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PGP Tutorial

PGP Tutorial. Brevard Public Schools September/October 2012. We must have a passionate commitment to high standards and student success. We must have a professional teaching culture marked by shared purpose, collaboration, innovative spirit, and continual learning.

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PGP Tutorial

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  1. PGP Tutorial Brevard Public SchoolsSeptember/October 2012

  2. We must have a passionate commitment to high standards and student success.

  3. We must have a professional teaching culture marked by shared purpose, collaboration, innovative spirit, and continual learning.

  4. We must revere data that provide feedback to students, inform programmatic and instructional decisions, and support focused intervention efforts.

  5. We must commit to a relentless pursuit of teaching methodologies that foster student engagement, critical thinking, self-efficacy, and content mastery.

  6. SSNP Inclusion Differentiated Instruction RtI Differentiated Accountability Model National and State Standards Serving every student with excellence as the standard Student Engagement StudentAchievement ContinuousTeachingImprovement LearningMeasure-ment Learning Strategies LearningPlan for All LearningSpark Learning Cycle LearningEnviron-ment Module5 Module 1 Module 2 Module 3 Module 4 Module 6

  7. Agenda Desired Outcomes Agreements Updates PGP Rubric Pre-Writing Checklist Develop PGP Plan Questions

  8. DESIRED OUTCOMES Improve understanding of the Professional Growth Plan rubric Tips for writing PGPs Use PGP Writing Checklist to develop a plan

  9. AGREEMENTS Stay focused Participate Use technology politely Be kind

  10. Updates • Please…2-4 pages • Evidence of every indicator • No longer anonymous • Teacher collaboration

  11. Updates • May continue a PGP goal into second year • Pinpoint

  12. Handouts • Rubric • Completed Pre-Writing Instrument • Blank Pre-Writing Instrument • Sample PGP • Work Plan Strategies • PGP Development Checklist

  13. ELEMENT I: Development of PGP GoalDistinguished or Proficient? 1. Three or more data sources 2., 3., 4. And not Or 5., 6. Same as proficient 7. STRETCH

  14. ELEMENT II: Work Plan StrategiesDistinguished or Proficient? 1. Quantitative AND qualitative data 2., 3., Same for proficient 4. Clear, direct connection to PGP goal for ‘Distinguished’ 5. Defined, realistic timelines

  15. ELEMENT II: Work Plan StrategiesDistinguished or Proficient? 6. (Clearly defined) B.E.S.T. • Reflection • Multiple opportunities to receive feedback (peers and administrators)

  16. ELEMENT III: Outcome MeasuresDistinguished or Proficient? • S.M.A.R.T • Quantitative and qualitative; connected to practice • Student outcomes AND improved practice identified

  17. Application • Share Pre-Writing Instrument • Teachers generate ideas for their PGPs

  18. What do I want to work on this year? My turn: I listed several things I might do, but chose student data notebooks in reading. Your turn: Brainstorm ideas, and then choose onefor your plan.

  19. Professional Growth Plan Goal This year, I will implement the use of student data notebooks so students can monitor and reflect on their progress in reading application and vocabulary. They will set goals, develop action plans related to their achievement in reading, and monitor their ongoing progress. I will review the data notebooks as formative assessment to inform my instruction. I will also solicit feedback from students about the effectiveness of using these notebooks and use the feedback to improve the process.

  20. What student performance data sources do I have? My turn: I listed FCAT, FAIR, DRA, DRLA, and a survey. Your turn: list three data sources you can draw conclusions from and that you can use as a measurable outcome. Include qualitative and quantitative measures.

  21. Element I, Indicators 1 & 2(Quantitative) In April 2012, 60% of my 20 students scored at or above grade level (3+) in reading on the Florida Comprehensive Achievement Test (FCAT). The overall class trend showed a weakness in reading application and vocabulary, with especially significant deficits for those students scoring below level 3. In September 2012, 55% of students (11/20) scored 70% or better on the District Reading Literacy Assessment (DRLA).

  22. Element I, Indicators 1 & 2(Qualitative) To develop baseline reference data, I developed a survey for students related to using data notebooks. I found that 0% of students had experience using them previously. In the same survey, only 40% of students thought that monitoring their own progress through action planning with the use of data notebooks would positively impact their academic progress.

  23. What research supports my PGP goal? Research within the school Research beyond the school

  24. Element I, Indicator 3 (Research within and beyond) Research shows that students who struggle in school often have issues with motivation (Black and Wiliam, 2004). They don’t monitor their own progress and they don’t have an understanding of how their efforts impact their achievement. Student data notebooks with action planning and goal setting can help students make the connection that effort yields positive achievement. In B.E.S.T. (Module IV), the importance of formative assessment was stressed, and I was introduced to data notebooks and the research correlating their use with student achievement. During the summer, I spoke with teachers at three separate elementary schools about the positive and powerful effect that using student data notebooks had on student achievement. At my school, third grade teachers use data notebooks and feel strongly that their use has positively impacted student progress. Furthermore, end of year surveys given to their students indicated that 95% – 98% of their students felt strongly that monitoring their own progress resulted in improved student success.

  25. How will I inform and involve students in the process? Data analysis Instructional delivery

  26. Element I, Indicator 4(Data and instructional feedback) This year, my students will monitor their progress in reading using data notebooks and will give me feedback about its effectiveness. I will use their feedback to improve the process.

  27. What inferences can I draw from the student data? Analyze student data Link to School Improvement Plan

  28. Element I, Indicator 5(Analyze data) These two data sources show that this class has a significant number of students struggling in reading. 9 of 20 students scored below grade level on the DRLA. FCAT results support that conclusion with 6 of those 9 students scoring midrange level 2 on the FCAT, and 2 of those students scoring high level 1’s. The other student scored just below 70% on the DRLA, but scored a level 3 on FCAT.

  29. Element 1, Indicator 5(School Improvement Plan) My goal aligns with our School Improvement Plan which focuses on “…enhanced literacy instruction through improved use of formative assessment.”

  30. Reflection on current practice Review current practice How do the objectives show both strengthened instructional practice and improved student achievement outcome?

  31. Element 1, Indicator 6(Reflect on instructional practice) In reflecting on my teaching practice, I realize that a weakness for me is a lack of student involvement in the process of teaching and learning. I am a solid teacher and my students have always performed well, but I have not been empowering my students in the process. My classroom has been mostly teacher-led, and I have always monitored student data but never included the students in the learning using this formative assessment process. Although I have used formative assessments (clickers, exit slips, etc.), I have never used this particular strategy. This year, my students will monitor their progress in reading using data notebooks and will give me feedback about its effectiveness. I will use their feedback to improve the process.

  32. Stretch Goal? Explain how this goal is a stretch based on current classroom practice?

  33. Element I, Indicator 7(Is this a “stretch” goal?) This is a stretch for me because it is a new practice and also because it requires a paradigm shift from teacher-led to greater student involvement.

  34. Outcome Measures & Reflection Explicitly connect target goals to changes in instructional practice Write S.M.A.R.T. goals that link to the qualitative and quantitative data listed in rationale

  35. Element III, Indicators 1 & 2(Goal is connected to qualitative and quantitative outcome measures) • Implementing use of data notebooks for improved instructional practices will positively impact student achievement in reading application and vocabulary. In April 2013, 75% of students (15/20) will score 70% or better on the District Reading Literacy Assessment (DRLA). In April 2013, 75% of my students will score at or above grade level (3+) in reading on the Florida Comprehensive Achievement Test (FCAT), reflecting an increase of 15%. • In May 2013, 80% of my students will agree or strongly agree on a student survey that monitoring their own progress through action planning and use of data notebooks positively impacted their academic achievement in reading.

  36. Work Plan Strategies Look at the PGP Sample Plan Review this section whole group

  37. Element II, Indicator 1(Quantitative and qualitative in-process measures) • Lesson plans; Adapted forms • Lesson plans; Observation notes • Student action plans/goals • Student work, test data, action plans • Student data notebooks; Written reflections • Modified lesson plans; Modified grouping plans • Survey results, modified structures/ procedures • Feedback forms, Modified procedures

  38. Element II, Indicator 2(Learning strategies and professional development) Research use of data notebooks through FDLRS (as shared in B.E.S.T.) and the websites: http://www.montgomeryschoolsmd.org/info/baldrige/staff/addresources.shtm http://www.pendercountyschools.net/cms/One.aspx?portalId=3727476&pageId=11081042 Adapt strategies for classroom use. Collaborate with and observe third grade teachers regarding effective use of data notebooks and implementation procedures. Reflect on learning and adapt strategies for classroom use.

  39. Element II, Indicator 3(Action oriented and sustainable) Research… Adapt strategies for classroom use. Collaborate with and observe third grade teachers… Reflect on learning and adapt strategies for classroom use. Share with students the structure/procedure… Teach students the process for goal development, action planning… Provide time for students to… Provide time for students to… Review notebooks to inform instruction. Reflect on practice and student needs. Solicit feedback… Reflect on practice and modify instructional practice, as indicated. Schedule observations with two peers and an administrator. Request feedback. Reflect on feedback and improve practice.

  40. Element II, Indicator 4(Clear, direct connection to goal) Look at the PGP sample. Do each of the strategies directly connect to the goal?

  41. Element II, Indicator 5(Timelines are defined and realistic) Look at the PGP sample. • Are the timelines realistic? • Are they defined?

  42. Element II, Indicator 6(Strategies clearly define new or improved practice aligned with B.E.S.T.) Are the strategies aligned with B.E.S.T.? Research use of data notebooks through FDLRS (as shared in B.E.S.T.) and the websites: http://www.montgomeryschoolsmd.org/info/baldrige/staff/addresources.shtm http://www.pendercountyschools.net/cms/One.aspx?portalId=3727476&pageId=11081042 Adapt strategies for classroom use.

  43. Element II, Indicator 7(New practice followed by feedback and reflection) Research… Adapt strategies for classroom use. Collaborate with and observe third grade teachers… Reflect on learning and adapt strategies for classroom use. Share with students the structure/procedure… Teach students the process for goal development, action planning… Provide time for students to… Provide time for students to… Review notebooks to inform instruction. Reflecton practice and student needs. Solicit feedback… Reflecton practice and modifyinstructional practice, as indicated. Schedule observations with two peers and an administrator. Requestfeedback. Reflecton feedback and improvepractice.

  44. Element II, Indicator 8(Observations and feedback planned) Schedule observations with two peers and an administrator. Request feedback. Reflect on feedback and improve practice.

  45. Work Plan Strategies Your turn: What are the actions that you will take as you work toward accomplishing your goal?

  46. Wrap-Ups • Share feedback about session using Post-it notes • Follow Up • ?s on IPPAS website • Contact Jenifer Born for more information and/or support born.jenifer@brevardschools.org

  47. “Coming together is a beginning; keeping together is progress; working together is success.” -Henry Ford

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