Welcome to KLA
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Transcript of 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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Domain 1. Planning & Preparation
2. Classroom Environment
3. Instruction 4. Professional Responsibilities
5. Student Growth
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Observation Evidence
(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