Title: Welcome to KLA
1Welcome to KLA
2KLA Process Goal 1
- Provide opportunities for you to network with
other administrators/leaders from across your
region.
3- 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.
4KLA 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
5KLA Session Evaluation
6Overarching 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
7Todays 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
8Our Norms
Rule of Two Feet
Be Present Engaged
Cell Phone/Computer Etiquette
9 Teacher Professional Growth Effectiveness
System An Overview of the System and Individual
Multiple Measures
KLA Day 1 Adapted from KDE Field Test
10Learning Targets I 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.
11TPGES Timeline
Spring Pilot of selected measures Student
Growth Professional 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 Effectiveness Framework will
be put into place across the state
2013/14 All districts will pilot the process
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13Explanation of Multiple Measures
Student Voice
SUPPORTED BY
Documents or demonstrations that indicates proof
of a particular descriptor. Should be a natural
by-product created through the process of
teaching
Evidence
14Domain 1 Planning Preparation Domain 2
Classroom Environment Domain 3
Instruction Domain 4 Professional
Responsibilities Domain 5 Student Growth
15Common Language
16Domain 5 Student Growth
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18- 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.
19Self-Reflection Professional Growth
Teacher Growth
20SMART Goal Process
21- 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.
22The Observation Process
SUPERVISOR
23Semester 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 mini 1 formal
24Major Purpose Difference
PEER
SUPERVISOR
Formative Only
Formative Summative
25Learning Focused Observation Process
1
2
5
4
3
26PRE-OBSERVATION DOCUMENT
Teacher
EPSB ID
School
Grade Level/Subject(s)
Observer
Date of Conference
Preconference (Planning 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?
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28Record Interpret (Peer Observer Does NOT
Interpret)
Domain 2 The Classroom Environment 2a Creating an environment of respect and rapport Domain 2 The Classroom Environment 2a Creating an environment of respect and rapport Domain 2 The Classroom Environment 2a Creating an environment of respect and rapport Domain 2 The Classroom Environment 2a Creating an environment of respect and rapport Domain 2 The Classroom Environment 2a 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 drivers 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 youre qualified to do this? No smile. T Thank you, group, you may have a seat. T Sotheres 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 eyes Ss 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 greathave a good day. Comments rattled off quickly with no expression. Evidence T greets Ss at door . Brandon, how did you do on your drivers 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 youre qualified to do this? No smile. T Thank you, group, you may have a seat. T Sotheres 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 eyes Ss 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 greathave a good day. Comments rattled off quickly with no expression. Evidence T greets Ss at door . Brandon, how did you do on your drivers 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 youre qualified to do this? No smile. T Thank you, group, you may have a seat. T Sotheres 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 eyes Ss 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 greathave a good day. Comments rattled off quickly with no expression. Evidence T greets Ss at door . Brandon, how did you do on your drivers 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 youre qualified to do this? No smile. T Thank you, group, you may have a seat. T Sotheres 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 eyes Ss 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 greathave a good day. Comments rattled off quickly with no expression. Evidence T greets Ss at door . Brandon, how did you do on your drivers 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 youre qualified to do this? No smile. T Thank you, group, you may have a seat. T Sotheres 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 eyes Ss 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 greathave a good day. Comments rattled off quickly with no expression.
29- 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.
30RESEARCH 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, 52,12181225.
31- 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.
32- 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)
33- 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.
34- Student Growth Measures
- Goal Setting for Student Growth
- Applies to all teachers
- Student Growth Percentiles
- Applies to grades 4 8 reading math
35Student Growth Process
36SMART Goal Process
37Looking at the Process
38Data Source Possibilities
39Data Source Possibilities
Aligned to Standards
Descriptive Rubrics
40Student Growth Percentiles
41Student Growth Percentiles
- SGPs focus on the relative standing of a student
from year to year compared to the students
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?
42- 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.
43Looking 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?
44TPGES will require..
- Evidence.Evidence.Evidence
- Its about what you see, hear and collect not
what you feel. - Focus on goals
- Teacher performance connected to student growth
- Continuous Improvement
for everyone
45KLA Session Evaluation
46BREAK
- When you return sit in Job Alike Groups
PRINCIPALS
TEACHER LEADERS/ COACHES
ASSISTANT PRINCIPALS
CENTRAL OFFICE
47- 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.
48Establishing a Climate for Professional
Conversations
- Book Study-Part I
- Talking About Teaching by Charlotte Danielson
- The Instructional Leaders Guild to Strategic
Conversations With Teachers by Robyn Jackson
49Learning Targets I 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. -
50.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
51 - 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.
52Put 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.
53What strategies can I employ to complete the
leadership puzzle in my school or district and
create a culture that promotes highly productive
instructional 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.
54Identify 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.
55Personal Strategic Plan
56KLA Session Evaluationwhen 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
57LUNCH
58- Move to a table for your level
- Elementary
- Middle School
- High School
- Central Office
59- 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.
60Learning 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.
61- 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
62Culture 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. Well refer
back to the strategies later.
63Why 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 dont get along
- There are no consequences for poor (individual or
team) performance.
64Effective Teams Improved Teaching and Learning
65Instructional 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 teams students - Demands teachers use records of practice
- Tangible artifacts of teacher work
66What 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. - Dont forget to go back to the strategies
identified in your first reading
67So, 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
68Uses 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!
69How can you use both Supervisor/Teacher and PLC
conversations to change a school culture?
70KLA Session EvaluationRemember to think
indicators and evidence as you rate the session.
71KLA State ConnectionsContent Specialist
72KLA Session Evaluation
73KLA Technology Connections
74HOT 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. - Well look for the best way to get you the
information.
75Evaluation of the Day