together to develop a writing activity that staff complete on the last day of school. Then, on the first day back from summer break, he distributes these reflections and leads a discussion on things that we need to change individually and as a staff. It’s such a refreshing way to think about change. The staff has more ownership, is more engaged and committed to real change when they are a genuine stakeholder. ”

Using Self Reflection: A Teacher’s Perspective Mary Cook NBCT, Special Education Teacher, Lassiter Middle School 1.Individual 2.Team/Department 3.Building

Using Self Reflection: A Teacher’s Perspective Priscilla Keller NBCT, Kindergarten Teacher, Dry Ridge Elementary “After doing my project about growth mindset with my kindergarten students, I now see students getting excited about taking on new challenges. I have fewer students getting upset about making mistakes, and I hear them say that mistakes are just how they learn.”

Using Self Reflection: A Teacher’s Perspective Amy Bolar NBCT, Music Teacher, Flemingsburg Elementary “Because of technology, I’ve come to understand that there are many areas of education that, until recently, I didn’t even know existed. In the future, I'm going to collaborate more via technological avenues and continue to nurture relationships with teachers I have met outside of my school. My students deserve as many opportunities as possible, and if I limit them to those only available within my four walls, then they're cheated.”

Professional Development Coordinators and Principals can use summative data and evidence in planning for professional learning

The Professional Development Coordinator Develops the PD Plan In partnership with school leaders through analyzing student, educator and system data and evidence Discussions may include these and/or other data and evidence sets: Effectiveness data trends Student growth date: local and state Formative and summative assessments TELL and/or Val-Ed results Professional learning evaluation results

Just like data and evidence is used in determining Professional Practice and Student Growth Ratings, the same information can be used to determine teacher and school needs for Professional Learning. Summative Rating Professional Learning Needs Observations Self Reflections PGP Student Growth Student Voice Historical Data Other PGES Summative Data and Evidence

The PD Plan Focuses on the school and district mission Is derived from the needs assessment process Implements, evaluates and supports professional learning Transfers learning into practice

The PD Plan cont’d Focuses on student growth Inspires the development of effective curriculum Relates to instructional assignments Connects PD with effective instructional practices

Using Effectiveness Data and Evidence to Plan Traditional PD Plans VS Job Embedded Professional Learning

Research Shows “Drive-by or “Spray and Pray” workshops lasting 14 hours or less show no statistical, significant effect on student learning.” (Darling-Hammond, 2009) VS “Teachers receiving well-designed, professional learning for an average of 49 hours spread over six to twelve months can increase student achievement by as much as 21 percentile points.” (Yoon, Duncan, Lee, Scarloss, and Orphanos, 2009)

Professional Learning Job embedded Collaborative learning Links between curriculum, assessments, and content Active learning Deeper knowledge of standards and how to teach it Sustained learning over multiple days and weeks Critical Elements of Effective Programs

National Staff Development Council Tool

Professional Learning Tools Teacher Development Research Review: Keys to Educator Success; Nov. 1, 2015 Powerful Designs for Professional Learning Powerful Designs for Professional Learning National Staff Development Council

Contacts Jim Freeman, PGES Liaison Amy Jacobs, PGES consultant Joyce Richards, PGES consultant