Professional Learning: Professional Growth Goals & Student Growth Goals

1. Professional Learning: Professional Growth Goals & Student Growth Goals Planning & Processes Jenny Ray, Presenter

2. Reflecting on our last meeting… • Initial self-reflection on the Kentucky Framework for Teaching (all components) • Introduction to the Educator Development tab in CIITS • In a perfect world, based on our last meeting, where should I be today?.. • Completion of self-reflection in EDS with a few comments on some of the components of KFfT; submitted to my principal • A first draft completion of my PG goal, based on my initial reflection; submitted to my principal

3. PROFESSIONAL

4. BETTER TEACHING BETTER RESULTS BETTER SCHOOLS

5. Begin with your Student Growth Goal What do I need to learn to meet my student growth goal? What other information can I use to create my goal? May be more than 1 PGP goal if needed

6. The key element of a quality Professional Growth Plan is a quality Professional Growth Goal!

7. PG Goal Setting MY LEARNING FOCUS PLAN SUMMARY EVIDENCE OVERVIEW “It is essential to recognize that these goals are goals for the teacher’s learning, not student learning.” –Charlotte Danielson • What do I want to change about my practices that will effectively impact student learning? • How can I develop a plan of action to address my professional learning? • How will I know if I accomplished my objective?

8. STUDENT GROWTH GOAL 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.

9. Sample PGP Goals

10. Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year, examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students).

11. Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year and examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students) • What do I want to change about my practices that will effectively impact student learning?

12. Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year, examples of student writing at different levelsas well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students). • What do I want to change about my practices that will effectively impact student learning?

13. Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year and examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students). • How can I develop a plan of action to address my professional learning?

14. How can I develop a plan of action to address my professional learning? Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year, examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students).

15. Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year, examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students). How will I know if I accomplished my objective?

16. Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year, examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students). How will I know if I accomplished my objective?

17. Sample PG Goal and Action Plan

18. PG Goal Setting MY LEARNING FOCUS PLAN SUMMARY EVIDENCE OVERVIEW “It is essential to recognize that these goals are goals for the teacher’s learning, not student learning.” –Charlotte Danielson • What do I want to change about my practices that will effectively impact student learning? • How can I develop a plan of action to address my professional learning? • How will I know if I accomplished my objective?

19. PGP Process • Vignette

20. Reflect….. • What did you learn about writing a goal from this activity? • What did you learn about creating a plan of action related to the goal? • What did you learn about self-assessing on progress toward meeting the goal?

21. Student Growth Goals

22. Student growth measures in Kentucky’s field test DETERMINED BY THE STATE USING STATE ASSESSMENT DETERMINED COLLABORATIVELY WITH TEACHER & PRINCIPAL State Contribution Student Growth Percentiles – applies to grades 4 – 8 reading & math Local Contribution Student Growth Goal – applies to all teachers

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

25. STEP 1: NEEDS ASSESSMENT:Know the expectations of your standards • Key Concepts/Processes that are developed throughout the year for your content • Key Concepts/Processes critical/pivotal to your course/content standards • Concepts/Processes that are cognitively rigorous for students

26. STEP 1: NEEDS ASSESSMENT (cont.): Know Your Students

27. STEP 1: NEEDS ASSESSMENT(cont.) Identify appropriate sources of evidence Common Norm- Referenced Assessments Common Dept./ Level Assessments Common District Assessments LDC/MDC Products Projects Student performances Rubrics Determine Standard – Assessment Match

28. THE ASSESSMENT MUST BE: RIGOROUS COMPARABLE DISCUSS: What will teachers need to know to be able to identify and/or create assessments that are congruent to standards? CALLING FOR CONGRUENCY TO THE STANDARDS

30. On your own… • Identify pivotal standards in your content that are assessed all year long. • What are ways you can assess where students are in meeting those standards, now? • How will you know what it looks like for students to “meet” the standards where the most growth is needed?

31. Collaboration is Key • What structures are currently in place for you to collaborate with your colleagues about student growth goals in your content area/grade level? (Domain 4 in KFfT)

32. Effectively Assessing Standards is KEY • Learning Targets aligned to content standards • Formatively assessed • Daily • Upon Unit Completion • Unit Assessments (multiple units…SGG standards must be enduring for the year) • Otherwise, how will you know where students are in meeting the SGG?

33. GUIDING QUESTIONS • Developed around the student growth process • Can be used for: • Teacher reflection during creation of the goal/plan • Principal analysis and questions for conferencing

34. The Principal’s ROLE IN GOAL CREATION Are there people, processes, etc. within your building to check for congruency? • Understand the process and develop structures within your school to support teachers • Collaborate with teachers on goal creation • Be ready to analyze goals to provide teachers with feedback • Is the goal rigorous/comparable – in other words congruent to the standards • Is the goal SMART? • Does it measure both growth and proficiency?

35. STEP 2: CREATE A SPECIFIC LEARNING GOAL How much growth? At what level? • Meets SMART criteria • Includes growth statement/target • Includes proficiency statement/target

37. Is the Goal SMART? RESOURCE Pg. 21 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. Comparing PGP & SGG

40. Let’s Begin the Process..

41. Coming Soon… • Peer Observation Training • Contact your principal for completion dates • Go to www.jennyray.net and click on the PGES tab (1st column) to get to the training slides as well as the training portal. • The 2nd observation window closes at the end of the 1st semester; the 3rd observation window closes near the end of February