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November ISLN Meeting

November ISLN Meeting. These slides are meant to provide information before the meeting occurs. This powerpoint presentation, as it exists here, will not be used at the meeting. Your preview of the information presented here is appreciated by the ISLN planning team. Thank you!.

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November ISLN Meeting

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  1. November ISLN Meeting • These slides are meant to provide information before the meeting occurs. This powerpoint presentation, as it exists here, will not be used at the meeting. • Your preview of the information presented here is appreciated by the ISLN planning team. Thank you!

  2. Please take a moment to write questions or concerns (or requests for support) that you have about TPGES, PPGES, and/or Professional Learning on the template provided (see next slide). Before the meeting, review the information and video clips on the next several slides and note if your questions are answered.

  3. ISLN Tab, choose November 2013

  4. TPGES Implementation

  5. TPGESMid-Year Conference Making the Most of Conversations

  6. TPGES Mid-Year Conference Will occur mid-way through the year • May take place in December if you are doing your Peer Observations in the 3rd Window • May take place in January if you are doing your Peer Observations in the 2nd Window

  7. 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.

  8. What should you talk about? PGP Goal/Plan and Professional Responsibilities (Domain 4) Teacher shares data/evidence toward Professional Growth Plan Goal attainment. 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? Principal and teacher collaborate together to aid teacher in progress towards the goal.

  9. What should you talk about? Review evidence collected regarding Student Growth Goal/Plan Teacher shares data/evidence toward Student Growth Goal attainment. 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? Principal and teacher collaborate together to aid teacher in progress towards the goal.

  10. 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?

  11. What should you talk about? Identify supports needed and next steps (Domains 1-4) 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?

  12. Graffiti Thoughts In the meeting, participants will espondwith: • Another quotation from the article • An example that you have experienced related to the topic • A question for further understanding • A thought or further elaboration on the statement

  13. ISLN Tab, choose November 2013

  14. Peer Observation • Sample Questions from the Teacher Module are on the next 7 slides. These are for the purpose of introducing you to the types of questions that your peer observers will encounter during the module. • We will not be reviewing these during the meeting.

  15. Peer Observation Training • The two video clips that follow are part of the Peer Observation Training modules. If you have not had a chance to preview these short clips, it is encouraged that you do so. • We will NOT be viewing these videos at our meeting, but will reference them in discussions.

  16. Introduction to Peer Observation http://www.ket.org/education/video/kpcon/kpcon_000002.htm

  17. Collegiality and Trust http://www.ket.org/education/video/_kpcon/kpcon_000001.htm

  18. Peer Observation If your district has already completed a round of peer observations, please be prepared to share any comments you have heard about this part of the TPGES implementation process as it relates to teacher effectiveness.

  19. TPGES Table-TalkFor your contemplation… • How are we going to support our teachers in the process? • How are we going to make the professional learning meaningful? • How are we going to foster a collegial culture of inquiry? • What structures do we need in place to facilitate the peer observations?

  20. Peer Observer Technical Information • Teachers should NOT click “Submit Final” button on the peer observation • Teachers should register for the training modules in EDS and through KET (see PGES tab on www.jennyray.net) • Peer observations are not evaluative, and they should take place during the 2nd or 3rd window • A pre- and post-conference should occur during the pilot to ease apprehension and encourage collegiality

  21. Principal Professional Growth and Effectiveness System (PPGES)

  22. Principal Performance Standards

  23. Terms Used in Performance Levels

  24. Data Sources for Principals

  25. Multiple Data Sources Surveys Self-Reflection EVIDENCE Professional Growth Plan Principal Evaluation Observations/ School Site Visits Documentation Student Growth Goal Setting

  26. Surveys Gathers client data regarding perceptions of the principal’s performance. • Provides feedback for professional growth and development;helps principals set goals for continuous improvement (formative evaluation) • VAL-ED and Tell Kentucky will be administered during alternating years • Principals may administer additional surveys • Principals fill out Reflection on Survey Results portion of the Reflective Practice and Professional Growth Planning Template • Survey results should inform the Professional Growth Plan

  27. The VAL-Ed ReportSome questions to consider 1. Who participated in the assessment of the principal’s leadership behavior? 2. What evidence did the respondents report using to make their effectiveness ratings of the principal? 3. How effective is the principal’s leadership behavior judged in comparison to a national sample of principals? 4. How effective is the principal’s leadership behavior judged in comparison to the VAL- ED proficiency standards? 5. To what degree did the three respondent groups-teachers, supervisors, and principals-agree with regard to these effectiveness ratings? 6. Which areas of leadership behavior represent areas of relative strength and which represent areas of possible improvement?

  28. TELL Kentucky • Statewide survey of certified school-based educators to assess teaching conditions at the school, district, and state level • Questions are about the school environment, not about any one person or individual; no questions refer to a principal, rather questions refer to “leadership” at the school • Administrators receive many of the same questions as teachers, but have additional types of questions to asses how the district and state support them • Responses for administrators are only reported at the state level

  29. Survey Summary Results Shows the percent of respondents that agreed with the statement Each major category has specific questions beneath

  30. Crosswalk between TELL Kentucky and Performance Standards

  31. STUDENT GROWTH GOAL STATE LOCAL The State Contribution is derived from the school’s Accountability score and requires no goal development by the principal. The Local Contribution is derived from Growth Goals developed around one of the interim targets housed in ASSIST.

  32. Required Kentucky Board of Education Goals for CSIP Decreasing achievement gaps (E-M-H) Increase average combined reading and math K-PREP scores (E-M-H) Increasing percentage of College and Career Ready students (M-H) Increase average freshman graduation rate(M-H)

  33. GOAL OBJECTIVE STRATEGY • Increase or decrease in goal percentage for the current school year • Best Practice • Professional Development • Progress Monitoring • Consolidated Planning • ILP Addendum • Other • Achievement Gap • K-PREP Combined Reading and Math • College and Career Ready • Freshman Graduation Rate The goal statement, found in the School Report Card, is already set by KBE with a 2017 trajectory. The strategies are specific to what the PRINCIPAL will do to meet the stated goal and objective. The annual objective % is determined by the Principal in collaboration with the Superintendent.

  34. One Year Lag • Write LOCAL CONTRIBUTION goal in September • Place goal into ASSIST • Superintendent conducts formative mid-year review • Superintendent conducts end- of-year review the following September

  35. Principal Self-Reflection Helps a principal judge the effectiveness and adequacy of his/her knowledge and performance for the purpose of self-improvement; helps target areas for professional development. • Principals reflect on survey results and on performance standards • Principals fill out Reflection on the Standards portion of the Reflective Practice and Professional Growth Planning Template • Principals should select an area of growth identified in self-reflection upon which to focus professional growth goals • Principals share self-reflection with supervisor as they collaboratively develop the Professional Growth Plan • Principals refer to self-reflection throughout the year to see if strategies for improvement are effective

  36. Reflection on Survey Results What did teachers/staff perceive as major strengths? What did teachers/staff perceive as major weaknesses? List factors that might have influenced the results. How will you use this information for continuous professional growth? Part of the Reflective Practice and Professional Growth Planning Template Abbreviated for training purposes

  37. Reflection on the Standards Part of the Reflective Practice and Professional Growth Planning Template Abbreviated for training purposes

  38. Professional Growth Plan Helps facilitate the translation of growth needs into practical activities and experiences to strengthenthe principal’s competencies. • Principals select an area of growth identified in self-reflection upon which to focus professional growth goals • Developed collaboratively with the evaluator • Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited) • Should use data from multiple sources • Goals become the focus of professional growth activities, support, and on-going reflection • Principals fill out Connecting Priority Growth Needs to Professional Growth Planning portion of the Reflective Practice and Professional Growth Planning Template

  39. Part C: Connecting Priority Growth Needs to Professional Growth Planning 1) Initial Reflection: Based on the areas of growth identified in Part B, complete this section at the beginning of the school year. • Professional Growth Goal: • What do I want to change about my practices 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 accomplish my objective?

  40. Reflection on the Standards 2) On-going Reflection:Complete this section at mid-year to identify progress toward each Professional Growth Goal. 3) Summative Reflection: Complete this section at the end of the year to describe the level of attainment for each Professional Growth Goal. Abbreviated for training purposes

  41. PPGES Site Visits

  42. SuperintendentSchool Site Visits Provides information on a wide variety of contributions made by principals. • Applied in a variety of settings • May range from watching principal’s interactions with others to observing programs and shadowing the principal • Evaluators discuss various aspects of the job via formal interview or less structured discussion • Allows principal opportunity to discuss successes and challenges • Provides insight into how principal is addressing standards; provide further areas for evaluators to explore • Helps principals think through potential artifacts • At least two observations/site visits per year of at least one hour duration • Evaluator provides feedback to principal

  43. Methods for collecting evidence might include: • maintaining an ongoing narrative/script of the principal’s interactions. • documenting specific critical behaviors that support effectiveness in the performance standards. • cross-referencing observed behaviors with support documents.

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