This week, we sent out an apology to
Kentucky teachers. We apologized for the software glitches that teachers were
confronted with when they tried to complete the components of the new
evaluation system. What happened that warrants an apology?
Kentucky has worked closely with
teacher, principal, superintendent, school board and parent organizations to
develop a system called the Professional Growth and Effectiveness System
(PGES). This system is in response to federal and state requirements to develop
evaluation systems that use student growth as a significant factor. The work
has been ongoing for almost 5 years now. In collaboration with teachers,
principals, and superintendents, KDE designed software to support the new PGES.
For teachers, the new software
system provides them with access to content standards, standards rewritten into
“I can” statements, lesson planning tools, assessment design tools, student
performance, professional development, and the components of the new Teacher
Professional Growth and Effectiveness System (TPGES). The effectiveness system
components in the software are self-reflection, professional growth plan, peer
and supervisor observation data, student growth data, and student voice data.
The components are grouped together in our state software system within the
Educator Development Suite (EDS). By using the software, principals can keep up with
the components of the effectiveness system for each teacher they supervise and
teachers are able to manage the evidences of the system without having to keep
a paper portfolio (paperwork reduction).
The system was designed by teachers
for teachers; however, the last few weeks have been very difficult for teachers
and principals. The first component of the EDS was the teacher self-reflection.
Teachers are asked to utilize the Charlotte Danielson framework for Effective
Teaching and identify areas of strength and areas of improvement. This should
have been very easy to use and not require too much teacher time. The reality
is that the software had a number of problems. Teachers had difficulty logging
in. Teachers, who did not save their work often, lost it. The software did not
have an auto-save capacity and the time out restrictions were too tight. All in
all, many teachers struggled with the software during the early part of the
school year when they had little time to spare.
KDE and the software provider have
been working overtime to correct the problems. As of this week, we now have
more than 32,000 teachers who have successfully started or completed their
self-reflection. Many teachers have now moved on to the professional growth
plan, observations, and student growth goals. The data are showing that most of
the software problems have been addressed and repaired.
As commissioner, I wanted to offer
my sincere apology to the many teachers and principals who experienced
frustration with the software that was supposed to make their job easier – not
more difficult. I wanted to thank teachers and principals for their patience
and persistence in dealing with the software problems.
We have worked almost five years
together to develop a system that elevates the teaching profession and focuses
on professional growth of teachers and principals. We will continue to monitor the
software and the teacher experience with the software very closely. As teachers
discover problems or concerns with the software, please let the Help Desk know
of the problems so that we can quickly address the issues.
It is my hope that the rest of the
year and the required components of the new system go very smoothly and that
teachers feel they are supported in their efforts to grow professionally.
