• These slides are meant to provide information
before the meeting occurs. This powerpoint presentation, as it exists here, will not be used at the meeting.
• Your preview of the information presented here is appreciated by the ISLN planning team.
Thank you!

Please take a moment to write questions or concerns (or requests for support) that you have about TPGES, PPGES, and/or
Professional Learning on the template provided (see next slide).

– May take place in December if you are doing your Peer Observations in the 3 rd
Window
– May take place in January if you are doing your Peer Observations in the 2 nd
Window

Overall Reflection regarding TPGES
Teacher shares what was learned through the implementation of the effectiveness system up to this point.

PGP Goal/Plan and Professional Responsibilities
(Domain 4)
Teacher shares data/evidence toward Professional Growth
Plan Goal attainment.
Principal asks questions and provides feedback through sharing evidence considering the following:
How has this goal caused you to change professional practice?
How has this change impacted student learning?
Principal and teacher collaborate together to aid teacher in progress towards the goal.

Review evidence collected regarding Student Growth Goal/Plan
Teacher shares data/evidence toward Student Growth Goal attainment.
Principal asks questions and provides feedback on evidence by considering the following:
– How are students meeting or showing progress toward growth goal and proficiency targets?
– What patterns do you see in special populations of students?
– How do the activities, materials, and resources in the student growth plan align to the needs of the students now that you have the new data?
– What support do you need?
Principal and teacher collaborate together to aid teacher in progress towards the goal.

Review Evidence from Pre and Post Observation
Conferences and Observations (Domains 1, 2, 3)
Teacher reviews communication notes from pre and post conference and formal observations and responds to the following prompts during discussion with principal:
How do you think you have shown improvement?
What areas do you still need to grow, and what evidence can you show or provide?
What professional practices and decisions in your work have had the most influence on your ability to support your students to achieve growth?

Identify supports needed and next steps
(Domains 1-4)
What are our (teacher & principal) next steps?
What supports does the teacher need?
Think About:
How can I support the teacher in his/her professional learning and efforts to increase student learning?
What do I (principal) need to help me implement
TPGES with fidelity?

In the meeting, participants will espond with:
– Another quotation from the article
– An example that you have experienced related to the topic
– A question for further understanding
– A thought or further elaboration on the statement

• Sample Questions from the Teacher Module are on the next 7 slides. These are for the purpose of introducing you to the types of questions that your peer observers will encounter during the module.
• We will not be reviewing these during the meeting.

• The two video clips that follow are part of the
Peer Observation Training modules. If you have not had a chance to preview these short clips, it is encouraged that you do so.
• We will NOT be viewing these videos at our meeting, but will reference them in discussions.

http://www.ket.org/education/video/kpcon/kpcon_000002.htm

http://www.ket.org/education/video/_kpcon/kpcon_000001.htm

If your district has already completed a round of peer observations, please be prepared to share any comments you have heard about this part of the TPGES implementation process as it relates to teacher effectiveness.

For your contemplation…
• How are we going to support our teachers in the process?
• How are we going to make the professional learning meaningful?
• How are we going to foster a collegial culture of inquiry?
• What structures do we need in place to facilitate the peer observations?

Peer Observer Technical Information
• Teachers should NOT click “Submit Final” button on the peer observation
• Teachers should register for the training modules in EDS and through KET (see PGES tab on www.jennyray.net)
• Peer observations are not evaluative, and they should take place during the 2 nd or 3 rd window
• A pre- and post-conference should occur during the pilot to ease apprehension and encourage collegiality

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
7. Student Growth

Category
Ineffective
Developing
Description
The principal consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals.
The principal often performs below the established standard or in a manner that is inconsistent with the school’s missions and goals.
Definition
Unacceptable Performance
• Does not meet requirements contained in job description as expressed in evaluation criteria
• Results in minimal student progress
• May contribute to a recommendation for employee
• Requires support in meeting the standards
• Results in less than quality work performance
• Requires professional growth being jointly identified and planned between principal and evaluator
Accomplished The principal meets the standard in a manner that is consistent with the school’s mission and goals.
Exemplary The principal maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard.
Proficient Performance
• Meets the requirements contained in job description as expressed in evaluation criteria
• Behaviors have positive impact on learners and school climate
• Willing to learn and apply new skills
Exceptional Performance
• Sustains high performance over period of time
• Empowers teachers and students
• Serves as role model to others

Surveys
Professional
Growth Plan
• Provide information about perceptions of job performance
• Include
VAL-ED or TELL Kentucky and additional surveys as desired
• Part of Reflective Practice and Professional Growth Planning Template
Self-Reflection
• Reveals principals’ perceptions of their job performance
• Principals share self-reflection with supervisors
• Part of
Reflective Practice and Professional Growth Planning Template
• Helps translate growth needs into practical activities and experiences
• Professional goals developed collaboratively with evaluator
• Part of
Reflective Practice and Professional Growth Planning Template
Observations/
School Site
Visits
• Ranges from watching how principals interact with others, to observing programs and shadowing
• Should include formal interview or less structured discussion of job
• Two per year; minimum duration of one hour
Documentation • Provides principals with key voice in evaluation
• 1-3 artifacts per performance standard
• Annotations as needed for clarification
Goal Setting for Student
Growth
• Principal student growth goals are comprised of a state and local contribution from their school CSIP.
• Evaluator and principal review and agree on local goal trajectory for the year.
• Goals also reviewed at middle and end of year to determine progress

Multiple Data Sources
Surveys
Self-Reflection
Professional
Growth Plan
Observations/
School Site Visits
Documentation
Student Growth
Goal Setting
EVIDENCE
Principal
Evaluation

Gathers client data regarding perceptions of the principal’s performance.
• Provides feedback for professional growth and development; helps principals set goals for continuous improvement (formative evaluation)
• VAL-ED and Tell Kentucky will be administered during alternating years
• Principals may administer additional surveys
• Principals fill out Reflection on Survey Results portion of the Reflective
Practice and Professional Growth Planning Template
• Survey results should inform the Professional Growth Plan

1. Who participated in the assessment of the principal’s leadership behavior?
2. What evidence did the respondents report using to make their effectiveness ratings of the principal?
3. How effective is the principal’s leadership behavior judged in comparison to a national sample of principals?
4. How effective is the principal’s leadership behavior judged in comparison to the VAL- ED proficiency standards?
5. To what degree did the three respondent groups-teachers, supervisors, and principals-agree with regard to these effectiveness ratings?
6. Which areas of leadership behavior represent areas of relative strength and which represent areas of possible improvement?

• Statewide survey of certified school-based educators to assess teaching conditions at the school, district, and state level
• Questions are about the school environment, not about any one person or individual; no questions refer to a principal, rather questions refer to
“leadership” at the school
• Administrators receive many of the same questions as teachers, but have additional types of questions to asses how the district and state support them
• Responses for administrators are only reported at the state level

Shows the percent of respondents that agreed with the statement
Time a. Class sizes are reasonable such that the teachers have the time available to meet the needs of all students.
b. Teachers have time available to collaborate with colleagues.
c. Teachers are allowed to focus on educating students with minimal interruptions.
d. The non-instructional time provided for teachers in my school is sufficient.
e. Efforts are made to minimize the amount of routine paperwork teachers are required to do.
f. Teachers have sufficient instructional time to meet the needs of all students.
g. Teachers are protected from duties that interfere with their essential role of educating students.
Facilities and Resources
Professional Development
Instructional Practices and Support
Community Support and Involvement
Managing Student Conduct
Teacher Leadership
School Leadership
New Teacher Support xx High
School
All KY High
Schools County KY xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx% xx%

TELL Kentucky Categories
Time
Facilities and Resources
Professional Development
Instructional Practices and Support
Community Support and Involvement
Managing Student Conduct
Teacher Leadership
School Leadership
New Teacher Support
Performance Standards
Instructional Leadership
School Climate
Instructional Leadership
Organizational Management
Instructional Leadership
Instructional Leadership
Human Resources Management
Communication & Community Relations
School Climate
Human Resources Management
Organizational Management
Instructional Leadership
Human Resources Management
Organizational Management
Human Resources Management

STUDENT GROWTH GOAL
STATE
The State Contribution is derived from the school’s Accountability score and requires no goal development by the principal.
LOCAL
The Local
Contribution is derived from Growth
Goals developed around one of the interim targets housed in ASSIST.

Decreasing achievement gaps (E-M-H)
Increase average combined reading and math K-PREP scores
(E-M-H)
Increasing percentage of College and Career Ready students
(M-H)
Increase average freshman graduation rate (M-H)

GOAL
• Achievement Gap
• K-PREP Combined
Reading and Math
• College and Career
Ready
• Freshman Graduation
Rate
OBJECTIVE
• Increase or decrease in goal percentage for the current school year
STRATEGY
•Best Practice
•Professional Development
•Progress Monitoring
•Consolidated Planning
•ILP Addendum
• Other
The goal statement, found in the School
Report Card, is already set by KBE with a 2017 trajectory.
The annual objective % is determined by the Principal in collaboration with the
Superintendent.
The strategies are specific to what the PRINCIPAL will do to meet the stated goal and objective.

• Write LOCAL CONTRIBUTION goal in
September
• Place goal into ASSIST
• Superintendent conducts formative mid-year review
• Superintendent conducts endof-year review the following
September

Helps a principal judge the effectiveness and adequacy of his/her knowledge and performance for the purpose of selfimprovement; helps target areas for professional development.
• Principals reflect on survey results and on performance standards
• Principals fill out Reflection on the Standards portion of the
Reflective Practice and Professional Growth Planning Template
• Principals should select an area of growth identified in selfreflection upon which to focus professional growth goals
• Principals share self-reflection with supervisor as they collaboratively develop the Professional Growth Plan
• Principals refer to self-reflection throughout the year to see if strategies for improvement are effective

Number of Surveys
Distributed
Number of Completed
Surveys Returned
Percentage of
Completed Surveys
Returned
What did teachers/staff perceive as major strengths?
What did teachers/staff perceive as major weaknesses?
Part of the Reflective Practice and
Professional Growth Planning Template
List factors that might have influenced the results.
How will you use this information for continuous professional growth?
Abbreviated for training purposes

Standard
Self-
Assessment
Strengths and areas for growth
1. Instructional Leadership
The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.
I D A
2. School Climate
The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.
3. Human Resource Management
The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel.
I D A E
I D A E
I
Part of the Reflective Practice and
Professional Growth Planning Template
Abbreviated for training purposes

Helps facilitate the translation of growth needs into practical activities and experiences to strengthen the principal’s competencies.
• Principals select an area of growth identified in self-reflection upon which to focus professional growth goals
• Developed collaboratively with the evaluator
• Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited)
• Should use data from multiple sources
• Goals become the focus of professional growth activities, support, and on-going reflection
• Principals fill out Connecting Priority Growth Needs to Professional
Growth Planning portion of the Reflective Practice and Professional
Growth Planning Template

Part C: Connecting Priority Growth Needs to Professional Growth Planning
1) Initial Reflection: Based on the areas of growth identified in Part B, complete this section at the beginning of the school year.
Professional Growth Goal:
• What do I want to change about my practices that will effectively impact student learning?
• How can I develop a plan of action to address my professional learning?
• How will I know if I accomplish my objective?
Action Plan
Professional Learning
What do I want to change about my leadership or role that will effectively impact student learning?
What is my personal
Rigorous, but Realistic
Time limited
Strategies/Actions
What will I need to do in order to learn my identified skill or content?
How will I apply what I have learned?
How will I accomplish my goal?
learning necessary to make that change?
Resources/Support
What resources will I need to complete my plan?
What support will I need?
Targeted
Completion
Date
When will I complete each identified strategy/ action?
Administrator’s Signature:
Superintendent’s Signature:
Date:
Date:

2) On-going Reflection: Complete this section at mid-year to identify progress toward each Professional Growth Goal.
Date Status of Professional Growth Goal Revisions/Modifications
3) Summative Reflection: Complete this section at the end of the year to describe the level of attainment for each
Professional Growth Goal.
Date: End of Year Reflection:
Next Steps:
Abbreviated for training purposes

Provides information on a wide variety of contributions made by principals.
• Applied in a variety of settings
• May range from watching principal’s interactions with others to observing programs and shadowing the principal
• Evaluators discuss various aspects of the job via formal interview or less structured discussion

Allows principal opportunity to discuss successes and challenges

Provides insight into how principal is addressing standards; provide further areas for evaluators to explore

Helps principals think through potential artifacts
• At least two observations/site visits per year of at least one hour duration
• Evaluator provides feedback to principal

Methods for collecting evidence might include:
• maintaining an ongoing narrative/script of the principal’s interactions.
 documenting specific critical behaviors that support effectiveness in the performance standards.
 cross-referencing observed behaviors with support documents.

• Superintendent and Principal, together, schedule at least two site visits per year.
– a minimum duration of one hour each
• The first visit should occur prior to the midyear review.

Performance Standard 1. Instructional Leadership
The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.
Suggested Guiding Questions/Prompts:
• Please describe any innovative and effective leadership strategies that you have used this year.
•
• What opportunities have you created this year for collaboration among teachers?
How have you strived this year to improve the teachers’ effective instructional practices associated with different subject areas?
•
•
How do you make sure curriculum standards are taught by the teachers and mastered by the students?
How do you monitor teachers’ performance and provide constructive feedback to them?
• What types of teacher learning and development activities or programs have participated in this year? What have you learned?
• How do you involve the expertise of teacher leaders?
Comments:
Abbreviated for training purposes

Demonstrates a principal’s skills, talents, and accomplishments through an organized collection of work.
• Provides evidence of performance related to specific standards – principal’s voice in evaluation
• Provides opportunity for self-reflection, demonstration of quality work, and is a basis for two-way communication with evaluator
• Identification of artifacts collaborative effort between principal and evaluator
• Principal provides one to three artifacts in each standard
• Annotations as needed for clarification
• Reviewed at mid-year and end of year

Beginning of the Year Conference
1. Purpose of the Meeting
2. Discuss reflections of data
3. Discuss and come to agreement on the Student Growth Goal and Action
Plan
4. Discuss reflections of the Seven Performance Standards
5. Discuss and come to agreement on the Professional Growth Goal and
Action Plan
6. Questions/Concerns/Comments
7. Set tentative dates for first semester site visit and Mid-Year Review

1. Purpose of the Meeting
2. Discuss evidences gathered at first site visit and provide feedback
3. Share progress toward Student Growth Goal
4. Share progress toward Professional Growth Goal
5. Discuss documentation of each standard – determine if any other documentation is needed
6. Questions/Concerns/Comments
7. Set tentative dates for 2 nd semester site visit and end-of-year review

1. Purpose of the Meeting
2. Discuss evidences gathered at second site visit and provide feedback
3. Share progress toward Student Growth Goal
4. Share progress toward Professional Growth Goal
5. Discuss progress of each standard – determine if any other documentation is needed
6. Discuss the evaluation based on 1) VAL-ED; 2) Student Growth local and state contribution; 3) Working Conditions Goal
7. Questions/Concerns/Comments

Performance Portrait
Surveys
Self-Reflection
Professional
Growth Plan
Observations/
School Site
Visits
Documentation
Goal Setting