Kentucky s Professional Growth and Effectiveness System

1. Last year, Commissioner Holliday presented to the IJCE KDE�s plans to develop a new teacher and leader professional growth and evaluation system to improve the effectiveness of KY teachers. Such a system was required for KY�s Race To the Top application and would enable KDE to provide other federally-mandated data. Because of its importance, Commissioner Holliday decided to continue the work with limited available funding when KY did not receive RTTT funding. Our motto has been �Go Slow, to Go Fast�. This means KDE is taking the necessary time over three years to facilitate a shift in paradigm that will result in a fair and equitable professional growth and evaluation system. Having teachers and leaders involved in this work across our state is a critical factor in the work, and reflects the collective voices from all stakeholders. Last year, Commissioner Holliday presented to the IJCE KDE�s plans to develop a new teacher and leader professional growth and evaluation system to improve the effectiveness of KY teachers. Such a system was required for KY�s Race To the Top application and would enable KDE to provide other federally-mandated data. Because of its importance, Commissioner Holliday decided to continue the work with limited available funding when KY did not receive RTTT funding. Our motto has been �Go Slow, to Go Fast�. This means KDE is taking the necessary time over three years to facilitate a shift in paradigm that will result in a fair and equitable professional growth and evaluation system. Having teachers and leaders involved in this work across our state is a critical factor in the work, and reflects the collective voices from all stakeholders.

2. Key assumption : Teachers are the KEY determinate for driving student achievement Key questions: (1) How to measure teacher/principal effectiveness? (2) How to continuously improve effective teaching and administrative leadership? The characteristics of the new system: Move the discussion from teacher quality (as measured by degrees/rank) to teacher & leader effectiveness (are students learning?). Focus on teacher and principal professional growth. Develop through a collaborative, inclusive and transparent process. Involve a comprehensive/holistic approach incorporating multiple measures. Key assumption : Teachers are the KEY determinate for driving student achievement Key questions: (1) How to measure teacher/principal effectiveness? (2) How to continuously improve effective teaching and administrative leadership? The characteristics of the new system: Move the discussion from teacher quality (as measured by degrees/rank) to teacher & leader effectiveness (are students learning?). Focus on teacher and principal professional growth. Develop through a collaborative, inclusive and transparent process. Involve a comprehensive/holistic approach incorporating multiple measures.

3. The phrase �design team� is a bit of a misnomer. The Integrated Design Team�s responsibility is to facilitate the work as directed by the Kentucky Department of Education, the state Teacher and Principal Steering Committees, and the individual districts/regions across the state. The team only �designs� as directed by the Steering Committees and/or KDE with all products then going back to either the field, the Steering Committees or KDE for final approval. * This particular information is not intended to be presented in a defensive manner. It�s sole purpose is to clarify any misunderstandings of the work to this point, and to better assure understanding as the work moves forward. The phrase �design team� is a bit of a misnomer. The Integrated Design Team�s responsibility is to facilitate the work as directed by the Kentucky Department of Education, the state Teacher and Principal Steering Committees, and the individual districts/regions across the state. The team only �designs� as directed by the Steering Committees and/or KDE with all products then going back to either the field, the Steering Committees or KDE for final approval. * This particular information is not intended to be presented in a defensive manner. It�s sole purpose is to clarify any misunderstandings of the work to this point, and to better assure understanding as the work moves forward.

4. This graphic outlines the timeline for the three-year process originally presented by Commissioner Holliday. For the current year of 2011-2012, the actual field test will not begin until January, once the content validity work has been completed and the training for those teachers and administrators volunteering to participate has been developed and implemented. This graphic outlines the timeline for the three-year process originally presented by Commissioner Holliday. For the current year of 2011-2012, the actual field test will not begin until January, once the content validity work has been completed and the training for those teachers and administrators volunteering to participate has been developed and implemented.

5. *These notes apply for this slide and the next one for Principal Effectiveness. Based on the most current research in the areas of both teacher and principal effectiveness, these are the PROPOSED multiple measures. The 50+ districts who will be field testing the frameworks are currently involved in the previously described cycle of district and regional focus groups addressing a set of guiding questions around these proposed multiple measures. Based on that input, the Steering Committees will make recommendations to the Commissioner and the Integrated Design Team. Please note that whatever the final determination is for the multiple measures of effectiveness, all of them will be supported by artifacts and evidence. (An example will be seen on an upcoming slide.)*These notes apply for this slide and the next one for Principal Effectiveness. Based on the most current research in the areas of both teacher and principal effectiveness, these are the PROPOSED multiple measures. The 50+ districts who will be field testing the frameworks are currently involved in the previously described cycle of district and regional focus groups addressing a set of guiding questions around these proposed multiple measures. Based on that input, the Steering Committees will make recommendations to the Commissioner and the Integrated Design Team. Please note that whatever the final determination is for the multiple measures of effectiveness, all of them will be supported by artifacts and evidence. (An example will be seen on an upcoming slide.)

6. Same notes from previous slide. Same notes from previous slide.

7. Point out the various aspects of the frameworks as listed on this slide. Call attention to the area of artifacts and evidence since it was mentioned on the previous two slides. Point out the various aspects of the frameworks as listed on this slide. Call attention to the area of artifacts and evidence since it was mentioned on the previous two slides.

8. These four domains were agreed to by the Commissioner and state Steering Committees based on the current research of practices and procedures that have the greatest impact on student learning and teacher professional growth. These four domains were agreed to by the Commissioner and state Steering Committees based on the current research of practices and procedures that have the greatest impact on student learning and teacher professional growth.

9. Both the teacher standards and those for principals have been reviewed by the state Steering Committees and by a wide variety of state agencies to assure that they represent state and national standards. Both Steering Committees have �cross representation� on them � teachers on the Principal Steering Committee and administrators on the Teacher Steering Committee. Both the teacher standards and those for principals have been reviewed by the state Steering Committees and by a wide variety of state agencies to assure that they represent state and national standards. Both Steering Committees have �cross representation� on them � teachers on the Principal Steering Committee and administrators on the Teacher Steering Committee.

10. Briefly review the focus for KLA this year. Acknowledge that some of the participants in the room may be from districts involved in the field test and may even be teachers/administrators who will actually be selected for direct involvement in the field test. Briefly review the focus for KLA this year. Acknowledge that some of the participants in the room may be from districts involved in the field test and may even be teachers/administrators who will actually be selected for direct involvement in the field test.

11. Emphasize the exploration of our multiple measures and how the volunteer districts will help develop the tools and protocols that will be used to collect data for the measures. KDE will send two years of student growth data to teachers in November which will allow field test districts to run simulations as part of their field test process. Emphasize the exploration of our multiple measures and how the volunteer districts will help develop the tools and protocols that will be used to collect data for the measures. KDE will send two years of student growth data to teachers in November which will allow field test districts to run simulations as part of their field test process.