Laying the Groundwork for the
New Teacher Professional
Growth and Effectiveness
System
TPGES
TPGES Timeline
Spring Pilot of
selected
measures:
Summer training
for pilot districts
4 days
Online
Observation
Calibration
Student Growth
Professional
Growth
2013/14 –
All districts will
pilot the process
2012/13 –
55+ districts will
pilot the entire
process with
teachers
2014 –
The Teacher
Effectiveness
Framework will
be put into place
across the state
CHANGES
• Forms have been condensed and
made more user friendly.
• Parent Voice
• Charlotte Danielson Framework for
Teaching
Will…….
Won’t…….
• Introduce you to all of the
documents or spend a long
time on the specific process
as it is now.
• Give you an idea of the types
of changes that will be
necessary for your
district/school.
• Help you analyze what is
currently in place in your
district/school that will
support the new system.
• Identify some refinements to
your current processes that
would better prepare your
staff. What can be done now
within your current
operations?
Share ideas that you have with your table and
ultimately with the group.
Think about your context!
Identify what a natural next step would be for
your staff.
At the end of the session be ready to identify
at least one change that you can make that
will better prepare both you and your
teachers for the changes.
Learning Targets
I Can…..
 Analyze what I am currently
doing that aligns with processes/expectations of
the Teacher Professional Growth and
Effectiveness System.
 Identify one or more refinement(s) that I can
make this year that would better prepare my staff
for implementing the Teacher Professional
Growth and Effectiveness System.
Does your district/school have a culture
of continuous improvement for
students, teachers and administrators?
Are my evaluation comments evidence
based vs. opinion based?
Do I know how to use evidence to have
collaborative conversations with my
teachers about instruction?
Does everyone in my school know how
to write effective and measurable
goals?
Do the administrators know how to
identify strong goals and provide
feedback when needed?
Do I expect all teachers, not just ELA
and Math, to have an assessment
system in place that will allow them to
show student growth and progress?
DOES YOUR SCHOOL/DISTRICT
HAVE A CULTURE OF
Growth expected throughout the
process
Teachers will be asked to set goals,
collect data and reflect on the
improvement for both:
Professional Growth
Student Growth
Reflection! Reflection! Reflection!
What is a
Culture of Continuous
Improvement?
• A ‘continuous improvement culture’ is a shared value system
that promotes the belief that what is good enough today is
not good enough for tomorrow.
• Kaizen – Toyota’s improvement process – continual focus on
improvement of all standard activities and processes by all of
the employees – from the CEO down.
• A place where all members of the staff are learning, growing,
and working to increase student achievement
Transforming Schools: Creating a Culture of Continuous Improvement.
Continuous Improvement involves:
 Identify core beliefs;
 Create a shared vision;
 Use data to determine gaps
between the current reality
and the shared vision;
 Identify the innovations that
will most likely close the gaps;
 Develop and implement an
action plan;
 Endorse collective
accountability.
Transforming Schools: Creating a Culture of
Continuous Improvement.
=
=
WHAT ABOUT YOU?
 Your reactions
– Who solves the problems in your school?
– How do you respond to staff – do you
encourage their problem solving?
 Your structures
– Committees, team meetings, etc.
– Staff meeting
 Your processes
– Who is involved?
– Do your teachers have know how to solve
problems or do they want you to “tell them
what to do”
Involving
Problem Solving
Staff
in
 Using technology Moodle sites
Discussion boards
Wikkis
 Committee structures –
Clearly outlined goals
Provide the resources
 Developing teacher leadership
 How does the principal interact with the staff?
Is first response always to solve the problem?
What questions do you ask to encourage teachers to
problem solve independently?
What do you
currently have in
place that
encourages a
culture of
problem
solving?
Put your ideas
on the post its
at your table.
Someone will
be around to
collect them in
5 minutes.
Effective Evaluation Feedback
Evidence Based Feedback?
Evidence Based
Identifying what the teacher SAYS
and DOES during a lesson and
using that information in
evaluation.
Current Evaluation Practices:
Are my evaluation
comments evidence based
vs. opinion based?
Do I know how to use
evidence to have
collaborative conversations
with my teachers about
instruction?
• System includes multiple measures:
–
–
–
–
–
–
Professional Growth
Self Reflection
Student Growth
Student Voice
Principal Observation
Peer Observation
• In Principal and Peer observation a focus
is on evidence:
– What did the teacher do or say that
provides evidence for a particular
component in the framework.
Observe, Record, Interpret
DATA
EVIDENCE
FOR A
COMPONENT
INTERPRETATION
JUDGMENT
Evidence Vs. Opinion
Evidence
FACTS
ARTIFACT
S
OBSERVATIONS
Now you try it
• Identify which statements would be identified
as evidence and which would be opinion.
• If the statement is opinion – rewrite it to make
it an evidence statement.
Uses of
Evidence
Observation Feedback
Conference discussions
Documentation of Teacher Rating
De-Personalizes the discussion
Focuses on the work
Shifts conferencing to a
Collaborative Analysis of the
instruction or student work
Provides unbiased
documentation of a teacher’s
work
• Go back and pull out 3 evaluations from last year:
– Strong teacher
– Average teacher
– Weak teacher
• Look at your comments:
– Were they evidence based or opinion based?
– Was there a difference in how you wrote your
comments based on your perception of the teacher?
What do you
currently have in
place that involves
the use of
evidence in the
evaluation?
process?
Put your ideas
on the post its
at your table.
Someone will
be around to
collect them in
5 minutes.
• Student Growth Component
– Only 30% of the teachers will have Growth data from
the ELA/Math State Assessment
– All other teachers will be using either district, school
or classroom assessments to show student growth
• Program Review Connections
– In all of the Program Reviews there is an expectation
of being able to document student growth and
assessment processes.
CONSIDER!
 Know that decisions about the use of assessment in the
Student Growth Component are still in process –
Feedback from the pilot districts will be instrumental.
 Think about best practices for assessment – both
formative and summative.
 Remember that we have not always had the same
expectations for teachers across the curriculum about
assessment expectations.
 Program Reviews are holding districts/schools to a
higher level of accountability for all classrooms.
Don’t Forget CASL
Formative & Summative Assessment
Processes
Provides a way to build consistency between all
classrooms in the way they go about using
formative and summative assessment
Types of Assessments
DISTRICT
STATE
CLASSROO
M
SCHOOL
ANALYZE:
• What assessments and assessment structures
do you currently have in place?
• What is missing?
What structures
do you currently
have in place to
ensure that all
classrooms have
effective
assessments in
place that could
be used to
measure student
growth?
Put your ideas
on the post its
at your table.
Someone will
be around to
collect them in
5 minutes.
• Teachers are going to be asked to set goals
for:
– Professional Growth
– Student Growth
• Effective goals are:
– Specific, Measurable, Attainable, Realistic &
Timely
Strong Goals
=
Greater Opportunities for
Success
CDIP/CSIPs
Professional Learning Communities
RTI
Who has been involved in writing
these goals in your school/district?
Taking a Closer Look at Goals
CDIP Goals……..
• Increase the percentage
of Exemplary School
District’s students
scoring proficient or
advanced in reading
from 85% to 90% from
2012 to 2013 as
measured by KPREP.
A good goal statement is
one that is…

Specific

Measurable

Appropriate

Realistic

Time-bound
PLC GOALS
• This year, 86% of our
economically
disadvantaged
students will score
proficient/advanced
on the Algebra I
Gateway assessment.
A good goal statement is
one that is…

Specific

Measurable

Appropriate

Realistic

Time-bound
INDIVIDUAL TEACHER GOALS……
• Goal Statement:
• For the 2011 – 12 school year, 100% of students will
make measurable progress in writing. Each student
will improve by one performance level in two or
more areas of the rubric (audience/purpose, idea
development, organization & structure).
Furthermore, 80% of the students will score a “3” or
better overall.
A good goal statement is one that is…

Specific – Measurable – AppropriateRealistic - Time-bound
Analyze your Current Situation
Do your teachers know
how to write strong
goals?
Do your administrators
know how to evaluate
and provide feedback to
improve goals?
What do you
currently have in
place that involves
the use of goals
and providing
feedback on goals
that is working for
you?
Put your ideas
on the post its
at your table.
Someone will
be around to
collect them in
5 minutes.
NEXT STEPS