PGES Updates

PILOT REQUIREMENTS FOR EACH DISTRICT:

Select a minimum of 10% of schools to participate.

A minimum of 1 school MUST meet the minimum participant requirements. Many may participate, if a district chooses.

Each participating school MUST the following minimum participants:

Principal (1)ELA (1-2)

Math (1-2)ELL/SWD (1-2)

Non-Assessed (2-3)

The total minimum number of teachers per participating school: 5-9

Selection Criteria within each category

Any teacher - even if he or she is already involved with the field test

Teachers should be those who are not in their summative cycle (if possible)

9 LYNC ON-LINE TRAINING SESSIONSParticipate via Lync :

to learn more about the Teacher Professional Growth and Effectiveness System (TPGES)

to learn the basics of the TPGES to gain a deeper understanding of each of the

multiple measures of the system

LYNC Follow Up: PGES Office Hours

regularly scheduled sessions

a venue for asking clarifying questions and interaction with other districts

How to Sign up forLYNC Sessions

Educators can sign up for the Lync sessions: - via PD Planner - in the Educator Development

Suite (EDS) - located in CIITS beginning in April

PD 360 Resources for all KY educators

• Video support of the Kentucky Framework for Teaching (FfT) available through CIITS

• Teachers & leaders can access multiple videos aligned to each component of the FfT.

• A source of support for these topics: differentiated instruction /classroom climate

instructional leadership / exceptional learners higher-order questioning

How to View PD 360 ResourcesAccess PD 360 from CIITS

Click on “Focus”

On the applications bar, click “State/Province”

On the gray bar below the applications

Topics are listed under “Kentucky” heading

Planning for PGES Implementation

Framework for Teaching and Learning Principal Performance Standards

Based on the work of Charlotte Danielson

4 Domains with 22 Components from Charlotte Danielson’s Framework + Ky.’s Student Growth Domain

Performance Levels with Indicators, Critical Attributes and Examples aligned to each level.

Use of Rubrics for Performance Appraisal

with 4 Performance Levels: Ineffective, Developing,

Accomplished, Exemplary

Based on the work of James Stronge

7 Standards with examples of observable, tangible behavior called sample Performance Indicators

Performance Levels state the measure of performance expected of principals and provides a general description of what the rating entails.

Use of Rubrics for Performance Appraisal

with 4 Performance Levels: Ineffective, Developing,

Accomplished, Exemplary

Teacher Principal

Needs Assessment

PGP needs assessment based on self assessment using the framework, identified content/pedagogy needs from assessment results, Student Voice and other survey results, summative evaluation from previous year, etc

PGP needs assessment based on self assessment on standards, Val-Ed/Tell or trend data over time, school needs that require growth in leadership skills, summative evaluation from previous year, etc.

Goal Setting • Uses SMART goal process • Focuses on what skill or content needs to be learned to improve

practice• Identifies amount of growth expected against a baseline

Action Plan • Outlines the steps that the teacher is going to take to learn the new skill or content

• Is reviewed mid-year and adjustments are made to the strategies if needed

• Outlines the steps that the principal is going to take to learn the new skill or content

• Is reviewed mid-year and adjustments are made to the strategies if needed

PGP

Peer Supervisor

Process Pre-Observation ConferenceObservation – collect evidencePost Observation Conference

Observation Collect Evidence • What do you see?• What do you hear?

Use of Evidence • Formative • Principal does not see the peer

observer’s notes• Evidence will be assigned to

components in the EDS system within CIITS

• NO RATING

• Formative & Summative• Evaluation process will be

conducted through EDS within CIITS

• RATE using the rubric

Training Needs Identifying Evidence Conferencing that allows the observed teacher to take the leadKET training will be available

• Teachscape Modules and Proficiency Assessment

• Using evidence effectively in the feedback process

Teacher Observation

Peer Observation

• KDE has funded research for 6 districts to test 3 different peer observation models in the 2013-2014 statewide pilot

• KDE is exploring peer observation models used in other states and will compile and disseminate these models for consideration by districts for the 2013-2014 statewide pilot.

STUDENT GROWTHTeacher Principal

Needs Assessment

Student growth needs assessment should involve multiple assessment data to determine the goal to target

Assessment Provide data between 2 points of time – pre/postBe rigorous and comparable within & across districts

Goal Setting Student Growth Goal involves:• 100% of the students• Critical Content and process

standards that students will learn across the year not for a specific unit

• Measurement tools that are comparable across the school/ district

Student Growth goal is targeted and should require principal involvement to improve.

Strategies for Improvement

• Outlines the steps that the teacher is going to take to learn the new skill or content

• Is reviewed mid-year and adjustments are made to the strategies if needed

• Outlines the steps that the principal is going to take to learn the new skill or content

• Is reviewed mid-year and adjustments are made to the strategies if needed

STUDENT VOICE/VALEDTeacher Principal

One of the Measures of Effectiveness

Time Given in the spring of each year Given in the spring of every other year

Who Students Teachers, Principal, up to 3 Supervisors

Focus 7 C’s• Care• Control• Clarify• Challenge• Captivate• Consolidate

Core Components• High Standards• Rigorous

Curriculum• Quality

Instruction• Culture of

Learning/ Professional Behavior

• Connections to External Communities

• Performance Accountability

Processes• Planning• Implementing• Supporting• Advocating• Communicating• Monitoring

Tools Available

• Your Context• Calendar Cards• What Teachers/Principals need to know and

be able to do• Ideas for introducing frameworks/standards