1. Gary Carlin, CFN 603 September, 2012
PPR Guide
Gary Carlin, CFN 603
September, 2012

2. Resource Materials PPR Goals and Objectives process Page
PPR Guide
PPR FAQ with a few sample goals
PPR template for submission to Superintendent by OCTOBER 15.
Contact: Sara Carvajal:

3. PPR Goals and Objectives
4-5 Goals due by Monday, October 15
Each Goal must include” Measurable Objective(s), Action, Plan, and Evidence
Submitted directly to your Superintendent!

4. Goals Must be …
Measurable Objectives that address and/or are focused on:
Improvement in Academic Achievement
Improvement in School’s Learning Environment
Actions to Support Teacher Development

5. Goals should Reflect … (1) 2011-12 Progress Report
(2) Feedback from parents, teachers, and students on the School Survey
(3) Most recent Quality Review
(4) Most recent CEP including the Language Allocation Policy (LAP)
(5) Most recent Identification by the State
(6) Other available data.

6. Alignment to CIE
At least TWO Goals must align with the Citywide Instructional Expectations (CIE) – same as last year!
1. Teacher Development (Danielson Framework)
2. CCLS Instruction

7. School Leadership Competencies
Consider your Strengths and Development Areas in …
Personal Leadership
Data
Curriculum and Instruction
Staff and Community
Resources and Operations
To Increase Student Achievement

8. Goal Template Evidence Goal Describe your goal. Measurable Objective
Goal Number _____
Goal
Describe your goal.
Measurable Objective
Set the measurable target that will define whether or not you have met your goal.
Action Plan
Describe your plan for meeting your goal, including staffing, scheduling, and funding.
Evidence
Identify the objective evidence you will use throughout the year to evaluate your progress towards meeting your goal.

9. Action Plan for each Goal:
Describe your strategies for …
Staffing
Scheduling
Funding to implement the Action Plan

10. EVIDENCE FOR GOALS AND OBJECTIVES
Example types of evidence that could be used for goals focused on…
The Principal’s Contribution
to Improving Teacher Effectiveness
(process- or outcome-oriented)
Quantifiable and Verifiable improvements in Academic Results
(outcome-oriented)
Quantifiable and Verifiable improvements in the School’s Learning Environment
(outcome-oriented)
Number or frequency of formative teacher observations using a rubric of teacher practice
Quality of feedback provided to teachers throughout the year
Teacher responses on School Survey
Facilitation of teacher participation in professional development opportunities, including teacher teams engaged in collaborative inquiry work
Increased teacher participation in teacher leader /shared leadership opportunities
Improvement in State test scores
Improvements in credit accumulation
Improvement on internal measures, such as scores on common assessments or rubrics
Note: targeted improvement could be across the entire school or focus on particular populations of students
Improved results in Academic Expectations, Communication, Engagement, or Safety & Respect from parents, teachers, or students on School Survey (i.e., improvement in percent of students who agree that “I feel welcome in my school”)
Improvement in attendance data for school or for after-school programs
Note: targeted improvement could be across the entire school or focus on particular populations of students
Goals about the Common Core instructional expectation could fall into any of these categories

11. Evidence for Learning Environment
NYC School Survey
Attendance Data
Suspension Data
Quality Review Data
School developed Surveys
Other Data Sources …

12. Teacher Development and Effectiveness Evidence
Teacher Self Assessment
Professional Development Plans
Work from Teacher Teams (Inquiry work)
CCLS Tasks and Student Work
#/Frequency of Formative (ie. informed by Danielson) teacher Observations
Quality, Quantity, and Timeliness for teacher feedback …

13. Describe Objective Evidence to …
Track progress throughout the year toward meeting each goal, e.g.:
Periodic Assessment outcomes
Number and/or Frequency of Teacher Observations (rubric of teacher practice)
Improvement of internal measures such as scores on common assessments or teacher made rubrics.

14. Process & Outcome Goals
At least 1 goal (and up to 5) addresses the “Principal’s Contribution to improving Teacher Effectiveness”
Can be Process-Oriented or Outcome-Oriented
Any goal NOT addressing teacher effectiveness must “address quantifiable and verifiable improvements in academic results OR the School’s Learning Environment”
Must be outcome-oriented

15. Last Years Sample Goals …
Improve teacher effectiveness by developing a shared understanding of instructional excellence.
Students will show progress in using evidence to support arguments.
Develop staff’s ability to prevent disciplinary problems and develop a positive, collaborative classroom and school culture conducive to academic achievement.

16. SAMPLE GOAL FOCUSED ON IMPROVING TEACHER EFFECTIVENESS
Objectives
Action Plan
Evidence/Interim Benchmarks
Improve teacher effectiveness by developing a shared understanding of instructional excellence.
Principals and APs will conduct XX formative observations for each teacher using selected components of a research-based rubric to provide meaningful feedback.
A research-based rubric will be used for developing all teachers.
Teachers self-assess on selected components of a research-based rubric.
Professional development committee develops and implements a coherent PD plan for teachers that integrates the selected components of a research-based rubric.
School leaders set up and follow a schedule for teacher observation and feedback using a research-based rubric.
Individual professional development plans for each teacher with delineated steps for progress and movement to the next level within the continuum.
Teacher self-assessments on selected components of a research-based rubric. 
NYC School Survey results: XX% of teachers agree that school leaders give them regular feedback about their teaching (up from XX percent last year).
Can be process-oriented AND/OR outcome-oriented

17. SAMPLE GOAL FOCUSED ON IMPROVEMENTS IN ACADEMIC RESULTS
Objectives
Action Plan
Evidence/Interim Benchmarks
Students will show progress in using evidence to support arguments.
80% of students will effectively use evidence to support arguments across subject areas and grades.
Teachers will develop a Common Core-aligned unit of study that incorporates opportunities for students to conduct research and use supporting evidence.
Teachers will develop collaborative lessons that incorporate oral and written skills needed for providing evidence to support arguments.
Teachers meet weekly in department teams to assess student work and plan lessons that demand evidence to support a claim.
Teachers meet bi-weekly in department teams to develop a rubric to assess the use of evidence to support a claim.
80% of students move up at least one level in the “use evidence” area of the rubric developed by teachers (pre-assessment to post-assessment).
Copy of teacher-developed tasks and rubric aligned to the Common Core (used for pre- and post-assessments), along with samples of student work.
Must be outcome-oriented

18. Evidence/Interim Benchmarks Must be outcome-oriented
SAMPLE GOAL FOCUSED ON IMPROVEMENTS IN THE SCHOOL’S LEARNING ENVIRONMENT
Goal
Objectives
Action Plan
Evidence/Interim Benchmarks
Develop staff’s ability to prevent disciplinary problems and develop a positive, collaborative classroom and school culture conducive to academic achievement.
X% more teachers will report being well supported in addressing student behavior and discipline problems.
Number of suspensions based on classroom incidents will decrease by 5% from last school year.
Collaborate with Educators for Social Responsibility to ensure that 90% of the staff is trained in Guided Discipline by June 2011.
School culture and climate team develops school-wide rules and procedures incorporating lessons from Guided Discipline training.
School leaders emphasize and reinforce relevant rules and procedures throughout school year.
% of teachers responding “strongly agree” or “agree” to the question “I can get the help I need at my school to address student behavior and discipline problems” increases from XX% to XX% between 2011 and 2012.
Total number of suspensions based on classroom incidents decreases by 5% from school year to
Must be outcome-oriented

19. Superintendent Feedback
For Revision By November 15
Revise Goals and Objectives
(Deadline: Nov 30)
***************************************
Mid Year Summary: Jan 31, 2013
End of Year: June 28, 2013

20. 2012-13 PPR TIMELINE October 2012 November 2012 January 2013 June 2013
Goals and objectives due*
November 30
Revisions to goals and objectives
due *
January 31
Mid-year PPR
summary
chart due **
June 28
End-of-year PPR
summary **
(superintendent will issue the final PPR shortly after issuance of the Progress Report)
*PPR template
** PPR Guide