proposed multiple measures for teacher effectiveness teacher professional growth and effectiveness...
TRANSCRIPT
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PROPOSED MULTIPLE MEASURES FOR TEACHER EFFECTIVENESS
Teacher Professional Growth and Effectiveness System
Observation
Peer Observation
Professional Growth
Self Reflection
Student Voice
Student Growth
All measures are supported through artifacts and evidence.
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Domain 5: Student Growth
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Student growth measures in Kentucky’s field test
Goal Setting for Student Growth – applies to all teachers
Student Growth Percentiles – applies to grades 4 – 8 reading & math
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Goal Setting for Student Growth:Honoring Progress and Getting Results
© 2012, Stronge & Grant. Used with permission.
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What are the purposes ofGoal Setting?
How do you know how your kids are doing?
Focus on student results
Explicitly connect teaching and learning
Improve instructional practices and teacher performance
Tool for school improvement
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STUDENT GROWTH GOAL SETTING
TEMPLATE
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Student Growth Process
Step 1:Determine
needs
Step 2:Create specific learning
goals based on pre-
assessment
Step 3:Create and implement teaching
and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students achieved the goals
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Step 1: Determining Needs
Step 1:Determine
needs
Step 2:Create specific learning
goals based on pre-
assessment
Step 3:Create and implement teaching
and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students achieved the goals
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Step 2: Creating Goals Using the SMART Process
Step 1:Determine needs
Step 2:
Create
specific
learning
goals based on pre-
assessmen
t
Step 3:
Create
and implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determin
e whether students achieved the goal
s
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SMART Goal Process
S
Specific- The goal
addresses student needs
within the content.
The goal is focused
on a specific area of need.
M
Measurable- An
appropriate instrument or
measure is selected to assess the
goal.
The goal is measurable and uses
an appropriate instrument.
A
Appropriate- The goal is
clearly related to the role
and responsibilitie
s of the teacher.
The goal is standards-based and
directly related to the subject and
students that the teacher
teaches.
R
Realistic- The goal is
attainable.
The goal is doable, but rigorous
and stretches the outer bounds
of what is attainable.
T
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.
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Let’s Practice
On your own, Decide if the goal provided is SMART. Refer to the SMART Criteria.
Next, Share your thinking and rationale. Others at your table may have the
same goal. If it is not SMART, discuss possible
adjustments to meet SMART criteria.
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How SMART is this Goal?
P.E. Teacher’s Goal
During the 2012-2013 school year, each of my sixth-grade students will improve on the
Presidential Fitness subtests (curl-ups, shuttle run, endurance run/walk, pull-ups, V-sit reach)
by an overall average of 20%.
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How SMART is this Goal? Science Teacher’s Goal
For the current school year, all of my students will make measurable progress in each of the
four areas related to scientific investigation (hypothesis, investigative design, data collection, data analysis).
All students will achieve at the 3 level of performance on a 4-point rubric in each area.
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How SMART is this Goal?
Art Teacher’s Goal
All students will demonstrate measurable progress in each of the rubric areas (Elements & Principles, Creativity & Originality,
Craftsmanship/Skill). At least 50% of students will score 3 on the 5-point rubric.
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Step 3: Creating and Implementing Strategies
Step 1:
Determine needs
Step 2:
Create
specific
learning
goals based on pre-
assessmen
t
Step 3:
Create and implement teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessmen
t
Step 5:
Determin
e whether students achieved the goal
s
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Step 4: Monitoring Student Progress and Making Adjustments
Step 1:
Determine needs
Step 2:
Create
specific
learning
goals based on pre-
assessmen
t
Step 3:
Create and implement teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessmen
t
Step 5:
Determin
e whether students achieved the goal
s
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Monitoring Student Progress
• Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes.
• Make adjustments to strategies as needed.
• Goals are not adjusted.
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Step 5: Determining Goal Attainment
Step 1:
Determine needs
Step 2:
Create
specific
learning
goals based on pre-assessme
nt
Step 3:
Create
and implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessmen
t
Step 5:
Determin
e whether students achieved the goal
s
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How do you show growth?Anna Tate 8th Grade Language Arts Teacher
Baseline Data Mid-Year End of Year0%
10%
20%
30%
40%
50%
60%
70%
80%
Avg Score 1
Avg Score 2
Avg Score 3
Avg Score 4
Baseline, Mid-Year, End of Year Data
50%
78%
30%
Goal Statement:
For the 2011 – 12 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.
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The Post Conference
End of Year Data Reflection on Results Connection to Framework for Teaching Professional Growth Plan Implications
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How do you measure student growth?
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Data Source Possibilities
Interim Assessments
Classroom Assessments
ProjectsProducts
Student Portfolios
Student Performances
Common Assessments
DistrictAssessments
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Data Source Possibilities
Interim Assessments
Classroom Assessments
ProjectsProducts
Student Portfolios
Student Performances
Common Assessments
DistrictAssessments
Aligned to
Standards
Descriptive
Rubrics
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Assessments must . . .
Be rigorous – High expectations for progress
toward college and career readiness
Provide data toward mastery of standard(s)
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Assessments must . . .
Provide data between two points in time.Provide baseline data.Provide post data by end of goal-
setting period. Be comparable across classrooms
within the district.
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Student Growth Percentiles
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Student growth measures in Kentucky’s field test
Goal Setting for Student Growth – applies to all teachers
Student Growth Percentiles – applies to grades 4-8 reading & math
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Student Growth PercentilesSGPs focus on the relative standing of a student from year to year compared to the student’s 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 peer group?
KDE:OAA:3/2/2012:kd:rls 28
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Example of SGP Growth-
KDE:OAA:3/2/2012:kd:rls 29
Distinguished
Proficient
Apprentice
Novice
80 to 99
60 to 79
40 to 59
20 to 39
1 to 19
SGP
Alex 45th SGP
418
SGPs between 40 to 59 are typical
2011 2012 2013
Scores shown for illustration purposes only.
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Questions?Thoughts?