ckec instructional support leadership network

CKEC Instructional CKEC Instructional Support Leadership Support Leadership

Network Network NOVEMBER 21NOVEMBER 21stst, 2013, 2013

Today’s materials can be accessed Today’s materials can be accessed atat: : http://www.debbiewaggoner.com/

nov-2013-isln.html

CKEC ISLN Facilitation TeamCKEC ISLN Facilitation Team

Welcome, Who is in the

room?

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.

ISLN Meeting IMPORTANT NOTES

What do I want to remember?

How will I use this information, and how will I share it with others in my district?

PINK Sheet

Also don’t forget your

YELLOW Evaluation sheet

We Need your FEEDBACK!

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 CassadyImmersion Reflection QuestionsPlanning for Full-Scale Implementation

Today’s Agenda

Page 1

Pillars again

TPGES –Teacher Professional Growth and Effectiveness System

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.

http://todaysmeet.com/CKECISLN

Initial Table TalkInitial Table Talk

With you district/at your table share your thoughts With you district/at your table share your thoughts on - on -

How Prepared is Your District to How Prepared is Your District to Support Student Growth?Support Student Growth?

Put what others shared on Post-It notes.Put what others shared on Post-It notes.

Add them to the categories on the posters at the Add them to the categories on the posters at the back of the room.back of the room.

Page 2

Sharpen Your Eye

Read “Mrs. Williams Class” Scenario pg4

Read “Mr. DeLong’s Class” Scenario pgs5-6

Which classroom most represents highly effective teaching and learning? Why?

Page 1

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

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

Other Connections You May Have Other Connections You May Have MadeMade

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

Concurrent SessionsConcurrent Sessionsgroups Session 1Session 1 Session 2Session 2 Session 3Session 3

REDRED Side HallwaySide HallwaySelf Self reflectionreflectionand PGGand PGG

Main RoomMain RoomMid year Mid year reviewreview/PPGES Update/PPGES Update

Front RoomFront RoomNGSS Science NGSS Science to Instructionto Instruction

YELLOWYELLOW Main RoomMain RoomMid year Mid year reviewreview/PPGES Update/PPGES Update


Side HallwaySide HallwaySelf reflectionSelf reflectionand PGGand PGG

GREENGREEN Front RoomFront RoomNGSS Science NGSS Science to Instructionto Instruction


Main RoomMain RoomMid year reviewMid year review/PPGES Update/PPGES Update

Moving NGSS ScienceMoving NGSS Science to Instruction 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 RhodesTerry Rhodes

Concurrent SessionsConcurrent Sessionsgroups Session 1Session 1 Session 2Session 2 Session 3Session 3

REDRED Side HallwaySide HallwaySelf Self reflectionreflectionand PGGand PGG

Main RoomMain RoomMid year Mid year reviewreview/PPGES Update/PPGES Update


YELLOWYELLOW Main RoomMain RoomMid year Mid year reviewreview/PPGES Update/PPGES Update



GREENGREEN Front RoomFront RoomNGSS Science NGSS Science to Instructionto Instruction


Main RoomMain RoomMid year reviewMid year review/PPGES Update/PPGES Update

Self-Reflection and Professional Growth in the TPGES

Teacher Professional Growth and Teacher Professional Growth and Effectiveness SystemEffectiveness System

Rebecca WoosleyKelly Philbeck

Pages 18-20

Proposed Multiple Measures

Professional Growth

Student Growth

All measures are supported through

evidenceevidence.

Learning TargetsLearning TargetsI can. . . .I can. . . .

• Connect reflection and growth planning to improve educator effectiveness

• Provide feedback support for teachers identifying PG focus areas

Possible Starting Points for Possible Starting Points for Self-Assessment and ReflectionSelf-Assessment and Reflection

Kentucky Adapted Framework for Kentucky Adapted Framework for TeachingTeachingContent standards and skillsContent standards and skillsStudent Voice resultsStudent Voice resultsProfessional Learning experiencesProfessional Learning experiencesAn unfamiliar instructional approachAn unfamiliar instructional approachProduct of a Literacy Design Product of a Literacy Design Collaborative (LDC) ModuleCollaborative (LDC) ModuleProgram Review Program Review

“It is essential to recognize that these goals are goals for

the teacher’s learning, not

student learning.” –Charlotte Danielson

Professional Growth Goal Professional Growth Goal Guiding QuestionsGuiding 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 change in practice in practice has occurred.

What are some of the sources of What are some of the sources of evidence of a evidence of a teacher’s growthteacher’s growth??

ObservationsDataSelf-reflectionAnalysis of student work products

PLC minutes/notes

Table Talk: Goal Analysis ActivityTable 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

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:Reading in any content area:Improving Use of Formative Improving Use of Formative Assessments:Assessments:

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:Reading in any content area:

Improving Use of Improving Use of Formative Assessments:Formative Assessments:

Professional Goals from Professional Goals from Your DistrictYour District

Now, using the goal(s) your district brought today, decide -

What follow-up questions would What follow-up questions would you ask the teacher? you ask the teacher?

What support does the teacher What support does the teacher need for continued professional need for continued professional reflection/improvement? reflection/improvement?

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

PGES Resource ReminderPGES Resource Reminder

The best sources of timely PGES/PPGES information :

the PGES Newsletter (published bi-monthly)

the PGES/PPGES webcasts

the ISN webcasts

Mid-Year Conference

Making the Most of ConversationsMaking the Most of Conversations

Debbie WaggonerDebbie WaggonerPages21-28

A Coaching Conversation

http://www.pd360.com/index.cfm?ContentId=4060

Mid-Year Conference:Mid-Year Conference:What should you talk about?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.

PGP Goal/Plan and Professional Responsibilities (Domain 4)

Teacher shares data/evidence toward Teacher shares data/evidence toward Professional Growth Plan GoalProfessional Growth Plan Goal

Principal asks questions and provides feedback through sharing evidence considering the following:

How has this goal caused you to change change professional practiceprofessional practice?

How has this change impacted student impacted student learninglearning?


Review evidence collected regarding Student Growth Goal/Plan (Domain 5)Teacher shares data/evidence toward Teacher shares data/evidence toward Student Growth Goal 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?


Review Evidence from Pre and Post Observation

Conferences and Observations (Domains 1, 2, 3)

Teacher reviews communication Teacher reviews communication

notes from pre and post conference notes from pre and post conference

and formal observationsand 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?


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?


Rethinking Teacher Evaluation:Principals & Teachers Talk About Instruction

ARTICLE

JIGSAW

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


--Assessing the Quality of ConversationsBetween Principals and Teachers

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

--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.


KEY FINDINGS

Principal Professional Principal Professional Growth and Growth and

Effectiveness Effectiveness SystemSystem

(PPGES)(PPGES)

Mike CassadyMike Cassady

Pages29-40

How Does It All Fit? P

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Data SourcesData Sources

TELL Kentucky Survey (WC GOAL)

VAL-ED Survey

Professional Growth Plan & Self-Reflection

Student Growth Goals

Site Visits

Feedback Conferences

Principal Performance Standards

1. Instructional Leadership1. Instructional Leadership

2. School Climate2. School Climate

3. Human Resources Management3. Human Resources Management

4. Organizational Management4. Organizational Management

5. Communication and Community Relations5. Communication and Community Relations

6. Professionalism 6. Professionalism

7. Student Growth7. Student Growth

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.

Data Sources for PrincipalsData Sources for Principals

Observations/ Observations/ School Site School Site

VisitsVisits

• Ranges from watching how principals interact with others, to observing programs and shadowing

• Should include formal interview or less structured discussion of job• Two per year; minimum duration of one hour

SurveysSurveys • Provide information about perceptions of job performance• Include VAL-ED or TELL Kentucky and additional surveys as desired• Part of Reflective Practice and Professional Growth Planning Template

Working Working Condition Goal Condition Goal

• Principals are responsible for setting a 2-year Working Conditions Growth Goal that is based on the most recent TELL Kentucky Survey.

Goal Setting for Goal Setting for Student GrowthStudent Growth

• Principal student growth goals are comprised of a state and local contribution from their school CSIP.

• Evaluator and principal review and agree on local goal trajectory for the year.

• Goals also reviewed at middle and end of year to determine progress

Self-ReflectionSelf-Reflection • Reveals principals’ perceptions of their job performance• Principals share self-reflection with supervisors• Part of Reflective Practice and Professional Growth Planning Template

Professional Professional Growth PlanGrowth Plan

• Helps translate growth needs into practical activities and experiences• Professional goals developed collaboratively with evaluator • Part of Reflective Practice and Professional Growth Planning Template

Documentation as Evidence of Principal Performance

Provides principals with key voice in evaluation

1-3 artifacts per performance standard

Annotations as needed for clarification

Multiple Data SourcesMultiple Data Sources

EVIDENCEEVIDENCEEVIDENCEEVIDENCEPrincipal Principal

EvaluationEvaluationPrincipal Principal

EvaluationEvaluation

Surveys

Observation Site Visit

Self-ReflectionStudent

Growth Goal Working

Condition Goal

PGP

The Process Begins

Developing Student Growth Developing Student Growth Goals Goals Part B of Planning TemplatePart B of Planning Template

Building on State Building on State and Local and Local ContributionsContributions

STUDENT GROWTH GOALSTUDENT GROWTH GOAL

STATESTATE LOCALLOCALThe 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.

Required Kentucky Board of Required Kentucky Board of Education Goals for CSIPEducation Goals for CSIP

Decreasing achievement gaps (E-M-H)(E-M-H)

Increase average combined reading and math K-PREP scores (E-M-H)(E-M-H)

Increasing percentage of College and Career Ready students (M-H)(M-H) Increase average freshman graduation rate(M-H)(M-H)

GOAL

•Achievement Gap•K-PREP

Combined Reading and Math

•College and Career Ready

•Freshman Graduation Rate

OBJECTIVE

• Increase or decrease in goal percentage for the current school year

STRATEGY

•Best Practice•Professional Development

•Progress Monitoring

•Consolidated Planning

•ILP Addendum• Other

The goal statement, found in the

School Report Card, is

already set by KBE with a

2017 trajectory.

The annual objective % is determined by the Principal in collaboration

with the Superintendent.

The strategies are specific to

what the PRINCIPALPRINCIPAL

will do to meet the stated goal and objective.

One Year LagWrite LOCAL CONTRIBUTION goal in

September

Develop the Plan.

Superintendent conducts formative mid-year review

Superintendent conducts end-

of-year review the following

September

Implementing ChangeCore Processes for PGES

Create an atmosphere and context for change. Develop and communicate a shared vision. Plan and provide resources. Invest in professional learning. Develop a system for checking and monitoring

progress for implementation, including feedback loops of teachers and principals.

Continue to give guidance and course correction, when necessary.

59

ImmediateImmediateNext Steps for Leading PGESNext Steps for Leading PGES

Take ownership of the PGES efforts, alongside your district leadership team.

Identify the appropriate district staff and their roles and responsibilities for implementation efforts.

Meet with your 50/50 committee.Establish feedback loops of teachers,

principals, and others to serve as your champions.

Discuss the work with your local board members.

60

Immersion Reflection/Sharing Immersion Reflection/Sharing

1. What work in your district led to instructional shifts, and what evidence do you have that these impacted student learning?

2. How do you differentiate to meet the needs of all stakeholders (new teachers, experienced teachers, instructional coaches, etc.)?

3. What capacity did you build in the math/ELA networks to impact future work and how are you maintaining communication about these content areas in your district?

4. What support and resources do you need for continued effective implementation of the work (LDC, MDC/FALs, TPGES, KCAS-CCSS & NGSS, etc.)?

Immersion Reflection/Sharing

Divide up the 4 questions at your table.

Take some post-it notes and each person will comment on 2 questions.

Go to the poster with your first question. Spend 5min posting and discussing on this first question.

Go to the poster with your second question. Spend 5min posting and discussing on this second question.

At your second question summarize the comments in a one sentence.

Have one person share your summary sentence with the group.

As we look ahead As we look ahead to 2014…to 2014…

Use the Use the Plan for Full Scale Implementation Plan for Full Scale Implementation

organizer to begin to plan what you need to organizer to begin to plan what you need to do or have in place each month do or have in place each month

so all teachers and leaders will be ready by so all teachers and leaders will be ready by September 2014.September 2014.

Pages41-43

Please complete your (yellow) evaluation before you leave.

We need your feedback!We need your feedback!

CKEC Instructional SupportLeadership Network 2013-2014

NorthEast Christian Church 8:30am-12:30pm

September 19th, 2013

October 17th, 2013

November 21st, 2013

January 16th, 2014

February 20th, 2014

March 20th, 2014

See you on January 16th

[email protected]@[email protected]@[email protected]

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