Professional Learning Professional Growth Goals Student Growth Goals

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

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 KFf. T; submitted to my principal – A first draft completion of my PG goal, based on my initial reflection; submitted to my principal

PROFESSIONAL

BETTER TEACHING BETTER RESULTS BETTER SCHOOLS

What do I need to Identify the Learning Focus from your learn to meet my Needs Assessment student growth goal? Begin with your Student Growth Goal May be more than 1 PGP goal if needed Previous Feedback Student Assessment data Student Survey Data Self Assessment on Framework What other information can I use to create my goal? PGP Goal Other

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

PG Goal Setting “It is essential to recognize that these goals are goals for the teacher’s learning, not student learning. ” –Charlotte Danielson MY LEARNING FOCUS 1. What do I want to change about my practices that will effectively impact student learning? 2. How can I develop a plan of action to address my professional learning? PLAN SUMMARY 3. How will I know if I accomplished my objective? EVIDENCE OVERVIEW

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.

Sample PGP Goals

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 1 E (Designing coherent instruction) as well as 3 C (Engaging Students).

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 e g n a h c well as principal feedback on Domain 1 E (Designing o t t l l n i a w w t coherent instruction) as well as 3 Ca(Engaging t do I Students) es tha ic t t c n Wh a e r d p u t y s m t c t a u p m i abo y l e v i t ? c g e n f i f n e lear

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Sample PG Goal and Action Plan

PG Goal Setting “It is essential to recognize that these goals are goals for the teacher’s learning, not student learning. ” –Charlotte Danielson MY LEARNING FOCUS 1. What do I want to change about my practices that will effectively impact student learning? 2. How can I develop a plan of action to address my professional learning? PLAN SUMMARY 3. How will I know if I accomplished my objective? EVIDENCE OVERVIEW

PGP Process • Vignette

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?

Student Growth Goals

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

Goal Setting Needs Assessment Action Plan Student Growth Process

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

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

STEP 1: NEEDS ASSESSMENT (cont. ): Know Your Students Classroom Assessment data Student KPREP data District/Scho ol common assessments Review data Other data available to the teacher

STEP 1: NEEDS ASSESSMENT (cont. ) Identify appropriate sources of evidence Determine Standard – Assessment Match Common Normed c n e r e f e R ts n Assessme Products Common el v e L /. t p De s Common District nt Assessme nts e m s s e s s A Student nce performa LDC/MDC Projects s Rubrics

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

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?

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 KFf. T)

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?

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

The Principal’s ROLE IN GOAL CREATION • 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? Are there people, processes, etc. within your building to check for congruency?

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

RESOURCE Pg. 21 Is the Goal SMART? 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.

Comparing PGP & SGG PGP STUDENT GROWTH Written in the fall, reviewed mid-year and goal attainment decided at summative Focus on growth and improvement Collaboratively created with principal & teacher Measured by a change in teacher practice Measured by an improvement in student learning. Written based on 3 questions Meets the SMART goal criteria Action plan – How the teacher will accomplish his/her learning. Action Plan – How the teacher will accomplish the student learning. Summative involves review of the data/evidence to support rating in Domain 4. Summative involves review of the data/evidence to support rating in Domain 5.

Let’s Begin the Process. .

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