IPEGS Professional Development Team
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7/26/2020
IPEGS Professional Development Team
For questions about
IPEGS, contact us at:
ipegs@dadeschools.net
1
Welcome to the
Introduction of the
Instructional
Performance
Evaluation and
Growth
System
2
Attendance Requirements
Check that your camera is ON. Leave it ON.
/
Click to add text
MUTE your microphone until called upon. RE‐MUTE when done.
ZOOM SESSION GUIDELINES
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7/26/2020
Accessing IPEGS Resources
Open your browser and access the following, using the Google
Folder that was shared with you:
The IPEGS Procedural Handbook
The IPEGS Session Handout Packet
The M‐DCPS/UTD Labor Contract
The IPEGS Session Notetaking Guide
Keep these documents open and available for your
reference throughout the session.
4
Working in Zoom: All Together
Move your cursor to the black bar at the bottom and find
the "Participants" button.
Click on the "participants" button to open the participant list.
Refer to it as needed. Notice the "Mute" and "More" next to
your name, and the row of icons at the bottom.
Go to the bottom of the screen again and click on "Chat" to
open the chat window. Refer to it as needed.
Finally, go back to the participant list on the right and find
your name. Click on "More" to access the "Rename"
function.
5
TIMED ZOOM SKILL CHALLENGE
TIMED ZOOM SKILL CHALLENGE: You have 3 minutes to
complete all the steps on the following slide with your team
You have 2 minutes to complete all
the steps on the following slide.
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TIMED ZOOM CHALLENGE
1. GO to the Participant List.
2. FIND your name. Check to make sure that the mic is on MUTE and camera is ON.
3. Look at the icons on the bottom. RAISE your hand, then LOWER it.
4. Identify the "Yes" and "No" buttons for responding.
5. Click on the gray "More" button on this row. Identify the response options:
Thumbs down, thumbs up, and clap.
6. GO to "More" next to your name and find the "Rename: option. Add the word
"DONE" to your name.
7. GO to Chat. Check the options: Everyone vs. Facilitator Kathy. Send a message to
the instructor with your name and "DONE!"
7
Meet and Greet Activity:
Introduce yourself to your virtual "Table Groups." You will have three
minutes total, so make sure everyone has a chance to speak.
Use the "rename" function to change your name to show:
Your preferred name (how you wish to be addressed)
School
Subject area and/or grade levels of assignment
Years of teaching experience
Note: We will be using the "rename" function today for different
purposes. Please keep your preferred name constant.
Example: Kathy; Hialeah Senior High; Language Arts; 38 years
8
Shared Agreements
Inquire with any questions
Participate actively
Engage with the material
Give our full attention
Set your learning into action
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Iconography
Individual
Share your screen as Reflection Activity
directed
QR Code to access
Content Check
Materials
Take a picture or
use “Save” feature
Group Activity
Use CHAT to Evidence‐Based
System Debrief
respond as directed
10
TIMED ZOOM TEAM
BREAKOUT CHALLENGE:
You have 3 minutes to
complete all the steps on
the following slide in the
Breakout Room with you
with your Table Group
Team.
TAKE a screenshot or
picture of the directions
before you go to the
breakout room and meet
with your Table Group.
11
BREAKOUT ROOM TEAM TASKS
(3 minutes)
Speak with your teammates and determine your TEAM NAME.
IDENTIFY a SPEAKER for the team who will share out about your work
IDENTIFY a TIMEKEEPER to make sure that the team completes the work on
time
IDENTIFY a PROCESS MONITOR to ensure all the assigned tasks are
completed
IDENITFY a SCRIBE who will do the recording and writing of team responses
Then...USE THE RENAME FUNCTION TO:
ADD your TEAM NAME and YOUR TASK/ROLE to your PREFERRED NAME
Example: Kathy; The IPEGS Iguanas; Timekeeper
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Purposes of IPEGS
Contribute to M-DCPS vision, mission, and goals
Share responsibility for evaluation
between the professional and the evaluator
Ensure accountability for classroom/program performance
Focus on professional growth
Improve the quality of instructional services to
increase student learning growth
13
Understandings
In M-DCPS:
The contract and IPEGS Handbook both support the work of
the teacher.
IPEGS is the evaluation system used to rate teachers.
IPEGS is a reflection and evidence-based system.
The IPEGS process is also collaborative, with both the
administrator and the professional gathering evidence
about the professional’s work.
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hrdadeschools.net/ipegs
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Tasks for Table Group Teams
You will have two tasks that you will complete with
your Table Group Teams.
1) Read an excerpt from the IPEGS Procedural
Handbook, discuss it, and complete an activity on
your Notetaking Guide.
2) Read an excerpt from the contract, discuss it with
your group, and complete the corresponding activity
on your Notetaking Guide.
16
IPEGS Notetaking Guide: Parts 1 and 2
1) Access the
IPEGS Procedural Handbook and the
IPEGS Session Notetaking Guide in
the Google folder.
2) Read the assigned sections.
3) Complete Parts 1 and 2 of
the IPEGS Session Notetaking
Guide and discuss with your Table NOTE: The IPEGS Procedural Handbook and the
Contract are both very large documents, totaling
Group Team hundreds of pages. You may wish to download them
to a device you can access off‐line rather than print.
.
17
IPEGS Notetaking Guide: Part 3
Access the M‐DCPS/UTD Contract
http://laborrelations.dadeschools.net/labor_union/UTD
/UTD_2017‐2020_Successor.pdf OR
The My Learning Plan Team Room
Read:
pp. 8‐9, Article IV, C, D and F
p. 21 Article XI
pp. 31‐33, Article XIII
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Accessing Tools
1. Locate View Options at the top of the screen.
2. Click and scroll down to Annotate.
3. Click Stamp and select one.
4.Follow the instructions on the next slide.
19
Tech Tools Exercise
Use the available tools to do the following:
Put a stamp in the mailbox.
Underline two words anywhere on this page.
Erase the underlining under one of the words.
Circle the title of the slide.
Put a box around any word on this page.
Send a private message to the instructor that says, "IPEGS Rocks!"
Use the spotlight tool to note which task you most enjoyed.
Change the color of the arrow you used with the spotlight.
20
Agenda
Attendance/Credit procedures
Purpose of IPEGS
IPEGS Performance Standards
Observation of Standards
Improving Professional Performance
DPGT Process
Required Documentation
Evidence for Summative Evaluation
Review and Closure
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Learning Goals
Understand the IPEGS performance standards
Analyze the language of the IPEGS rubrics and the four-point
rating system
Evaluate the sources and purposes of evidence in IPEGS relative
to performance standards
Generate and evaluate examples of evidence/behaviors aligned
to performance standards and applicable rubrics
Apply the learning to identify and classify observed evidence
Understand the Deliberate Practice Growth Target (DPGT)
process and the connection to IPEGS
Apply the DPGT rubric to evaluate a sample DPGT
Understand the procedures and timelines in the Summative
Evaluation Process
22
Timeline Probationary Teacher Other Contract Status
Teacher
Within the 1st 30 days All teachers new to a school or the district must be observed
October 22, 2020 DPGT Reflection and
End of 1st Nine Weeks Development Phase Submission
2 weeks after submission DPGT Review and collaborative
discussion with Administrator
End of 1st Nine Weeks First Observation Observation(s) can take
place during the 1st, 2nd,
and 3rd Nine weeks
End of 2nd Nine Weeks Formative Evaluation
End of 3rd Nine Weeks Second Observation
May 6, 2021 (35 Days DPGT Reflection and Outcome
before the end of the Phase Submission
school year) End‐of‐year Documentation
23
Who is Evaluated Using IPEGS?
Instructional Personnel Categories
Instructional Personnel Categories
for each handbook
Teachers Student Services* Instructional Support*
Counselors, TRUST Specialists Curriculum Specialists
School Social Workers Lead Teachers
School Psychologists Library/Media Specialists
Speech/Language Pathologists Program Specialists
Other Positions Teachers on Special Assignment
Other Positions
* Job titles listed are samples of the many diverse positions within the instructional support and
student services personnel categories.
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Three Components of an
IPEGS Evaluation
Learner Progress
Professional
Practices
DPGT
25
Documenting Performance
Learner Progress
Professional Practices
Required Documentation
Evidence of Professional Learning
Evidence of Communication
Deliberate Practice Growth Target
leads to…..
Unified Summative Performance Evaluation
using a
Four-Point Rating System
26
Professional Practices
Observable Non‐Observable
Standards Standards
USR
Learner
DPGT
Progress
27
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Weightings
Three Components
• Learner Progress(Standard 1) =
• Professional Practices =
(Standards 2-7 or 2-8)
• Deliberate Practice Growth Target =
Single Unified Summative Rating
28
Reflection Questions
What does your administrator know
about your teaching practice?
What does your administrator NOT
know about your teaching practice?
For those things that the administrator
does NOT know, how might you make
sure the administrator has the relevant
information about your teaching
practice?
29
Question
What do you think
is at the heart of the
IPEGS system?
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Teachers
Legend for IPEGS Performance Standards:
Learner Progress
Observable Standards
Non-Observable
Performance Standards
1. Learner Progress 5. Assessment
2. Knowledge of Learners 6. Communication
3. Instructional Planning 7. Professionalism
4. Instructional Delivery 8. Learning Environment
and Engagement
32
Performance Standards for Teachers
1. Learner Progress (34%)
The work of the teacher results in acceptable and measurable learner progress as
specified in state statutes.
2. Knowledge of Learners (8%)
The teacher identifies and addresses the needs of learners by demonstrating respect
for individual differences, cultures, backgrounds, and learning styles.
3. Instructional Planning (8%)
The teacher uses appropriate curricula, instructional strategies, and resources to
develop lesson plans that include goals and/or objectives, learning activities,
assessment of student learning, and home learning in order to address the diverse
needs of students.
4. Instructional Delivery and Engagement (8%)
The teacher promotes learning by demonstrating accurate content knowledge and by
addressing academic needs through a variety of appropriate instructional strategies and
technologies that engage learners.
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Performance Standards for
Teachers (Continued)
5. Assessment (6%)
The teacher gathers, analyzes, and uses data (including required assessment
data, if applicable) to measure learner progress, guide instruction, and provide
timely feedback.
6. Communication (6%)
The teacher communicates effectively with students, their parents or families,
staff, and other members of the learning community.
7. Professionalism (6%)
The teacher demonstrates behavior consistent with legal, ethical, and
professional standards and engages in continuous professional growth.
8. Learning Environment (8%)
The teacher creates and maintains a safe learning environment while
encouraging fairness, respect, and enthusiasm.
34
Legend for IPEGS Performance Standards:
Instructional Support Learner Progress
and Student Services Observable Standards
Non-Observable
Professionals
Performance Standards
1. Learner/Program 5. Assessment
Progress
2. Knowledge of Learners 6. Communication
3. Program Management 7. Professionalism
4. Program Delivery
35
Performance Standards for Instructional Support and
Student Services Professionals
1. Program Progress (34%)
The work of the student services/instructional support professional results in acceptable
and measurable learner or program progress as specified in state statutes.
2. Knowledge of Learners (9%)
The student services/instructional support professional identifies and addresses the needs
of the target learning community by demonstrating respect for individual differences, and
understanding of cultures, backgrounds, and learning styles.
3. Program Management (9%)
The instructional support professional plans, organizes, promotes, and manages programs
and/or services to meet the diverse needs of all learners.
The student services professional plans, organizes, and manages programs and/or services
to meet the diverse needs of all learners.
4. Program Delivery (9%)
The instructional support professional uses knowledge of subject/content/field/technology to
implement services for the targeted learning community consistent with established standards
and guidelines.
The student services professional uses knowledge of subject/content/field/technology to
implement services for learners and the learning community consistent with established
standards and guidelines.
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Performance Standards for Instructional Support and
Student Services Professionals (Continued)
5. Assessment (9%)
The instructional support professional gathers, analyzes, and uses data (including required
assessment data, if applicable) to measure and guide learner or program progress, and to provide
timely feedback.
The student services professional gathers, analyzes, and uses data (including required
assessment data, if applicable) to measure and guide learner or program progress and to provide
timely feedback.
6. Communication (7%)
The instructional support professional communicates effectively with learners, their parents or
families, staff, and other members of the learning community.
The student services professional communicates effectively with learners, their parents or families,
staff, and other members of the learning community and advocates for learners.
7. Professionalism (7%)
The student services/instructional support professional demonstrates behavior consistent with
legal, ethical, and professional standards and engages in continuous professional growth.
37
Check for Understanding
How do you know whether
you have 7 or 8 performance
standards that you are
expected to demonstrate in
your work?
38
IPEGS Performance Standards
Activity
In your Breakout Room Table Group Team:
Use the language of the eight performance standards to complete this Handout.
Demonstrate your collective understanding of performance standards 1-8 using the
designated methods in each box.
Select a spokesperson for your group before returning the main room. That individual
should use the rename feature to add the role designation to their name.
Standard 1 – Standard 2 – Standard 5 – Standard 6 –
list four key draw a pictorial list four key draw a pictorial
words representation words representation
Standard 3 – Standard 4 – Standard 7 – Standard 8 –
write three write a one write three list four key
bulleted phrases sentence bulleted phrases words
summary
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Select and Share Virtual Protocol with
IPEGS Performance Standards Activity
Complete the 8 quadrants as a table group.
Your Table Group Breakout Room already has a spokesperson.
The facilitator calls on a table group to report on standard 1.
The spokesperson from that table group shares, and then calls on a
second table group.
The second spokesperson will call on a third table group.
After the spokesperson from the third table shares, that spokesperson will:
Ask,“ Are there any additions or amendments?”
Pause to give wait time.
Accept participant responses. (Raise hands or unmute and speak)
Confirm agreement (Thumbs up)
Call on the first table group to report on the next standard
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Four-point Rating Scale
Highly Effective -- High-quality performance exceeds the
requirements contained in the standard(s).
Effective – Effective performance meets the requirements
contained in the job description.
Developing/Needs Improvement – Ineffective performance that
requires support in meeting the standard(s);
Unsatisfactory – Poor quality performance that fails to meet the
requirements contained in the standard(s).
A rating of “Developing” can only be assigned in a professional’s first 3 years.
The final summative performance evaluation indicates recommended or not recommended
for continued employment.
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Rubric Activity
Use the IPEGS Performance Standards and Rubrics
Handout.
Identify common terminology for the Performance Standards
of the rubric on all 8 or all 7 performance standards for
Unsatisfactory and Developing/Needs Improvement.
Identify language differences between Effective and Highly
Effective.
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Rubric Activity
Use the IPEGS Performance Standards and
Rubrics Handout.
Identify common terminology for the
Step one Performance Standards of the rubric on all 8 or all
7 performance standards for Unsatisfactory and
Developing/Needs Improvement.
Identify language differences between Effective
and Highly Effective.
43
Start with
Performance
Standard 8
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Rubric Activity
Use the IPEGS Performance Standards and
Rubrics Handout.
Identify common terminology for the
Performance Standards of the rubric on all 8 or all
Step two
7 performance standards for Unsatisfactory and
Developing/Needs Improvement.
Identify language differences between Effective
and Highly Effective.
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Start with
Performance
Standard 8
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Rubric Activity
Use the IPEGS Performance Standards
and Rubrics Handout.
Identify common terminology for the
Performance Standards of the rubric on all 8 or all
7 performance standards for Unsatisfactory and
Developing/Needs Improvement.
Step three Identify language differences between Effective
and Highly Effective.
47
This Photo by Unknown author is licensed under CC BY.
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What level of performance would this
represent?
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What level of performance would this
represent?
This Photo by Unknown author is licensed under CC BY‐NC‐ND.
50
What level of performance would this
represent?
This Photo by Unknown author is licensed
under CC BY‐SA.
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What level of performance does this
represent?
This Photo by Unknown author is licensed under CC BY‐SA‐NC.
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Discuss starting
with
Performance
Standard 3
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Lunch
Break
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Professional Practices
Observable Non‐Observable
Standards Standards
USR
Learner
DPGT
Progress
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Observation Details
Observations…
may be scheduled or
unscheduled, but must be
consistent within the school
must last at least 20 consecutive
minutes
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Observation(s) by Contract Status
Required Minimum
Contract Status Number of Observations
a Year
Probationary Contract
2
Annual Contract 1
Professional Service
1
Contract
Continuing Contract 1
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Observation Timeline
Timeline Activity
By the end of Initial observation of all NEW
the first grading (Probationary Contract Status)
period personnel, inclusive of the post-
(10/22/2020) observation meeting.
By the end of Second observation of Probationary
the third Contract Status professionals,
grading period inclusive of the post-observation
(03/25/2021) meeting.
Observation of professionals with any
other contract status.
58
Capturing Evidence During an
Observation
During an observation,
An assessor will capture sufficient evidence to complete the Observation of
Standards Form
What is the professional doing?
Ex: Reviewed the home-learning assignment
What are the students doing?
Ex: Students were engaged after transitioning from the previous activity
What are other sources of evidence?
Ex: Student work folders include up-to-date graded assignments
with feedbackI will look
A teacher should consider what evidence of the observable standards is
evident during the lesson, and what additional evidence the professional
might wish to bring to a post-observation meeting.
59
Preparing for the Post Observation
Conference (Teacher Reflection)
What is something you want your administrator to
know about your practice?
How could you share this information with your
administrators?
What might you bring to a post- observation
meeting that might provide evidence of that?
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Preparing Comments for the
Observation of Standards Form (OSF)
(Administrator Responsibilities)
Create a picture of what occurred
Identify applicable standards and organize the information
Provide descriptive and detailed information about each
observable standard
Record the evidence on the OSF
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Post Observation Meeting
Meeting occurs within 10 calendar days of the
observation.
Professional and assessor review and discuss evidence observed.
Professional may offer additional evidence.
Assessor may offer suggestions for
improvement.
No rating is generated at this meeting.
Ratings are assigned during the summative evaluation process.
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Possible Outcomes of an
Observation
The OSF becomes evidence for the
Professional Practices
part of the evaluation.
OR
In the event that an area of improvement
is identified during the observation, then a
Support Dialogue (SD) is initiated.
65
Improving Professional Performance
Independent Support
Suggested Support
An administrator recommends an area for growth
Professional receives a change of assignment
(Mid-Year or Year-to-Year)
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Professional Practices
Observable Non‐Observable
Standards Standards
USR
DPGT Learner Progress
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Performance Standard 5: Assessment
The teacher gathers, analyzes, and uses data (including required
assessment data, if applicable) to measure learner progress, guide
instruction, and provide timely feedback.
Samples:
Evidence of assessment data: state/local,
student work folders, electronic data,
IEP’s etc.
Evidence of a connection between the data
and instructional practices
Evidence of timely feedback
68
Performance Standard 6: Communication
The teacher communicates effectively with students, their
parents or families, staff, and other members of the learning
community.
Evidence may include: And may be presented
in various formats:
E-mails Log
Meeting Agendas Bulleted list
Data Chat Notes Summary paragraph
Community Involvement Copies of e-mails,
Flyer newsletters, etc.
Parental Workshop notice
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Performance Standard 7. Professionalism
The teacher demonstrates behavior consistent with legal, ethical, and
professional standards and engages in continuous professional growth.
Professional Development And may be presented in
Evidence may include various formats:
activities such as:
Professional Development Log
Reading Education Journals Bulleted list
Attending education/ Summary paragraph
leadership conferences
Sharing in PLC or Lesson Copies of e-mails,
Study Groups newsletters, etc.
Focus on Deliberate Practice
70
Performance Standard 7. Professionalism
The teacher demonstrates behavior consistent with legal, ethical, and
professional standards and engages in continuous professional growth.
Resources for legal, ethical, and professional standards:
Florida Educator Professional Standards:
Florida Ethics Principles:
Florida Education Laws:
School Board Policies:
M-DCPS/UTD Contract:
IPEGS Information:
71
“Look Fors” and “Red Flags” Gallery Walk
You will be assigned to a new Gallery Walk group (2-8)
The group number (2-8) indicates which Performance Standard is the "Home" Standard.
Use the IPEGS Standards and the IPEGS Performance Standards
Activity handout as you go on a virtual Gallery Walk.
Starting at your "Home" Standard, write two (2) “Look Fors" and two (2) “Red Flags”
When finished move to the next standard and add (2) “Look Fors ' and two (2) “Red Flags ’ .
You may add a checkmark, stamp, or emoji if your group agrees with a detail
already noted on the chart, but make sure to add two new ones as well for each side.
Repeat this activity until you return to your "home" standard.
As a group, choose your top two “Look Fors” and the top two “Red Flags” on the
chart(s). Your choices should be based on the language of the standard.
Designate a group member to be the spokesperson and report out on the group’s top two
“Look Fors” and “Red Flags,” along with the group’s rationale for their choice. Anchor
the response in the language of the standard
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Gallery Walk Presentations
Present your group’s top 2 Look Fors and Red Flags, your rationale, and
how they are supported by the language of the standard.
The facilitator will call on the spokesperson for standard 2.
The spokesperson will:
read the standard,
share the group’s responses,
ask for additions or amendments, and
confirm agreement
Then the spokesperson will call on the spokesperson for the
next standard.
Repeat process for the remaining standards.
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Reflection
Which of the IPEGS Standards do you
already know well and could provide
evidence of in your work?
and
Which of the IPEGS Standards would you like
to study more, implement more effectively, or
learn how to better gather evidence for?
Why?
74
Improving Professional Performance
1) Support Dialogue (SD)
Professional’s performance is not meeting the standard.
Professional is notified of a scheduled SD meeting within 10 calendar
days of an observation.
Support Dialogue (SD) Meeting Notification Form must be issued no
later than forty-eight (48) hours prior to the SD meeting
Process takes twenty-one calendar days; can be extended up to ten
(10) work days
2) Improvement Plan (IP)
Performance is unsatisfactory in any standard.
Process occurs after completion of unsuccessful Support Dialogue
(SD).
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Support Dialogue (SD)
Designed to facilitate discussion about identified performance
standard(s) and ways to address improvement
Includes a 21-Calendar day period to receive support and
implement changes in performance
Both parties share what each will do to support the professional’s
growth
Includes the professional’s right to union representation and/or peer
support
May result in the professional being Effective, SD extended, or an
Improvement Plan(IP)
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Support Dialogue Discussion
IPEGS Procedural Handbook:
IPEGS Support Dialogue Meeting Notification Form (FM 7406)
77
Improvement Plan (IP)
Initiated after Support Dialogue(SD) has been completed
Implemented when the professional’s performance remains
unsatisfactory in one or more standard(s)
Developed collaboratively by the site administrator and the
professional, with union representation, if desired
A 90-Calendar Day Probation Period
Desired outcome is to improve the professional’s performance to an
effective level
May result in being not recommended for continued employment
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Improvement
Plan Sequence
of Events
79
Improvement Plan (IP)
If the IP cannot be completed before the end
of the school year, it is continued to the next
year and the summative evaluation is
withheld until the process is completed.
A transfer does not extend the period of the
IP.
80
Improvement Plan Form
IPEGS Procedural Handbook:
IPEGS Improvement Plan Form (FM 7311)
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Professional Practices
Observable Non‐Observable
Standards Standards
USR
Learner
DPGT
Progress
82
Performance Standard 1: Learner Progress
The work of the teacher results in acceptable and
measurable learner progress as specified in F.S. 1012.34
Pursuant to state statute 1012.34, as amended in 2011 under
the Student Success Act, and updated in 2015 through House
Bill (HB) 7069, at least one-third of an instructional
professional’s evaluation must be based on student learning
growth assessed annually and measured by statewide
assessments or, for subjects not measured by statewide
assessments, by district assessments as specified in
1008.22.
83
Independent Support and Growth
Experiences
Required Support (Based on a USR rating)
The Unified Summative Rating (USR) is less than Effective
(The USR includes three components: VAM, Professional
Practices, and Deliberate Practice Growth Target)
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Professional Practices
Observable Non‐Observable
Standards Standards
USR
Learner
DPGT
Progress
85
Excerpt from Florida Statute 1012.98
"… school principals may establish
and maintain an individual
professional development plan for
each instructional employee assigned
to the school as a seamless
component to the school improvement
plans.”
86
Deliberate
Practice
Growth
Target
A GUIDE FOR PROFESSIONALS
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Reflection Questions
1. Which standard would you like to work on to
improve your practice? Why?
2. How can you use deliberate practice to
improve in this area?
3. How will improving in this area impact
student learning?
88
DPGT Procedures Guide
Key Components of the Reflection and Development Phase
1. Data Collection
Focus 2. Needs Assessment
3. Growth Target
4. Plan of Action
5. DPGT Form
Key Components of the Reflection and Outcome Phase
6. Impact
7. Complete the DPGT Process
The steps outlined on the following slides will help you
understand how to complete the DPGT process.
89
DPGT Process
Reflection and Development Phase
Step 1: Data Collection
Collect information and data on your
professional practice and on student learning.
What sources of qualitative or quantitative
data can you use to identify areas for your
professional growth and to determine your
students’ needs?
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Step 1: Examples of Qualitative and
Quantitative Data
Accelify Logs and Journals
Anecdotal Records Previous Academic
Performance
Baseline Assessments
Previous IPEGS evaluations
Climate Surveys
Professional Reflection
Diagnostic Assessments
School Improvement Plan
FAB/BIP
Student Observations
IEPs
Student Portfolios
Learning Styles Inventory
Student Surveys
91
DPGT Process
Reflection and Development Phase
Step 2: Needs Assessment/Focus
Select one area of focus expected to impact professional
practices and support student learning.
What areas of self-improvement might be your primary
focus?
Based on the area chosen, think about what instructional
practices might help you to grow professionally and improve
student(s) learning.
92
Focus
Based on the available information,
what can be used to narrow the focus,
and how will it improve student
learning?
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Step 2: Needs Assessment/Focus
Examples
Sample Objectives
To improve mathematics teaching methods
To create a monitoring system that will assist
students in planning for educational and vocational
choices
To provide more Inquiry-Based strategies for science
To incorporate authentic English/Language Arts
(ELA) critical thinking strategies during instruction
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DPGT Process
Reflection and Development Phase
Step 3: Growth Target
Determine a deliberate growth target that addresses
professional practices that impact student learning.
Based on your focus, think about the growth
target as it impacts student learning.
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Growth Target
What does the professional plan to
learn to improve practice regarding the
area of focus
and
how will that improve student learning?
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Step 3: Growth Target
Example
Example of a deliberate practice growth target:
I will engage in professional learning to become more knowledgeable
about the application of Mathematics Florida Standards. As a result,
students will be able to access the curriculum at their instructional level
and demonstrate improvement in math literacy.
___________________ __________________
What general steps will you take How will the steps address
towards your target? student learning?
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DPGT Process
Reflection and Development Phase
Step 4: Plan of Action
Describe the specific professional learning [i.e.,
professional development (PD) and/or
professional growth experience(s)] that will help
you to achieve your deliberate practice growth
target.
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Plan of Action
What actions will the
professional take to meet the
growth target?
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Step 4: Plan of Action Example
I plan to attend scheduled mathematics professional
development activities. Additionally, I will observe a peer and
reflect with a colleague each quarter to strengthen my
professional practice.
Professional Learning
Professional Growth Professional Development
Experiences Activities
(points or credits may be attached) (points or credits must be attached)
I plan to…
____________________________________________________________
____________________________________________________________.
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DPGT Reflection and Development
Phase
Rubric Terminology
IN PROGRESS COMPLETE
The professional is in The professional has
VS.
the process of completed the DPGT
developing a DPGT Development Phase
and/or awaiting the and the planning
DPGT planning conversation has
conversation. occurred.
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Rubric for DPGT
Reflection and Development Phase
Phase Complete In Progress
DPGT The Professional has The professional is in the
Development completed the DPGT process of developing a
Development Phase and DPGT and/or awaiting the
the Planning conversation DPGT planning
has occurred. conversation.
5.6 0
Points:______ Points: _____
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DPGT Reflection and Development Phase
Electronic Submission
To submit your DPGT:
Go to: hrinfo.dadeschools.net/dpgt
Log in: Employee Number (XXXXXX)
Password: Last 4 of your SS # (XXXX)
This is NOT the same process as logging in to the portal or to My
Learning Plan.
1) Log in so the DPGT system will recognize you.
2) Log out and contact your administrator so they can “override” your form.
3) Log back in after they have done so; complete and submit your DPGT.
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Start at:
hrinfo.dadeschools.net/dpgt
104
Password is the last 4 digits of your social
security number
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Password is the last 4 digits of your social
security number
If it is your FIRST time in the system, log in and then log back out.
Notify your administrator that you are ready for them to do an “override.”
106
Open the document for the current school year
(2020‐2021)
107
If green, add your
Reflection and Development information
Note the red background.
No changes may be made until the “override” is completed and the background turns green.
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At the end of the school year add your
Reflection and Outcome Information
Note that the background is green.
This allows you to type into the form, save, and submit information.
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Monitoring DPGT Progress
• Your DPGT should be implemented throughout
the school year.
• Check in periodically.
• Make adjustments and changes as needed and
monitor your progress towards your growth
target.
• Once you have submitted your initial DPGT,
your administrator will need to "override" your
DPGT to release it to you for editing.
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DPGT Process
Reflection and Outcome Phase
Step 6: Impact
Describe how your professional growth target has
been achieved and the impact on your
professional growth and student(s) learning.
How do you know that you met your goal?
Refer to your Deliberate Practice Growth Target form and data.
What is your evidence?
(i.e., PLC logs/agendas; formal and informal assessment data; student
attendance logs; student work, professional reflection documentation)
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Impact
Progress Monitoring
How did the professional monitor progress
toward the goal?
Were any modifications needed?
Outcome
What has been the impact on the
professional’s growth and student learning?
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Step 6: Impact Example
As a result of attending mathematics trainings,
observing a peer, and reflecting with a colleague, I
gained new knowledge and instructional
strategies. As a result of integrating these
strategies, my students demonstrated increased
math literacy as evidenced by improved scores on
the topic assessments throughout the course of
the year.
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DPGT Reflection and Outcome Phase
Rubric Terminology
Meets Partially Meets Does Not Meet
The professional The professional The professional’s impact
successfully implements implements the DPGT, but statement is missing or
the DPGT and the impact the impact statement is does not reflect
statement includes inadequate because it is implementation of the
thoughtful reflection, missing one or more of the DPGT.
evidence of information required elements:
used to monitor progress thoughtful reflection,
of the DPGT, explanation monitoring information,
of any necessary adjustments, or it is
adjustments, and an missing clear evidence of
analysis of both the the expected impact of
individual’s professional the individual’s
growth and how it impacts professional growth on
student learning. student learning.
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Rubric for DPGT
Reflection and Outcome Phase
DPGT Reflection and Outcome Phase
Trace the implementation of your DPGT throughout the school year. Include information about how you reflected on
your plan of action, what information you utilized to determine the impact of your professional learning on student
growth, whether or not you made any adjustments to the implementation, and how you would describe the final
impact (or end result) of your professional growth on student learning.
Phase Meets Partially Meets Does Not Meet
DPGT The professional successfully The professional The professional’s
Outcome implements the DPGT and implements the DPGT, but impact statement is
the impact statement the impact statement is missing or does not
includes thoughtful inadequate because it is reflect implementation
reflection, evidence of missing one or more of the of the DPGT.
information used to monitor required elements:
progress of the DPGT, thoughtful reflection,
explanation of any necessary monitoring information,
adjustments, and an analysis adjustments, or it is
of both the individual’s missing clear evidence of
professional growth and how the expected impact of the
it impacts student learning. individual’s professional
growth on student
learning.
Points:
Points: Points:
10.4 4 0
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Rubric for DPGT
Reflection and Outcome Phase
DPGT Reflection and Outcome Phase
Trace the implementation of your DPGT throughout the school year. Include information about how you reflected on
your plan of action, what information you utilized to determine the impact of your professional learning on student
growth, whether or not you made any adjustments to the implementation, and how you would describe the final
impact (or end result) of your professional growth on student learning.
Phase Meets Partially Meets Does Not Meet
DPGT The professional successfully The professional The professional’s
Outcome implements the DPGT and implements the DPGT, but impact statement is
the impact statement the impact statement is missing or does not
includes 1 thoughtful inadequate because it is reflect implementation
reflection, 2 evidence of missing one or more of the of the DPGT.
information used to monitor required elements:
progress of the DPGT, 3 thoughtful reflection,
explanation of any necessary monitoring information,
adjustments, and an analysis adjustments, or it is
of both the 4 individual’s missing clear evidence of
professional growth and 5 the expected impact of the
how it impacts student individual’s professional
learning. growth on student
learning.
Points Points: Points:
10.4 4 0
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DPGT Process
Reflection and Outcome Phase
Step 7: Completion of DPGT Process
Reflect on your DPGT implementation and prepare to
complete and submit the DPGT reflection and outcome
section online. This is completed within the same time
frame as the end-of-the year IPEGS documentation
cover sheet and supporting documents.
Your administrator will review the submitted DPGT form.
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DPGT Process: Electronic Submission
To submit your DPGT:
Go to: hrinfo.dadeschools.net/dpgt
Log in with your: Employee Number (XXXXXX)
Password: Last 4 of your SS # (XXXX)
This is NOT the same process as logging in to the portal or to My Learning Plan.
Inputting information:
If the fields are green, you will be able to input your information and submit your DPGT.
If the DPGT fields are red, contact your administrator so they can use the "override"
function to allow your access.
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2020-2021 DPGT Form
Due
May 6, 2021
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Lily Pond’s DPGT Information
1, 2, 3 Strategy
Place a check mark on
each stage of the
Reflection and
Development Phase of
the form if there is a
completed:
• focus statement
• growth target
statement
• plan of action
statement
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Lily Pond’s DPGT Information
CUBES Strategy
Circle the thoughtful reflection.
Underline evidence of information used to monitor progress of the DPGT.
Box the explanation of any necessary adjustments.
!Exclaim (place an exclamation mark) by the analysis of the professional’s
growth.
Star the analysis of the impact on student learning.
! !
!
121
2020-21 DPGT Process
Important Dates
Reflection and Development Phase
October 22, 2020 (the professional submits)
November 12, 2020 (designated administrator signs)
Reflection and Outcome Phase
May 6, 2021 (the professional submits)
June 3, 2021 (the designated administrator signs)
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Professional Practices
Non‐
Observables
Observables
USR
Learner
DPGT
Progress
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Summative Evaluation
124
What is Submitted with the
Documentation Cover Sheet?
Teachers: Instructional Support and
Student Services:
Completed Evidence of
Professional Learning: Completed Evidence of
Professional Development and Professional Learning:
/or Professional Growth Professional Development and
Experiences /or Professional Growth Experiences
Completed Evidence of Completed Evidence of
Communication Communication
OPTIONAL DOCUMENTATION
relevant evidence that helps to show that a standard has been met
sample product
Required documentation must be submitted at least 35 calendar days prior to the last day
of the school year.
125
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End-of-Year Summative
Performance Evaluation
The professional and the administrator meet to review the
evaluation and the points awarded for each part.
A provisional recommendation for employment is made.
The professional and the administrator sign the form.
127
What Elements are Factored into the
Summative Evaluation Decision?
Learner Progress (IPEGS Performance Standard 1) (34 percentage points)
Professional Practices (50 percentage points)
IPEGS Performance Standards 2-8 for Teachers
IPEGS Performance Standards 2-7 for Instructional Support and Student Services
Professionals
Evidence from classroom observation(s)
Evidence of professional learning
Evidence of communication
Other relevant sources, including evidence offered by the professional
Deliberate Practice Growth Target (DPGT) (16 percentage points)
Ratings are based on well-defined rubrics for each performance standard.
128
IPEGS Component 1
Performance Standard 1: Learner Progress
Contribution to the total rating
34% based upon Student Learning Growth
(Total of 34 possible percentage points)
Highly Effective 34 percentage points
Effective 25.5 percentage points
Developing/ 17 percentage points
Needs Improvement
Unsatisfactory 8.5 percentage points
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Independent Support and Growth
Experiences
Required Support (Based on the USR)
The Unified Summative Rating (USR) is less than Effective
The professional will be provided with Professional Growth
Experiences (PGEs)
(The USR includes three components: VAM, Professional
Practices, and Deliberate Practice Growth Target)
130
IPEGS Component 2
IPEGS Performance Standards 2-8
(Total of 50 possible percentage points)
32 percentage points
Observable Standards
Plus
18 percentage points
Non-Observable Standards
131
IPEGS Component 3
Deliberate Practice Growth Target
(Total of 16 possible percentage points)
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The Unified Summative Rating
How is it calculated?
Performance Deliberate Unified
Performance
Standard Practice Summative
Standard 1
2-8 or 2-7 Growth Target Rating
(34%) (50%) (16%) (100%)
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Components 1, 2, and 3
Percentage Points for the Unified Summative Rating
90% - 100% = Highly Effective
80% - 89.99% = Effective
40% - 79.99% = Developing
(Years 1, 2, or 3 only)
40% - 79.99% = Needs Improvement
(Years 4 and above)
0% - 39.99% = Unsatisfactory
See hrdadeschools.net/ipegs for the current information.
134
Pending
Pending
Cut scores jointly revisited each year.
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Review Process
A professional may request a review of up to three
standards.
The formal request and all supporting documents
must be submitted no later than 7 days after the last
day of the school year for professionals.
Appendix B of the IPEGS Procedural Handbook
details all the steps in the Request for Review
process.
The Request for Review process is initiated at the end
of the school year but is not completed until the
following school year when the Final Summative
Rating is determined.
136
IPEGS Highlights
Unified Summative Performance Rating
4 defined levels (HE, E, D/NI, U)
Rating Based on a Mathematical Calculation
34% IPEGS Performance Standard 1: Learner Progress
50% IPEGS Performance Standards 2-8 or 2-7 (Professional
Practices)
16% Deliberate Practice Growth Target
Provisional Summative Evaluation Rating (90-day window to modify
based on data)
Impact of Contract Status on Teacher Evaluation Schedule
137
IPEGS Strategies
Please think about ways that you can:
participate in the collaborative activities (such as DPGT discussion
and summative meeting)
stay organized
submit appropriate documents, and
meet all deadlines
to meet your professional responsibilities as required by IPEGS.
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Revisiting our Learning Goals
Understand the IPEGS performance standards
Analyze the language of the IPEGS rubrics and the four-point rating
system
Evaluate the sources and purposes of evidence in IPEGS relative to
performance standards
Generate and evaluate examples of evidence/behaviors aligned to
performance standards and applicable rubrics
Apply the learning to identify and classify observed evidence
Understand the Deliberate Practice Growth Target (DPGT) process and
the connection to IPEGS
Apply the DPGT rubric to evaluate a sample DPGT
Understand the procedures and timelines in the Summative Evaluation
Process
139
Unpacking Professional Practice
What did you see today that showed how we identified
and met the needs of our learners? PS 2
What evidence did you see today that shows this
session was planned?
PS 3
Which activities did we do today that were delivered PS 4
effectively, or that really engaged you?
How did we create a safe environment and show PS 8
respect for the individual differences of our learners?
140
IPEGS Procedural Handbook
All professionals are responsible
for the information contained in
the IPEGS Procedural Handbook.
Training is not in lieu of reading
the handbook.
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Accessing the
Required
MLP Evaluation
142
My Learning Plan
Evaluation: S.M.A.R.T Goal
Part 1 of the Evaluation requires a S.M.A.R.T. goal that is related to
the learning that you gained from this professional development
session.
How are you planning to apply your learning?
143
Creating a Smart Goal
Smart goals provide a tool for setting school-wide goals, aligned with
district initiatives, to promote continuous improvement.
• Strategic and specific
• Measurable
IPEGS
• Attainable
SMART Goal
• Relevant
• Time-bound
By (Aug 28) (T) I will improve my performance in Standard ______(A) by
implementing _________(S) in my _______class (R) as evidenced by
________ (M)
Use your Notetaking Guide to write your SMART goal, filling in the information
from your professional situation.
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My Learning
Plan
Evaluation:
Part 1 (S.M.A.R.T goal and
agree/disagree statements)
of the Evaluation will be
available
AFTER the completion of the
final class meeting.
145
My
Learning
Plan:
Master Plan
Points
Part 2
(Application)
should be
completed
after 1
week.
146
My Learning Plan:
Master Plan Points
Part 3 (Impact)
should be completed
by the end of the 2nd
week.
Credit cannot be
awarded unless the
evaluation has been
completed.
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IPEGS Resources
Websites
M-DCPS IPEGS Information
hrdadeschools.net/ipegs
United Teachers of Dade
www.utd.org
Florida’s Department of Education
www.fldoe.org
148
Contact Information
Office of Professional Development and Evaluation
Dr. Kimberly Davis
Administrative Director
kdavis2@dadeschools.net
305-995-1239
Ms. Ada Fernandez-Vicaria
Director
afvicaria@dadeschools.net
305-995-7566
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IPEGS Questions
ipegs@dadeschools.net
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