1. Teacher Professional Growth and Effectiveness System (TPGES) Pulaski County Schools June 2014 1

2. Resources  District Website>Employee Resources>PGES District Website>Employee Resources>PGES  District Website>Employee Resources>Professional Learning District Website>Employee Resources>Professional Learning  KDE>PGES KDE>PGES 2

3. 3 Components of TPGES Teacher Professional Growth and Effectiveness System Observation Peer Observation Professional Growth Student Voice Student Growth State Contribution: Student Growth % Local Contribution: Student Growth Goals

4. Peer Observation 4

5. Peer Observations  Use the same instrument as Principal.  Principal observation will provide documentation and feedback for teacher effectiveness (SUMMATIVE RATING)  Peer observation will only provide formative feedback (NO SUMMATIVE RATING)  Peer Observations are completed in CIITS and only viewed by Teacher and Peer Observer, unless permission is granted to Principal. 5

6. Peer Observations 6

7. Peer Observation  All teachers will be observed by a trained Peer Observer during the summative year.  All Peer Observers will complete training:  Professional Learning for Peer Observers Professional Learning for Peer Observers  District Training regarding Domains 2 & 3  The principal will select a pool of teachers to serve as building peer observers. Teacher selects from this pool with principal approval. 7

8. Peer Observer Qualifications 8  Tenured  Rated effective  Highly qualified in teaching area.

9. Questions?? 9

10. OF STUDENTS 10

11. Messages from a Teacher 11

12. 12  Who provides feedback?  Why is feedback valuable?  In schools, WHO has first-hand experience with teachers?

13. It was only when I discovered that feedback was most powerful when it was from the student to the teacher, that I started to understand it better. - J. Hattie Visible Learning, p. 173 13

14. Student Voice Survey Information  All teachers will participate in the state-approved Student Voice Survey annually.  All teachers and appropriate administrative staff read, understand, and sign the district’s Student Voice Ethics Statement.  The Student Voice Survey will be administered between the hours of 7 AM and 5 PM local time.  The survey will be administered in the school.  Survey data will only be considered when 10 or more students are respondents.  The teacher will select one class to take the Student Voice survey. 14

15. Student Voice Survey Information  Grade Level Surveys – all administered online in Infinite Campus.  K-2 (not currently required)  3-5  6-12  Give Survey multiple times throughout the school year(optional)  Results are viewed in CIITS.  Survey Data is not part of Summative Rating.  Can Use Survey Data as a source of evidence for Professional Growth Goals.  Student Voice Survey is to the Teacher what the Val-ED Survey is to the Principal  Ensure common understanding of questions among teachers so students don’t receive conflicting explanations. 15

16. How is the Student Voice Survey designed 16

17. The Student Voice Survey  Is a confidential, on-line survey (accessed through Infinite Campus)  Asks students for feedback about their teaching and learning classroom experiences  Is organized around seven (7) teaching practices  Poses questions aligned to the Framework for Teaching 17

18. Kentucky S.T.U.D.E.N.T. Voice A Look at the Questions 18

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21. Connections Now, let’s connect KY S.T.U.D.E.N.T. Voice to the Framework. 21

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24. 24 Framework Overview Handout

25. Student Voice KY S.T.U.D.E.N.T. VoiceFramework for Teaching Support: Support: In this class, we learn to correct our mistakes. Which component fits here? Transparency: Transparency: My teacher explains difficult things clearly. Which component fits here? Understand: Understand: The comments I get help me know how to improve. Which component fits here? Discipline: Discipline: My classmates behave the way the teacher wants them to. 2C: Managing Classroom Procedures Which additional component fits here? Engage: Engage: I like the way we learn in this class. 3C: Engaging Students in Learning 3B: Using Questioning and Discussion Techniques Nurture: Nurture: My teacher seems to know if something is bothering me. 2A: Creating an Environment of Respect and Rapport Trust: Trust: My teacher wants us to share our thoughts. Which component fits here? 25

26. Student Voice KY S.T.U.D.E.N.T. VoiceFramework for Teaching Support: Support: In this class, we learn to correct our mistakes. 2B: Establishing a Culture for Learning Transparency: Transparency: My teacher explains difficult things clearly. 3A: Communicating with Students Understand: Understand: The comments I get help me know how to improve. 3D: Using Assessment in Instruction Discipline: Discipline: My classmates behave the way the teacher wants them to. 2C: Managing Classroom Procedures 2D: Managing Student Behavior Engage: Engage: I like the way we learn in this class. 3C: Engaging Students in Learning 3B: Using Questioning and Discussion Techniques Nurture: Nurture: My teacher seems to know if something is bothering me. 2A: Creating an Environment of Respect and Rapport Trust: Trust: My teacher wants us to share our thoughts. 2B: Establishing a Culture for Learning 26

27. Now you know… What do you need to know next What do you need to know next?  Where to find the student voice results?  How to interpret the results?  What teachers can do to grow professionally, once they know the results. 27  The value of student perception data  How student perception data ties to the Framework for Teaching

28. Educator Development in CIITS Educator Development Suite (EDS) 28

29. Student Voice Survey Results Student Voice Results 29

30. Examining Survey Results 1.What are some obvious strengths? 2.What are some obvious weaknesses? 3.What overall conclusion can be drawn about this teacher? ` 30 Trust Transparency Understand Discipline Support Nurture Engage Sample Results

31. Examining Survey Results 1.What are some obvious strengths? 2.What are some obvious weaknesses? 3.What overall conclusion can be drawn about this teacher? ` 31 Trust Transparency Understand Discipline Support Nurture Engage

32. Examining Survey Results 1.How can this data inform professional growth decisions? 2.What other evidence can provide useful information? Where can this information be found? ` 32 Trust Transparency Understand Discipline Support Nurture Engage

33. Examining Survey Results Based on the student perception results, what area of the Framework for Teaching should this teacher address in their Professional Growth Plan? 33 Trust Transparency Understand Discipline Support Nurture Engage

34. Where can you access support for professional growth needs identified in the Student Voice Survey results? 34

35. You can search for PD through the survey results. PD 360 Focus Area for Framework How can these results inform a teacher’s professional learning? 35

36. My PD Profile PGP 36

37. Using CIITS to Address Areas for Growth PD 360 37

38. 38 PD 360 PD Connected to Framework for Teaching

39. Resources for Kentucky 39 PD 360

40. 40 PD 360

41. 41 PD 360

42. Questions?? 42

43. Professional Growth Plan 43

44.  The Professional Growth Plan (PGP) process begins with self-reflection through self assessment.  You highlighted statements that were indicative of your teaching practices on the Initial Reflection Document (Document located on PGES Tab on the District Webpage). 44

45. 45 Initial Reflection On Practice

46. 46 Using your Framework for Teaching, match the indicators you highlighted on each component with the Performance Rating.

47. Determine and Mark each performance rating. 47

48. Reflective Practice & Professional Growth Planning Template Circle 3 or 4 components that you determine to be priority areas for your professional growth. 48

49. Reflective Practice & Professional Growth Planning Template  From the 3 or 4 priority areas, identify 1 as a possible professional growth area for this school year.  Circle your current performance rating for this area. 49 Classroom Environment

50. PGG Guiding 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? 50

51. specific strategies for professional learning needed resources/support timeline for implementation specific measures of goal attainment expected student growth impact documentation/evidence Develop your Action Plan identifying: 51

52. Part C: On-going Reflection – Progress Toward Professional Growth Goal 52

53. Part D: Reflection – level of Attainment for Professional Growth goal 53

54. Reference Handout: CIITS Directions for Self Reflection, SGG, & PGP 54

55. Questions? 55