Professional Growth and Effectiveness System

1. Professional Growth and Effectiveness System With OPGES

2. KDE Contacts • Amy Jacobs • OPGES Contact for KDE • Amy.jacobs@education.ky.gov • 502-564-1479

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

4. Purpose of OPGES • PGES is one system. OPGES & TPGES are distinguished by the frameworks for observation used in each setting. • 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. • The OPGES pilot during the 2014-2015 school year does not permit evaluation for personnel decisions. • Other Professionals will be evaluated using the OPGES framework in 2015-2016.

5. Other Professionals Growth and Effectiveness System (OPGES) - part of PGES • Categories • Library Media Specialists • School Guidance Counselors/Social Workers • Speech Pathologists • School Psychologists • School Instructional Specialists/ coaches • personnel who work a portion of their day with students and a portion with teachers. • interventionists whose full responsibility is working with students, such as reading recovery or math intervention will use the TPGES framework.

6. OPGES steering committee • School psychologists: Nurses • Paul Baker – Martin Co. Mary Burch - Erlanger • Beth Edmonson – Daviess Co. Karen Erwin – KDE • Guidance counselors • Omar Morris- Jefferson Co. • Melinda McClung – Fayette Co. • Jennifer Smith - KDE

7. OPGES steering committee • Instructional Specialists: Other • Maggie Nicholson – Shelby Co. David Johnson - SESC • Jeanna Slusher – Anderson Co. Stephanie Little - KEDC • Library Media: • Paul Lanata – Jefferson Co. • Becky Nelson – Franklin Co. • Kathy Mansfield – KDE

8. OPGES steering committee • 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 • Nachelle Nead – Jessamine Co.

9. Pilot Requirements • The 2014-15 OPGES pilot will be comprised of individuals who are: • Tenured • Have an EPSB certification • Not in their summative year, unless a counselor *** If the district is running a dual system during 2014-2015 and Other Professionals are on a yearly summative cycle, they may participate in the pilot.

10. Pilot Requirements • All districts are required to participate in the OPGES pilot and should identify at least one person from each of the categories. • Districts may select more than one participant per category.

11. Pilot Requirements • Schools that have participants participating in the OPGES pilot will also have principals/assistant principals participating as primary evaluators. • Peer Observers are required for OPGES. (Peer does not need to be an “Other Professional”)

12. Are you ready to participate? • Other Professionals designated to participate or who wish to volunteer can have principals register them this summer using KDE's web collector. https://applications.education.ky.gov/login/ • Guidance on how to register using the web collector is available on the KDE webpage. http://education.ky.gov/teachers/PGES/Pages/PGES.aspx • The OPGES pilot is designed to take feedback from the field and develop a system that best accommodates these roles.

13. Kentucky Sources of Evidence – required for OPGES

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

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

16. Common Language Teacher Framework sample (OPGES pilot excludes critical attributes and possible examples portions)

17. Ratings for PGES & OPGES • Kentucky ratings • Ineffective • Developing • Accomplished • Exemplary • Danielson ratings • Unsatisfactory • Basic • Proficient • Distinguished

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

19. How to find the Framework • Districts will receive a copy of the Danielson book “Enhancing Professional Practice. A framework for teaching.” 2nd edition. (Library framework has slight differences in the book than KDE online version) • KY Framework for teaching with Specialist frameworks is posted on the OGPES webpage • http://education.ky.gov/teachers/PGES/otherpages/Pages/Kentucky-Framework-for-Teaching-Specialist-Frameworks.aspx • Framework posted on the CIITS resource page • Domains and components for OPGES professionals will be available in CIITS/ EDS observation tool

20. WHAT DOES “ACCOMPLISHED” LOOK LIKE? Take a moment to look over the individual “specialist” framework. What do you notice an accomplished professional does? Are Other professionals in your school already doing these skills? If so then they are accomplished. 22

21. WHAT DOES “ACCOMPLISHED” LOOK LIKE for your profession? • In small groups or individually look over all 4 domains • Choose a component in each domain • List the “accomplished” indicator for the chosen component • List examples of evidence you or a colleague currently do for this component.

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

23. Variations for OPGES – student growth goals. • OPGES – growth goals. • May be connected to school goals, similar to principals and assistant principals student growth goals. • OPGES have more emphasis on local growth goals, not state goals. • OPGES goals may not be directly academic. Use many sources of data. (ex. Counselor – reducing # of behavior referrals.)

24. Variations for OPGES – student growth goals • OPGES goals will impact other academic areas. • Samples as to what ‘Other Professionals’ growth goals look like, will be created by the committee, teachers in the field, and effectiveness coaches, PGES consultants. • Growth goals are not completed until beginning of school year after needs of that years students are determined.

25. OPGES Common Misconceptions Common misconceptions Facts A student growth goal will help the academic goals, but may not be directly related to test scores. Many sources of data are used. Ex. Counselors goal designed around reducing behavior referrals. This in turn allows the student to be in class more often, therefore increasing instructional time. • I don’t have test scores, how can I make a goal?

26. OPGES Common Misconceptions PGES Common misconceptions Facts Student growth goals are not built around individual students. They are built on group needs determined at the beginning of the school year. Goals built on what impact an individual teacher/ professional has on students. • I only see my students a few times each month or my student groups are constantly changing. How can I make a goal for each kid?

27. OPGES Common Misconceptions Common misconceptions Facts Student growth goals for principals are similar to professionals in this situation. They are building student growth goals to support unique groups or needs within the school Student Growth goals can be similar to a teacher the Other professional works with. • I don’t have a regular group of students, my work is more teacher support and training.

28. OPGES – Writing Student growth goals. • Think: • 1. What matters most for my content area? • 2. How do I know? – what standards, expectations, etc. guides my work? • 3. What makes it meaningful? • Before writing goals – gather your content standards/ expectations. Know what is important. Plan it out. Development of the goal is key.

29. OPGES – Writing Student growth goals. • Tools: • Enduring skills list, Content or program standards, processes, understanding or concepts expected to be mastered. • Base line data & assessments • Think & plan tool • Identified needs of current years students

30. Student Growth: What is enduring? • Learning that: • ENDURES beyond a single test date, • is of value in other disciplines, • is relevant beyond the classroom • may be necessary for the next level of instruction. 15

36. On your own . . . Highlight or underlinethe skills or competencies you notice in your professions student standards document. • Identify the statements or phrases that fit the definition of enduring

37. The SGG should be SMART

39. Learning that: • ENDURES beyond a single test date, • is of value in other disciplines, • is relevant beyond the classroom • may be necessary for the next level of instruction.

41. Student Growth Goals • 1 goal per year is written • Can be specific to a particular group/ age. • uses data beyond KPREP or MAP tests etc… • Ex. – Counselors -Create a goal around reducing behavior referrals. Measured by a decrease in the number of office referrals. • Speech – Increase communication skills in the ability to comprehend, express, and articulate information. • Non academic goals of OGPES will still impact academic growth. • (example = less office referrals = more time in class learning. • Increase of communication skills impacts all subject areas.)

42. Student Growth: Enduring Skills • Enduring learning: • ENDURES beyond a single test date, • is of value in other disciplines, • is relevant beyond the classroom • may be necessary for the next level of instruction

43. How does your school collect data? How do you collect data in the library, counseling office, speech center, etc.? Which data can you use to measure student growth? Measurable

44. Sample goal - 4th Grade Reading By the end of the 2013-14 school year, all of my 4th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, 90% of students will score Proficient or above on the rubric by the end of the year. Enduring skills Growth target Proficiency target

45. During first weeks of school Before August

46. OPGES variations. • Looking deeper: • Sources of Evidence: • Professional Growth Goals

47. 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?  Professional Growth Goals

48. Professional growth data is not student growth data Should show evidence of change in teacher practice Examples: PL agenda or completion certificate observational data staff or student surveys website hits Professional Growth GoalEvidence

49. During the school year, I will improve my questioning techniques to engage students in higher level critical thinking and problem solving. I will implement learning from study of Thinking Strategies. Growth will be evidenced through lesson plans, observation, self-reflection, and student work samples. Sample -Any Content Area: Questioning

50. During the 2011-2012 school year, I will learn to incorporate online writing tools in my writing workshop. After collaborating with the technology resource teacher to investigate Google Docs and other on-line tools, my students will have opportunities to write independently, collaboratively and give/receive feedback using the tools. This will be evidenced by student writing samples, lesson plans, and reflection. Sample -Writing in Any Content Area