Welcome to KLA

Welcome to KLA

Day 1 – September, 2012

KLA Process Goal #1

• Provide opportunities for you to

network with other

administrators/leaders from across

your region.

• Introduce yourself to everyone at your table and tell

what you do.

• After everyone is introduced, one person will draw a

card from the cards in the center of the table. The

reader will respond.

• The person to the left will then answer the question

and you will go around the table.

• After everyone has answered the same question, the

next participant draws the next card for everyone to

answer.

• Keep answering questions until your time is up.

KLA Process Goal #2• Embed best practices for

Professional Development including:−Modeling practices that you can use

with your staff to process information during staff meetings and for PD.

−Using technology in a variety of ways both during our sessions and in between

KLA Session Evaluation

Overarching KLA Content Targets • Lay the groundwork for the Teacher

Professional Growth and Effectiveness

System

• Support the implementation of PLCs

during a time of change

• Share communications

from the state and the

regional ISLN meetings

Today’s Agenda

Before Lunch:

•Overview of the Teacher Professional Growth

and Effectiveness System

•Establishing a Climate for Professional Conversations

with Individuals

After Lunch:

•Establishing a Climate for Professional Conversations

through PLCs

•State Information: Content Specialist Information

•Introducing HOT Topics

Our Norms

Rule of Two Feet

Be Present & Engaged

Cell Phone/Computer Etiquette

Teacher Professional Growth & Effectiveness System

An Overview of the System and Individual Multiple Measures

KLA Day 1 – Adapted from KDE Field Test

Learning TargetsI can. . . .

• Explain the main components of the TPGES process.

• Identify key ways that the TPGES process is going to change the way that I currently do evaluations.

TPGES Timeline

Spring Pilot of selected

measures:

Student GrowthProfessional

Growth

Summer training for pilot

districts

4 days Online

Observation Calibration

2012/13 –

60 districts will pilot the entire process with

teachers

2014 – The Teacher Effectivenes

s Framework will be put into place across the

state

2014 – The Teacher Effectivenes

s Framework will be put into place across the

state

2013/14 –

All districts will pilot

the process

Explanation of Multiple Measures

Student Voice

Documents or demonstrations that indicates proof of a particular descriptor. Should be a natural by-product created through the process of teaching

Evidence

SUPPORTED BY

Domain 1: Planning & Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

Domain 5: Student Growth

Common Language

Domain 5: Student Growth

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(pre and post conferences) Observation Instrument Evidence

(pre and post conferences)

Student Growth

Student Growth

Template

Student Voice

Kentucky Student Perception Survey

Professional Growth

Professional Growth and Self Reflection Tool

Self Reflection

Peer Observation Observation Instrument

Place questions you have about the multiple measures and framework on post it notes. As we go more in-depth for each of these measures in future meetings, we will make sure that we answer your questions.

Self-Reflection

+ Professional

Growth Teacher

Growth

SMART Goal Process

• Place questions you have about the PGP on post it notes. As we go more in-depth for each of these measures in future meetings, we will make sure that we answer your questions.

The Observation Process

PEERteacherSUPERVISOR

Semester 1 Semester 2

Method 1 (Progressive)

•3 minis and 1 formal•One mini will be completed by the peer observer.

2 Observations

2 mini

2 Observations

1 mini 1 formal

Method 2 (Traditional)

•2 formals and 2 minis•One mini will be completed by the peer observer.

2 Observations

1 formal 1 mini

2 Observations

1 mini1 formal

Major Purpose Difference

SUPERVISOR PEER

Formative Only Formative & Summative

Learning Focused Observation Process

1

2

34

5

Teacher  

EPSB ID#  

School  

Grade Level/Subject(s)  

Observer  

Date of Conference  

Questions for Discussion: Notes:

What is your identified student learning target(s)?  

To which part of your curriculum does this lesson relate?  

How does this learning fit in the sequence of learning for this class?

Briefly describe the students in this class, including those with special needs.

How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any materials that the students will be using.

How will you differentiate instruction for individuals or groups of students?

How and when will you know whether the students have achieved the learning target(s)?

Is there anything that you would like me to specifically observe during the lesson?

PRE-OBSERVATION DOCUMENT

Preconference (Planning Conference)

Record & Interpret

(Peer Observer Does NOT Interpret)

Domain 2: The Classroom Environment2a: Creating an environment of respect and rapport

Element Ineffective Developing Accomplished Distinguished• Teacher

interactions with students

• Student interactions with other students

• Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students' ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. • Teacher does not deal with disrespectful behavior.

• Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students' ages, cultures, and developmental levels. • Students rarely demonstrate disrespect for one another. • Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict.

• 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.

• Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. • Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals.

Evidence:T greets Ss at door . “Brandon, how did you do on your driver’s test?”T “Have any of you ever worked in a pen factory?” … “Do any of you feel you have some kind of expertise that exceeds regular 9th grade expertise on pens?” “No, so you’re qualified to do this?” No smile.T “Thank you, group, you may have a seat.”T “So…there’s this guy, Eli Whitney…”S answers questions from T incorrectly. Another S gives correct answer. S who answered incorrectly and other students exchange smiles.T gives directions, “obviously include the word” and T rolls eyes.T says “When I was in the 7th grade, I broke 4 pairs of glasses.”T gives directions, “When you get to the stop sign, predict. What are you going to do?” “STOP,” T rolls eyesSs do not talk or make facial expressions when other ss are speaking.T “Very nice, thank you.”T “Nice job. I think you are starting to get it.”T stands outside of classroom collecting exit card. “Thank you, you guys are great…have a good day.“ Comments rattled off quickly with no expression.

• Place questions you have about observation and peer observation on post it notes. As we go more in-depth for each of these measures in future meetings, we will make sure that we answer your questions.

RESEARCH TELLS US THAT STUDENTS ARE THE BEST PREDICTORS OF TEACHER EFFECTIVENESS.“Student ratings are the single most valid source of data on teaching effectiveness.”

--McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52,1218–1225.

Kentucky is administering an abbreviated version

of Tripod Survey.

•Student surveys will be used to collect data and to generate reports focused on classroom learning conditions, student engagement, and school climate.

•Student responses are anonymous.

•Individual teacher results will not be shared publicly.

•Multiple versions: K-2, 3-5 and 6-12 (Language is grade appropriate and questions have been through an extensive validation process).

•The K-2 version is administered by a facilitator that records responses in small groups.

•The 3-5 and the 6-12 surveys will be administered online.

•Student surveys are administered at the classroom level.

The 7 Cs of Teaching Practice

•Caring about students (Encouragement and Support)

•Captivating students (Learning Seems Interesting and Relevant)

•Conferring with students (Students Sense teachers respect their Ideas)

•Controlling behavior (Culture of Cooperation and Peer Support)

•Challenging students (Press for Effort, Perseverance and Rigor)

•Clarifying lessons (Success Seems Feasible)

•Consolidating knowledge (Ideas get Connected & Integrated)

• Place questions you have about student voice on post it notes. As we go more in-depth for each of these measures in future meetings, we will make sure that we answer your questions.

Student Growth Measures

Goal Setting for Student Growth•Applies to all teachers

Student Growth Percentiles•Applies to grades 4 – 8 reading & math

Student Growth Process

SMART Goal Process

Looking at the Process

Data Source Possibilities

Interim Assessments

Classroom Assessments

ProjectsProducts

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Data Source Possibilities

Interim Assessments

Classroom Assessments

Projects Products

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Aligned to

Standards

Descriptive

Rubrics

Student Growth Percentiles

Student Growth Percentiles

SGPs focus on the relative standing of a student from year to year compared to the student’s academic peers.

−Academic peers are students who perform very similarly on the test to the student. The student is only compared to students who start at the same place.

−In year two, the question is: Did the student outpace his/her peer group?

KDE:OAA:3/2/2012:kd:rls 41

• Place questions you have about student growth on post it notes. As we go more in-depth for each of these measures in future meetings, we will make sure that we answer your questions.

Looking for Patterns

With an Elbow Partner Look at the Notes that you took and identify some ways that this process is different from your current evaluation process.

−What changes is the new TPGES process going to make in your evaluation process?

−What patterns do you see across the multiple measures? What is the new system going to require?

TPGES will require………..

• Evidence….Evidence….Evidence−It’s about what you see, hear and collect

not what you feel.

• Focus on goals

• Teacher performance connected to

student growth

• Continuous Improvement

for everyone

KLA Session Evaluation

BREAK

• When you return sit in Job Alike

Groups

PRINCIPALS

ASSISTANT

PRINCIPALS

TEACHER LEADERS/ COACHES

CENTRAL OFFICE

• Introduce yourself to everyone at your table and tell what

you do.

• After everyone is introduced, one person will draw a card

from the cards in the center of the table. The reader will

respond.

• The person to the left will then answer the question and

you will go around the table.

• After everyone has answered the same question, the next

participant draws the next card for everyone to answer.

• Keep answering questions until your time is up.

Establishing a Climate for Professional

Conversations

Book Study-Part

ITalking About Teaching by

Charlotte Danielson

The Instructional Leader’s

Guild to Strategic

Conversations With

Teachers by Robyn Jackson

Learning TargetsI can. . . .

• Identify the critical attributes of leadership and/or school climate that promote productive instructional conversations?

• Develop a personal strategic plan for establishing a climate for highly productive professional conversations in my school or district.

….Professional conversation is an essential technique to promote professional learning among teachers.

Charlotte Danielson

• Provides the cultural support for significant changes in the way instruction is analyzed, discussed and evaluated

• Prepares staff for strategic instructional conversations based on documented evidence that leads to high levels professional and student performance

Read, Share, Compare

• Reader #I - Getting Ready for Strategic Conversations – Jackson(pages 8-14)

• Reader #2 - Why Professional Conversations – Danielson (pages 1-11)

• Reader #3 - Power and Leadership – Danielson (pages 13-26)

Step 1:•Highlight the key ideas about leadership and/or school climate that promote productive instructional conversations as you read.

Step 2: •Star any key strategies you want to share with your table.

Put the Pieces Together

• Share and discuss the key ideas of leadership and culture that you believe are most important from your reading.

• As you discuss use the puzzle provided to record the attributes that are most necessary to promote productive strategic conversations.

• Go back to your reading and look at your STARS.

• At the charts posted record strategies from your reading,

discussion or experience to address the leadership or

cultural attribute listed on the chart.

• Move from one chart to the next.

• Read what the people before you have written. Add more

strategies that would fit in the category.

• Continue moving around the room until you have

contributed to or read all charts.

What strategies can I employ to complete the leadership puzzle in my school or district and create a culture that promotes highly productive instructional conversations?

Identify the 1 or 2 attributes that you want to work on to build a culture for productive conversations this year. Consider:

• Does my staff see me as a knowledgeable instructional

leader who engages them in strategic conversations about

teaching and learning?

• Does my staff have the trust needed for open, honest

conversations?

• Have I demonstrated respect for the rigor of teaching

• Have I promoted high levels of energy, engagement, and

productivity?

Put your dot on the chart that matches your identified attribute. Take this opportunity to have a stand up discussion to clarify

any questions about the listed strategies.

Personal Strategic Plan

KLA Session Evaluation…when students (teachers) receive feedback (based on evidence) that is timely and specific, against clear standards, they are able to bridge the gap between current performance and desired goals… Charlotte Danielson

LUNCH

• Move to a table for your level:−Elementary−Middle School−High School−Central Office

• Introduce yourself to everyone at your table and tell

what you do.

• After everyone is introduced, one person will draw a

card from the cards in the center of the table. The

reader will respond.

• The person to the left will then answer the question and

you will go around the table.

• After everyone has answered the same question, the

next participant draws the next card for everyone to

answer.

• Keep answering questions until your time is up.

Learning Targets

• I can identify the

structures/processes/culture that need

to be in place for effective teams.

• I can analyze the effectiveness of the

PLCs within my building/district.

• I can identify ways that I can support

them to make the next steps.

PLCs are not so much a thing

as they are a culture. They are

a way of thinking. Things can

be done rather quickly – but

culture develops through time.Daniel Venables, The Practice of Authentic PLCs

Culture that supports Effective TeamsPower of Teacher Teams Introduction by Richard Elmore

• At your table number 1-5. If you have fewer than 5 –everyone read the paragraph(s) that might be left.

• Each person will read their paragraph from the Introduction

• As you read:− Highlight the key ideas or attributes of an effective team− Star the strategies that you can use to improve teams

• On the right hand side of the paper by your paragraph jot down any notes or questions you might have as you read. (Interactive Reading)

• When everyone in your group is done reading, share key ideas with each other. We’ll refer back to the strategies later.

Why Teams (typically) Fail

• The complexities of collaboration are untaught

• Effective teacher leadership is missing• The need for expertise is ignored or

misunderstood• Pitfalls are unrecognized or poorly addressed• Team members give up when they don’t get

along• There are no consequences for poor

(individual or team) performance.

Effective Teams = Improved Teaching and Learning

Instructional Talk• Expects teachers to:

−Observe and critique the work of their peers;−Discuss, assess and revise lessons taught by

team members based on student results;−Hold each other accountable for the learning

of all the team’s students

• Demands teachers use records of

practice:−Tangible artifacts of teacher work

What structures & processes need to be in place?

What a PLC is and is not

PLC meetings vs. Typical Teacher Meetings•Divide into 2 groups at your table•Each group will focus on one of the lists•Look for patterns and identify what key processes that will support a culture for effective PLCs•As a table group chart what is needed for an effective team:

− Culture Structure Processes

•What strategies would support the culture, structure and processes that you identified.

Don’t forget to go back to the strategies identified in your first reading

So, if this is what we want…. where are we?

• Tools available for analyzing your teams:−Teacher-Teaming Continuum Assessment

The Power of Teacher Teams

−Rubric Based on a Systems Approach Powerful Designs for Professional Learning

−Teamwork Questionnaire The Art and Science of Leadership

−A Survey Related to What People in PLCs Do Professional Learning Communities By Design: Putting Learning Back into PLCs

Uses of the Tools

• Administrators assess to determine

needs

• Teams Self Assess to determine needs

• Use the Rubrics to communicate what

should be happening in a PLC.

• All can be used to open conversations

about effective teams!

How can you use both Supervisor/Teacher and PLC conversations to change a school culture?

KLA Session EvaluationRemember to think indicators and evidence

as you rate the session.

KLA State Connections:Content Specialist

KLA Session Evaluation

KLA: Technology Connections

HOT TOPICS• Think about what you would want more

information on that could be covered in our

Hot Topics session or through the web site.

• Within the next week you will receive an

email letting you know how you can share

your topics with us.

• We’ll look for the best way to get you the

information.

Evaluation of the Day