Jefferson County Public Schools
Professional Growth and Effectiveness System
(TPGES & OPGES)
JULY 20 – 21, 2015
Norms
• Rule of two feet
• Cell phones on silent please
• Be present and engaged
• We want your questions
Institute Objectives

Overview of the Certified Evaluation Plan
(CEP) – Teachers and Other Professionals
 Review the Professional Growth and
Effectiveness System (PGES) components
Certified Evaluation Plan (CEP)
2015 - 2016
 Required by KDE
 Developed by the Evaluation Quality Oversight
Committee (EQOC – 50/50 Committee)
 Approved by JCTA & JCBE
 Submitted to KDE for accuracy and compliance
 TPGES - Full Implementation with accountability
 OPGES – Full Implementation without
accountability
CEP Overview
There are both state and local decisions
in the CEP.
Roles and Definitions - pages 3-5
The Kentucky Framework for Teaching
with Specialist Frameworks for Other
Professionals
Framework for Teaching
Specialist Frameworks for Other
Professionals
Planning and Preparation
Planning and Preparation
Classroom Environment
Environment
Instruction
Instruction/Delivery of Service
Professional Responsibilities
Professional Responsibilities
PGES Model for Summative
Evaluation of Teachers
PROFESSIONAL PRACTICE RATING
+
STUDENT GROWTH
_______
OVERALL PERFORMANCE RATING
Sources of Evidence/ Framework for
Teaching Alignment
CEP Content – Related to
Professional Practice
•Self-Reflection – pg. 9
•Professional Growth Plan – pg. 9
•Observation – pgs. 10 – 12
•Observation Conferencing – pg. 13
•Observer Certification – pgs. 14 – 15
•Observer Calibration – pg. 15
•Student Voice – pg. 16
Self-Reflection and
Professional Growth Planning
State Required
All teachers and other professionals participate in selfreflection and professional growth planning each year.
Local District Decisions
•How the district will document the development,
approval and monitoring of self-reflection and the
professional growth plan.
•Timeline for ongoing self-reflection
•Timeline for Professional Growth Plan
Definitions
Self-Reflection: The process by which certified personnel
assesses the effectiveness and adequacy of their knowledge and
performance for the purpose of identifying areas for professional
learning and growth.
Professional Growth Plan: An individualized plan for certified
personnel that is focused on improving professional practice and
leadership skills, aligned with performance standards and the
specific goals and objectives of the school improvement plan or
the district improvement plan, built using a variety of sources and
types of data that reflect student needs and strengths, evaluatee
data, and school and district data, produced in consultation with
the evaluator.
Observations – State Requirements
• Four observations in the summative cycle (A minimum of
three conducted by the supervisor and one by the peer)
• Required peer observation must occur in the final year of
the summative cycle.
• Final Observation is conducted by the supervisor and is a
full observation
• Observations may begin after the evaluation training
takes place within 30 calendar days of reporting for
employment each school year.
Observations – Local District Decision
JCPS Model 3-1
•Three mini observations (two by supervisor,
one by peer) – 20 to 30 minutes
• One full observation by supervisor
Documented on JCPS approved forms
Observations – Tenured
Teachers
How Often
What
By Whom
Window
Year 1
Mini Observation Supervisor
October 1 – April 15
Year 2
Mini Observation Supervisor
October 1 – April 15
Year 3
Summative
Mini Observation Peer
December 1 – February 14
Full Observation
February 15 – April 15
Supervisor
Non-Tenured Teachers OR Tenured
Teachers on “One Year Professional
Growth Plan and Summative Cycle”
How Often
What
By Whom
Window
Annually
Mini Observation Supervisor
October 1 – November 30
Annually
Mini Observation Supervisor
December 1– February 14
Mini Observation Peer
December 1 – February 14
Full Observation
February 15 – April 15
Annually
Supervisor
Observers - Certification
• All administrators serving as a primary evaluator must
complete the Initial Certified Evaluation Training prior to
conducting observations for the purpose of evaluation.
• To ensure consistency of observations, evaluators must
also be trained, tested and approved using the
Proficiency Observation Training for the current approved
state platform. The system allows observers to develop a
deep understanding of how the four domains of the
Kentucky Framework for Teaching (FfT) are applied in
observation.
Observer Calibration
Observer certification and calibration is required.
Calibration ensures ongoing accuracy in scoring teaching practice.
Certified observers will complete a calibration process in years two and
three of the “certification/calibration” schedule.
Year 1 Certification
Year 2 Calibration
Year 3 Calibration
Year 4 Recertification
Student Voice
The Student Voice Survey is a
confidential survey collecting
student feedback on specific
aspects of the classroom
experience and teaching practice.
Student Voice - Required
• All teachers will participate in the state-approved Student
Voice Survey annually with a minimum of one identified
group of students.
• Student selection for participation must be consistent
across the district.
• Results will be used as a source of evidence for
Professional Practice.
• Formative years’ data will be used to inform Professional
Practice in the summative year.
Student Voice – Required
Continued
• All teachers and appropriate administrative staff will
read, understand, and sign the district’s Student Voice
Ethics Statement.
• The survey will be administered in the school.
• Survey data will be considered only when ten or more
students are respondents.
Student Voice – Local District Decision
The District Student Voice Survey Point-of-Contact will be the Chief of
Data Management/Designee.
Schools schedule student groups for the student voice surveys and must
ensure equal access to all students, with necessary IEP/504
accommodations.
Only one class/section per teacher will participate in the survey.
Schools will monitor to ensure each student has the opportunity to
participate, but no one student is overburdened with surveys on
multiple teachers.
Survey will be administered within the identified window.
Student Voice – Local District Decision
Teachers will only have access to their own student voice survey data.
Principals and assistant principals will have access to all student voice
survey data from their school.
Only certified staff members with ten or more students will have
student voice survey results, which may be utilized as a source of
evidence.
Due to the variations in services provided by other professionals and by
teachers in alternative settings, administration of the student voice
survey is at the discretion of the employee, in consultation with the
supervisor.
Overall PROFESSIONAL PRACTICE Rating
2 Minute Stretch Break
Turn and talk to your colleague about
something new you have learned this
morning regarding the Certified
Evaluation Plan (CEP).
CEP Content – Student Growth Goal(s)
Definition: A goal focused on student learning that
is specific, appropriate, realistic, and time-bound
that is developed collaboratively and agreed upon
by the evaluatee and evaluator, and that uses
formative growth measures.
Student Growth
• Student Growth – pgs. 18 – 24
•Local & State Contribution
•Rigor & Comparability
•Determining Growth for Student Growth
Goals (SGG)
Ensuring Rigor and Comparability of
Student Growth Goals
Use of the Rigor and Comparability rubric ensures that
Student Growth Goals
•Are congruent with core academic standards and
appropriate for the grade level and content area
•Represent or encompass an enduring skill, process,
understanding or concept
•Allows high and low achieving students to demonstrate
growth
•Provides access and opportunity for all students (ECE, ESL,
GT, etc.)
NEW
Peer Review Process for SGG
• To ensure that each teacher’s Student Growth Goal is
rigorous and comparable
• To identify what student mastery of the enduring skill
looks like using the approved scoring measure identified in
a teacher’s SGG
• To calibrate scoring to ensure consistency, to determine
baseline data, interim growth data and student progress to
mastery
Process to Identify Local
Student Growth Goal Rating
All teachers complete a local student growth goal that consists of a
growth target and a proficiency target.
GROWTH TARGET RATING
LOW
EXPECTED
HIGH
< 70% of students meet
growth target
70% - < 85% of students
meet growth target
> 85% of students meet
growth target
PROFICIENCY TARGET RATING
LOW
EXPECTED
Does not meet
proficiency target within
10%
Meets proficiency target
within 10% of the
established target
HIGH
Exceeds proficiency
target
LOCAL STUDENT GROWTH GOAL
DECISION RULES MATRIX FOR OVERALL
STUDENT GROWTH RATING
GROWTH TARGET
High
Expected
Low
PROFICIENCY TARGET
OVERALL LOCAL
STUDENT GROWTH
RATING
High
High
Expected
High
Low
Expected
High
High
Expected
Expected
Low
Expected
High
Expected
Expected
Expected
Low
Low
Combined Local and State Contribution
Student Growth Goal Rating
(Applies only to teachers of Math/ELA Grades 4-8)
LOCAL SGG RATING
STATE MSGP RATING
OVERALL STUDENT
GROWTH GOAL RATING
High
High
High
Expected
High
Low
Expected
High
High
Expected
Expected
Low
Expected
High
Expected
Expected
Expected
Low
Low
Expected
Low
Determining the Overall
Performance Category
Rating Professional Practice – pgs. 24-25
Rating Overall Student Growth – pgs. 25 - 26
Determining the Overall Performance
Category - pgs. 26-28
Determining Overall
Professional Practice Rating
Determining Overall Performance
Category
Reminder: Vision for PGES…..
WHAT? Every student taught by an
effective teacher and every school led by an
effective leader
HOW? Fair and equitable system to
measure teacher and leader effectiveness
and act as a catalyst for professional growth
Based on Professional Practice and Student Growth Rating….
If Professional
Practice Rating
is this:
and, if Student
Growth Rating is
this:
High or Expected
PROFESSIONAL GROWTH PLAN AND SUMMATIVE CYCLE
then:
3 yr. self-directed cycle
Exemplary or
Accomplished
Low
High
3 yr. self-directed cycle
3 yr. self-directed cycle
and then this:

Goals set by teacher with evaluator input.

Plan activities are teacher directed and
implemented with colleagues.

Formative review annually.

Summative occurs at the end of year 3.






Expected
3 yr. self-directed cycle

Developing


Low
1 yr. directed cycle





High or Expected
Low
Up to 12 month improvement plan
Goal(s) set by teacher with evaluator input; one
must address professional practice or student
growth.
Formative review annually.
Goal(s) determined by evaluator.
Goals focus on professional practice and student
growth.
Plan activities designed by evaluator with teacher
input.
Summative review annually.


Goal determined by evaluator.
Goals focused on low performance/outcome area.
Plan activities designed by evaluator with educator
input.
Formative review at midpoint.
Summative at end of plan.



Goal(s) determined by evaluator.
Focus on low performance area.
Summative at end of plan.
1 yr. directed cycle
Ineffective
Goal set by teacher with evaluator input.
One goal must focus on low student growth
outcome.
Formative review annually.
Goal(s) set by educator with evaluator input.
Formative review annually.
Intensive Support
At any time, when significant deficiencies in work performance
have been observed, an employee may be placed on Intensive
Support, as specified in the JCBE-JCTA labor agreement.
At that time the district-designed process will be instituted which
includes a specific timeline for observations, support and
conferences.
At the end of the specified timeline, the evaluator will provide a
written summary of the conferences to the employee.
NEW
Appeal Process - JCPS
Local Evaluation Appeals Panel (LEAP)
Review and/or hear appeals from certified employees regarding their
summative evaluations
Pool of Employees – 18 certified employees
• Twelve certified employees elected from employees eligible for JCTA
membership
• Six certified employees appointed by the superintendent/designee
Panel – 3 certified employees
• One member chosen from the 6 appointed by
superintendent/designee
• Two members chosen from the 12 elected from employees eligible for
JCTA membership
Tasks
and
Timelines
SEE HANDOUT
Criteria and Process Explained - Annually
Evaluation criteria and process explained to
and discussed with teachers no later than
the end of the first 30 calendar days of
reporting for employment each year.
2015 – 2016
Deadline is September 10th
Self Reflection/Professional Growth Plan Annually
Both completed within the first thirty calendar days of employment
2015 – 2016
September 10th
Self-Reflection on-going, but formally in Fall and Spring
◦ Fall – No later than September 10th for 2015-2016 school year
◦ Spring – Must occur prior to or as a part of the formative
review or summative evaluation process
Professional Growth Plan completed no later than September
10th
Progress reviewed during formative and summative conferences
Local Student Growth Goals
Are developed annually following
the protocol outlined in the CEP.
For 2015- 2016 school year,
Due no later than October 16, 2015
Peer Observers
Recommend that training occur
October/November, 2015
Supervisor Observations –
Tenured Teachers
What
By Whom
Window
Annually
Mini Observation Supervisor
October 1 – April 15
Annually
Mini Observation Supervisor
October 1 – April 15
Mini Observation Peer
December 1 – February 14
Full Observation
February 15 – April 15
Annually
Supervisor
Non-Tenured Teachers or Tenured
Teachers on One Year PGP and Summative
Cycle
How Often
What
By Whom
Window
Annually
Mini Observation Supervisor
October 1 – November 30
Annually
Mini Observation Supervisor
December 1– February 14
Mini Observation Peer
December 1 – February 14
Full Observation
February 15 – April 15
Annually
Supervisor
Self-Reflection
Teachers complete Spring reflections
prior to or as a part of the formative
review or summative evaluation
process by April 15.
Student Voice
Completed each year within the
identified KDE window
Student Growth Goal Data
Teachers collect and submit data to administrator
by April 15
•Local Contribution: Growth and proficiency
targets
•State Contribution: MSGP – Applies only to
teachers of Grades 4-8 teaching Reading and/or
Math (trend data using three years of data when
available)
Overall Performance Category
Determination
•Administrator determines overall
performance rating of teachers and
conferences with them by May 1st
•Administrator records in districtapproved platform no later than June
1st .
PRINCIPAL PROFESSIONAL GROWTH AND
EFFECTIVNESS SYSTEM
The PPGES is also addressed in the CEP.
Training and detailed discussion will be
conducted by Assistant Superintendent
and ETC.
TEAM TIME
Please take your PowerPoint and
CEP with you to team time.
During this first team time, become more familiar
with the contents of the CEP document, review
our PowerPoint presentation up to this point and
record any questions you have on the index cards
provided at your team table. Tiffeny will explain
team locations in just a moment. When lunch is
ready we will notify your school team.
PGES Institute
July 20,2015 - Afternoon
Domains 1 and 4
Self Reflection
Professional Growth Plan
• Teachers and administrators will review the components, elements, and
indicators of Domains 1 and 4 of the Danielson Framework.
• Teachers and administrators will obtain ideas for further training in Domains 1
and 4 at the school level.
• Teachers and administrators will examine potential evidence categories for
documenting Domains 1 and 4.
PROFESSIONAL
STUDENT
PRACTICE
GROWTH
OVERALL PERFORMANCE
55
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain4: Professional Responsibilities
56
57
58
Domain 1: Planning and Preparation
1A - Knowledge of Content and Pedagogy
1B - Demonstrating Knowledge of Standards
1C - Setting Instructional Outcomes
1D - Demonstrating Knowledge of Resources
1E - Designing Coherent Instruction
1F - Designing Student Assessments
59
Domain 1: Planning and Preparation
Strategies for Improving
TPGES Performance
60
61
62
63
Domain 1: Planning and Preparation
Evidence is based on what we see, hear,
read.
Schools need to decide the system they will
use for collecting evidence.
64
Domain 1: Planning and Preparation
Note the importance of using “Rich” artifacts.
A few excellent artifacts is preferred to a binder
of “so-so” artifacts.
65
Domain 1: Planning and Preparation
What is acceptable evidence???
66
Domain 1: Planning and Preparation
67
Domain 1: Planning and Preparation
SAMPLE lesson plan template or checklist
that would provide evidence for components
in Domain 1
68
Domain 1: Planning and Preparation
Teachers, in collaboration with their
principal, will determine what
evidence they will provide to
demonstrate effectiveness for
Domain 1. The principal may request
additional evidence if needed.
69
Instruction Connections For Special Educators:
A Crosswalk between
CEC Initial Special Education Individualized General Curriculum Standards
& Kentucky Framework for Teaching
May 2015
Kentucky Educational Cooperatives
Blue Banner-Kentucky Framework
Yellow Banner–Special Education
Domain 4:
Professional Responsibilities
4A - Reflection on Teaching
4B - Maintaining Accurate Records
4C - Communicating with Families
4D - Participating in a Professional Community
4E - Growing and Developing Professionally
4F - Showing Professionalism
71
Domain 4:
Professional Responsibilities
Strategies for Improving TPGES
Performance
72
Domain 4:
Professional Responsibilities
Schools need to decide the system
they will use for collecting
evidence.
73
Domain 4:
Professional Responsibilities
What is acceptable evidence???
74
Domain 4:
Professional Responsibilities
75
Domain 4:
Professional Responsibilities
Teachers, in collaboration with their principal,
will determine what evidence they will provide
to demonstrate effectiveness for Domain 4. The
principal may request additional evidence if
needed.
76
3 Minute Stretch Break
Turn and talk to your team about
possible Domain 4 evidence and
how it might be collected at your
school.
Self Reflection and
Professional Growth Plans
Targets for this session
Know the requirements for Self Reflection and
PGPs.
Identify the components of a PGP.
Be able to write a complete PGP.
Be prepared to implement a process for
developing, approving, implementing, and
reflecting on PGPs.
Self Reflection
Self Reflection - CEP
Required every year - Fall and Spring
Reflection is on-going.
Reflective practices and professional growth planning are
iterative processes.
The teacher reflects on his or her current growth needs
based on multiple sources of data and identifies an area or
areas for focus
Self Reflection
Teacher regularly reflects on the
progress and impact of their
PGP plan on his or her
professional practice.
Self Reflection
Is continuous and ongoing
reflection
Self Reflection
In the spring, the teacher conducts
a summative reflection on the
degree of goal attainment and the
implications for next steps.
Self Reflection
◦ All teachers will complete a self reflection. While self reflection is
ongoing, it shall occur formally in the fall and in the spring.
◦ The spring reflection will be included prior to or as a part of the
formative/summative end of year conference with administrator.
◦ It is recommended to have a mid-year reflection and possibly
connect it to the Student Growth Goal data collection – not
required.
Common Sense
Educators have always reflected. TPGES
just makes it a formal activity.
When you take time to reflect you can
examine what has worked and what
hasn’t.
Annual Requirement
The following is one suggestion in
beginning the self reflection process.
Self Reflection
Step 1: Use the Framework for Teaching indicators
to rate yourself on the components of each of the
four domains.
I= Ineffective
D= Developing
A= Accomplished
E= Exemplary
Self Reflection Activity
Step 2: Answer the reflective question
in the last column : See HANDOUT
What do these results help me see
about my teaching and/or the students'
learning experience?
Self Reflection Activity
The teacher decides their
self reflection method. This
activity is suggested.
Self Reflection
Teachers should reflect on all 4 domains
of the framework. It is from this
reflection that teachers choose their
growth area(s) for their PGP. It is not
required that teachers have a written
response for every component.
CIITS/Approved Technology Platform
and
Self Reflection
Our CEP does not require Self
Reflection to be recorded in CIITS.
Professional
Growth
Plans
Professional Growth Plans
• PGPs must be completed, approved, and recorded in CIITS/EDS within
30 days of start of the work year/employment each year.
• Based on the CEP, a paper copy must also be given to the employee.
• All are produced in collaboration with the evaluator*.
• Use multiple sources of data in order to identify area(s) of focus.
• PGPs provide for a plan with action steps.
• Employee implements the plan and modifies the plan as needed based
on ongoing reflection and feedback.
• PGP serves as a possible source of evidence for all 4 domains.
PGPs
Professional Growth Goals include:
•The school year
•Professional Learning Objectives
•Strategies and Actions to achieve each objective
•Resources and support to verify
implementation/completion (measures of success?)
•Targeted completion date (near end of year)
3 QUESTIONS
There are 3 questions that should always be answered
when creating a Professional Growth Goal and action plan:
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?
Turn and Talk
(3 minutes)
Using the
“Analyzing a Professional Growth Goal”
Handout:
Turn to a partner and complete ACTIVITY 1.
ANSWERS
1)
2)
3)
4)
The school year
Professional Learning Objectives
Strategies and Actions to achieve each objective
Resources and support to verify
implementation/completion (measures of success)
5) Targeted completion date (near end of year)
Let’s look at some Sample PGP Goals
1st – In small groups:
Group 1 – Review A & B and label the 5 parts of a PGP
Group 2 – Review C & D and label the 5 parts of a PGP
Group 3 – Review E & F and label the 5 parts of a PGP
Group 4 – Review G & H and label the 5 parts of a PGP
Group 5 – Review I & J and label the 5 parts of a PGP
Group 6 – Review K & L and label the 5 parts of a PGP
2nd - DISCUSS as a larger group
Draft a PGP Goal
Use the “Writing a Professional Growth Goal” Template.
Pair Up –
1) Using the template, work as a pair (2 teachers) to review
last year’s PGPs together and compare to the template
or create a new 1st draft goal for one of you that meets
the requirements
2) Brainstorm one effective question an administrator might
ask you when reviewing your PGP Goal
Self Reflection/PGPs –
PGES Team Considerations
How will Self-Reflection be done in the fall and
spring?
How and when will PGPs be developed and recorded
in CIITS/EDS?
What will your process be for administrative
collaboration and approval?
What process will you use to support PGPs being
successfully implemented and reflected upon?
TEAM TIME
During your team time, discuss the collection and
submission of evidence for Domains 1 and 4.
Also, reflect on the Self Reflection and PGP
information. Record any questions you have
regarding today’s session on the index cards
provided at your team table.
PGES Institute
July 21,2015 - Morning
Developing the Student Growth Goal
PGES Sources of Evidence
Observation
Teacher Professional Growth
and Effectiveness System
Peer Observation
formative
Professional
Growth
These provide
multiple sources of
evidence to inform
professional
practice
SelfReflection
Student Voice
State Contribution:
Student Growth %
Student Growth
Local Contribution:
Student Growth Goals
104
• Teachers and administrators will understand the criteria
for determining if a skill is enduring.
• Teachers will be able to access appropriate content
resources to develop or locate enduring skills for their
grade level and content area.
• Administrators will understand the criteria required of a
local student growth goal in order to approve the goal
statement.
• Teachers and administrators will understand the steps in
developing a student growth goal, as well as evaluating a
student growth goal for appropriateness.
• Teachers and administrators will know where to find
resources and examples around development and
measurement of SGGs.
Teachers and administrators will understand types
of measures that are used in SGGs and how to use
them to develop baseline, formative and
summative assessments.
Teachers and administrators will be able to score
the local SGG, find MSGP scores, and combine them
to get an overall Student Growth Score.
107
School Teams will consider options and develop
plans in order to efficiently and effectively
implement, monitor, and assess the SGG
component of TPGES.
108
Local Student Growth Goals
All K-12 teachers develop an annual local student growth goal that is
approved by the principal.
Local student growth goal statements include an enduring learning
(skills, concepts, or processes) from content standards that the teacher
determines is an important need of students in the class.
The teacher assesses student learning of the enduring skill to establish a
baseline. They formatively assess the skill over time and submit the
final results to the principal so the results can be used as one
component of the teacher effectiveness rating.
Enduring Learning
Local student growth goal
statements include an enduring
skill, concept, or process from
content standards that the teacher
determines is an important need of
students in the class.
Enduring Learning Criteria
For learning to be considered enduring, the content:
 Endures beyond a single test date
Is of value in other disciplines
Is relevant beyond the classroom (applying learning to new and unique
situations)
Is worthy of course-long or year-long focus
May be necessary for the next level of instruction
Requires critical thinking
(analyzing, creating and evaluating)
Use your criteria chart to
determine if this reading skill
is an enduring skill.
Students will summarize ideas
and details of complex text.
112
Does this skill require learning that:
• endures beyond a single test date?
• is of value in other disciplines?
• is relevant beyond the classroom (applying learning to
new and unique situations)?
• is worthy of course-long or year-long focus?
• may be necessary for the next level of instruction?
• requires critical thinking (analyzing, creating and
evaluating)?
113
Students will summarize ideas
and details of complex text.
Apply the criteria to
determine if this writing skill
is an enduring skill.
Write arguments to support claims
with clear reasons and relevant
evidence.
115
Write arguments to support claims
with clear reasons and relevant
evidence.
116
Apply the criteria to
determine if this math skill is
an enduring skill.
Memorize multiplication facts
through 10 x 10.
Memorize multiplication facts
through 10 x 10.
Enduring Skills
Now we are going to play a game called
“Skill it” or Kill it.
When I read a statement, you will need to decide if it is an enduring skill
or not.
If it is an enduring skill, show the
“Skill It”
If it is not an enduring skill, show the
“Kill It”
Enduring Skills Criteria
For a skill to be considered enduring, the content:
 Endures beyond a single test date
 Is of value in other disciplines
 Is relevant beyond the classroom (applying learning
to new and unique situations)
 Is worthy of course-long or year-long focus
 May be necessary for the next level of instruction
 Requires critical thinking (analyzing, creating and
evaluating)
Count to 100 by 5s.
Make logical inferences
from complex text.
Develop models using an
analogy, example, or
abstract representation to
describe a scientific
principle or design
solution.
Create a model of an
erupting volcano using
vinegar and baking
soda.
The foundation of a quality student
growth goal is identifying enduring
academic skills, concepts, or
processes.
Where in your academic
standards do you find the
big rocks and concepts
that support competency?
Supporting Documents
•
Kentucky Department of Education
Website
• Kentucky Core Academic Standards - (KCAS)
• English/Language Arts- Anchor Standards
• Mathematics- Mathematical Practices
• KDE- Lists of Enduring Skills (by content)
KDE Website
http://education.ky.gov/teachers/p
ges/tpges/pages/tpges-studentgrowth-page.aspx
Anchor Standards
from the Common Core State
Standards
An anchor standard is an answer to the
question, “What should a 21st century
diploma holder be able to do in order to
flourish?” Whether you teach
kindergarten or 12th grade, an anchor
standard is the target. It is an example of
an enduring skill, concept or process.
Cross Curricular Enduring Skills
Anchor Standards in reading , writing,
speaking and listening are enduring skills
that can be selected as enduring skills for
ANY content area.
Example of a Reading Anchor
Standard That Applies to All Content
Areas
Key Ideas and Details
Anchor 1: Read closely to determine what the text
says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
Anchor standards from various subjects can be found
in your folder today.
Gheens Website: Math
6th Grade Mathematics Example
Curriculum Map Overview 2015 – 2016
In Grade 6, instructional time should focus on four critical areas
1. connecting ratio and rate to whole number multiplication and
division and using concepts of ratio and rate to solve problems;
2. completing understanding of division of fractions and extending the
notion of number to the system of rational numbers, which includes
negative numbers;
3. writing, interpreting, and using expressions and equations;
4. developing understanding of statistical thinking.
Other Sources of Enduring
Skills
Science- NGSS/KCAS- Practices/Concepts
Social Studies- C3 Framework
Visual Arts, PE, Music, Arts & Humanities
National Standards
World Language- Kentucky World Language Standards
• Teachers and administrators will understand the criteria for determining if
a skill is enduring.
• Teachers will be able to access appropriate content resources to develop
or locate enduring skills for their grade level and content area.
Coming Up Next…
• Administrators will understand the criteria required of a local student
growth goals in order to approve them.
• Teachers and administrators will understand the steps in developing a
student growth goal, as well as evaluating a student growth goal for
appropriateness.
Record Questions on Note Cards
Writing a Student
Growth Goal
137
PGES Sources of Evidence
Observation
Teacher Professional Growth
and Effectiveness System
Peer Observation
formative
Professional
Growth
These provide
multiple sources of
evidence to inform
professional
practice
SelfReflection
Student Voice
State Contribution:
Student Growth %
Student Growth
Local Contribution:
Student Growth Goals
138
Student Growth Process
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
139
Determine Needs
Identify the essential /enduring skills, concepts &
processes for your content area for your
content/grade-level standards.
Determine what mastery of those skills, concepts
& processes looks like.
Pinpoint critical areas of need.
140
Decide on sources of evidence.
Do the sources of
evidence provide
the data needed to
accurately measure
where students are
in mastering the
enduring skill for
the identified area
of need?
141
Step 2: Creating Goals Using
the SMART Process
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
142
Components of a Quality
Student Growth Goal
Meets SMART criteria
Includes growth statement/target (100 %
of students will show growth)
Includes proficiency statement/target
143
SMART Goal Process for
Student Growth
S
M
A
R
T
Specific- The goal
addresses
student needs
within the
content.
Measurable- An
appropriate
instrument or
measure is
selected to assess
the goal.
Appropriate- The
goal is clearly
related to the
role and
responsibilities of
the teacher.
Realistic- The
goal is attainable.
Time-bound- The
goal is contained
to a single school
year/course.
The goal is
focused on a
specific area of
need.
The goal is
measurable and
uses an
appropriate
instrument.
The goal is
standards-based
and directly
related to the
subject and
students that the
teacher teaches.
The goal is
doable, but
rigorous and
stretches the
outer bounds of
what is
attainable.
The goal is bound
by a timeline
that is definitive
and allows for
determining goal
attainment.
144
Let’s look at an example together…
For the 2015-2016 school year, 100% of my
students will make measurable progress in
argumentative writing. Each student will improve
by at least one performance level in three or more
areas of the LDC writing rubric. Furthermore 80%
of students will score a 3 or better overall using
the LDC writing rubric.
145
Let’s look at an example together…
For the 2015-2016 school year, 100% of my
students will make measurable progress in
argumentative writing. Each student will
improve by at least one performance level in
three or more areas of the LDC writing rubric.
Furthermore 80% of students will score a 3 or
better overall using the LDC writing rubric.
146
Better???
For the 2015-2016 school year, 100% of my
students will make measurable progress in
writing arguments to support claims. Each
student will improve by at least one
performance level in three or more areas of the
LDC writing rubric. Furthermore 80% of
students will score a 3 or better overall using
the LDC writing rubric.
147
Let’s Critique Some Examples
148
SPECIFIC
•Does the goal identify a specific area of need
within the content?
•Is the identified area of need significant enough
for year-long/course-long instructional focus?
149
SPECIFIC
Does the content selected represent an
enduring skill?
Will it endure beyond a single test date and be
of value in other disciplines?
150
Science – What’s Specific?
This school year, all of my 6th grade
science students will demonstrate
measurable growth in their ability
to apply the scientific practices.
Each student will improve by two or
more levels on the district’s science
rubric in the areas of engaging in
argument from evidence and
obtaining, evaluating &
communicating information. 80% of
students will perform at level 3 on
the 4-point science rubric.
This school year, my 6th grade
science students will demonstrate
measurable growth in their
knowledge of earth science
content. Most students will
significantly improve their score on
the district’s earth science learning
check.
151
Science – What’s Specific?
This school year, all of my 6th grade
science students will demonstrate
measurable growth in their ability to
apply the scientific practices. Each
student will improve by two or more
levels on the district’s science rubric in
the areas of engaging in argument from
evidence and obtaining, evaluating &
communicating information. 80% of
students will perform at level 3 on the
4-point science rubric.
152
MEASURABLE
•Does the goal identify the sources of
evidence/measures that will be used to show
student growth?
•Are the sources of evidence/measures
appropriate for demonstrating growth for the
identified area of need?
153
MEASURABLE
•Which criteria were used for determining what
amount of growth is rigorous for the students?
•Why was this criteria selected?
•Does the goal show how all students will
demonstrate growth?
154
French 2 – What’s
Measurable?
Students in my French 2 classes
will make improvement gains
in their linguistic
competencies. Using a variety
of measures, most of the
students in my French 2 classes
will reach the IntermediateHigh competency level by the
end of the year.
During this school year all of the
students in my French II classes will
improve their linguistic competency
by performing at least one level
above their baseline for interpretive
listening, interpersonal speaking,
interpretive reading and
interpersonal writing using the WL
standards as the rubric. At least 70%
of my students will meet or exceed
the Intermediate-Low competency
level for at least two modes of
communication, as measured by the
KY World Language Standards rubric.
155
French 2 – What’s
Measurable?
During this school year all of the students
in my French II classes will improve their
linguistic competency by performing at
least one level above their baseline for
interpretive listening, interpersonal
speaking, interpretive reading and
interpersonal writing using the WL
standards as the rubric. At least 70% of my
students will meet or exceed the
Intermediate-Low competency level for at
least two modes of communication, as
measured by the KY World Language
Standards rubric.
156
APPROPRIATE
Is the goal standards-based and directly
related to the subject and students
taught?
157
Health & PE – What’s
Appropriate?
For the 9 weeks course, all students will
improve their knowledge of fitness.
Students will improve their personal
rating on School Physical Fitness Test by
20% in all tested areas. 70% of students
will score at the “Fit” level as measured
by the School Physical Fitness Test.
For the 9 weeks 8th grade course, all
students will improve their knowledge
of fitness. Students will develop a
portfolio that demonstrates application
of fitness test results to develop a
fitness plan, a fitness goal, and a menu
for healthy eating. 70 % of my
students will demonstrate growth by 2
or more levels, or to exemplary, on
rubrics designed by the Health & PE in
collaboration with regional peers for
each product. 75% of students will
perform at proficient or distinguished
on the rubric.
158
Health & PE – What’s
Appropriate?
For the 9 weeks 8th grade course, all
students will improve their knowledge
of fitness. Students will develop a
portfolio that demonstrates application
of fitness test results to develop a
fitness plan, a fitness goal, and a menu
for healthy eating. All of my students
will demonstrate growth by 2 or more
levels, or to distinguished, on the
rubric designed by the Health & PE in
collaboration with regional peers for
each product. 75% of students will
perform at proficient or distinguished
on the rubric.
159
REALISTIC
Is the goal doable, but rigorous enough to
stretch the outer bounds of what is attainable?
Is there a good match between the goal and the
level of rigor expected in the standards
addressed?
160
Social Studies – What’s
Realistic?
During this school year, 100% of
my students will improve in
analyzing primary and
secondary source documents.
Each student will increase
his/her ability to analyze
documents by at least one
performance level in one area of
the district social studies
standards rubric. Furthermore,
50% of students will score at
“proficient” or above.
During this school year, 100% of
my students will increase
his/her ability to identify
credible sources. Each student
will increase his/her ability to
analyze the accuracy of
information and distinguish
fact/opinion/reasoned
judgment by at least one
performance level in all areas of
the district social studies
standards rubric. Furthermore,
75% of students will score at
“proficient” or above.
161
Social Studies – What’s
Realistic?
During this school year, 100% of
my students will increase
his/her ability to identify
credible sources. Each student
will increase his/her ability to
analyze the accuracy of
information and distinguish
fact/opinion/reasoned
judgment by at least one
performance level in all areas of
the district social studies
standards rubric. Furthermore,
75% of students will score at
“proficient” or above.
162
Social Studies – What’s
Realistic?
During this school year, 100% of
my students will increase
his/her ability to identify
credible sources. Each student
will increase his/her ability to
analyze the accuracy of
information and distinguish
fact/opinion/reasoned
judgment by at least one
performance level in all areas
of the district social studies
standards rubric. Furthermore,
75% of students will score at
“proficient” or above.
163
TIME-BOUND
T
Time-boundThe goal is
contained to a
single school
year/course.
The goal is
bound by a
timeline that
is definitive
and allows for
determining
goal
attainment.
Is the goal designed to
stretch across the
school-year or course?
Is there sufficient time
within the interval of
instruction to determine
goal attainment?
164
Time-Bound Can be….
•
•
•
•
For the 2015-2016 school year……
During the 9-week course……
During the first trimester…..
During the 32 instructional periods
this class meets for the 2015-2016
school year….
165
Important Note!
• When we address the goal being Time Bound, we
need to remember not to extend the growth goal
to the end of the school year or even to KPREP
Results.
• Teachers collect and submit data to administrator
by April 15.
• For Student Growth Goals written for a course
lasting less than a year, remember to collect data
before the course ends.
166
Elementary
During the 2015-2016 school year, all students will
improve comprehension through application of
phonics, word recognition and fluency to gradelevel texts. Each student will meet their DIBELS
benchmark, Reading Inventory goals, and improve
by one or more levels on the teacher-generated
rubric for reading comprehension. 85% of students
will be reading on grade level by year end as
measured by their reading comprehension rubric.
167
Art
This year, all 8th grade art students will improve
their skills using the 7 basic art elements by at least
one level per element on the district art standardsbased rubric. Evidence of student growth will be
collected from student products in a variety of
mediums during the school year. 70% of the
students will demonstrate proficiency on 5 of the 7
elements as measured by the district rubric.
168
ECE Collaborative Guidance
• Collaborate with the classroom teacher(s) to
create the goal.
• Differentiate the goal based on the student’s
demonstrated needs from the baseline
measure.
• Differentiated goal should be both rigorous and
attainable for this group of students.
• Recognize that IEP goals are not the same as
Student Growth Goals. They have separate
roles and are not interchangeable.
•
169
Writing the Student Growth Goal
HELP FOR ECE, ESL, AND THOSE
“UNIQUE” SITUATIONS
170
Writing the Student Growth Goal
EXAMPLES!
171
More Help Evaluating SGGs
The CEP contains a rubric for evaluating student
growth goals (page 22).
Three SGG requirements: contains all required
components or structures; includes appropriate
level of rigor; data and evidence of student growth
is comparable across the teacher team.
Teacher teams (PLC / Grade-Level / Group /
Department) will implement a Peer Review Process
to ensure rigor and comparability.
172
Teacher Teams
(PLC/Grade-Level/Group/Department)
Teams will ensure comparable scoring processes
and data collection by collaborating and reaching
consensus on:
What student mastery of the enduring skills looks
like using approved scoring measures identified in
teacher SGG statements.
Calibration of scoring, to ensure consistency using
the measures/rubrics in the SGG statements (to
determine baseline, interim growth data, and
student progress to mastery)
173
Teacher Teams
(PLC/Grade-Level/Group/Department)
SGG allows for high and low achieving
students to adequately demonstrate their
knowledge.
SGG provides access and opportunity for all
students, including students with disabilities,
ELLs, and gifted/talented.
174
Supervisors will approve the teacherdeveloped and peer-reviewed Student
Growth Goal. This process will be
completed by October 16 for 2015-16.
175
JCPS Rubric for Student Growth Goals
Structure of the Goal
Requirements: The Student Growth Goal
is acceptable if it . . .
needs revision if it. . .
Focuses on a standards-based enduring skill which students are
expected to master.

focuses on a standards-based enduring skill.

Contains a skill that is not standards-based or does not match enduring skill criteria.
Identifies an area of need pertaining to current students’
abilities.

identifies a specific area of need related to the enduring skill, supported by evidence
for current students.

does not identify a specific area of need or the area of need is not related to the
enduring skill.
Includes growth and proficiency targets that establish and
differentiate expected performance for ALL students.

includes a growth target for ALL students and a proficiency target that establishes the
mastery expectation for students.

is missing one of the targets or fails to differentiate expected performance for one or
both targets.
Identifies appropriate sources and kinds of evidence for baseline, mid-course, and end-of-year/course data collection.

identifies appropriate sources and kinds of evidence for collecting baseline, midcourse, and end-of-year/course data that matches the skill being assessed.

fails to identify appropriate sources and kinds of evidence for data collection, or they
are not well-matched to the skill being assessed.
Explicitly states year-long/course-long interval of instruction.

specifies a year-long/course-long interval of instruction.

fails to specify an interval of instruction, or the interval is less than year-long/courselong.
Rigor of the Goal and Sources and Kinds of Evidence
is acceptable if it . . .
Requirements: The rigor of the Student Growth Goal
needs revision if it. . .
It Is congruent to KCAS grade level/content area standards for
which it was developed.

is congruent and appropriate for grade level/content area standards

is congruent to content but not to grade level standards, or it is not congruent
The growth and proficiency targets are challenging for students,
but attainable with support.

has growth and proficiency targets that are doable, but stretch the outer bounds of
what is attainable.

has growth and proficiency targets that are not achievable or the targets are
achievable, but fail to stretch attainability expectations


has identified sources and kinds of evidence that allow students to demonstrate their
competency in performing at the level intended by the standards in which the
enduring skill is being assessed.
has identified sources and kinds of evidence that only allow students to demonstrate
competency of a portion or none of the aspects intended by the standards being
assessed in which the enduring skill is being assessed.
The identified sources and kinds of evidence of learning/growth
allow for students to demonstrate where they are in meeting or
exceeding the intent of the standards in which the enduring skill
is being assessed.
Comparability of Data and Evidences of Student Learning/Growth
is acceptable if it. . .
Requirements: The comparability of the Student Growth Goal
Uses comparable criteria across similar classrooms (addressing
the same standards) to determine progress toward mastery of
the standards-based enduring skill being assessed

reflects collaborative development of common criteria (sources and kinds of
evidence/rubrics) to determine competency in performance at the level intended by
the standards in which the enduring skill is being assessed.
needs revision if . . .

it does not reflect common criteria used to determine progress.
176
Let’s Discuss
Measures
REVIEW THE INFORMATION ON PAGE 23, CEP.
TURN AND TALK TO A PARTNER AND COME UP
WITH ONE EXAMPLE – THAT YOU BOTH AGREE
WILL MEET THE DEFINITION GIVEN - OF EACH
OF THE FOLLOWING:
PRE/POST ASSESSMENT
REPEATED MEASURES DESIGN
HOLISTIC EVALUATION
REMEMBER THAT THE SGG MUST HAVE A
BASELINE, INTERIM, AND FINAL MEASURE
177
Where to find SGG
Examples
•
•
SAMPLE SGGS - KDE STUDENT GROWTH
PAGE:
HTTP://EDUCATION.KY.GOV/TEACHERS/P
GES/TPGES/PAGES/TPGES -STUDENTGROWTH-PAGE.ASPX. LOOK FOR:
“SAMPLE STUDENT GROWTH GOALS”,
“SAMPLE STUDENT GROWTH GOALSCTE”, AND “WRITING STUDENT GROWTH
GOALS IN ADDITIONAL SETTINGS ”
WEBPAGE WITH SGG EXAMPLES USING
THE LDC
PROCESS: HTTP://EDUCATION.KY.GOV/T
EACHERS/PGES/TPGES/PAGES/THE LITERACY-DESIGN-COLLABORATIVE(LDC)-AND-STUDENT-GROWTH.ASPX
178
179
180
181
182
Team Considerations
183
SGG -Things to Consider - SGG
• How will the PLC Peer Review Process for
SGGs be organized in your building in order to
ensure the JCPS Protocol for Ensuring Rigor
and Comparability (page 20, CEP) is followed
in an effective way, school goals are being
considered, and time is allowed for
administrative review and approval to meet
the deadline?
184
SGG - Things to Consider - SGG
• How will administrators work together to ensure
they are reviewing and approving SGGs in a
consistent manner to support the school’s plan? Will
administrators participate in/be present for
PLCs/Team SGG discussions?
• What is your plan for organizing the OPGES faculty
around SGGs (see bottom of page 20, CEP)?
185
SGG - Things to Consider - SGG
• What measures will PLCs/Teams use to determine
baseline proficiency, benchmarking and final scores?
(see page 23, CEP)
• How will teams determine that the measure matches
the enduring skill?
• How and when will they calibrate?
• When will they be provided time to look at interim or
mid-year growth data?
186
• What data collection process or technology platform
will you use for teachers to provide evidence of
growth and proficiency relevant to their SGG?
Scored student work for the group reflecting
baseline-setting, benchmarking, and final measure
Checklist that summarizes proficiency progress:
baseline scores, benchmark scores, final scores
Summary data for baseline, benchmarks, and final
measure for use in proficiency rating and growth
rating
187
SGG - Things to Consider - SGG
• How and when will PLCs/Teacher Teams meet
to calibrate and review growth and proficiency
scores for each member’s SGG near the end of
the goal’s interval of instruction? This work
need to be completed in April to allow time
for final self-reflections, collection of evidence
for domain ratings, summative conferences,
etc.
188
SGG - Things to Consider - SGG
• What process and/or
template/mechanism will be in place for
teachers to provide their SGG data and
PLC/Team Peer Review process assurance
to the administrator (or will an
administrator be present at the SGG
scoring meeting with the team?) so that
a local SGG score can be recorded?
189
SGG - Things to Consider - SGG
• How will you organize administratively to insure
consistency and meet with teachers to review their
final growth and proficiency ratings for the local
SGG?
• When will the administrator discuss – with each 4th8th ELA/Math teacher - the state contribution
(Median Student Growth Percentiles) and how this
combines for an Overall Student Growth
Rating?(page 26, CEP)
190
Record Questions on Note Cards
Observations:
Supervisor & Peer
Teachers and administrators will be able to identify the purpose for
supervisor and peer observations.
Teachers and administrators will understand the model and timelines for
observations as defined in the JCPS Certified Evaluation Plan.
Teachers and administrators will understand the expectations for
observations including the differentiation for tenured and non-tenured
teachers/other professionals.
Observation
A data collection process conducted by a certified
observer, in person or through video, for the purpose
of evaluation, including notes, professional
judgements, and examination of artifacts made
during one (1) or more classroom or worksite visits or
any duration.
Observation Model
Minimum Requirements:
• Three mini observations (two by supervisor,
one by peer) – 20 to 30 minutes
• One full observation by supervisor
• Documented on JCPS approved forms
Observations – Tenured Teachers
How Often
What
By Whom
Window
Year 1
Mini Observation
Supervisor
October 1 – April 15
Year 2
Mini Observation
Supervisor
October 1 – April 15
Year 3
Summative
Mini Observation
Peer
December 1 –
February 14
Full Observation
Supervisor
February 15 – April 15
Non-Tenured Teachers or Tenured Teachers
on One Year PGP and Summative Cycle
How Often
What
By Whom
Window
Annually
Mini Observation
Supervisor
October 1 – November
30
Annually
Mini Observation
Supervisor
December 1– February
14
Mini Observation
Peer
December 1 – February
14
Annually
Full Observation
Supervisor
February 15 – April 15
Peer Observation - Purpose
For teachers to receive formative feedback
from a peer to help improve their practice
Peer Observers
•Must have a minimum of three years of teaching or other
professional experience
•Must complete the state-approved, peer observation training
•Will have no more than 5 teachers to observe (recommendation is 3
or fewer, if possible)
•Will be in the same PGES framework as the person to receive the
peer observation
Peer observation must occur in the summative cycle.
Observation Conferencing
Pre-observation Conferences – Held 1 – 3 days prior to observation
• Is not required for supervisor observations, but may occur upon request
from either the evaluator or teacher/other professional
• Pre-Observation conference required for peer observation
Post-Observation Conferences – Supervisor and Peer Observation
• In person within five working days after the observation
Summative Evaluation Conferences - held at the end of the summative cycle
prior to May 1st.
Framework for Teaching Domains 2 & 3
OVERVIEW AND
Teachers and administrators will be able to identify the components,
elements, and critical attributes of Domains 2 and 3.
Teachers and administrators will be able to identify examples
supporting the Accomplished Performance level for each component
within Domains 2 and 3.
Teachers and administrators will have tools to successfully lead teachers
in their school through this process.
KY FRAMEWORK FOR
TEACHING
Domain 2: The Classroom
Environment
2A Creating an Environment of Respect and Rapport
2B Establishing a Culture For Learning
2C Managing Classroom Procedures
2D Managing Student Behavior
2E Organizing Physical Space
2A Creating an Environment of Respect and Rapport
Teacher Interaction with Students
Student Interactions with One Another
2A Creating an Environment of Respect and Rapport
Accomplished Cell in KY Framework for Teaching
Teacher-student interactions are friendly and demonstrate general caring
and respect. Such interactions are appropriate to the ages of the students.
Students exhibit respect for the teacher. Interactions among students are
generally polite and respectful.
Teacher responds successfully to disrespectful behavior among students.
The net result of the interactions is polite and respectful, but impersonal.
2A Creating an Environment of Respect and Rapport
Critical Attributes at Accomplished Level
Talk between teacher and students and among students is uniformly
respectful
Teacher responds to disrespectful behavior among students
Teacher makes superficial connections with individual students
2A Creating an Environment of Respect and Rapport
Examples
Teacher greets students by name as they enter the class or during the
lesson.
The teacher gets on the same level with students, kneeling, for
example, beside a student working at a desk.
Students attend fully to what the teacher is saying.
Teacher and students use courtesies such as "please," "thank you,"
"excuse me.“
2B Establishing a Culture For
Learning
Importance of the Content
Expectations for Learning and Achievement
Student Pride in Work
2B Establishing a Culture For Learning
Refer to the KY Framework for Teaching
What does accomplished look like?
What are the critical attributes?
What are some possible examples that would fit the critical attributes
and the description of the accomplished performance level.
2C Managing Classroom
Procedures
Management of Instructional Groups
Management of Transitions
Management of Materials and Supplies
Performance of Non-Instructional Duties
2D Managing Student
Behavior
Expectations
Monitoring of Student Behavior
Response to Student Misbehavior
2E Organizing Physical Space
Safety and Accessibility
Arrangement of Furniture and Use of
Physical Resources
Domain 3: Instruction
3A Communicating with Students
3B Using Questioning and Discussion Techniques
3C Engaging Students in Learning
3D Using Assessment in Instruction
3E Demonstrating Flexibility and Responsiveness
3A Communicating with Students
Expectations for Learning
Directions and Procedures
Explanation of Content
Use of Oral and Written Language
3A Communicating with Students
Accomplished
The teacher clearly communicates instructional purpose of the lesson,
including where it is situated within the broader learning, and explains
procedures and directions clearly.
Teacher’s explanation of content is well scaffolded, clear and accurate, and
connects with students’ knowledge and experiences.
During the explanation of content, the teacher invites student intellectual
engagement.
Teacher’s spoken and written language is clear and correct and uses
vocabulary appropriate to the students’ ages and interests.
3A Communicating with Students
Critical Attributes at Accomplished Level
The teacher states clearly, at some point during the lesson,
what the students will be learning.
If the strategy is appropriate, the teacher models the process
to be followed in the task.
Students engage with the learning task, indicating that they
understand what they are to do.
The teacher makes no content errors.
Critical Attributes for 3A –
The teacher’s explanation of content is clear and
invites student participation and thinking.
The teacher’s vocabulary and usage are correct
and completely suited to the lesson.
The teacher’s vocabulary is appropriate to the
students’ ages and levels of development.
3A Communicating with Students Examples
•Expectations for Learning - Learning Targets
•Directions and Procedures - Visual
•Explanation of Content - Modeling
•Oral and Written Language – Precise and Clear
Communication
3A Communicating with Students
Turn and Talk
Think about these elements of communication. What do
they look like in your classroom? How might you facilitate
a deeper understanding of this component at your school
in collaboration with your colleagues? Share with a
partner.
Expectations for Learning
Directions and Purpose
Explanation of Content
Use of Oral and Written Language
3B Using Questioning and
Discussion Techniques
Quality of Questions
Discussion Techniques
Student Participation
3B Using Questioning and Discussion
Techniques
Refer to the KY Framework for Teaching
What does accomplished look like?
What are the critical attributes?
What are some possible examples that would fit the critical
attributes and the description of the accomplished
performance level.
3C Engaging Students in Learning
Activities and Assignments
Grouping Students
Instructional Materials and Resources
Structure and Pacing
3D Using Assessment in
Instruction
Assessment Criteria
Monitoring of Student Learning
Feedback to Students
Student Self-Assessment and Monitoring of
Progress
3E Demonstrating Flexibility and
Responsiveness
Lesson Adjustment
Response to Students
Persistence
OPGES Frameworks
How to Access Frameworks and Other KDE
Developed Documents related to OPGES
http://education.ky.gov/teachers/pges/otherpages/
pages/kentucky-framework-for-teaching-specialistframeworks.aspx
Team Time and
BACK AT SCHOOL
You are the PGES Leadership Team. You will lead
this work in your building.
What is the Plan? How will you share?
Domains 1-4
CEP
Evaluation Process
TEAM TIME