Professional Performance Process Principal Level Meetings October 19 & 22, 2009

1 Outcomes Be able to communicate the comprehensive framework of the Professional Performance Process Be able to identify next steps for readiness and/or implementation for

2 What is the PPP? The Professional Performance Process is a standards-based supervision and evaluation process that promotes continuous improvement and the achievement of high standards. The PPP is not a portfolio!

3 PPP Framework Professional –Professional educators –Educational leaders Performance –Standards for Professional Educators –Standards for Educational Leaders Process –Reflection on professional practice –Supervision Planned conversations Multiple sources of data –Evaluation

4 Professional Educator Performance Standards PPP Framework

5 Educational Leader Performance Standards PPP Framework

6 Process –Reflection on professional practice –Supervision Ongoing communication Multiple sources of data –Evaluation

7 PPP Lesson Plans –Supervision and Evaluation (Yesterday and Today) –Standards for Professional Educator –Attributes of a Successful Learning Environment –Artifacts and Multiple Sources of Evidence –Growth Producing Feedback –3 Cs (Coaching, Collaborating, and Consulting) PPP Readiness Plan

8 PPP Pilot Schools/Departments Alvey Elementary School Buckland Milles Elementary School Forest Park High School Fred Lynn Middle School Gainesville Middle School Gravely Elementary School King Elementary School Leesylvania Elementary School McAuliffe Elementary School Montclair Elementary School New Directions Alternative Education Center Occoquan Elementary School Porter Traditional School Stonewall Middle School Swans Creek Elementary School Victory Elementary School Yorkshire Elementary School Department of Human Resources

9 PPP Themes Use of the Standards-Based Planning Process –October Toolkit Knowledge of the Professional Performance Standards –November Toolkit Enhancement of Communication Skills (3 Cs) –December Toolkit Development of Effective Professional Learning Communities –Ongoing with Level Associate Superintendents

Standards-Based Planning Process Standards: What will all teachers know and be able to do as a result of the presentation on the Standards-Based Planning Process?  What are the essential understandings, key concepts, big ideas, essential questions, and skills?

Standards-Based Planning Process- continued Assessment: How will the teachers and I know when they are successful? Pre-Assessment: How will I determine what teachers know and are able to do prior to beginning instruction? Formative: How will I monitor teacher progress? What formative assessments will I use to check for understanding and guide instruction? How will I document data and adjust instruction based on teacher progress? Summative: What performance tasks, projects, PLC plans, observations, work samples, etc. will I use to assess teacher understanding? What criteria should I include in a rubric to assess performance?

Standards-Based Planning Process- continued Task Analysis: What knowledge, skills, and level of understanding do teachers need to be successful? Pre-Assessment: What do the pre-assessment data tell me about the skills and knowledge on which the teachers will need to focus? Literacy: Which academic concepts do teachers need to define and explain? Scaffolding: How will I scaffold instruction for the entire staff, a small group, and for individual support?

Standards-Based Planning Process- continued Instruction: What learning experiences will facilitate teacher success? Framing the Learning: What assessments will I use to monitor teacher progress in meeting the identified learning goals? How will I engage teachers to mediate between their prior experiences and needed skills? How will I communicate the standards? How will I communicate specific performance and assessment expectations?

Standards-Based Planning Process- continued Instruction: What learning experiences will facilitate teacher success? Learning Experiences: What needs direct instruction through modeling, think alouds, introduction of new information and skills? How will teachers use information or practice skills in small groups to build competence? How will I differentiate? How will teachers practice independently to maintain, extend, or repair competence in the identified knowledge and skills? How will teachers demonstrate independence and confidence in mastery of identified learning objectives?

Standards-Based Planning Process- continued Instruction: What learning experiences will facilitate teacher success? Resources: What materials and resources do I need? What texts do I need to provide so each teacher can read, discuss, and write at an independent level?

16 Standards-Based Planning Toolkit Standards-Based Planning Process video PWCS Standards-Based Planning Process – A Guided Approach Steps to Standards Schoolwide Implementation of Standards- Based Planning

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Standards-Based Planning Process- continued Reflection: Based on data, how do I refine the learning experiences and/or the assessment? Analysis of Data What evidence are teachers presenting of their learning? How is each teacher reflecting on his/her growth? Immediate Implications: How will I adjust instruction based on teacher progress? How will I remediate for teachers who were not successful or extend for those who have demonstrated understanding of the learning goal? Future Planning: How will I evaluate the success of instructional methods and strategies in engaging and enhancing teacher engagement? Based on data, how will I refine the learning experiences?

19 Central Office Support and Resources Level Meetings PPP Website on Intranet Professional Development Support Recommended Books and Articles Teachscape – Divisionwide Implementation