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The SCPS Professional Growth System
SESSION 1
using The New Performance StandardsandNew VDOE Requirements
8.20.12
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Expected Outcomes of Session 1
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Teachers will understand that effective teaching makes more of a difference than anything we’ve tried in education.
Teachers will understand that the new Professional Growth System will use multiple data sources in providing feedback to improve teaching and learning.
Teachers will become familiar with six data sources that will be used in the new PGS.
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The Gap
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 2 3 4Proficiency
Expectations
Performance
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Why do we have schools?
Teaching & learning
Supporting teaching & learning
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1998 by The Education Trust, Inc.
Teachers matter
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Teachers matter
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Attempts to improve student achievement
School reform Curriculum reform School choice Charter schools Reducing class size Years of experience Teaching degrees
Teacher effectiveness improves student achievement more
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Essential Strategies for High Achievement
EXPERT INSTRUCTION:
Skillful Teacher, Differentiated Instruction, RTI,
and Engaging Students
INSTRUCTIONAL LEADERSHIP:
School Improvement Plans, OAT/TAG, and
Professional Growth System
PROFESSIONAL LEARNING COMMUNITIES:
Developing Common Assessments and Curriculum Maps, Collaboration, and Data Analysis
Stafford County Public Schools
HIGHACHIEVEMENT
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Why Connect Student Academic Progress to Teacher Effectiveness?
• Teacher quality is the greatest in-school factor affecting student achievement.
• One of the ultimate outcomes of the educational enterprise is student achievement.
(Are the students learning?)
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Requirement by the Code of Virginia
• School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress [emphasis added] and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge.
Article 2, §22.1-295
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Performance Standards1.Professional Knowledge2.Instructional Planning3.Instructional Delivery4.Assessment of and for Student
Learning5.Learning Environment6.Professionalism7.Student Academic Progress
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Virginia’s Uniform Performance StandardsProfess
ional Knowle
dge
Instructional
Planning Instruct
ional Deliver
y
Professionalism
Learning
Environment
Assessment
Student Academ
icProgres
s 11
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Teacher Responsibilities Aligned with Performance Standards
1. Having knowledge of the content, students, and curriculum
2. Planning instruction that meets student needs and curricular requirements
3. Offering appropriate and engaging
instruction
4. Assessing student work
5. Providing a safe and secure learning
environment
6. Demonstrating professionalism
7. Increasing student achievement
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Use Multiple Data Sources
Student
Progress
Informal Observatio
ns
Formal Observati
on
Student Surveys
Self Evaluati
on
Documentation
Logs
Other
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FormalObservations
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Limitations of Observation
• Observe 3 to 4 classes per year
(.4% of performance)
• Classroom responsibilities only
• Subject to evaluator bias
• Focus on process of teaching versus
outcomes
• Inspector model of evaluation
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Formal Observations
• Directly focused on teacher performance standards
• May include review of teacher artifacts or student data
• Announced or unannounced
• Specified duration (i.e., 30-45 minutes, full lesson)
• Occur throughout the year
• Evaluator completes observation form
• Evaluator provides feedback during review conference
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Formal Observations andEvaluation Cycle
Probationary TeachersContinuing Contract Teachers
Formal Observations:Year 1: 3 timesYear 2: 2 timesYear 3: 1 time
Formal Observations:Every 3 years
Summative Evaluation:Every year for 3 years
Summative Evaluation:Every 3rd year
Interim Evaluation:Year 1 and Year 2
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Student Surveys
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Primary Grade Survey Sample Example: I like to eat pizza. 1. My teacher listens to me. 2. My teacher gives me help when I need it. 3. I enjoy school.
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Secondary Grades Survey Sample
StronglyDisagree
Disagree Neutral AgreeStronglyAgree
Example: I like listening to music. 1 2 3 4 5
In this class, my teacher...
1. gives clear instructions. 1 2 3 4 5
2. treats everyone fairly. 1 2 3 4 5
3. is available for help outside of class time. 1 2 3 4 5
4. clearly states the objectives for the lesson. 1 2 3 4 5
5. asks me sometimes if I enjoyed the the class, and if something could
be changed to make the lesson more enjoyable, engaging, or
meaningful.
1 2 3 4 5
Teacher A 5th
Teacher’s Name School Year Class Period
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Documentation
Logs
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Lesson plans
Curriculum maps
Assessments
Student Surveys
Self-Evaluation
Professional learning records
Measures of Academic Progress 22
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Documentation Logs• Collection of work that demonstrates the
teacher’s professional competence in regard to meeting performance standards – teacher’s voice in evaluation
• Complement classroom observation
• Analysis and reflection should be included
• Property of teacher; reviewed by evaluator
• Help to clarify instructional relationship between lesson plans, student work, and assessments
• Documentation logs are similar to portfolios, but are typically more concise and confined to specific artifacts
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ACTIVITY: Documentation LogStandard 5: Learning Environment
Activity Name Teacher Comments (Optional)
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EXAMPLE: Documentation Log Standard 5: Learning Environment
Activity Name Teacher Comments (Optional)
Diagram of Classroom Arrangement
Shows different arrangements associated with different types of activities.
Bullying Presentation
At the conclusion of the bullying presentation, the class participated in a role-playing exercise.
Classroom Rules
Includes reflection on rationale for rules and how I reinforce them.
Classroom Procedures
Practiced frequently during the first few weeks of school; revisited throughout the year.
Student Survey Summary
Students rated clear instructions as high, but objectives as low.
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Student Academic ProgressStandard 7
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Student Progress
Student progress goal setting (SMART goals)
Student growth percentile (SGP)
Other measures of student progress
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Data Collection ProceduresData Collection
ProcedureForm(s) Evaluator Teacher
Informal Observations Informal Classroom Observation Form
Formal Observations Formal Classroom Observation Form
Student Surveys Student Survey Forms Student Survey Summary
Document Logs Table of Contents
Self-Evaluation Teacher Self-Evaluation Form
Measures of Academic Progress
Goal Setting for Academic Progress Form
Reviews/approves
Selects/develops
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Data Collection ProceduresData Collection
ProcedureForm(s) Evaluator Teacher
Informal Observations Informal Classroom Observation Form
Formal Observations Formal Classroom Observation Form
Student Surveys Student Survey Forms Student Survey Summary
Document Logs Table of Contents
Self-Evaluation Teacher Self-Evaluation Form
Measures of Academic Progress
Goal Setting for Academic Progress Form
Reviews/approves
Selects/develops
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Putting It All Together
Formal Observatio
n
Other Documenta
tion
Summative Evaluation
Summative Evaluation
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Professional
Knowledge
Instructional
Planning
Instructional
DeliveryAssessment
LearningEnvironme
nt
Professionalism
Student Academic Progress
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Virginia’s Uniform Performance StandardsProfess
ional Knowle
dge
Instructional
Planning Instruct
ional Deliver
y
Professionalism
Learning
Environment
Assessment
Student Academ
icProgres
s 31
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The SCPS Professional Growth System
End of SESSION 1
using The New Performance StandardsandNew VDOE Requirements