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 SESSIONS
Participate 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 for
LYNC 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 Resources
Access 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
Based on the work of James Stronge
4 Domains with 22 Components from
Charlotte Danielson’s Framework +
Ky.’s Student Growth Domain
7 Standards with examples of
observable, tangible behavior called
sample Performance Indicators
Performance Levels with Indicators,
Critical Attributes and Examples
aligned to each level.
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
Use of Rubrics for Performance
Appraisal
with 4 Performance Levels:
Ineffective, Developing,
Accomplished, Exemplary
PGP
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, ValEd/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
Teacher Observation
Peer
Process
Supervisor
Pre-Observation Conference
Observation – collect evidence
Post 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 lead
KET training will be available
• Teachscape Modules and
Proficiency Assessment
• Using evidence effectively in the
feedback process
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 GROWTH
Teacher
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/post
Be 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
• Outlines the steps that the
teacher is going to take to
principal is going to take to
learn the new skill or content
learn the new skill or content
• Is reviewed mid-year and
• Is reviewed mid-year and
adjustments are made to the
adjustments are made to the
strategies if needed
strategies if needed
STUDENT VOICE/VALED
Teacher
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