leadership excellence and development center...t-pess roll-out to all school districts 2016-17...
TRANSCRIPT
Leadership Excellence and
Development Center
Sandra McConaughy – Director
T-TESS & T-PESS Refinement Year
Teacher Appraisal T-TESS
• Selection of Districts participating – 16 new districts + Weslaco/Los Fresnos for year 2
• District/campus evaluators trained - Summer 2015
• Teacher orientation training – August 2015
• Implement school year 2015-16
• Input on revisions – Throughout the year
Principal Appraisal T-PESS
• Superintendent/C.O. Adm./Principals trained – Summer 2015
• Assistant Principal orientation training – August 2015
Teacher Appraisal SystemT-TESS Roll-out to all School Districts 2016-17
District/campus evaluators trained - Summer 2016
• Teacher orientation training – August 2016
• Implement school year 2016-17
Logistics/Costs Summer 2016
• Summer Training sites – Edinburg, Harlingen, and Laredo
• Cost of training fee $0.00 (only for district/campus appraisers)
Principal Appraisal System
T-PESS Roll-out to all School Districts 2016-17
• Superintendents/C.O. Adm./Principals trained - Summer 2016
• Assistant Principal orientation training – August 2016
• Implement school year 2016-17
Logistics/Costs Summer 2016
• Summer Training sites – Edinburg, Harlingen, and Laredo
• Cost of training fee $0.00 (only for district/campus appraisers)
Text of New 19 TACChapter 149.Commisioner’s Rules Concerning Educator Standards
Subchapter AA. Teacher Standards§149.1001Principal Standards
Subchapter BB. Administrative Standards§149.2001Principal Standards
Teacher Standards
1. Instructional Planning and Delivery
2. Knowledge of Students and Student Learning
3. Content Knowledge and Expertise
4. Learning Environment
5. Data-Driven Practice
6. Professional Practices and Responsibilities
Standard 5--Data-Driven Practice• Teachers use formal and informal methods to assess student growth
aligned to instructional goals and course objectives and regularly review and analyze multiple sources of data to measure student progress and adjust instructional strategies and content delivery as needed.
(A) Teachers implement both formal and informal methods of measuring student progress.
• (i) Teachers gauge student progress and ensure student mastery of content knowledge and skills by providing assessments aligned to instructional objectives and outcomes that are accurate measures of student learning.
• (ii) Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or varying levels of background knowledge.
• (iii) Teachers communicate with students and families regularly about the importance of collecting data and monitoring progress of student outcomes, sharing timely and comprehensible feedback so they understand students' goals and progress.
• (B) Teachers set individual and group learning goals for students by using preliminary data and communicate these goals with students and families to ensure mutual understanding of expectations.
• (i) Teachers develop learning plans and set academic as well as social-emotional goals for each student in response to previous outcomes from formal and informal assessments.
• (ii) Teachers involve all students in self-assessment, goal setting, and monitoring progress.
• (iii) Teachers communicate with students and families regularly about the importance of collecting data and monitoring progress of student outcomes, sharing timely and comprehensible feedback so they understand students' goals and progress.
Standard 5--Data-Driven Practice
Standard 5--Data-Driven Practice• (C) Teachers regularly collect, review, and analyze data to monitor
student progress.
• (i) Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning.
• (ii) Teachers combine results from different measures to develop a holistic picture of students' strengths and learning needs.
• (D) Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short- and long-term plans accordingly.
• (i) Teachers design instruction, change strategies, and differentiate their teaching practices to improve student learning based on assessment outcomes.
• (ii) Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed.
T-TESS RubricHandout
Principal Standards
1. Instructional Leadership
2. Human Capital
3. Executive Leadership
4. School Culture
5. Strategic Operations
Standard 1-Instructional Leadership• Standard 1--Instructional Leadership. The principal is responsible for
ensuring every student receives high-quality instruction.
(A) Knowledge and skills.
• (i) Effective instructional leaders:
(I) prioritize instruction and student achievement by developing and sharing a clear definition of high-quality instruction based on best practices from research;
• (II) implement a rigorous curriculum aligned with state standards;
• (III) analyze the curriculum to ensure that teachers align content across grades and that curricular scopes and sequences meet the particular needs of their diverse student populations;
Standard 1-Instructional Leadership• (IV) model instructional strategies and set expectations for the content, rigor,
and structure of lessons and unit plans; and
• (V) dedicate a part of each day to monitoring and improving instruction by visiting classrooms, giving formative feedback to teachers, and attending grade or team meetings.
• (ii) In schools led by effective instructional leaders, data are used to determine instructional decisions and monitor progress. Principals implement common interim assessment cycles to track classroom trends and determine appropriate interventions. Staff have the capacity to use data to drive effective instructional practices and interventions. The principal's focus on instruction results in a school filled with effective teachers who can describe, plan, and implement strong instruction and classrooms filled with students actively engaged in cognitively challenging and differentiated activities
Standard 1-Instructional Leadership• (B) Indicators.
(i) Rigorous and aligned curriculum and assessment. The principal implements rigorous curricula and assessments aligned with state standards, including college and career readiness standards.
• (ii) Effective instructional practices. The principal develops high-quality instructional practices among teachers that improve student performance.
• (iii) Data-driven instruction and interventions. The principal monitors multiple forms of student data to inform instructional and intervention decisions and to close the achievement gap.
Student Learning Objectives (SLO) Pilot 2015-16
SLO’s are long-term goals for student learning crafted by teachers and administrators.
• TEA has developed a framework for SLO implementation
• Participation by entire campus, single grade, or subject
• Recommended with no less than 10 teachers
• Training and support will be provided
• Pilot-year SLO outcomes will not be counted in evaluation
• Recommended for year 2 pilot districts
District Recommendations• District professional staff understand the implications of
the new teacher standards
• District administrative staff understand the implications of the new principal standards and how administrators will need to support teachers (Example-Teacher Standard 5 and Principal Standard 1)
• Analyze educator standards for strengths and improvement areas
• Provide staff development for improvements areas
• Appraisers attend training for T-TESS/T-PESS (Pilot districts summer 2015 or in state roll out summer 2016)
• Additional training for each dimension (Sounds like-looks like)
• Analyze data reports from state portal
• Provide additional staff development for areas of improvement
Activity 1
• Review all 5 Principal standards.
• Read Standard 1.
• Review each indicator and discuss what it means to you.
• Identify which ones are being performed effectively and why.
• Identify which ones need further development and why.
• What are the barriers?
• What are the solutions/strategies to overcome these barriers?
• What implications will the standard have for the principal?
• How is it going to change curriculum? CIP? professional development? short/long range goals?
• Report to the whole group.
Activity 2• Review all 6 Teacher standards.
• Read Standard 5.
• Review each indicator and discuss what it means to you.
• Identify which ones are being performed effectively and why.
• Identify which ones need further development and why.
• What are the barriers?
• What are the solutions/strategies to overcome these barriers?
• What implications will the standard have for the teacher?
• How is it going to change curriculum? instruction? CIP? professional development? short/long range goals?
• Report to the whole group.
Follow-up activity-Have administrators do activity with teachers for all 6 standards.
District Roles and Responsibilities to Support T-TESS and T-PESS
Human Resource Department
• Attend T-TESS/T-PESS training.
• Develop a clear timeline for T-TESS/ T-PESS implementation in the district.
• Help develop and implement a plan for Central Office support for T-TESS/T-PESS implementation.
• Develop a district-specific FAQ to help with understanding T-TESS/T-PESS.
District Roles and Responsibilities to Support T-TESS and T-PESS (cont.)
Human Resource Department (cont.)
• Include teacher-leaders as the District plans for T-TESS/T-PESS.
• Create a visual that clarifies the flow of the process in the district.
• Determine process and structure for routine calibration (bringing on new staff members, etc.) to ensure consistency and reliability.
District Roles and Responsibilities to Support T-TESS and T-PESS (cont.)
Human Resource Department (cont.)
• Develop local guidelines/administrative procedures to ensure consistent implementation across schools regarding number of observations, walk-through visits, time lines, and collection of evidence and artifacts. Reminder-This is a year-long process. Process should not end in February for example.
Additional Human Resource Responsibilities
• Job Descriptions-Will not need to be PDAS certified if doing T-TESS.
• Requirements- ILT to ILD, ILD or AEL (new ILD) pre-requisite for T-TESS (or PDAS) May need to put on job descriptions. Do not need AEL if a person has ILT to ILD or ILD.
• Need to receive T-TESS certificate before appraisals can begin.
• A T-TESS appraiser is required to be recertified every year. Need to make sure certificate is on file before any appraisals can begin. Reminder-Not everyone will have the same recertification date.
Additional Human Resource Responsibilities (cont.)
• New teacher orientation is required for all teachers in year 1. Campus administrators should conduct the training with recommended follow-up trainings.
• New teacher orientation is required for any teachers hired after the start of the school year in year 1. Need plan in place to ensure all teachers have received training and collection of paperwork, etc.
• After year 1, new teacher orientation is required for any new teacher to the district.
