Professional Growth and
Effectiveness System
Amanda Abell
Director of Educator Effectiveness (GRREC)
Aspirations:
Every student will be taught by an effective teacher.
Every school will be led by an effective principal.
PGES THEORY OF ACTION
IF…
• teacher and principal effectiveness drives student
outcomes, and
• the Professional Growth and Effectiveness System is
effectively implemented, and
• teacher and principals are accurately measured
THEN…
• all students, classes and schools will be taught by
highly effective educators, and
• students will be college and career ready.
Statewide Pilot 2013-14
All Kentucky districts participated in the pilot.
School selection:
a minimum of 10% of each district’s schools
Participant selection per participating school:
• Principal (participates in the PPGES pilot)
• ELA 1-2
• Math 1-2
• ELL/SWD 1-2
• Non-assessed 2-3
Note: Teachers should NOT be in their evaluation cycle year (includes
non-tenured teachers) or on corrective action.
How are districts preparing for 14-15?
Districts have 3 choices for 14-15:
Dual System
Hybrid
Full Adoption
STUDENT GROWTH
PROFESSIONAL
PRACTICE
KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL
Observation
Student Voice
Professional
Growth Plans
and Self
Reflection
Other:
DistrictDetermined
See MINIMUM CRITERIA FOR
DETERMINING AN EDUCATOR’S
PROFESSIONAL PRACTICE RATING
DOMAIN RATINGS
PROFESSIONAL
JUDGMENT &
INSTRUMENTS
SOURCES OF EVIDENCE TO INFORM STUDENT
GROWTH
State Contribution – Student
Growth Percentiles (SGPs)
• State-Defined
High/Expected/Low
• 3 Year of Data
AND
Local Contribution – Student
Growth Goals (SGGs)
• District-Defined
High/Expected/Low
• 3 Year of Data
DOMAIN 1: Planning and Preparation
DOMAIN 2: Classroom Environment
DOMAIN 3: Instruction
DOMAIN 4: Professional responsibilities
GROWTH
PLAN AND
CYCLE
PROFESSIONAL
JUDGMENT &
STATEDETERMINED
DECISION RULES
GROWTH
PLANNING
MATRIX
PROFESSIONAL JUDGMENT & DISTRICTDETERMINED DECISION RULES
KDE:ONGL:FCS:TB:011814
PROFESSIONAL
PRACTICE
RATING
PERCENT (%)
EFFECTIVE
TEACHERS
PROFESSIONAL
JUDGEMENT AND
STATEDETERMINED
DECISION RULES
STUDENT
GROWTH
TREND
RATING
(H/E/L)
OVERALL
PERFORMANCE
CATEGORY
See MINIMUM CRITERIA FOR
DETERMINING AN EDUCATOR’S
OVERALL PERFORMANCE
CATEGORY
Domain
Domain
Domain
Domain
1:
2:
3:
4:
Planning & Preparation
Classroom Environment
Instruction
Professional Responsibilities
Teacher Framework Domains
Domain 1 – Planning and Preparation
Domain 2 – The Classroom Environment (Observable)
Domain 3 – Instruction (Observable)
Domain 4 – Professional Responsibilities
Each Domain is broken down into Components and
Components have specific Elements.
Example:
1. Domain 2 The Classroom Environment
a. Creating an Environment of Respect and Rapport
- Teacher Interaction with Students
- Student Interactions with One Another
Domain
Component
Element
Element
Performance Levels
• Ineffective
• Developing
• Accomplished (Teacher-directed success)
• Exemplary (Student-directed success)
Accomplished
Exemplary
 The learning activities
 Learning activities are
have reasonable time
differentiated
allocations; they
appropriately for
represent significant
individual learners.
cognitive challenge, with Instructional groups are
some differentiation for
varied appropriately
different groups of
with some opportunity
students.
for student choice.
Critical Attributes
 Learning activities are matched to
instructional outcomes.
 Activities provide opportunity for
higher-level thinking.
 Teacher provides a variety of
appropriately challenging materials
and resources.
 Instructional student groups are
organized thoughtfully to maximize
learning and build on student
strengths.
 The plan for the lesson or unit is well
structured, with reasonable time
allocations.
In addition to the characteristics of
“accomplished”:
 Activities permit student choice.
 Learning experiences connect to
other disciplines.
 Teacher provides a variety of
appropriately challenging resources
that are differentiated for students
in the class.
 Lesson plans differentiate for
individual student needs.
Multiple Sources of Data
 Classroom
Observation Feedback
 Student Growth/Achievement
 Self-Assessment
 Reflection



Realistic
Focused
Measurable
• Instructional
Planning
• Lesson
Implementation
• Content
Knowledge
• Beliefs
• Dispositions
Initial Reflection on Practice
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional
Responsibilities
Each goal and action plan together should
answer the following questions.
1. What do I want to change about my practice that will
effectively impact student learning?
2. How can I develop a plan of action to address my
professional learning?
3. How will I know if I accomplished my objective?
Sample PGP - Special Education
During the 2012-2013 school year, I will increase
my knowledge of supporting students with autism. I
will research on-line resources, consult with
district/state/cooperative special education
coordinators, observe a mentor teacher, and
participate in an on-line short course on autism. This
will be evidenced by notes and self-reflection,
anecdotal notes on my interactions with autistic
students, and the short course certificate.
Sample PGP - Special Education
During the 2012-2013 school year, I will increase
my knowledge of supporting students with autism.
I will research on-line resources, consult with
district/state/cooperative special education
coordinators, observe a mentor teacher, and
participate in an on-line short course on autism.
This will be evidenced by notes and self-reflection,
anecdotal notes on my interactions with autistic
students, and the short course certificate.







Reflects on current growth needs
Collaborates with administrator to develop the PGP
and action steps
Implements the plan
Regularly reflects on progress and impact
Modifies the plan as appropriate
Continues implementation and ongoing reflection
Conducts summative reflection



Use the same instruments
Supervisor observation will provide documentation
and feedback for teacher effectiveness
(SUMMATIVE RATING)
Peer observation will only provide formative feedback
(NO SUMMATIVE RATING)
OPTION A (3:1)
OPTION B (2:2)
OPTION C (District Determined)
 Districts
will provide
conferencing
requirements for their teachers
and observers.
◦Pre and Post conference after each
full observation but not mini
◦Pre conferences may be completed
electronically
◦May not require pre conferences

Districts may choose timeline for observation
schedule.
Example only
 1st Observation: Begins 30 days after the start of
school
 2nd Observation: Begins November 1
 3rd Observation: Begins December 15
 4th Observation: Begins February 15
(All observations should be concluded by April 1)

Evaluators must complete the
Teachscape Proficiency Observation
Training

Three sections:
Framework for Teaching Observer Training
Framework for Teaching Scoring Practice
Framework for Teaching Proficiency
Assessment
Year 1
Certification
Year 2
Calibration
Year 3
Calibration
Year 4
Certification
Teachscape, the current approved technology platform, must be used for
certification and calibration.
 If
a supervisor has yet to complete
the proficiency assessment
◦ Supports ensure success during the
first assessment administration
◦ Supports for those who do not pass
◦ Protocol in place to ensure teachers
have a certified observer

All teachers will be observed by a trained
Peer Observer during the summative year.

All Peer Observers participating during
the summative year observations will
complete the state developed training.
Will use the same observation tool
Will occur in the Summative year
Only for formative feedback
Does not analyze evidence
No summative ratings
Student Voice Survey
confidential
online (Infinite Campus
Student Portal)
developed by KDE
K-12 students
What do all of these sites have in common?
MET Study
• Used a sample of 44,500 students
student survey + high-quality + student gains
observation
more valid and reliable teacher
evaluation system
• http://www.metproject.org/resources.php
Not just KY
Student Voice Surveys are being used by
hundreds of schools and thousands of
classrooms in more than 25 states nationwide.
The survey generates information on how
students experience…
 teaching practices
 learning conditions in the classroom
and
 how students assess their own engagement.
Student Voice Survey Guiding Principles
 Identify the Point of Contact
 Determine the number of sections per teacher
 Plan for providing accommodations to allow ALL
students participate
 Various scenarios in administering the survey
 Student responses are confidential, and individual
teacher results will not be shared publicly.
Student Growth
Developing Quality Growth Goals
Teacher Professional Growth & Effectiveness System
43
Student Growth
Percentiles
Grades 4-8
Reading and math
Local
Contribution
All Teachers

Congruent with KCAS and appropriate for the grade level
and content area for which it was developed.

Represents an enduring skill, process, understanding, or
concept that students are expected to master.

Allows high- and low-achieving students to adequately
demonstrate their knowledge.

Access and opportunity for all students, including students
with disabilities, ELLs, and gifted/talented students.

Congruency to the standards

Teachers agree on what it looks like for students to
meet a given standard or group of standards.

Assessments are appropriate for students to show that
they meet the intent of the standard
Determine Needs: Your Starting Line

Know the expectations of your content area
standards

Know your students

Identify appropriate sources of evidence
47
Identify the
essential/enduring skills,
concepts, and processes
for your content area.
Learn about students’ abilities
in your content.
• What does last year’s data tell you?
• What can previous teachers tell you?
• How can you collect and analyze
evidence/data to determine patterns,
trends, and weaknesses?
Pinpoint areas of need.

What are the greatest areas of need?
49
Decide on sources of evidence.
Do the sources of
evidence provide the
data needed to
accurately measure
where students are
in mastering gradelevel standards for
the identified area(s)
of need?
50
Learning from
Baseline Data
Does the data show high need areas
that could be used for student
growth goal-setting?
Are these needs appropriate for a
year-/course-long student growth
goal?
51
Learning from
Baseline Data
Are these needs aligned with gradelevel enduring skills, concepts or
processes in your standards?
52
Student Growth Goal Setting
Process
Step 3:
Step 1:
Step 2:
Determine
Needs
Create
SMART Goals
Create &
Implement
teaching and
learning
strategies
Step 4:
Monitor
Student
Progress
through
ongoing
Formative
Assessment
Step 5:
Determine
whether
students
achieved the
goals
SMART Goals
S
•Specific
M
•Measurable
A
•Appropriate
R
•Realistic
T
•Time Bound
Components of a Quality Student
Growth Goal
Meets SMART criteria
Includes growth statement/target
Includes proficiency statement/target
55
Let’s look at an
example together…
During this school year, my 7th grade
students will use the 8 Math Practices to
further their understanding of proportional
relationships. This will be demonstrated by
growth by at least one level on the rubric
(from the repeated common assessments)
developed by the district Math
PLC. Furthermore, 70% of my students
will show mastery by reaching level 4 or
higher on the rubric.
57
Quality Student Growth Goal?
During this school year, my 7th grade
students will use the 8 Math Practices to
further their understanding of proportional
relationships. This will be demonstrated
by growth by at least one level on the
rubric (from the repeated common
assessments) developed by the district
Math PLC. Furthermore, 70% of my
students will show mastery by reaching
level 4 or higher on the rubric.
59
STUDENT GROWTH
PROFESSIONAL
PRACTICE
KENTUCKY PROFESSIONAL GROWTH AND EFFECTIVENESS MODEL
Observation
Student Voice
Professional
Growth Plans
and Self
Reflection
Other:
DistrictDetermined
See MINIMUM CRITERIA FOR
DETERMINING AN EDUCATOR’S
PROFESSIONAL PRACTICE RATING
DOMAIN RATINGS
PROFESSIONAL
JUDGMENT &
INSTRUMENTS
SOURCES OF EVIDENCE TO INFORM STUDENT
GROWTH
State Contribution – Student
Growth Percentiles (SGPs)
• State-Defined
High/Expected/Low
• 3 Year of Data
AND
Local Contribution – Student
Growth Goals (SGGs)
• District-Defined
High/Expected/Low
• 3 Year of Data
DOMAIN 1: Planning and Preparation
DOMAIN 2: Classroom Environment
DOMAIN 3: Instruction
DOMAIN 4: Professional responsibilities
GROWTH
PLAN AND
CYCLE
PROFESSIONAL
JUDGMENT &
STATEDETERMINED
DECISION RULES
GROWTH
PLANNING
MATRIX
PROFESSIONAL JUDGMENT & DISTRICTDETERMINED DECISION RULES
KDE:ONGL:FCS:TB:011814
PROFESSIONAL
PRACTICE
RATING
PERCENT (%)
EFFECTIVE
TEACHERS
PROFESSIONAL
JUDGEMENT AND
STATEDETERMINED
DECISION RULES
STUDENT
GROWTH
TREND
RATING
(H/E/L)
OVERALL
PERFORMANCE
CATEGORY
See MINIMUM CRITERIA FOR
DETERMINING AN EDUCATOR’S
OVERALL PERFORMANCE
CATEGORY
Principal & Assistant Principal
Professional Growth and
Effectiveness System
(PPGES)
1. Instructional Leadership
2. School Climate
3. Human Resources Management
4. Organizational Management
5. Communication and Community Relations
6. Professionalism
Sources of Evidence to Inform
Professional Practice (Standards Rating)
TELL Kentucky Survey (WC GOAL)
VAL-ED 360 Survey
Site Visits
Professional Growth Plan & Self-Reflection
Student Growth
State Contribution-Assist/NGL
Goal Based on Trajectory
 Local Contribution-Based on School Need
--may parallel state contribution

At least one (1) of the Student Growth Goals set by the
Principal must address gap populations.
Assistant Principal Requirements
• Professional Growth Plan and Self Reflection
– Completed independent of the principal
• Working Conditions Goal
– Inherited from the principal
• Student Growth Goals – State & Local
– Inherited from the principal
• Mid-Year Reviews completed by Principal
• Evaluated by the Principal annually
– Principal Performance Standards & Student Growth
– Same summative Overall Performance Category
Others?
 Other Professional PGES
•School counselors – may be in summative year
•School level library/media specialists
•School psychologists
•School instructional specialist/curriculum coaches
•School speech therapists
 KTIP/PGES Pilot
Questions
amanda.abell@grrec.ky.gov
Director of Educator Effectiveness