PGP TutorialPGP Tutorial

  

Brevard Public Brevard Public SchoolsSchools

September/October September/October 20122012

We must have a We must have a passionate passionate

commitment to high commitment to high standards and standards and

student successstudent success. .

We must have a We must have a professional teaching professional teaching

culture marked by culture marked by shared purpose, shared purpose,

collaboration, innovative collaboration, innovative spirit, and continual spirit, and continual

learning. learning.

We must revere data that We must revere data that provide feedback to provide feedback to

students, inform students, inform programmatic and programmatic and

instructional decisions, instructional decisions, and support focused and support focused intervention efforts.intervention efforts.

We must commit to a We must commit to a relentless pursuit of relentless pursuit of

teaching methodologies teaching methodologies that foster student that foster student

engagement, critical engagement, critical thinking, self-efficacy, thinking, self-efficacy, and content mastery. and content mastery.

LearningSpark

LearningSpark

LearningEnviron-

ment

LearningEnviron-

ment

Learning

Measure-ment

Learning

Measure-ment

LearningStrategi

es

LearningStrategi

es

Learning

Plan forAll

Student Engagemen

t

Student Engagemen

t

StudentAchieveme

nt

StudentAchieveme

nt

ContinuousTeaching

Improvement

ContinuousTeaching

Improvement

Module Module 11

Module Module 22

ModuleModule 3

Module Module 44

ModuleModule 55

Module Module 66

Serving every student with

excellence as the standard

Serving every student with

excellence as the standard

InclusionInclusion

RtIRtI

SSNPSSNP

Differentiated Differentiated Accountability Accountability

ModelModel

Differentiated Differentiated InstructionInstruction

National and National and State State

StandardsStandards

Learning CycleLearning Cycle

AgendaAgenda

Desired OutcomesDesired Outcomes AgreementsAgreements UpdatesUpdates PGP RubricPGP Rubric Pre-Writing ChecklistPre-Writing Checklist Develop PGP Plan Develop PGP Plan QuestionsQuestions

DESIRED OUTCOMESDESIRED OUTCOMES

Improve understanding of the Improve understanding of the Professional Growth Plan rubricProfessional Growth Plan rubric

Tips for writing PGPsTips for writing PGPs

Use PGP Writing Checklist to Use PGP Writing Checklist to develop a plandevelop a plan

AGREEMENTSAGREEMENTS

Stay focusedStay focused

ParticipateParticipate

Use technology politelyUse technology politely

Be kindBe kind

UpdatesUpdates

Please…2-4 pagesPlease…2-4 pages

Evidence of every indicatorEvidence of every indicator

No longer anonymousNo longer anonymous

Teacher collaborationTeacher collaboration

UpdatesUpdates

May continue a PGP goal into May continue a PGP goal into second yearsecond year

PinpointPinpoint

Handouts Handouts

RubricRubric Completed Pre-Writing InstrumentCompleted Pre-Writing Instrument Blank Pre-Writing InstrumentBlank Pre-Writing Instrument Sample PGPSample PGP Work Plan Strategies Work Plan Strategies PGP Development ChecklistPGP Development Checklist

ELEMENT I: ELEMENT I: Development of PGP GoalDevelopment of PGP Goal

Distinguished or Proficient?Distinguished or Proficient?

1. Three or more data sources. Three or more data sources

2., 3., 4.2., 3., 4. And And not not OrOr

5., 6. Same as proficient5., 6. Same as proficient

7. 7. STRETCHSTRETCH

ELEMENT II: ELEMENT II: Work Plan StrategiesWork Plan Strategies

Distinguished or Proficient?Distinguished or Proficient?

1. Quantitative AND 1. Quantitative AND qualitative qualitative

datadata

2., 3., Same for proficient2., 3., Same for proficient

4. Clear, direct connection to 4. Clear, direct connection to

PGP goal for ‘Distinguished’PGP goal for ‘Distinguished’

5. Defined, realistic timelines5. Defined, realistic timelines

6. (Clearly defined) B.E.S.T.6. (Clearly defined) B.E.S.T.

7.7.ReflectionReflection

8.8.Multiple opportunities to Multiple opportunities to receive feedback (peers receive feedback (peers andand

administrators) administrators)

ELEMENT II: ELEMENT II: Work Plan StrategiesWork Plan Strategies

Distinguished or Proficient?Distinguished or Proficient?

ELEMENT III: ELEMENT III: Outcome MeasuresOutcome Measures

Distinguished or Proficient?Distinguished or Proficient?

S.M.A.R.TS.M.A.R.T

Quantitative and qualitative; Quantitative and qualitative; connected to practiceconnected to practice

Student outcomes AND Student outcomes AND improved practice identifiedimproved practice identified

ApplicationApplication

Share Pre-Writing Share Pre-Writing Instrument Instrument

Teachers generate ideas for Teachers generate ideas for their PGPstheir PGPs

What do I want to work What do I want to work on this year?on this year?

My turn: I listed several things I My turn: I listed several things I might do, but chose student data might do, but chose student data notebooks in reading. notebooks in reading.

Your turn: Brainstorm ideas, and Your turn: Brainstorm ideas, and then choose then choose oneone for your plan.for your plan.

Professional Growth Plan Professional Growth Plan GoalGoal

This year, I will implement the use of student This year, I will implement the use of student data notebooks so students can monitor and data notebooks so students can monitor and reflect on their progress in reading reflect on their progress in reading application and vocabulary. They will set application and vocabulary. They will set goals, develop action plans related to their goals, develop action plans related to their achievement in reading, and monitor their achievement in reading, and monitor their ongoing progress. I will review the data ongoing progress. I will review the data notebooks as formative assessment to inform notebooks as formative assessment to inform my instruction. I will also solicit feedback my instruction. I will also solicit feedback from students about the effectiveness of from students about the effectiveness of using these notebooks and use the feedback using these notebooks and use the feedback to improve the process.to improve the process.

What student What student performance data performance data sources do I have?sources do I have?

My turn: I listed FCAT, FAIR, DRA, My turn: I listed FCAT, FAIR, DRA, DRLA, and a survey.DRLA, and a survey.

Your turn: list three data sources Your turn: list three data sources you can draw conclusions from you can draw conclusions from andand that you can use as a that you can use as a measurable outcome. measurable outcome.

Include qualitative and quantitative Include qualitative and quantitative measures.measures.

Element I, Indicators 1 & Element I, Indicators 1 & 22(Quantitative) (Quantitative)

In April 2012, 60% of my 20 students scored In April 2012, 60% of my 20 students scored at or above grade level (3+) in reading on at or above grade level (3+) in reading on the Florida Comprehensive Achievement the Florida Comprehensive Achievement Test (FCAT). The overall class trend showed Test (FCAT). The overall class trend showed a weakness in reading application and a weakness in reading application and vocabulary, with especially significant vocabulary, with especially significant deficits for those students scoring below deficits for those students scoring below level 3. In September 2012, 55% of students level 3. In September 2012, 55% of students (11/20) scored 70% or better on the District (11/20) scored 70% or better on the District Reading Literacy Assessment (DRLA). Reading Literacy Assessment (DRLA).

Element I, Indicators 1 & Element I, Indicators 1 & 22(Qualitative)(Qualitative)

To develop baseline reference data, I To develop baseline reference data, I developed a survey for students related developed a survey for students related to using data notebooks. I found that 0% to using data notebooks. I found that 0% of students had experience using them of students had experience using them previously. In the same survey, only 40% previously. In the same survey, only 40% of students thought that monitoring their of students thought that monitoring their own progress through action planning own progress through action planning with the use of data notebooks would with the use of data notebooks would positively impact their academic positively impact their academic progress. progress.

What research What research supports my PGP goal?supports my PGP goal?

Research within the schoolResearch within the school

Research beyond the Research beyond the schoolschool

Element I, Indicator 3 Element I, Indicator 3 (Research within and (Research within and beyond)beyond)

Research shows that students who struggle in school often have Research shows that students who struggle in school often have issues with motivation (Black and Wiliam, 2004). They don’t issues with motivation (Black and Wiliam, 2004). They don’t monitor their own progress and they don’t have an understanding of monitor their own progress and they don’t have an understanding of how their efforts impact their achievement. Student data notebooks how their efforts impact their achievement. Student data notebooks with action planning and goal setting can help students make the with action planning and goal setting can help students make the connection that effort yields positive achievement. In B.E.S.T. connection that effort yields positive achievement. In B.E.S.T. (Module IV), the importance of formative assessment was stressed, (Module IV), the importance of formative assessment was stressed, and I was introduced to data notebooks and the research correlating and I was introduced to data notebooks and the research correlating their use with student achievement. During the summer, I spoke their use with student achievement. During the summer, I spoke with teachers at three separate elementary schools about the with teachers at three separate elementary schools about the positive and powerful effect that using student data notebooks had positive and powerful effect that using student data notebooks had on student achievement. At my school, third grade teachers use on student achievement. At my school, third grade teachers use data notebooks and feel strongly that their use has positively data notebooks and feel strongly that their use has positively impacted student progress. Furthermore, end of year surveys given impacted student progress. Furthermore, end of year surveys given to their students indicated that 95% – 98% of their students felt to their students indicated that 95% – 98% of their students felt strongly that monitoring their own progress resulted in improved strongly that monitoring their own progress resulted in improved student success. student success.

How will I inform and How will I inform and involve students in the involve students in the process?process?

Data analysisData analysis

Instructional deliveryInstructional delivery

Element I, Indicator 4Element I, Indicator 4(Data and instructional (Data and instructional feedback)feedback)

This year, my students will This year, my students will monitor their progress in reading monitor their progress in reading using data notebooks and will using data notebooks and will give me feedback about its give me feedback about its effectiveness. I will use their effectiveness. I will use their feedback to improve the process. feedback to improve the process.

What inferences can I What inferences can I draw from the student draw from the student data?data?

Analyze student dataAnalyze student data

Link to School Link to School Improvement PlanImprovement Plan

Element I, Indicator 5Element I, Indicator 5(Analyze data)(Analyze data)

These two data sources show that this These two data sources show that this class has a significant number of students class has a significant number of students struggling in reading. 9 of 20 students struggling in reading. 9 of 20 students scored below grade level on the DRLA. scored below grade level on the DRLA. FCAT results support that conclusion with FCAT results support that conclusion with 6 of those 9 students scoring midrange 6 of those 9 students scoring midrange level 2 on the FCAT, and 2 of those level 2 on the FCAT, and 2 of those students scoring high level 1’s. The other students scoring high level 1’s. The other student scored just below 70% on the student scored just below 70% on the DRLA, but scored a level 3 on FCAT. DRLA, but scored a level 3 on FCAT.

Element 1, Indicator 5Element 1, Indicator 5(School Improvement Plan)(School Improvement Plan)

My goal aligns with our School My goal aligns with our School Improvement Plan which focuses Improvement Plan which focuses on “…enhanced literacy on “…enhanced literacy instruction through improved use instruction through improved use of formative assessment.” of formative assessment.”

Reflection on current Reflection on current practicepractice

Review current practiceReview current practice

How do the objectives How do the objectives show both strengthened show both strengthened instructional practice and instructional practice and improved student improved student achievement outcome?achievement outcome?

Element 1, Indicator 6Element 1, Indicator 6(Reflect on instructional (Reflect on instructional practice)practice)

In reflecting on my teaching practice, I realize that a In reflecting on my teaching practice, I realize that a weakness for me is a lack of student involvement in the weakness for me is a lack of student involvement in the process of teaching and learning. I am a solid teacher process of teaching and learning. I am a solid teacher and my students have always performed well, but I have and my students have always performed well, but I have not been empowering my students in the process. My not been empowering my students in the process. My classroom has been mostly teacher-led, and I have classroom has been mostly teacher-led, and I have always monitored student data but never included the always monitored student data but never included the students in the learning using this formative assessment students in the learning using this formative assessment process. Although I have used formative assessments process. Although I have used formative assessments (clickers, exit slips, etc.), I have never used this particular (clickers, exit slips, etc.), I have never used this particular strategy. This year, my students will monitor their strategy. This year, my students will monitor their progress in reading using data notebooks and will give progress in reading using data notebooks and will give me feedback about its effectiveness. I will use their me feedback about its effectiveness. I will use their feedback to improve the process. feedback to improve the process.

Stretch Goal?Stretch Goal?

Explain how this goal is a Explain how this goal is a stretch based on current stretch based on current classroom practice? classroom practice?

Element I, Indicator 7Element I, Indicator 7(Is this a “stretch” goal?)(Is this a “stretch” goal?)

This is a stretch for me because it This is a stretch for me because it is a new practice and also is a new practice and also because it requires a paradigm because it requires a paradigm shift from teacher-led to greater shift from teacher-led to greater student involvement. student involvement.

Outcome Measures & Outcome Measures & ReflectionReflection

Explicitly connect target goals to Explicitly connect target goals to changes in instructional practice changes in instructional practice

Write S.M.A.R.T. goals that link Write S.M.A.R.T. goals that link to the qualitative and to the qualitative and quantitative data listed in quantitative data listed in rationalerationale

Element III, Indicators 1 & Element III, Indicators 1 & 22((Goal is connected to qualitative Goal is connected to qualitative and quantitative outcome and quantitative outcome measures)measures) Implementing use of data notebooks for improved Implementing use of data notebooks for improved

instructional practices will positively impact student instructional practices will positively impact student achievement in reading application and vocabulary. In April achievement in reading application and vocabulary. In April 2013, 75% of students (15/20) will score 70% or better on 2013, 75% of students (15/20) will score 70% or better on the District Reading Literacy Assessment (DRLA). In April the District Reading Literacy Assessment (DRLA). In April 2013, 75% of my students will score at or above grade level 2013, 75% of my students will score at or above grade level (3+) in reading on the Florida Comprehensive Achievement (3+) in reading on the Florida Comprehensive Achievement Test (FCAT), reflecting an increase of 15%. Test (FCAT), reflecting an increase of 15%.

   In May 2013, 80% of my students will agree or strongly In May 2013, 80% of my students will agree or strongly

agree on a student survey that monitoring their own agree on a student survey that monitoring their own progress through action planning and use of data notebooks progress through action planning and use of data notebooks positively impacted their academic achievement in reading. positively impacted their academic achievement in reading.

Work Plan StrategiesWork Plan Strategies

Look at the PGP Sample PlanLook at the PGP Sample Plan

Review this section whole Review this section whole groupgroup

Element II, Indicator 1Element II, Indicator 1(Quantitative and qualitative in-(Quantitative and qualitative in-process measures)process measures) Lesson plans; Adapted formsLesson plans; Adapted forms Lesson plans; Observation notesLesson plans; Observation notes Student action plans/goalsStudent action plans/goals Student work, test data, action plansStudent work, test data, action plans Student data notebooks; Written reflectionsStudent data notebooks; Written reflections Modified lesson plans; Modified grouping Modified lesson plans; Modified grouping

plansplans Survey results, modified structures/ Survey results, modified structures/

proceduresprocedures Feedback forms, Modified proceduresFeedback forms, Modified procedures

Element II, Indicator 2Element II, Indicator 2(Learning strategies and professional (Learning strategies and professional development)development)Research use of data notebooks through FDLRS Research use of data notebooks through FDLRS (as shared in B.E.S.T.) and the websites:(as shared in B.E.S.T.) and the websites:http://www.montgomeryschoolsmd.org/info/baldrige/staff/addresources.shtmhttp://www.pendercountyschools.net/cms/One.aspx?portalId=3727476&pageId=11081042Adapt strategies for classroom use.Adapt strategies for classroom use.

Collaborate with and observe third grade Collaborate with and observe third grade teachers regarding effective use of data teachers regarding effective use of data notebooks and implementation procedures. notebooks and implementation procedures. Reflect on learning and adapt strategies for Reflect on learning and adapt strategies for classroom use.classroom use.

Element II, Indicator 3Element II, Indicator 3(Action oriented and sustainable)(Action oriented and sustainable)

ResearchResearch……AdaptAdapt strategies for classroom use. strategies for classroom use.CollaborateCollaborate with and with and observeobserve third grade teachers… third grade teachers…Reflect Reflect on learning and on learning and adaptadapt strategies for classroom use. strategies for classroom use.Share Share with students the structure/procedure…with students the structure/procedure…Teach Teach students the process for goal development, action students the process for goal development, action planning…planning…ProvideProvide time for students to… time for students to…Provide Provide time for students to…time for students to…Review Review notebooks to inform instruction. notebooks to inform instruction. ReflectReflect on practice and student needs. on practice and student needs.Solicit Solicit feedback…feedback…RReflect eflect on practice and on practice and modify modify instructional practice, as instructional practice, as indicated.indicated.Schedule Schedule observations with two peers and an administratorobservations with two peers and an administrator.. Request Request feedback. feedback. ReflectReflect on feedback and i on feedback and improve mprove practice. practice.

Element II, Indicator 4Element II, Indicator 4(Clear, direct connection to (Clear, direct connection to goal)goal)

Look at the PGP sample. Do each Look at the PGP sample. Do each of the strategies directly connect of the strategies directly connect to the goal? to the goal?

Element II, Indicator 5Element II, Indicator 5(Timelines are defined and realistic)(Timelines are defined and realistic)

Look at the PGP sample. Look at the PGP sample. – Are the timelines realistic? Are the timelines realistic? – Are they defined? Are they defined?

Element II, Indicator 6Element II, Indicator 6(Strategies clearly define new or (Strategies clearly define new or improved practice aligned with improved practice aligned with B.E.S.T.)B.E.S.T.)Are the strategies aligned with B.E.S.T.?Are the strategies aligned with B.E.S.T.?

Research use of data notebooks through Research use of data notebooks through FDLRS (as shared in B.E.S.T.) and the FDLRS (as shared in B.E.S.T.) and the websites:websites:http://www.montgomeryschoolsmd.org/info/baldrige/staff/addresources.shtmhttp://www.pendercountyschools.net/cms/One.aspx?portalId=3727476&pageId=11081042Adapt strategies for classroom use.Adapt strategies for classroom use.

Element II, Indicator 7Element II, Indicator 7(New practice followed by (New practice followed by feedback and reflection)feedback and reflection)

Research…Research…Adapt strategies for classroom use.Adapt strategies for classroom use.Collaborate with and observe third grade teachers…Collaborate with and observe third grade teachers…Reflect Reflect on learning and on learning and adaptadapt strategies for classroom use. strategies for classroom use.Share with students the structure/procedure…Share with students the structure/procedure…Teach students the process for goal development, action Teach students the process for goal development, action planning…planning…Provide time for students to…Provide time for students to…Provide time for students to…Provide time for students to…Review notebooks to inform instruction. Review notebooks to inform instruction. ReflectReflect on practice and student needs.on practice and student needs.Solicit feedback…Solicit feedback…RReflecteflect on practice and on practice and modifymodify instructional practice, as instructional practice, as indicated.indicated.Schedule observations with two peers and an administratorSchedule observations with two peers and an administrator.. RequestRequest feedback. feedback. ReflectReflect on feedback and on feedback and improveimprove practice. practice.

Element II, Indicator 8Element II, Indicator 8(Observations and feedback (Observations and feedback planned)planned)

Schedule observations Schedule observations with two with two peers and an administrator.peers and an administrator. Request feedback. Reflect on Request feedback. Reflect on feedback and improve practice. feedback and improve practice.

Work Plan StrategiesWork Plan Strategies

Your turn:Your turn:

What are the actions that you will What are the actions that you will take as you work toward take as you work toward accomplishing your goal? accomplishing your goal?

Wrap-UpsWrap-Ups

Share feedback about session Share feedback about session using Post-it notesusing Post-it notes

Follow UpFollow Up

?s on IPPAS website?s on IPPAS website

Contact Jenifer Born for more Contact Jenifer Born for more information and/or support information and/or support born.jenifer@brevardschools.orgborn.jenifer@brevardschools.org

““Coming togetherComing together is a beginning;is a beginning;

keeping together keeping together is progress;is progress;

working together working together

is success.”is success.” -Henry -Henry

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