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ISLN: TPGES/PPGES

ISLN: TPGES/PPGES. October 8, 2013. Access to all materials on KVEC website. http:// kvecsupportnetwork.wikispaces.com. Connected Educator Month.

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ISLN: TPGES/PPGES

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  1. ISLN: TPGES/PPGES October 8, 2013

  2. Access to all materials on KVEC website • http://kvecsupportnetwork.wikispaces.com

  3. Connected Educator Month • Connected Educator Month uses online communities and networks to support teachers and administrators as they implement standards and develop effective instructional practices to help students learn and become more successful. Educators will use blogs, Twitter chats and other online communities to connect and share ideas. The goal is to bring together educators at all levels and in all disciplines to address key issues and move toward a fully connected and collaborative profession. • #KyPGES on Twitter

  4. PGES Resources/Support • #KyPGES on Twitter • PGES Office Hours on Lync (Tuesdays & Thursdays: 3:30-5:30) • teacherleader&@education.ky.gov • TPGES Professional Learning Page • Kentucky Teacher • PGES question tab • PD 360 • KY PGES group • KY Peer Observers Group

  5. We Want to Hear from YOU Please complete the form and let us know about issues/concerns. If you need a resource, let us know. Provide suggestions.

  6. Learning Targets I can. . . . • Distinguish between the type of feedback given by the peer observer and the principal • Identify characteristics of effective feedback • Identify the connection of effective feedback in the TPGES measures • Identify district supports for effective feedback & Student Growth • Identify characteristics of a quality Student Growth Goal and apply those characteristics to samples • Construct district strategies for scaling PGES

  7. Feedback has been shown to be one of the most significant activities a teacher can engage in to improve learner achievement. (Hattie, 1992) • Effective feedback is timely. Delay in providing learners feedback diminishes its value for learning. • (Banger-Drowns, Kulik, Kulik, & Morgan, 1991). • Effective learning results from learners providing their own feedback, monitoring their work against established criteria. • (Trammel, Schloss, & Alper, 1994; Wiggins, 1993).

  8. Taking a Look at Feedback Within Observer Roles

  9. Important Information- SHARE WITH SCHOOL • All Peer Observations should be left in DRAFT- not marked as Complete. This will ensure they are not accessible to the principal. This is an EDS issue that will be corrected.

  10. Effective instructional conversations depend on: EFFECTIVE FEEDBACK

  11. Effective Feedback … • is specific, not general (“The graphic organizer had headings for each category; students were able to record important information about the topic.” instead of “Nice graphic organizer.”) • involves what is said and done, not why (“I noticed students sitting in the front were called on more than students in the back.” instead of “ Why didn’t you call on students in the back?”)

  12. Effective Feedback … • is descriptive, rather than evaluative (“It took 15 min. before the lesson began.” instead of “It took too long for you to begin instruction.”) • focuses on the amount of information the teacher can use • (feedback overload reduces the effectiveness)

  13. Effective Feedback … • focuses on sharing information rather than giving advice (allows the teacher to reflective on the course of action) • is actionable (concrete feedback that helps teacher grow professionally; not “Good job!” or “Great lesson!”) • aligns with the Framework for Teaching

  14. Suggestions for Giving Feedback Lay the groundwork for trust Ground feedback in observational data Keep critical feedback to one or two key points Invite reflection Listen carefully adapted from The Art of Coaching, Elena Aguilar

  15. Examples of Reflective Questions • Why did you make that instructional decision? • How do you know the students are learning? • How did your last formative assessment measure affect this lesson? • What was the single most important concept and skill you wanted every single student to know at the end of the lesson? How successful were you? (Jackson, 2008)

  16. Sample 1 • “I was overall impressed with your lesson. Two things you need to focus on are using higher-order questions and engaging every student. Your pacing, on the other hand, was great. You moved flawlessly from one activity to another.” • What are good qualities of this feedback? • How can we make this piece of feedback better?

  17. Sample 2 • “Mr. Scott, I really enjoyed observing your classroom on Tuesday. The lesson went very well. I could tell throughout the lesson that you are truly a facilitator of learning. The students were helping one another and your questioning helped them move forward. The collaborative math activity you had them working on was very engaging. Keep up the good work.” • What are good qualities of this feedback? • How can we make this piece of feedback better?

  18. http://www.kdsi.org/CL-Instruction-Through-Conversations.aspxhttp://www.kdsi.org/CL-Instruction-Through-Conversations.aspx

  19. Student Growth in TPGES

  20. Multiple Measures

  21. Guiding Questions for Student Growth a key resource

  22. Step 1 : Determine Needs

  23. Student Growth Goal-Setting Step 1 a critical, foundational step

  24. Determine Needs: Your Starting Line • Know the expectations of your content area standards • Know your students • Identify appropriate sources of evidence

  25. Identify the essential/enduring skills, concepts, and processes students should master by the end of the course for your content area.

  26. World Language Proficiency Example The more specific indicator provides what mastery looks like: I can express myself with fluency, flexibility and precision on concrete and abstract topics. Enduring skill: Interpersonal communications competency

  27. Learn about students’ abilities in your content • What does last year’s data tell you? • What can previous teachers tell you? • How can you collect and analyze evidence/data to determine patterns, trends, and weaknesses? ? Pinpoint areas of need. What are the greatest areas of need? (in terms of enduring skills, concepts, & processes)

  28. Decide on sources of evidence Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level standards for the identified area(s) of need?

  29. Sources of Evidence: Variety Products Student Performances Projects DistrictLearning Checks Common Assessments Interim Assessments Student Portfolios LDC/MDC Classroom Evidence

  30. Comparable across classrooms Do the measures used to show student growth require/allow students to demonstrate mastery of the standards at the intended level of rigor? Do the selected measures reach the level of rigor expected across the district?

  31. Learning from Baseline Data • Does the data show high need areas that could be used for student growth goal-setting? • Are these needs appropriate for a year-/course-long student growth goal?

  32. Learning from Baseline Data • Are these needs aligned with grade-level enduring skills, concepts or processes in your standards?

  33. Create a Student Growth Goal Step 2

  34. Think and Plan Guidance for Developing Student Growth Goals A critical resource teachers need now and later- NOW: to guide and teachers as they develop their goal LATER: to capture info and save it for Student Growth in EDS (when it opens)

  35. Think & Plan Guidance

  36. Components of a Quality Student Growth Goal • Meets SMART criteria • Includes growth statement/target • Includes proficiency statement/target

  37. Let’s look at an example together… For the 2011-2012 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.

  38. Growth Science Sample Goal This school year, allof 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 rubricin 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. Growth Proficiency

  39. Team of 4: Home group.Assign Expert Group: S M A or R Jigsaw: Analyze a student growth goal.

  40. In your expert group • Use the guiding questions and SMART criteria to discuss and understand how each student growth goal sample meets your assigned criteria. • Be ready to teach your home group.

  41. T TIME-BOUND • 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? Time-bound- The 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.

  42. Time-Bound Can be…. For the 2013-2014 school year…… During the 9-week course…… During the first trimester….. During the 32 instructional periods this class meets for the 2013-2014 school year….

  43. Clear Connections Between Student Growth Goal Setting and Program Review Areas

  44. Health & PE goal PL/CS Program Review “. . . provides opportunities for all students to become health literate . . . support health-enhancing behaviors . . .” “ . . . provides opportunities for all students to become physically literate . . . to adopt a physically active lifestyle . . .”

  45. 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 standards-based 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.

  46. Art goal & Arts & Humanities Program Review “ . . . provide for the development of artistic theory, skills, and techniques through the development of student products . . . “ . . . provide models of artistic performances and products to enhance students’ understanding . . . and to develop their performance / production skills.”

  47. LDC & Writing Program Review “Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade level standards” “ . . . Integrates strands of literacy across content areas to explicitly instruct and develop communication skills.”

  48. Shared Evidence For teachers in Program Review areas: Evidence of student growth is also Program Review evidence. For teachers outside Program Review areas: Evidence of student growth may not always be Program Review evidence.

  49. Special Education Collaborative Guidance Collaborate with the classroom teacher 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 .

  50. Your Student Growth Goal • Meet SMART Criteria? • Growth & Proficiency Statement? • Use the Guiding Questions Document to analyze the goal/Think & Plan Tool. What feedback would you give the teacher?

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