Welcome to KLA

1. Welcome to KLA Day 1 – September, 2012

2. KLA Process Goal #1 • Provide opportunities for you to network with other administrators/leaders from across your region.

3. Introduce yourself to everyone at your table and tell what you do. • After everyone is introduced, one person will draw a card from the cards in the center of the table. The reader will respond. • The person to the left will then answer the question and you will go around the table. • After everyone has answered the same question, the next participant draws the next card for everyone to answer. • Keep answering questions until your time is up.

4. KLA Process Goal #2 • Embed best practices for Professional Development including: • Modeling practices that you can use with your staff to process information during staff meetings and for PD. • Using technology in a variety of ways both during our sessions and in between

5. KLA Session Evaluation

6. Overarching KLA Content Targets • Lay the groundwork for the Teacher Professional Growth and Effectiveness System • Support the implementation of PLCs during a time of change • Share communications from the state and the regional ISLN meetings

7. Today’s Agenda Before Lunch: • Overview of the Teacher Professional Growth and Effectiveness System • Establishing a Climate for Professional Conversations with Individuals After Lunch: • Establishing a Climate for Professional Conversations through PLCs • State Information: Content Specialist Information • Introducing HOT Topics

8. Our Norms Rule of Two Feet Be Present & Engaged Cell Phone/Computer Etiquette

9. Teacher Professional Growth & Effectiveness System An Overview of the System and Individual Multiple Measures KLA Day 1 – Adapted from KDE Field Test

10. Learning Targets I can. . . . • Explain the main components of the TPGES process. • Identify key ways that the TPGES process is going to change the way that I currently do evaluations.

11. TPGES Timeline Spring Pilot of selected measures: Student Growth Professional Growth Summer training for pilot districts 4 days Online Observation Calibration 2012/13 – 60 districts will pilot the entire process with teachers 2014 – The Teacher Effectiveness Framework will be put into place across the state 2013/14 – All districts will pilot the process

13. Quantitative measure of the impact a teacher or principal has on a student (or set of students) as measured by student growth goal setting and student growth percentiles. Student Growth Explanation of Multiple Measures Process of a peer observing another’s professional practice and observable behaviors, providing supportive and constructive feedback for formative purposes Peer Observation Student feedback around teacher performance based on survey data Professional Growth Increased effectiveness resulting from experiences that develop an educator’s skills, knowledge, expertise and other characteristics Critical self-examination of practice on a regular basis to deepen knowledge, expand repertoire of skills and incorporate findings to improve practice Self Reflection Student Voice Observation Evaluator’s observation, documentation and feedback on a teacher’s professional practices and observable behaviors SUPPORTED BY Documents or demonstrations that indicates proof of a particular descriptor. Should be a natural by-product created through the process of teaching Evidence

14. Student Voice Professional Growth Student Growth Peer Observation Self Reflection Observation Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

15. Common Language

16. Domain 5: Student Growth

18. Place questions you have about the multiple measures and framework on post it notes. As we go more in-depth for each of these measures in future meetings, we will make sure that we answer your questions.

19. Self-Reflection + Professional Growth Teacher Growth

20. SMART Goal Process

21. Place questions you have about the PGP on post it notes. As we go more in-depth for each of these measures in future meetings, we will make sure that we answer your questions.

22. The Observation Process SUPERVISOR teacher PEER

24. Major Purpose Difference PEER SUPERVISOR Formative & Summative Formative Only

25. Learning Focused Observation Process 1 5 2 4 3

26. PRE-OBSERVATION DOCUMENT Preconference (Planning Conference)

28. Record & Interpret (Peer Observer Does NOT Interpret)

29. Place questions you have about observation and peer observation on post it notes. As we go more in-depth for each of these measures in future meetings, we will make sure that we answer your questions.

30. RESEARCH TELLS US THAT STUDENTS ARE THE BEST PREDICTORS OF TEACHER EFFECTIVENESS. “Student ratings are the single most valid source of data on teaching effectiveness.” --McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52,1218–1225.

31. Kentucky is administering an abbreviated version • of Tripod Survey. • Student surveys will be used to collect data and to generate reports focused on classroom learning conditions, student engagement, and school climate. • Student responses are anonymous. • Individual teacher results will not be shared publicly. • Multiple versions: K-2, 3-5 and 6-12 (Language is grade appropriate and questions have been through an extensive validation process). • The K-2 version is administered by a facilitator that records responses in small groups. • The 3-5 and the 6-12 surveys will be administered online. • Student surveys are administered at the classroom level.

32. The 7 Cs of Teaching Practice • Caring about students (Encouragement and Support) • Captivating students (Learning Seems Interesting and Relevant) • Conferring with students (Students Sense teachers respect their Ideas) • Controllingbehavior (Culture of Cooperation and Peer Support) • Challenging students (Press for Effort, Perseverance and Rigor) • Clarifyinglessons (Success Seems Feasible) • Consolidating knowledge (Ideas get Connected & Integrated)

33. Place questions you have about student voice on post it notes. As we go more in-depth for each of these measures in future meetings, we will make sure that we answer your questions.

34. Student Growth Measures • Goal Setting for Student Growth • Applies to all teachers • Student Growth Percentiles • Applies to grades 4 – 8 reading & math

35. Student Growth Process

36. SMART Goal Process

37. Looking at the Process

38. Data Source Possibilities Common Assessments Interim Assessments Projects DistrictAssessments Products Student Performances Student Portfolios Classroom Assessments

39. Data Source Possibilities Common Assessments Interim Assessments Aligned to Standards Projects Products DistrictAssessments Descriptive Rubrics Student Performances Student Portfolios Classroom Assessments

40. Student Growth Percentiles

41. Student Growth Percentiles SGPs focus on the relative standing of a student from year to year compared to the student’s academic peers. • Academic peers are students who perform very similarly on the test to the student. The student is only compared to students who start at the same place. • In year two, the question is: Did the student outpace his/her peer group? KDE:OAA:3/2/2012:kd:rls

42. Place questions you have about student growth on post it notes. As we go more in-depth for each of these measures in future meetings, we will make sure that we answer your questions.

43. Looking for Patterns With an Elbow Partner Look at the Notes that you took and identify some ways that this process is different from your current evaluation process. • What changes is the new TPGES process going to make in your evaluation process? • What patterns do you see across the multiple measures? What is the new system going to require?

44. TPGES will require……….. • Evidence….Evidence….Evidence • It’s about what you see, hear and collect not what you feel. • Focus on goals • Teacher performance connected to student growth • Continuous Improvement for everyone

45. KLA Session Evaluation

46. BREAK • When you return sit in Job Alike Groups PRINCIPALS TEACHER LEADERS/ COACHES ASSISTANT PRINCIPALS CENTRAL OFFICE

47. Introduce yourself to everyone at your table and tell what you do. • After everyone is introduced, one person will draw a card from the cards in the center of the table. The reader will respond. • The person to the left will then answer the question and you will go around the table. • After everyone has answered the same question, the next participant draws the next card for everyone to answer. • Keep answering questions until your time is up.

48. Establishing a Climate for Professional Conversations Book Study-Part I Talking About Teaching by Charlotte Danielson The Instructional Leader’s Guild to Strategic Conversations With Teachers by Robyn Jackson

49. Learning Targets I can. . . . • Identify the critical attributes of leadership and/or school climate that promote productive instructional conversations? • Develop a personal strategic plan for establishing a climate for highly productive professional conversations in my school or district.

50. ….Professional conversation is an essential technique to promote professional learning among teachers. Charlotte Danielson • Provides the cultural support for significant changes in the way instruction is analyzed, discussed and evaluated • Prepares staff for strategic instructional conversations based on documented evidence that leads to high levels professional and student performance