Professional Growth Plans Professional Learning Norms Engagement Respect

Professional Growth Plans

Professional Learning Norms Engagement Respect Participation 2

Self. Motivating Self. Monitoring Self. Modifying Learning, Leading, and Teaching in the Digital Age 3

PGP Guiding Questions “Problem of Practice” • Problem based on data • Success indicated from data • Hypothesis for resolving the gap Choose a goal or action from building ACSIP “The Vision” Personal Professional Goal(s)—What will I achieve to ensure student growth? 4

th Data for All Students in 7 Grade 5

Data for Economic Disadvantaged 6

Data for Not Disadvantaged 7

Literacy All Students 8

Literacy Non Proficient 9

Literacy Proficient 10

Goals/Objectives �Do these goals reflect my own professional learning needs? �After assessing my own professional learning needs, what areas have I chosen to focus on for this school year? �Do these goals reflect the Standards (CCSS or ACF, ISSLC) and take into consideration my school/system plans? �Are these goals based on student achievement data, discipline data, CWT data, etc. ? �Are these goals realistic? 11

Developing Learning Goals Growth is a result of working toward goals. Specific goals help direct professional development activities and changes in practice. A goal may be to “learn about cooperative learning”. A more specific goal would be “to utilize cooperative learning as a teaching and learning approach which impacts achievement”. 12

Developing Learning Goals Meaningful goals: �have substance and meaning for the teacher/principal. �are tied to effect size. �stretch current thinking and practice. �can be achieved and don’t lead to frustration. �have deadlines that help to ensure that the goal is attained. �lead to improved student performance. 13

The Barometer An ES of 0. 4 is one year’s growth for one year’s time. An ES of 1. 0 is equivalent to two to three years of growth in one year’s time. 14

SMART Goals S M A R T specific and contextual meaningful measures achievable within resources realistic time targeted 15

SMART Goals Action Words �Apply �Implement �Investigate �Maintain �Organize �Pilot �Attend Contribute �Conduct Discuss �Join Enroll �Participate Integrate Mentor �Publish Serve �Read �Share 16

SMART Example �State the Action you will take �Describe an Area of Focus for the Learning �Include the Rationale �Add the Activities (optional) Based on the achievement gap between special needs students and the total population, I will improve my teaching skills to better assist special needs students’ achievement by learning educational practices through professional development in-services, workshops and training sessions which I can implement to improve student performance. 17

SMART Example �State the Action you will take �Describe an Area of Focus for the Learning �Include the Rationale �Add the Activities (optional) I will investigate intervention strategies to incorporate Response to Intervention (RTI) processes into my classroom to better differentiate student instruction due to delayed learning by students not performing at grade level by using information from district workshops in my lesson plans. 18

Smart Example �State the Action you will take �Describe an Area of Focus for the Learning �Include the Rationale �Add the Activities (optional) Because I am a science teacher and need new approaches to helping my non-readers, I will learn about research-based strategies to improve student learning in reading comprehension. I will incorporate new strategies into my daily instructional practices. Student achievement will increase in reading comprehension as a result of focused instruction. 19

Professional Development to Achieve Goals Individually Guided �Personal study �Web-based learning �Anecdotal records �Reflective journals �Individual action research �Log entries Cooperatively Guided �Project-based �School visits �Assessment instruments (surveys, questionnaires) �Authentic teacher made materials (designing quality work for students) 20

Professional Development to Achieve Goals Instruction/Workshops �Technology skill training �Workshops �Conference Observation/Assessment �Peer coaching (peer-topeer) �Cognitive coaching (peer-admin) �Videotaped lessons �Team teaching Inquiry �Group action research �Data collection and analysis �Study group 21

Implementation Strategies �What activities will I use to reach my goal? �How will I achieve my desired outcomes? 22

PGP Guiding Questions “The Plan” Strategies—How will I achieve my goal(s)? “The Proof Indicators” How will I know I have achieved my goal(s)? “The Proof Evidence” What data or information will help me to reflect on the achievement of my goal? 23

Results Indicators/Sources of Data What will success look like when I reach my goal? �What do I want to achieve as a result of this goal and what difference will it make in student learning and achievement results? �How will I collect evidence of my professional growth? 24

PGP Guiding Questions “The Support Resources” What do I have and what do I need to achieve my goal(s)? “The Support Timeline” What are my activities and when will they occur as I achieve my goal(s)? 25

Assistance/Support • What assistance and supports are available to me? • What expertise is available from my colleagues? • What co-op, district, or other resources are available (specialist, teachers’ conferences, website and professional library)? • What resources will help me work toward my goals? • How might I access assistance from district resources, the co-op, universities and/ or community? 26

Timelines • What are my time targets and how do they fit the cycle of the school year? • Are they scheduled on my school calendar? • How will I work toward completing this goal? • Is this timeline appropriate for the goal? 27

Using a Community of Learners (Optional) 1. Select one goal that you will focus on within your Community of Learners Team. 2. The reason that I chose this goal is that it (state as many as apply): Represents new challenges and learning. Is based on research and has a high effect size. Inspires me to reflect on the teaching and learning process. Is doable and useful. Aligns with a standard in CCSS or AR Frameworks or ISLLC. 3. Describe the outcome(s) you expect to achieve this year. 4. If the goal relates to action research, state the essential question to be answered. 5. Explain how accomplishing this goal positively affects students. 28

Develop a Community of Learners (Optional) 1. Identify three to five colleagues who share your goal(s). 2. These colleagues will become part of your Community of Learners focus group (PLC/Data Teams). 3. Meet with your group to explain your goal(s) and how you plan to accomplish it (them). 4. Brainstorm additional ways of accomplishing your goal(s). 5. Your group may also help you refine your goal(s). 29

PGP Guiding Questions 30

Review Process 31

Openness Honesty Benevolence Reliability TRUST Competency Remember these facets are integral to an effective evaluation system. 32

Reflective Narrative “The Review” Evaluation—How am I doing? What have I learned? What revisions and adjustments do I need to make? 33

Documentation/Artifacts/Evidence � Identify documentation that is used to demonstrate professional growth. � Develop reflections that give evidence. � Self-assess to provide insight into professional growth. � Record sharing with colleagues. � Compile artifacts reflecting progress. � Other evidence collaboratively identified. 34

Goals of Review Process Formative and Summative � Empower educators in the review process. � Encourage professional reflection and collegial dialogue. � Link professional development to improved practice. � Encourage data reflection. � Discuss the support required to facilitate future professional growth. � Discuss the educator's role in achieving school and district goals. � Promote a collegial model for professional growth (data teams/ departmental/PLCs). 35

Teacher/Principal's Role in Review Process �Be prepared for the review. �Lead the discussion (after all, the teacher/principal owns the growth plan). �Provide a rationale for the goals and strategies identified in the plan. �Lead the evaluator through the critical parts of the growth plan. �Identify resources that may help support the growth plan. (email these expectations to teachers/principals) 36

Evaluator’s Role in Review Process � Link information gained through supervision into the reflective questions asked of the teacher/principal (for example, “We discussed the work you were doing with assessment for learning during our last conversation. How is that coming along and could you see it becoming something that you would include? ”). Coaching �Tie conversation to observation data and student performance changes. �Ask reflective rather than evaluative questions. �Ask questions of clarification. �Help to identify the resources needed to complete the growth plan. �Act as a “reflective colleague”. 37

PGP Process Review � Teachers/principals’ professional growth and performance should have a positive impact on student learning and achievement. � The process should define clear, consistent expectations for all teachers/principals and should support continuous learning. � The process should foster collaboration among the teacher/principal, evaluator, and peers. � The process should be a professional growth experience based on trust and mutual respect. 38

PGP Process Review � The process should provide multiple ways of developing and documenting skills and knowledge. � The process should provide for differentiation based on teacher support needs and experience. � The process should engage teachers in reflective practice and active involvement in their own professional growth. 39

Accountability for Learning “The absence of administrator prescription will allow moments of discovery, enthusiasm, dedication, sharing of successes, and relentless persistence despite extraordinary challenges. The flip side of the prescription paradox is that with less prescription, there is genuine accountability. There is accountability for learning. ” Doug Reeves, Accountability for Learning 40

Pathway to Success 41

Classroom Observation and Data Collection �Scripting �Checklist �Classroom Diagramming �Selected Verbatim Notes �Teacher-Designed Instrument �Audiotape �Videotape 42

Qualitative Data Collection �Qualitative data collection includes scripted notes of the evaluator. �Patterns of activities, words, and other events observed and then recorded offer insights about the classroom environment. �Data may focus on a single aspect (or a few aspects) of instruction. �Focus may be on wide range of circumstances in the classroom. 43

Qualitative Data Collection Examples �Selective verbatim—Record words of the students and/or teacher �Verbal flow—Detail the frequency of who spoke �Interaction analysis—Record details about the types of statements made by teacher and/or students �Anecdotal notes—Register what is occurring in the classroom Caution: Keep bias in check! 44

Scripting �Record the words that are being said. Teacher to student Student to teacher Student to student �Capture words that best convey the sense of what is being said. �Record actions that take place. �Record interaction patterns. 45

Scripting Helps �Use paper or electronic Evidence Scripting Form from ADE Website. �Record time frequently. �Use the classroom seating chart. �Develop your own shorthand. • • S-Student W-wrong T-Teacher Y-Yes • • RU-are you ? -Question HW-homework TU-thank you 46

Quantitative Data Collection �Data collection includes frequencies, distributions, and other counts or tallies of information. �Words are not used during quantitative data collection. �Observation tools include checklists, tallies, and/or classroom seating charts. �The following three slides are samples of quantitative data collection. 47

1: 30 1: 18 : 45 : 58 1: 22 : 48 Teacher 1: 26 1: 12 Time

Christian Amy Mo Barb n va E D ee ia Sloan D O liv A lo ng e Billy Q La ta Ivy ui n Cleo Mary id O av ia ar M Mark va A O Cruz Margaret John Jo se l N ea x ad do M Diann O O Cindy O Le nn G ra ce O 49 Teacher e. A K a r en O Becky O ry st al C C ha d O O

- + Brandon + John Wilson + + Hassan Corliss + Emma + + + - - Clark + Edwin + Teacher + + Courtney + + - Arielle Wendy + Ava - + + - - Gordon - + Jane Sue - Olivia Quentin + Shasha - - - Mario - + - Courtney Margaux + - + + 50

Other Effective Practices �Many other suggestions for scripting and working with staff are included in Instructional Supervision by Sally Zepeda 51

Specialty Area Rubrics �Rubrics for the following specialty areas have been provided for the pilot year School Counselor Library Media Specialist School Psychologist Gifted Coordinator Instructional Specialist ▪ Based on Danielson’s Framework for Teaching. 52

Examination of Rubrics �Examine your specialty area rubric to determine the following: What are the similarities and differences between the teacher rubric and the specialty rubric? What might the evaluator need to know prior to conducting an evaluation in the specialty area? What key questions might the evaluator ask prior to conducting an evaluation? 53

Comparison of Rubrics 1. What are the similarities and differences between the teacher rubric and the specialty rubric? 2. What might the evaluator need to know prior to conducting an evaluation in the specialty area? 3. What key questions might the evaluator ask prior to conducting an evaluation? 4. Record your findings on the notes section of the handout. 54

Evaluation of Educators in Specialty Areas �Comparison of Rubrics Report findings to other groups �Concerns Validity and Fairness Evaluator’s Knowledge of Specialty Area �Considerations Frequent and ongoing conversations Realization of key differences in specialty area roles 55

Contact Information ivy. pfeffer@arkansas. gov renee. nelson@arkansas. gov becky. gibson@arkansas. gov diann_gathright@yahoo. com jim. johnson 629@yahoo. com 56