Developed by Earl W. Hughes, KLA Regional Facilitator and PGES Integrated
Design Team Member
I can articulate the state timeline for field testing
and implementing the Teacher and Principal
Professional Growth and Effectiveness Systems.
I can identify the 4 domains, 12 standards and 4
performance levels of the Teacher Professional
Growth and Effectiveness System framework.
I can connect the focus question of my KLA Cadre
PLC to the Teacher Professional Growth and
Effectiveness system framework.
February, 2012 – March, 2012: Train current 54 volunteer districts in field test
protocols and multiple measures
February, 2012 – May, 2012: Limited field test of multiple measures with 54
current districts
•
•
•
•
Student growth/student goals
Self-reflection
Professional growth plan
Student voice (GATES Integrated Grant Districts)
Summer 2012: Train current 54 districts in additional multiple measures
August, 2012 – May, 2013: Full-scale field testing of all multiple measures
with 54 current districts
Summer 2013: Train all districts in both the Teacher and Principal
Professional Growth and Effectiveness System frameworks and multiple
measures
August, 2013 – May, 2014: Pilot both Systems in all districts
August, 2014: State-wide implementation
The purpose of the field testing process is to
determine in authentic settings the usability,
feasibility, and appropriateness of the various
measures and instruments designed to implement
the Teacher and Principal Growth and Effectiveness
Systems. The purpose of the field test is NOT to
determine actual individual teacher or principal
effectiveness.
Instruction
Learning Climate
Instruction that meets
the needs of all diverse
learners
Teacher creates a safe,
supportive, respectful,
and engaging learning
environment
2.1 Positive, respectful,
and safe learning
environment
Leadership &
Professionalism
Student Growth
Domain
Standards
Teacher provides
professional leadership
1.1
Demonstrates
content
knowledge
1.2
Plans formative
and summative
assessments
2.2 High expectations
3.2
1.3
Student-friendly
learning targets
2.3 Uses time, space,
and resources
3.3
1.4
Designs and
implements
instructional plans
Integrates
available
technology
1.5
3.1
Engages in
professional and
leadership
activities
Designs,
implements, and
revises a
professional
growth plan
Collaborates with
colleagues,
parents, and
others
Teacher contributes to
student academic
growth and overall
school success
4.1 Contributes to
growth of all
students, regardless
of demographics
MULTIPLE MEASURES (supported by artifacts and evidence)
Principal/
Evaluator
Observation
4.1
Student
Growth
Student
Growth
Supervisor Observation of Teacher Instruction Instrument
Goal Setting;
Professional
Growth Plan
Student
Growth
Student
Voice
Tripod Student Survey
Tripod Student Survey
Tripod
Student
Survey
Parent
Voice
To be Determined
To be Determined
TBD
Professional
Growth
Professional Growth Plan Instrument
Self
Reflection
Teacher Self-Reflection Instrument
Peer
Observation
3.3
Collaboration
3.1
Leadership/
Responsibility
2.3
Equitable
Resources
2.2
Expectations
3.2
Professional
Growth
Leadership &
Professionalism
Learning Climate
2.1
Climate
1.3
Learning
Targets
1.4
Planning
1.5
Technology
1.2
Assessment
Standard
Instruction
1.1
Content/
Best Practice
FRAMEWORK
Domain
Peer Observation of Teacher Instrument
LEA
compone
nt: Goal
Setting
(Cat.1-3
Assessme
nts); SEA
compone
nt: State
Achieve
ment
Tests
1. What do we want students to know and be
able to do?
2. How will we know when they’ve learned it?
3. How will we respond when students haven’t
learned it?
4. How will we enrich and extend the learning for
students who are proficient?
Working in the PLC group with which you self-identified at the
beginning of the year, please do the following:
1. Review each of the domains and standards of the TPGES.
2. Identify standards that explicitly connect to the focus
question of your group. Under the heading of “EXPLICIT”,
chart those standards using their number (1.2, 2.3, etc.)
Discuss how the particular standards connect and chart a
word or phrase summarizing the connection.
3. Identify standards that implicitly connect to the focus
question of your group. Under the heading of “IMPLICIT”,
chart those standards using their number (1.2, 2.3, etc.)
Discuss how the particular standards connect and chart a
word or phrase summarizing the connection.
4. Be prepared to spend a few minutes in a carousel walk
viewing your colleagues’ connections to their focus questions.
Optimism is the faith that leads to
achievement; nothing can be done
without hope.
~Helen Keller