pgap - 1-800-770-0008 · pgap is a tool to support instructional leaders in their core...

Chignecto CentralRegional Centre for Education

PGAPProfessional Growth & Appraisal Program

TEACHER

TE A M S

SCHOOL

RE GIO N

Professional Growth

& Appraisal Program (PGAP)

Learning Community Practices

Student SuccessPlanning

(SSP)

RegionalImprovement

Plan

“The quality of an education system cannot exceed the quality of its teachers… the only way to improve outcomes is to improve instruction.”

McKinsey Report, 2007

ContentsIntroduction 4PGAP Overview 6Structure of PGAP: Comprehensive or Individualized 6

Comprehensive Stream 7Classroom Visits 7Fall PGAP 8Spring PGAP Meeting 9

Individualized 10

Participants and Roles 13

PGAP Rubric 15

Assessment Scale 17

Authentic Reflection for Growth, Not “the Grade” 17 ➤ Meeting Expectations: 17 ➤ Transitioning: 17 ➤ Not Meeting Expectations: 18

Examples of Indicators 19

Recognizing Special Expertise and Accomplishments 19

Goals and Implementation Strategies 20SSP and PGAP 20Goal Development 20Implementation Strategies 21

Timelines: Year at a Glance 22

Acknowledgements 23

4Professional Growth & Appraisal Program

IntroductionThe Professional Growth and Appraisal Program (PGAP) is a strategic tool which supports collaborative inquiry, assessment, action and further review between the teacher and the instructional leader designed around CCRCE’s Instructional Framework. Through an online platform, PGAP supports a coaching, assessment and SMART goal model which can be done in real-time.

When PGAP is effectively used, it both supports and informs collaborative team work, Student Success Planning goals and CCRCE’s regional improvement plans.

PGAP has many purposes within the lens of CCRCE’s mission, values and goals:• An accurate, shared understanding of how each student is progressing.• Analyzing the teacher’s role.• Recognizing quality practices.• Identifying areas for growth.• Providing the supports necessary for the teacher’s continued professional growth in order to maximize

student learning, as well as social and emotional development.

PGAP RubricThe PGAP Rubric (used throughout the process) is aligned with the Instructional Framework and is cohesive with the Region’s Strategic Plan. All three of the Instructional Framework components are reflected in the PGAP Rubric:

• COMPONENT 1: Classroom Environment

• COMPONENT 2: Curriculum Implementation Design

• COMPONENT 3: Instruction and Assessment

The PGAP Rubric also includes a fourth Component: Professionalism, which captures professional practices that may also occur outside of the individual classroom.

PGAP is a tool to support instructional leaders in their core responsibilities. Instructional leaders are expected to have a deep understanding of how their students are doing (academically, socially and emotionally) and what it takes for their continued improvement. Research clearly establishes that the single greatest impact on a student’s learning is the teacher and, more specifically, the quality of the teacher’s instructional practices.

Using the common language of instructional best practices (CCRCE’s Instructional Framework) throughout, PGAP prompts professional collaborative inquiry between the instructional leader and the teacher: the heart of Instructional Leadership.

PGAP is a tool to assist in the analysis of what a teacher is already doing on a daily basis – not a “make work project” for the purposes of evaluation. Charlotte Danielson refers to effective performance management tools for teacher assessments as cultivating the “natural harvest of a teacher’s work”. While it may take some additional time to enquire, analyze and plan; and it will take some additional effort to articulate and document for the purposes of the effective analysis, this is a review of what the teacher is doing as a matter of course.

5Chignecto Central Regional Centre for Educa�on

Benefits of PGAPThere are numerous interwoven positive benefits for the instructional leader, the teacher, the students, the school and, ultimately, the region as whole in using PGAP. Timely, structured, clear, focused and aligned professional discussions between a teacher and their instructional leader, focused on the teacher’s practice and how each of their students are doing, has far-reaching benefits.

This approach:• Honours CCRCE’s student centered belief and culture.• Entrenches the foundational belief that a teacher’s instructional practices and processes are keys to

maximizing student academic achievement as well as social and emotional competencies.• Strengthens relationships between the teacher and their students.• Strengthens the relationship between the teacher and their instructional leader.• Focuses on the essentials:

▪ How are our students doing? ▪ What can we do for continued improvement in student achievement results and social and emotional development?

▪ What are our professional instructional practices? ◦ How can we recognize and share strong practices? ◦ How can we improve on instructional practices to best meet the needs of our students?

• Provides timely and useful professional feedback teachers want, need and deserve.• Provides an excellent model of collaborative inquiry and research/evidence-based action.• Encourages and supports teachers working with other teachers as the most effective professional

development.• Deeply informs the instructional leader not only on how students are doing and how teachers are doing,

but also the interconnections.• Informs the system for strategic supports and direction.

One of the resources used in the development of PGAP is Effective Supervision – Supporting the Art and Science of Teaching by Robert Marzano, Tony Frontier and David Livingston, where Robert Marzano states in the introduction:

“...the purpose of supervision should be the enhancement of teachers’ pedagogical skills, with the ultimate goal of enhancing student achievement.”At CCRCE, we agree with the above statement, but we expand upon it, noting that the school environment (culture, climate and relationships), the methods of analysis and continuous improvement (learning community practices), and each student’s social and emotional development are also primary principles worthy of attention and enhancement. Hence, the focus on these expanded principles through PGAP.


PGAP OverviewStructure of PGAP: Comprehensive or IndividualizedPGAP is a continuous improvement process at the individual teacher level.

All teachers begin in the Comprehensive Stream which is scheduled over a school year. It provides the infrastructure for the teacher and the instructional leader to:

• Recognize and appreciate the good work going on in classrooms every day.

• Conduct collaborative professional discussions.

• Identify areas to make changes.• Explore and innovate.• Assess and re-assess.

The vast majority of teachers will remain in the Comprehensive Stream.

On occasion, while working through the Comprehensive Stream, a teacher may be struggling. In this situation, the instructional leader needs to discuss with their principal (if the instructional leader working with the teacher is not the principal), their FoSS and their Human Resources Manager. If an individualized approach is determined to be appropriate, the FoSS will organize an appropriate support team to work with the teacher and the school.

Colla

borati

on Collaboration

Collaboration

Collaboration

Colla

borati

on Collaboration

Collaboration

CollaborationStrategize

Analyzethe

EvidenceChange

in Actions Coaching

Focus onStudentLearning

& Well Being


Comprehensive StreamThe Comprehensive Stream involves a broad and detailed view of teaching, learning, social and emotional development and other professional responsibilities within CCRCE. All teachers begin in the Comprehensive Stream and the vast majority of teachers will remain there.

Classroom VisitsThe instructional leader and the teacher work together through a series of classroom visits. Classroom visits are the foundation of PGAP. They should be happening very frequently. They support the primary responsibilities of the teacher and the instructional leader: collaborative professional focus on instructional practices, processes, climate, culture, our students and supporting professional relationships.

• They do not need to be scheduled in advance by the instructional leader and/or teacher.• The teacher has no special or particular preparations for classroom visits.• They occur throughout the school year.• They can range from a few minutes to a full class (at the discretion of the instructional leader).• A classroom visit is not “an evaluation”, but an opportunity to have a professional collaborative

discussion on instructional practices and processes.• May also include collaboratively engaging other educational professionals during the process.

Probationary & 100% Term Teachers Permanent Teachers

Classroom Observations(Minimum Three)

Walk-Ins(Minimum Six)

• The instructional leader is in and out of the teacher’s classroom. One before the Fall PGAP “meeting”.

• Using the on-line PGAP site – Classroom Observation Form, the instructional leader records in real time observations either within the PGAP Rubric and/or as general comments (at the instructional leader’s discretion).

• After each classroom observation, the instructional leader conducts a follow up collaborative discussion with the teacher regarding the visit.

• At least one should be a full class.• Required to conduct a minimum of three classroom

observations and able to record a maximum of 10 classroom observations.

• Provided over the course of the year there are at least three classroom observations that are recorded, the instructional leader may choose to conduct Walk Ins (this is not a requirement, simply an option).

• There are no maximums to amount of observations and/or walk ins (even if they aren’t recorded in PGAP).

• The instructional leader is in and out the teacher’s classroom. At least one before Fall PGAP “meeting”.

• The instructional leader uses their training, experience and professional judgment to engage in constructive professional discussion and/or feedback.

• Using the on-line PGAP site – Walk In, must click and date to record when Walk-Ins have occurred.

• The instructional leader has the option of further clicking to save any observations / comments they choose. This is not required, simply an option available.

• While not required, the instructional leader may prefer to use the more structured PGAP Rubric through the Observation Form. Again, this is not required, simply an option available.

• No maximums.


Fall PGAP(Meeting where required) – FORMATIVEEvery fall, each teacher conducts an on-line self-assessment based on CCRCE’s Instructional Framework. Considering the school’s Student Success Planning goals, collaborative team goals, and/or areas that may be identified, the teacher develops, confirms or revises draft goal(s) and implementation strategies. These are submitted by the teacher to the instructional leader (on-line) for their consideration. The teacher and instructional leader may meet to discuss the assessment, goal(s) and implementation strategies.

• The Fall PGAP process is applicable for all teachers: ▪ Preparing and submitting annual fall self-assessments, goal(s) and implementation strategies is applicable for all teachers.

▪ In many cases, the instructional leader and teacher will meet, although meetings are not mandatory (after the first year).

• The Fall PGAP process should occur after at least one classroom visit (whether Observation or Walk-In).

• The Fall PGAP process must be completed prior to November 15th, as such: ▪ The instructional leader will provide an earlier date for the teacher to complete and submit the on-line “Fall PGAP Form” (self-assessment and draft goal development).

• The teacher uses the “Fall PGAP Form” on the online PGAP site to prepare and submit a formative self -assessment and draft goal development and/or progress. (After year one as a PGAP participant, the teacher’s previous, most recent assessment, goal(s) and implementation strategies in progress are automatically brought forward for reference purposes.)

• The instructional leader automatically through the on-line process receives the teacher’s formative self-assessment and draft goal(s) with implementation strategies.

• The instructional leader uses his or her professional judgment to decide whether to approve the submission online without a meeting or to conduct a collaborative meeting:

▪ Generally, there will be a meeting unless: ◦ The teacher has more than one year of PGAP participation; AND ◦ The instructional leader has carefully reviewed and is prepared to approve the teacher’s on-line Fall PGAP submission, in full (no discussion, clarification or possible revisions appear necessary).

• Even if the above conditions are met, there will still be a meeting where: ▪ The teacher requests it. ▪ The instructional leader chooses to meet.

• Where a Meeting occurs, it is to: ▪ Review (and revise, where appropriate) the teacher’s formative assessment ▪ Develop the goal(s) and/or assess the status of the goals (and revise, where appropriate), including implementation strategies.

• Fall PGAP is documented through the “Fall PGAP Form” on the on-line PGAP site. The instructional leader uses the on-line “Fall PGAP Form” to either (a) approve the teacher’s submission without a meeting; OR (b) record the results of the meeting.


Spring PGAP MeetingSUMMATIVE and FORMATIVEThis PGAP meeting is not optional and is both summative and formative. While the meeting is collaborative in nature, the annual summative evaluation is the responsibility of the instructional leader:

• The Spring PGAP meeting is required for all probationary, 100% term and permanent teachers.

• The meeting should occur after: ▪ For Probationary and 100% term teachers - at least three (3) classroom observations; OR ▪ For Permanent Teachers – at least six (6) Walk-Ins

• It should be completed: ▪ For Probationary and 100% Term teachers - Prior to April 15th each school year ▪ For Permanent Teachers - Prior to May 31st each school year.

• The instructional leader and teacher meet to: ▪ Review (and revise, where appropriate) the teacher’s assessment. ▪ Assess the status of the teacher’s goals, including implementation strategies. Goal development may continue for the upcoming year.

• The Spring PGAP Meeting is documented through the “Spring PGAP Form” via the online PGAP site. Both the instructional leader and the teacher are required to use their integrated services password and username which acts in place of and equivalent to their signature.

• The teacher has the option to add comments. This is done through the online “Spring PGAP Form” either:

▪ During the collaborative meeting; OR ▪ By the teacher online within one week after the meeting.

When a teacher submits personal comments, the instructional leader is informed of those comments automatically through the on-line process.

Additional comments may be added by any teacher, certainly, if a teacher is not in agreement with the instructional leader’s assessment, the teacher should include their own observations, comments or opinions.


IndividualizedThe vast majority of teachers will participate in the Comprehensive Stream, similar to Tier One. Teachers work collaboratively, sometimes ongoing in structured groupings and often for a variety of reasons as needed, similar to Tier Two. A few teachers, from time to time, do not flourish within these approaches. Sometimes, an individualized approach is needed, similar to Tier Three. We formally move a teacher to an “Individualized” approach in these circumstances.

When to move a teacher to an Individualized approach?A teacher needs to be supported through an Individualized approach when they are deemed to be struggling. Examples of struggling include:

a. They are identified as “not meeting” expectations in any element. “Not meeting” is an unacceptable stan-dard in CCRCE.

b. A teacher appears overwhelmed. While the teacher is not “not meeting” in any particular element, the teacher is struggling. There can be situations where a teacher is overwhelmed and needs targeted sup-port in structuring and managing how they approach their areas of growth.

c. A teacher has committed to but not followed through on strategies on a number of occasions resulting in the instructional leader being concerned about timely necessary progress.

What is the purpose of an Individualized approach?The intent is to identify teachers who need timely, individualized support. Put a team in place that is specifically designed to work best with that specific teacher and school setting. A timely intervention to support the teacher.

While the clear objective is to support a teacher, in rare circumstances, after reasonable attempts of structured support have been made, decisions related to employment may be made (with the involvement of the NSTU).

When can someone shift to an Individualized approach?This shift can happen at any time. The timing is based on whenever the Family of School’s Supervisor and the Principal determine that the teacher’s progress would best be supported through this approach. It is not necessary to wait until a Fall PGAP Meeting or a Spring PGAP Meeting. It may occur any time during the year. In any situation where the instructional leader is not clear (wondering whether a teacher should shift to an individualized approach), they need to discuss with their principal (in a situation where the instructional leader working with the teacher isn’t already the principal) and the Family of Schools Supervisor.

What is the process to make this shift?a. Any instructional leader who is working with a teacher who may be struggling needs to raise this with

their principal immediately (if the instructional leader isn’t the principal).b. The principal then informs their Family of Schools Supervisor and their Human Resources Manager,

discussing the particulars of the situation. Only a Human Resources Manager has the ability to actually change a teacher from the Comprehensive Stream to an Individualized approach on the on-line PGAP process.

c. The principal discusses with their FoSS and HR Manager and they collaboratively determine when and how the teacher will be notified.

d. The teacher will be notified of the shift (including reasons and transparency about the process) in the


manner determined in 3., above. A Department Head is not expected to independently provide this in-formation to the teacher, even if they are the assigned instructional leader of the teacher.

e. When a decision is made to shift a teacher to an Individualized approach, the Family of Schools Super-visor will assess the specific situation and bring together a team specific to the needs of that teacher within that school. The collaborative team includes the teacher, principal and instructional leader (where it isn’t already the principal) as well as relevant programs and student services staff members. While the principal is the on-site lead in supporting the teacher during an Individualized approach, the FoSS is responsible for ensuring that the team is effectively supporting the teacher (and school) and monitoring the progress of the teacher.

Why involve the FoSS and the Human Resources Manager?Involving both the Family of Schools Supervisor and the Human Resources Manager provides a level of consistency of application. Furthermore,

• The Human Resources Manager may have contextual information relevant to the situation that is not otherwise known to the principal and/or instructional leader. For example, they assist in analyzing various matters such as performance (competence) v. conduct (choice in behaviours) and to what extent cognitive, mental or physical health characteristics need to be considered. In some situations, it is appropriate that Union representation be included. Communications involving Union representation must also involve the HR Manager.

• The FoSS provides guidance in analyzing the situation from an educational perspective. They utilize their network of experienced and specialized educators to assist in the analysis, developing an effective individualized plan and in the support to the teacher (and the school).

What does an Individualized approach look like?There is not a pre-determined checklist. Part of the process is to determine the best approach for the individual teacher. Appropriate supports are determined in areas the teacher needs support, requires growth in and/or needs to change.

Specific goals and time lines are created based on the specific set of circumstances.

Additional personnel may be involved (at various stages) in the development of and supports with a teacher’s Individualized PGAP. These will always include the FoSS, the principal and Human Resources Manager. Depending on the circumstances, others such as Program Coordinators and/or Consultants, Student Services Coordinator and/or Consultants, mentors/coaches and other educational specialists may be involved. In some situations, Union representatives may be involved.

As clarification, mentors do not receive an administrative allowance. They may be involved to provide direct support to the teacher and/or assist the instructional leader in understanding best classroom practices. Mentors do not evaluate a fellow a teacher nor do they provide an opinion on the evaluation of a fellow teacher.

The individualized support will be dependent on the specific needs of the teacher. Each situation is different. The individualized PGAP steps will be determined by the principal, in consultation with other, appropriate CCRCE staff.

Where a school has one or more teachers on who require an individualized approach, the school may be eligible for additional release time based on need.


When and how does someone end an Individualized approach?Just as a teacher shift from Comprehensive Stream to an Individualized approach at any time, a teacher can move back to the Comprehensive Stream at any time. The timing is dependent on when the supervisor has reasonable evidence that the teacher is no longer significantly struggling and/or that the Comprehensive Stream is an appropriate structure and support for their growth.

The teacher does not automatically shift back to the Comprehensive Stream at the end of a school year / beginning of a school year unless it has been determined this that is appropriate in the circumstances.

Only a Human Resources Manager has the ability to actually move a teacher from an individualized approach (upon the recommendation of the Principal and FoSS) to the Comprehensive Stream on the on-line PGAP platform.

• If this occurs at the end of one school year, before the beginning of the next school year (or within the first 20 working days of the school year), the teacher will be moved to “Participating”.

• If this occurs during the school year, the teacher will move to “Flex”.

Can a teacher with an Individualized approach move to another school through the transfer rounds?A teacher who is currently on an individualized approach does not have the right to transfer through our staffing process. Committing to the carefully developed plan for that teacher on-site is typically the best way to support the teacher’s growth.

That being said, this does not mean that a teacher with an individualized approach cannot request a transfer for consideration or that, through the collaborative supportive process, a transfer is not possible. Sometimes, it may be reasonable for a teacher with an individualized approach to move (for example, they are struggling in a subject area and/or grade level assignment and they have had success in a different subject area and/or grade level in the past). In those circumstances, the Human Resources Manager would be involved in arranging such a move. There simply isn’t a right to a transfer during the individualized process.


Participants and RolesInstructional LeaderThe instructional leader is responsible for conducting the Professional Growth and Appraisal Program for each teacher assigned to them. For the purposes of PGAP, the instructional leader will often be the principal, but in larger schools with additional levels of administrative staff, it is expected that the principal will delegate the role of conducting some or all of the PGAP(s) to vice-principal(s) and/or department head(s), as appropriate. Sharing the responsibility for conducting PGAPs with other school administrators contributes to the overall building of leadership skills and experience for that school and the region.

PrincipalWhere a principal delegates the role of conducting PGAP assessments to another instructional leader in the school, the principal remains ultimately responsible for:

• Ensuring that the instructional leader(s) assigned with the role of conducting assessments thoroughly understands PGAP.

• Ensuring that PGAP assessments are being effectively conducted as required.

TeacherThe teacher is responsible for actively participating in his or her PGAP. The teacher is responsible and accountable for his or her own continued professional growth in order to maximize student learning.

Collaborative Teams and Collaborating with Other Teacher(s)Learning community practices include critical/analytical interactions between professional colleagues with the shared intent of reflecting upon and changing instructional practices. It is the same continuous improvement process entrenched in PGAP (at the individual teacher level) but within a team environment.

• The teacher and instructional leader should be actively seeking opportunities for the teacher to collaborate with other teachers and/or participate in collaborative teams. Resulting insights and reflective actions should be shared during the PGAP process.

• When a teacher is participating in effective collaborative teams, PGAP is used to record the work being done through that process. In other words, a collaborative team goal may also be a teacher’s PGAP goal. The strategies chosen through collaborative team work may be the strategies in that teacher’s PGAP. There is no need to create special PGAP goals or strategies in any situation where the collaborative team work is relevant, effective and applicable. PGAP should be used, in those situations, to record and monitor.

• It should be common practice when developing implementation plans for SMART goals to include specific, strategic actions involving other teachers and/or collaborative team

Human Resources DepartmentThe Human Resources Department is responsible for:

• Providing the structures, technical / procedural information and tools to conduct PGAP.• Monitoring of each school’s participation in and completion of the PGAP process.• Sharing high level data (not personal / private) from PGAP.


• After consulting with the Principal, setting up and, where appropriate, changing the status of all PGAP participants

▪ Fully participating, partially participating, not participating and flex ▪ Shifting a teacher from Comprehensive Stream to an individualized approach (and vice versa)

The HR Managers also are included in any individualized approaches to support consistency as well as assist in assessing the specific struggles in regards to matters such as competence / performance v. choice of behaviours / possible discipline and to what extent, if any, underlying health issues may be of impact.

Family of Schools SupervisorsFamily of Schools Supervisors are responsible for ensuring that schools are effectively implementing PGAP. They continue to assess and provide guidance and strategic supports to ensure that the implementation of PGAP increases in effectiveness through experience.This includes:

• working with new administrators so that they understand their role and responsibilities in PGAP• ensuring that all new teachers have been effectively informed of the process• supporting administrators in addressing their professional development needs relating to PGAP

FoSS model effective coaching & feedback as well as goal & strategy development through their responsibilities in Principal PGAP process. They are also the lead in any situation where a teacher may move from the Comprehensive Stream to an Individualized approach.

Programs and Student Services StaffThere are many situations where other programs and/or students services staff members will be involved during the PGAP process. For example,

• an instructional leader may involve ▪ a coordinator with a special curriculum expertise, outside the scope of the instructional leader, to assist and support the instructional leader in conducting a specific assessment

▪ a mentor / coach, specialist, consultant, coordinator or teacher with special expertise to: ◦ collaborate with / provide guidance to the instructional leader during walk-ins, observations and/or assessments (to support the instructional leader in their responsibilities)

◦ provide guidance in developing specific goals and/or strategies ◦ collaboratively work with a teacher for specific purposes

• the FoSS may include a variety of programs and students services staff members as part of a team to support a teacher through an Individualized approach.

Many programs and students services staff members are involved in reviewing and fine tuning elements and the indicators related to each element as well as materials and professional development opportunities related to aspects of PGAP.

Some programs and students services staff members will use data from PGAP (not personal or private) to inform their work such as developing and providing responsive professional development.


PGAP RubricThe PGAP Rubric is the primary reference and assessment tool throughout the Professional Growth and Appraisal Program:

• As an observation guide/reference during classroom observations. (Components 1-3)• As a possible catalyst for discussion during the collaborative feedback meetings after each classroom

observation.• As a formative assessment leading up to, during and following the Fall PGAP (meeting if required).• As the summative & formative assessment during the Spring PGAP Meeting.• As a possible reference tool, at any time, for continued review and growth for the individual teacher and

while teachers are working together (collaborative teams, mentors/coaches, specialist teachers, etc.).Components 1, 2 and 3 of the PGAP Rubric are aligned with the three Components of the Instructional Framework:

COMPONENT 1:Classroom

Environment

COMPONENT 2:Curriculum

Implementation Design

COMPONENT 3:Instruction and Assessment

COMPONENT 4:Professionalism

i) Instruction ii) Assessment

a) Creating an environment of caring respect and rapport

a) Demonstrates a deep understanding of the curriculum

a) Communicating with Students

a) Designing student assessment

a) Presentation of self

b) Establishing a culture for learning

b) Yearly plan/course and individual unit design

b) Engaging students in Learning

b) Learning targets, exemplars and variety

b) Participating in a professional learning community

c) Managing classroom routines, procedures and organization

c) Time to learn c) Teacher use of questioning / discussion techniques and critical thinking skills

c) Goal setting and self-assessment

c) Growing and developing professionally

d) Managing student behaviour

d) Plan and design for effective use of achievement tracking

d) Connections and applications

d) Assessment feedback to students

d) Communication with families

e) High expectations for all

e) Instruction and flexibility within lesson plan/delivery

e) Data analysis and evidence

e) Communication with school admin and/or region personnel

In addition, PGAP also adds a fourth Component: Professionalism. Component 4 has some elements that are not specifically noted in the Instructional Framework (i.e., presentation of self and communication with region personnel), but are important elements within the school environment and the employment relationship.


Rubric IndicatorsWhen using the “Classroom Observation Form” online, any of the elements may be clicked to reveal examples of Teacher Evidence and Student Evidence:

For example, Component 1, Element A) Creating an environment of caring, respect and rapport:

The examples of evidence are intended as a reference guide only. A teacher is not required to demonstrate every indicator. Furthermore, there may be appropriate indicators and examples of teacher and student evidence that aren’t listed.


Assessment ScaleThere are three assessment categories in the PGAP Assessment Scale:

➤ Meeting Expectations ➤ Transitioning ➤ Not Meeting Expectations

Authentic Reflection for Growth, Not “the Grade”While the aim is for all teachers within CCRCE to be consistently meeting expectations in all elements of all components, we recognize that the art and science of teaching is complex and continually evolving. We also know that no single educator has all the time, all the knowledge and all the skills to meet the needs of every child. In that regard, the PGAP Rubric needs to be seen as a progressive scale where it is more important to accurately and authentically reflect on our practice in order to actively engage in continuous improvement – with less importance placed on the “grade” or status.

The heart of learning community practices is a continuous improvement cycle – which means we really are never done. As more is learned about children (what they need, how they learn) and effective instructional practices are refined and evolve, there will always be room for growth.

➤ Meeting Expectations:The teacher is consistently demonstrating a substantial majority of indicators within the “meeting expectations” category of the element.

The instructional leader’s professional judgment is exercised in situations where not every single bullet, within an element of a component for “meeting expectations”, is met. In some cases, the indicator should be “meeting expectations” and in other cases the indicator should move to “transitioning”.

➤ Transitioning:The teacher is in the process of “transitioning”. They are beyond “not meeting expectations” but are not consistently demonstrating the majority of indicators within the “meeting expectations” indicators of the element(s) of a component(s).

Transitioning, generally, is positive. We expect every teacher to be transitioning at various times in various circumstances. Transitioning usually means growth, development, change, evolution, innovation and even risk-taking.

There are many situations where it is expected that a teacher (including an experienced teacher) will be “transitioning”. These include and are not limited to:

▪ A newly graduated teacher. ▪ A teacher (including an experienced teacher) who is new to CCRCE, even though they may have taught with another region or in another province or country.

▪ A teacher (including an experienced teacher) who has taken on an assignment outside of their previous experience.


▪ A teacher (including an experienced teacher) who is experiencing a substantial change within their assignment, for example a new implementation of technology or new curriculum which the teacher has not yet deeply mastered.

▪ A teacher (including an experienced teacher) who is dealing with a new experience within their classroom. For example, a student with abilities that the teacher has not previously experienced or from a culture which is not well known or understood by the teacher.

▪ A teacher (including an experienced teacher) who is experiencing a personal issue which appears to be (understandably) impacting their professional practice.

However, there are some limited situations where the volume and/or length of the “transitioning” may cause concern. These include, as examples:

▪ A new teacher who is transitioning in a large volume of elements and seems overwhelmed and/or students are negatively impacted. Generally a new teacher will be transitioning in most elements.It is the overwhelmed aspect which prompts possible movement to the individualized approach since it will provide more strategic and timely supports.

▪ An experienced teacher has spent years transitioning on elements that ought reasonably to have been mastered within the time frame.

In these cases, the instructional leader should consult with the HR manager and their Family of Schools Supervisor. An option of moving the teacher to an Individualized Approach may be considered.

➤ Not Meeting Expectations:The teacher is “not meeting” the expectations of certain element(s) within a component(s). This is a very low standard. Lower than what is expected of a teacher within CCRCE. As such, we need to actively and intensely provide strategic supports to the teacher in order for them to address the deficiencies as soon as possible.

Generally, when a teacher is “not meeting expectations” at any time, the instructional leader should contact the HR manager and the FoSS immediately. In most situations where a teacher is “not meeting expectations”, the decision will be made to move that teacher to an Individualized Approach. Often, other regional staff will be utilized to provide supports and, in some cases, assessments, based on their expertise. This process is individualized so does not follow the same structure as the Comprehensive Stream. There will be smaller and more frequent goals along with more specific assessment. Regional staff will be actively involved with the teacher until the teacher has improved or other resolutions are found. In some circumstances, HR will include a representative of the NSTU, where warranted.


Examples of Indicators for “Meeting”, “Transitioning” and “Not Meeting” For Each ElementWhen using the online assessment sections of the Fall and Spring PGAP Meeting Forms, each element can be clicked-on to reveal indicators of “meeting”, “transitioning” and “not meeting expectations” for that specific element. In addition, examples of teacher and student evidence are provided for each element.

The examples are intended to be used as a reference guide for instructional leaders only; a teacher is not required to demonstrate every indicator. Furthermore, there may be appropriate indicators and examples of teacher and student evidence that aren’t listed. Instructional leaders should always use their professional judgment in assessing.

There is no longer an official “distinguished” or “exceeding expectations” category within the Framework for Teaching Rubric. During the feedback sessions while developing the Framework for Teaching Rubric, numerous stakeholders felt strongly that:

1. Since our aim is to “meet expectations”, additional evaluative categories appear to diminish that aim (making it appear that “meeting” isn’t good enough).

2. The criteria and application of “distinguished” or “exceeding expectations” were highly inconsistent to the point of being unreliable.

For these reasons, “exceeding expectations” or “distinguished” is not a stand-alone evaluative category across the elements within the components.

Recognizing Special Expertise and AccomplishmentsMany teachers develop special areas of expertise that ought to be encouraged, recognized, highlighted, celebrated and utilized as appropriate. In that regard, where an instructional leader is working with a teacher who is demonstrating in one element or more that they truly are “exceeding expectations”, the instructional leader should explore this expertise with the teacher and record it in the instructional leader’s “Additional Notes” section of the “Spring PGAP Meeting Form”. The details should include what particular area(s) is being recognized and very specific information and evidence as to why.

There will be some circumstances where a teacher has made a significant accomplishment that ought to be noted and celebrated that does not neatly fall within the PGAP Rubric and/or Goals. These too should be noted and acknowledged in the “Additional Notes” section of the Spring PGAP Meeting Form.


Goals and Implementation StrategiesPGAP is intended to be a tool to structure collaborative professional discussion, analysis and action based on CCRCE’s common language describing best instructional practices and processes in support of student success.

SSP and PGAPPGAP should be used to determine, at the individual teacher level, the specific actions needed for the school to be successful in their Student Success Planning (SSP) goals (which are, in turn, linked to CCRCE’s goals) where it is appropriate to do so. To support the intended alignment between SSP and PGAP, the school’s current SSP goals are automatically populated into the individual teacher’s goal development section.

Changing from the SSP GoalThe SSP goal(s) (one, some or all) may not always be the most relevant for an individual teacher. For example, a goal may be relevant for the school, but actually an area that the particular individual teacher has already surpassed or is a subject-specific goal that is not relevant to the particular teacher. The teacher and instructional leader are always able to change goals from an SSP goal to one that is more relevant to the particular teacher. In doing so, there should be discussion and mindfulness as to reasons for deciding not to work on an SSP goal by the individual teacher.

Adding toEven where the SSP goal(s) are relevant, the teacher and instructional leader may add a goal and/or strategies specific to the growth of the teacher in addition to the SSP goal(s) being worked on.

Goal DevelopmentObviously, where the SSP goal(s) are relevant to the teacher, the goal development is complete. Through those goals, the teacher and instructional leader consider relevant and effective implementation strategies (see below).

Where the SSP goal may not be relevant to a teacher or a goal(s) is being added to the SSP goal(s), the teacher may use relevant collaborative team goal(s) and/ or develop a goal(s) relating to elements within the PGAP Rubric where the teacher is “transitioning”.

In all cases, it is recommended to limit the number of goals so that the efforts of the teacher and instructional leader can be focused and manageable. To be clear, one goal (with a number of implementation strategies) is perfectly acceptable. There should not be more than three goals.

Goals need to be SMART:• Specific and Strategic - Goals should arise from areas of growth for the particular teacher that will

positively impact student learning. Obviously, any areas of “transitioning” for a teacher are rife for goal development.

• Measurable - When, how and what evidence/data/observations will be used to assess progress and completion?

• Attainable - While “stretch goals” are encouraged, they need to be reasonable.• Results Oriented - What positive student outcome will be achieved in attaining this goal?• Time Bound - When do you assess to determine whether or not completed?

Similar to the SSP process, there is no pre-set time-line for the completion of each goal (or implementation


strategy). The time-line should be developed to reasonably reflect how long it will take. In some cases, the goal should be complete by the Spring PGAP Meeting. In other cases, multiple years may be considered a reasonable length of time.

The online options in assessing the goal are:• Yes (successfully completed) – When this is checked the goal no longer moves to the next form.• In progress – The goal automatically moves forward to the next form.• No – Discuss with HR regarding next steps.• No longer applicable – The goal no longer moves to the next form.

Implementation StrategiesParticular strategies should be developed arising from areas that the teacher and instructional leader have identified as benefiting from greater focus, (i.e. elements that have been noted as “transitioning”.)

The teacher and instructional leader should be considering strategies which incorporate collaborative work with other teachers, collaborative team work, the utilization of materials/ resources/supports through CCRCE online and involving specialists through Programs and Student Services (i.e. coaches, mentors, consultants).


Timelines: Year at a GlanceProbationary, Term and Permanent Contract Teachers

September Begin Classroom Visits (Walk-Ins and/or Classroom Observations)

↓October Begin PGAP Fall (Meetings where required)

↓November November 15th - Deadline for Completion of PGAP Fall (Meetings

where required) (ALL)

December Continue with Classroom Visits (Walk-Ins and/or Classroom Observations)

January ↓FebruaryMarch Begin PGAP Spring Meetings

Continue Classroom Visits (Walk-Ins and/or Classroom Observations)

↓April April 15th - Deadline for Completion of PGAP Spring Meetings (Term

and Probationary)

Continue with Classroom Visits (Walk-Ins and/or Classroom Observations)

May May 31st - Deadline for Completion of PGAP Spring Meetings (Permanent)

↓June Continue with Classroom Visits (Walk-Ins and/or Classroom

Observations)


AcknowledgementsDevelopment StageThe Professional Growth and Appraisal Program (PGAP) is a project of CCRCE’s Human Resources Department. Rosalie Stewart-Fisher, former principal of CEC, and Frank Lambert, former HR Coordinator, initially lead the development of the PGAP project on behalf of the HR Department. This project was intentionally a collaborative venture with the Education Services Department. Focus groups with CCRCE educators (which included representatives of principals, vice-principals and department heads as well as coordinators and consultants) were instrumental in the development of PGAP.

PGAP Trials 2012 – 2014Principals of eight schools from across CCRCE participated in trial implementations and testing of the DRAFT PGAP for the 2012 / 2013 school year. This group of principals along with the teachers who volunteered to participate worked throughout the school year to test and explore refinements and improvements to the program. Based on their feedback, the PGAP Trial was extended for a second school year with two additional large high schools added.

Participating Schools for the 2013-2013 Trial• West Pictou Consolidated• Pictou Academy• Cumberland North Academy• Pugwash District High• Springhill Jr / Sr High• Truro Elementary• Chiganois Elementary• Uniacke District

In addition to the above, the following joined for the 2013-2014 Trial• Amherst Regional High School• Hants East Rural High School

Special thanks to:• Chris Ryan (CCRCE Computer Programmer, HR Department) is responsible for building and maintaining

PGAP on-line• Lily DeYoung (former Principal of Thorburn) who developed and participated in many PGAP support

resources.

Allison McGrathDirector of Human Resources Services

Dr. Chris BoulterSystem Development Supervisor

60 Lorne Street, Truro Nova Scotia B2N 3K3 | Phone: 902-897-8900 Fax: 902-897-8989

Chignecto CentralRegional Centre for Education

www.ccrce.ca | @CCRCE | @CCRCE_NS

CCRCE-HR-PGAP-Handbook_October-2018

pgap - 1-800-770-0008 · pgap is a tool to support instructional leaders in their core...

Documents