Professional Growth and Effectiveness System

1. Professional Growth and Effectiveness System With OPGES

2. Welcome! • Pick up handouts • Place dots on chart paper to indicate participation in various aspects of OPGES during 2014-15 • Place dot on “target” chart paper to indicate awareness level of OPGES

3. KDE Contacts Amy Jacobs OPGES Contact for KDE Amy.jacobs@education.ky.gov 502-564-1479 Kathy Mansfield Library Media/Textbooks Consultant OPGES Advisory Council (Librarians) Kathy.mansfield@education.ky.gov Jennifer B. Smith OPGES Advisory Council (Counselors) jennifer.smith@education.ky.gov

4. PGES GOALS • Every child in every classroom will be taught by a highly effective educator. • Every school in every district will be led by a highly effective principal.

5. Purpose of OPGES • PGES is one system. OPGES & TPGES are distinguished by the frameworks used for each category. • The purpose of the OPGES portion of PGES is to meet the needs of other professionals who impact student learning but are not in a traditional classroom setting.

6. OPGES Timeline • 2015-16: OPGES full implementation, without consequences • Districts will choose dual, hybrid, or full adoption. • May choose which sources of evidence are used for personnel decisions. (All sources are completed, some are used for personnel decisions.) • 2016-17: OPGES full implementation for accountability purposes. • All sources of evidence will be used for personnel decisions.

7. Other Professionals Growth and Effectiveness System (OPGES) • Categories • Library Media Specialists • School Guidance Counselors/Social Workers • Speech Pathologists • School Instructional Specialists/ coaches • Interventionists whose full responsibility is working with students, such as reading recovery or math intervention, will use the TPGES framework. • District Psychologists –in District Certified personnel Professional growth and effectiveness system. (DC PGES)

8. PGES / OPGES is designed and built by the districts. • School psychologists: • Paul Baker – Martin Co. • Beth Edmonson – Daviess Co. • Guidance counselors • Omar Morris- Jefferson Co. • Melinda McClung – Fayette Co. • Jennifer Smith – KDE • Nurses • Mary Burch – Erlanger • Karen Erwin – KDE • Instructional Specialists • Maggie Nicholson – Shelby Co. • JeannaSlusher – Anderson Co • Other • David Johnson - SESC • Stephanie Little – KEDC • Library Media: • Paul Lanata – Jefferson Co. • Becky Nelson – Franklin Co. • Kathy Mansfield – KDE • Therapeutic Specialist – PT/ OT/ Speech/ Language • Tim Ball – Rowan Co. • Laura Cullens – Jefferson Co. • Debbie Culler – Jefferson Co. • Sherry Hoza – Jefferson Co. • Dana Logsdon – Fayette Co. • Julie Wells – Jessamine Co. • Veronica Sullivan – KDE • NachelleNead – Jessamine Co. • Representatives on OPGES steering committee provide input & suggestions, and create resources.

9. Timeline. • Districts determine ‘due dates’ • District CEP defines times during the year evidence sources are completed and submitted.

10. Suggested Timeline. Early school year: • Complete self-reflection and PGP • Begin to collect baseline data for SGG. Identify student needs to create SGG October: • Begin observation cycles. • SGG may be due, defined in district CEP. November – March • Continue pre-conferences, observations, peer observations, post conferences. • Continue to self reflect and make adjustments if needed. • Continue to review SGG progress. • Complete Student voice survey April – May: • Complete summative observations. • Review SGG to see if goal was met. • Review PGP

11. Kentucky Sources of Evidence – required for OPGES IF Other professional has Direct instructional interaction throughout year with students.

12. A Common Understanding of Effectiveness UPDATED Version. Make sure to use Feb. 2014 version for TPGES. June 2015 version for OPGES. Framework for Specialists – uses the same common language and Domains.

13. PGES Domains • Planning and Preparation • Classroom Environment /Environment • Instruction /Delivery of Service • Professional Responsibilities

14. Ratings for PGES & OPGES Kentucky ratings Ineffective Developing Accomplished Exemplary

15. THE FRAMEWORKDanielson Frameworks for Specialist Positions Ineffective Developing Accomplished Exemplary OPGES framework sample

16. How to find the Framework • KY Framework for Teaching with Specialist Frameworks is posted on the OPGES webpage • Includes crosswalk of TPGES to OPGES • Includes possible Examples of Practice • Includes content crosswalks to CHETL, ASHA PACE, ASCA etc….

17. What does accomplished look like? • Take a moment to look over the individual “specialist” framework. • What do you notice an accomplished professional does? • Notice the ‘possible examples of practice’ portion. • Does your work align to these examples? • Discuss at your table. • Questions?

18. OPGES Evidences Looking deeper: • Sources of Evidence: • Self – Reflection & Professional Growth Goals

19. Self – Reflection Process • Step 1: Using the PGP Initial Reflection for OPGES, highlight or circle the descriptors in each of the four domains that best describe your teaching practice. • Step 2: Find your highlighted descriptors in the Kentucky Framework for Teaching – Specialists Framework.

20. Step 3: Determine your performance level in each of the components. • Step 4: Organize on the Self-Reflection worksheet, a district PGP form, or enter this data into EDS* • Step 5: Use the Self–refection to determine an area of need on which you can write your Professional Growth Goal.

21. Let’s practice. • Take a moment to review your practice on the PGP Initial Reflection for OPGES • Document your finding or ‘rating’ on the Self-Reflection worksheet. • Discuss at your table areas of need identified. Answer these questions as a table: • What do I want to change about my practice that will positively impact student learning? • What is the plan of action? • How will I know if I accomplished my objective? 

22. Professional Growth Goal evidence • Professional growth data is not student growth data • Should show evidence of change in teacher practice • Some examples: • PL agenda or completion certificate • observational data • staff or student surveys • website hits

23. Writing a Professional Growth Goal. • Goal (what it’s not): • During the 2015-2016 school year, I will improve my communication to the school community. I will attend sessions on communication. Growth will be shown by more people visiting my… (work setting).

24. Writing a Professional Growth Goal. • What it could be: Revised goal • (may apply to other OPGES job roles as well.) • During the 2015-16 school year, I will improve my communication of library programs, resources, and services to the school community by improving the school library website. I will review school library websites, attend conference sessions or webinars about effective library websites, and read/study articles and/or blog posts about quality school library website design. Growth will be evidenced by increased traffic to the school library website, student/parent/staff feedback surveys, before/after screenshots of web pages, and self-reflection.

25. Support for PGP sample • Reasons for change • While the first goal identified growth in communication, it was very general. Because it did not identify sources or methods of communication, it was also unclear how it could be measured. The Plan for PL was limited and not specific. Her measure of growth was vague and limited. • She decided to specify what measures would provide evidence of the improvement.

26. Let’s practice Professional Growth Goals. • Would this be an effective area for PGG? • For my PGG, I chose 2E (Organizing Physical Space) since we are constructing a new media center this year. My principal wondered if that was a correct PGG since that didn’t show how I would develop personally. I thought it was okay since it’s part of my framework. LMS framework - 2e: Organizing Physical Space (safety, traffic flow, self-directed use, consideration of functions, flexibility)

27. Let’s practice Professional Growth Goals • Recommendations in writing this PGG. LMS 2e: Organizing Physical Space (safety, traffic flow, self-directed use, consideration of functions, flexibility) Make sure to indicate how you will grow in your understanding of furniture placement, signage, use of space, etc. by visiting other school libraries, reading books/articles about use of space (ex. AASL’s Knowledge Quest, Vol 42, No 4 - March/April 2014; AASL’s Library Spaces for 21st Century Learners). Evidence of growth may be before/after photos of the library, feedback surveys/comments from students and staff, personal self-reflection, data on use of space/resources before and after, etc.

28. Your turn • As a group, choose a component from your self reflection review. • Pretend you are “ineffective” or “developing” in an area. • Write a Professional Growth Goal for improving in that area. • What do I want to change about my practice that will effectively impact student learning? • What is my plan of action to address my professional learning? • How will I know if I accomplished my objective?

29. PGG Process

30. Thoughts on OPGES roles • The Frameworks for Other Professionals focus on effective practices for those professionals. • Discussion and guidance to districts needs to be around realigning the responsibilities of those professionals to effective practices, rather than adding to the framework “stuff” that has been “assigned” to them but is really not consistent with their professional responsibilities. • It comes down to the big question – is what we are doing about kids – or is it about just getting a bunch of school responsibilities “covered”?

31. OPGES Evidence Looking deeper: • Sources of Evidence: • Workplace visit/ Observation

32. OPGES Evidence OPGES – Workplace visit/ Observations • Evaluator may be observing/ reviewing any of the 4 domains. • Script only what is seen or presented during the visit. • Evidence may be submitted after the observation visit for other domains if needed.

33. OPGES Evidence • Workplace visit/ Observations occurs during normally scheduled responsibilities. • If other professionals do not have a ‘regular class schedule’, they do not need to ‘make up’ a lesson for the sake of workplace visit/ observation. • Evaluator may be observing an Other Professional during ‘planning time’ or when no students are present. • Visit may involve discussion or ‘presentation’ of work done in the role. Evaluator should allow the Other Professional to be the ‘expert’ in the field and share the work they do.

34. Evaluator’s role during the workplace visit • Have discussion or ask questions about the Other Professional’s job responsibilities. • Evaluator scripts during the visit, then aligns the evidence after the visit is complete. • Aligned evidence is presented in the pre- observation conference. • If an evaluator has questions on a particular domain not seen, (s)he may ask ‘site visit’ type questions during the post observation conference.

35. What if indicators or even components within the Specialist’s Framework don’t seem to apply? When determining a rating for the component, consider: • Does the preponderance of evidence otherwise reflect the language for that performance level? (Accomplished, Developing, etc.) • Is there evidence that the OP has tried to be effective in the indicators, but barriers exist that are beyond the control of the OP?

36. What if indicators or even components within the Specialist’s Framework don’t seem to apply? Also consider if the OP position is being utilized to its full potential: • Is this OP provided the structure and resources to meet the expectations of the Specialist’s Framework and to make desired impact on student learning outcomes? • Is this position being fully utilized to make the impact that is possible? Do adjustments need to be made?

37. Evaluator’s role during the workplace visit Primary evaluators will be ‘Teachscape’ certified as well as complete district evaluation training. • Review extra OPGES Guidance on what OPGES observations look like. • Observer will review the specialist frameworks and pre-conference with the “Other Professional” to discover what will be observed.

38. Peer Observer’s role during workplace visits/ observation Peer Observer does not have to be in the ‘Other Professionals’ category. • Peer observation is only feedback. No score given. • Peer observers complete the KET Peer observation training. • Districts determine who is a peer observer • Peer Observers look for pedagogical practices, not content specific practices

39. Peer Observer’s role during workplace visits/ observation • Review extra OPGES Guidance on what OPGES observations look like. • Review further OPGES Peer observer resources on KDE webpage. • Peer Observer will review the specialist frameworks and pre-conference with the “Other Professional” to discover what will be observed or discuss a specific ‘look for’. • Peer observers may be ‘observing’ only one domain or component during the visit. • Have discussion during the visit on roles and responsibilities seen.

40. Workplace visit/observation • How many workplace visits/observations will be required for each Other Professional? • Follow district timeline for observations. • Non tenured will complete 1 peer observation & 3 supervisor observations during summative year. (yearly) • Tenured will complete 1 peer observation & 3 supervisor observations over the course of the summative cycle. (Usually 3 years) • Note: counselors MAY be on a 3 year cycle if district chooses.

41. Lessons learned: • Observation in PGES/OPGES should not take the place of former processes of walkthroughs. Incorporate prior walkthrough tool into the PGES/OPGES mini observations. • Use email or phone to conduct pre- conferences. • Complete pre-observation evidence and questions on a template. • View a mini observation as an opportunity to ‘look for’ a specific area, not all components.

42. Should the Other Professionals ever be considered under TPGES? • If someone was hired as an Other Professional role, (i.e. librarian, etc…) they must be evaluated under OPGES, regardless of what they are “assigned” to do in the school (extra classes). • If, however, they are employed as a .5 or greater non OPGES (non-librarian position), (for which they hold certification) and .5 or less Other Professional, then the district and Other Professional should determine if TPGES or OPGES framework fits the role for which they were employed to do the majority of the time (not assigned to do as an Other Professional). • If they are employed only as a part-time OPGES position (no other position in the school/district), they are under OPGES with the appropriate OPGES framework.

43. OPGES Evidence Looking deeper: • Sources of Evidence: • Student Voice

44. OPGES Student Voice Student Voice in OPGES: • Student Voice results are used to provide formative feedback and evidence of effectiveness to other professionals and school administrators. • It is one source of evidence used to determine an educator's Overall Professional Practice Rating. They are also to be used in a professional conversation between educator and evaluator for professional learning needs.

45. OPGES Student Voice Survey • Student voice surveys are administered for Other Professionals who have direct instructional interaction with students throughout the year. • This could be a short 6-9 week term, or weekly/ monthly visits over the year.

46. OPGES Student Voice Survey • 4 unique sets of questions for Other Professional categories. • Other Professionals Student Voice Survey will not be administered in Infinite Campus but rather through alternate methods chosen by districts. • Scantron, paper /pencil, Survey Monkey, Google docs. • OPGES student voice survey will be administered in the fall & spring windows. (Refer to CEP for details on when your district will complete student voice.)

47. Lessons learned Student voice is only required for Other Professionals who have ‘direct instructional interaction.’ • However: • If you work with small groups = advisory group, tutoring group, mentoring group, have them complete the SV Survey. • If you work with teachers in co-teaching or modeling class lessons every quarter or month etc…, have them complete SV Survey. • If you have student office aids/ workers, have them complete Student Voice Survey.

48. OPGES Evidence Looking deeper: • Sources of Evidence: • Student Growth Goals

49. One Teacher’s Story Marks story PDF of Marks’s story. Further teacher case stories. Student Growth.

50. One Teacher’s Story, Student Growth As you read, think about . . . • How did Mark progress his thinking about student growth goal-setting? • How did Mark engage students? • How does this relate to my role as an Other Professional? When finished, take a moment to reflect on these questions. Be ready to talk with a partner.