CKEC Instructional Support Leadership Network

1. CKEC Instructional Support Leadership Network NOVEMBER 21st, 2013 Today’s materials can be accessed at: http://www.debbiewaggoner.com/ nov-2013-isln.html

2. CKEC ISLN Facilitation Team

3. Welcome, Who is in the room? Burgin Independent School Over 100 years of Excellence

4. Norms • Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. • Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. • Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations. • Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.

5. ISLN Meeting IMPORTANT NOTES PINK Sheet Also don’t forget your YELLOW Evaluation sheet We Need your FEEDBACK!

6. Today’s Agenda CKEC ISLN November 21st, 2013 Agenda --How prepared is your district for writing and using student growth goals? --Relating NGSS science standards to the Framework for Teaching Concurrent Sessions: --Moving NGSS to Instruction – Terry Rhodes --Self-Reflection and Professional Growth – Becky Woosley & Kelly Philbeck Mid-year Reviews and PPGES timelines – --Debbie Waggoner & Mike Cassady Immersion Reflection Questions Planning for Full-Scale Implementation Page 1

7. Pillars again Kentucky’s Core Academic Standards - KCAS including CCSS & NGSS Highly Effective Teaching and learning Pillars of Network Meetings Network Foundations…. Assessment Literacy Leadership TPGES –Teacher Professional Growth and Effectiveness System

8. Kentucky Core Academic Standards (CCSS math & ELA and NGSS for science) College and/or Career Ready Students I can support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. Professional Learning Professional Growth and Effectiveness System

9. http://todaysmeet.com/CKECISLN

10. Initial Table Talk Page 2 With you district/at your table share your thoughts on - How Prepared is Your District to Support Student Growth? Put what others shared on Post-It notes. Add them to the categories on the posters at the back of the room.

11. Page 3

12. Sharpen Your Eye Page 1 Read “Mrs. Williams Class” Scenario pg4 Read “Mr. DeLong’s Class” Scenario pgs5-6 Which classroom most represents highly effective teaching and learning? Why?

13. What is Tricky? Looking back at “Mrs. Williams’ Class” Scenario, what practices, at first look, seem effective?

14. Choose a practice from “Mr. DeLong’s Class” Scenario and identify where it would rate on the FfT. Reflect on the teachers in your school and district. How close or far away from that practice are your teachers? What are you seeing? Pages 7-10

15. Other Connections You May Have Made • Key Shifts of NGSS – Appendix A (September 2013) • Enduring Skills - Science, Math & ELA – Practice Standards Card Sort (October 2013) • Student Growth Goal Opportunity- Support Claims with Evidence (October 2013) • Crosscutting Concepts of NGSS – Ex. Cause and Effect

16. Concurrent Sessions

17. Moving NGSS Science to Instruction • Performance Expectations vs Learning Targets pgs11-13 • CASL point #2 Learning Targets not all EQUAL pg14 • CASL point #3 Quality Learning Targets pg15 • Deconstruction blank form pg16 • Targets to Assessments form pg17 Terry Rhodes

18. Concurrent Sessions

19. Pages 18-20 Self-Reflection and Professional Growth in the TPGES Teacher Professional Growth and Effectiveness System Rebecca Woosley Kelly Philbeck

20. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice PeerObservation Self Reflection ProfessionalGrowth All measures are supported through evidence. Student Growth

21. Learning Targets I can. . . . • Connect reflection and growth planning to improve educator effectiveness • Provide feedback support for teachers identifying PG focus areas

22. Possible Starting Points for Self-Assessment and Reflection • Kentucky Adapted Framework for Teaching • Content standards and skills • Student Voice results • Professional Learning experiences • An unfamiliar instructional approach • Product of a Literacy Design Collaborative (LDC) Module • Program Review

23. “It is essential to recognize that these goals are goals for the teacher’s learning, not student learning.”–Charlotte Danielson

24. Professional Growth Goal Guiding Questions • What do I want to change about my practices that will effectively impact student learning? The decision should be grounded in evidence. • How can I develop a plan of action to address my professional learning? The plan should include new learning and how the teacher will apply it. • How will I know if I accomplished my objective? The teacher must be able to show evidence of growth to prove a change in practice has occurred.

25. What are some of the sources of evidence of a teacher’s growth? Observations Data Self-reflection Analysis of student work products PLC minutes/notes

27. Table Talk: Goal Analysis Activity At your table, analyze the sample goals. • Answer the 3 Goal Setting Guiding Questions for each goal • Develop questions for a strategic conversation

28. Goals to Analyze for Feedback During the school year, I will learn to integrate some literacy strategies in my instruction. I will attend a literacy workshop. Measures of success will include results how well my students do on the K-Prep reading assessment and a common assessment designed by our PLC. During this school year, I will read some books on formative assessment. I will create and use some formative assessments more frequently in my classes. Indicators of success will include my student assessment data and observable student engagement. Reading in any content area: Improving Use of Formative Assessments:

29. PGGs after feedback and revision… During the school year, I will learn how to integrate literacy strategies in my instruction. To enhance my instructional skills, I will participate in a literacy workshop, regularly follow Tim Shanahan’s literacy and the Teaching the Core literacy support blogs. Measures of success will include results from analysis of student work samples, self-reflection, student surveys, and observation data. During this school year, I will study Classroom Assessment for Student Learning, by Rick Stiggins, with my grade level PLC and embed formative assessment practices in my daily instruction. Indicators of success will include classroom observation, self-reflection, analysis of student assessment data, minutes from our PLC book study and implementation discussions, and observable student engagement. Reading in any content area: Improving Use of Formative Assessments:

30. Professional Goals from Your District Now, using the goal(s) your district brought today, decide - • What follow-up questions would you ask the teacher? • What support does the teacher need for continued professional reflection/improvement?

31. What are the next steps for your district as you scale for reflective PGP implementation in your school/district?

32. PGES Resource Reminder The best sources of timely PGES/PPGES information : • the PGES Newsletter (published bi-monthly) • the PGES/PPGES webcasts • the ISN webcasts

33. Mid-Year Conference Making the Most of Conversations Pages21-28 Debbie Waggoner

34. A Coaching Conversation http://www.pd360.com/index.cfm?ContentId=4060

35. Mid-Year Conference:What should you talk about? Overall Reflection regarding TPGES Teacher shares what was learned through the implementation of the effectiveness system up to this point.

36. Mid-Year Conference:What should you talk about? PGP Goal/Plan and Professional Responsibilities (Domain 4) Teacher shares data/evidence toward Professional Growth Plan Goal Principal asks questions and provides feedback through sharing evidence considering the following: How has this goal caused you to change professional practice? How has this change impacted student learning?

37. Mid-Year Conference:What should you talk about? Review evidence collected regarding Student Growth Goal/Plan (Domain 5) Teacher shares data/evidence toward Student Growth Goal Principal asks questions and provides feedback on evidence by considering the following: • How are students meeting or showing progress toward growth goal and proficiency targets? • What patterns do you see in special populations of students? • How do the activities, materials, and resources in the student growth plan align to the needs of the students now that you have the new data? • What support do you need?

38. Mid-Year Conference:What should you talk about? Review Evidence from Pre and Post Observation Conferences and Observations (Domains 1, 2, 3) Teacher reviews communication notes from pre and post conference and formal observations and responds to the following prompts during discussion with principal: How do you think you have shown improvement? What areas do you still need to grow, and what evidence can you show or provide? What professional practices and decisions in your work have had the most influence on your ability to support your students to achieve growth?

39. Mid-Year Conference:What should you talk about? Identify supports needed and next steps (Domains 1-5) What are our (teacher & principal) next steps? What supports does the teacher need? Think About: How can I support the teacher in his/her professional learning and efforts to increase student learning? What do I (principal) need to help me implement TPGES with fidelity?

40. Rethinking Teacher Evaluation:Principals & Teachers Talk About Instruction ARTICLE JIGSAW

41. Review pages 22-23 and be ready to summarize this section for the group • District Expectations for Conferences • Principal and Teacher Perceptions: Using Evaluation to Focus on Instruction

42. Review pages 23-24 and be ready to summarize this section for the group--Assessing the Quality of ConversationsBetween Principals and Teachers

43. Review page 25 and be ready to summarize this section for the group --Principals tended to dominate the conversations.

44. Review pages 26-27 and be ready to summarize this section for the group --Contrasts in Instructional Coaching: The Cases of McKinley and Stoller Elementary Schools • The principal at McKinley was highly engaged in the pilot but acknowledged her limitations in conducting conferences with teachers. • The teachers at McKinley felt the principal was a good leader, but they thought the scripted nature of the conversations was stifling. • The principal at Stoller embraced the evaluation pilot and used the trust she had garnered among staff to make the Framework a cornerstone of instructional improvement at the school. • The teachers at Stoller engaged in deep discussions with the principal about practice that led to improved instruction.

45. KEY FINDINGS

46. Principal Professional Growth and Effectiveness System (PPGES) Pages29-40 Mike Cassady

47. Data Sources How Does It All Fit? Principal Performance Standards TELL Kentucky Survey (WC GOAL) VAL-ED Survey Professional Growth Plan & Self-Reflection Student Growth Goals Site Visits Feedback Conferences

48. Principal Performance Standards

49. Principal Performance Standards • Indicators are samples and not an exhausted list. • Principals are not expected to demonstrate each performance indicator. • Performance Standards are measured by Student Growth, VAL-Ed, and Working Conditions Growth Goals. • The standards will also inform professional growth planning, site visits/observation, feedback conversations, and on-going assessments of the principal’s performance.

50. Data Sources for Principals