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: • 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. • Jeanna Slusher – 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 • Nachelle Nead – Jessamine Co.

7. 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.

8. 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.

9. 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”)

10. 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/OPGES webpage. http://education.ky.gov/teachers/PGES/otherpages/Pages/default.aspx • (It is possible that some districts will not have pilot participants in all 5 categories. If the ‘met criteria’ button is not marked, it is ok, districts should continue registering participants they do have available.) • The OPGES pilot is designed to take feedback from the field and develop a system that best accommodates these roles.

11. Kentucky Sources of Evidence – required for OPGES

12. 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.

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

14. Common Language Teacher Framework sample view (OPGES pilot will be collecting “possible examples” portion)

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

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

17. 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 • Domains and components for OPGES professionals will be available in CIITS/ EDS observation tool

18. 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

19. Performance Levels: Key Words

20. Performance Levels: Key Words Levels of cognition and constructivist learning increase

21. Performance Levels: Key Words Levels of cognition and constructivist learning increase

22. Performance Levels: Key Words Teacher-directed success! Student-directed success! Levels of cognition and constructivist learning increase

23. 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.

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

25. Variations for OPGES – student growth goals. • OPGES – growth goals. • May be connected to school goals, similar to principals and assistant principals student growth goals. • (i.e counselors or instructional coaches.) • 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.)

26. 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, Effectiveness coaches & PGES consultants. • (As Student growth goals cannot be written without current year student data, these samples will be available in the fall after school starts.) • Growth goals are not completed until beginning of school year after needs of that years students are determined.

27. 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?

28. 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?

29. 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.

30. 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.

31. 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

32. 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

38. 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

39. The SGG should be SMART

41. 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.

43. 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.)

44. 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

45. 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

46. Step one begins with looking at data to get to know your students Determining Needs • Previous years’ data • Conversations with previous teachers • Formative assessment processes • Student work This is NOT the baseline data used for developing a student growth goal.

47. Getting Baseline data Once you know your students Decide on sources of evidence that can provide pre- and post-dataon student progress toward the identified skills & concepts for your content area.

48. 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, xx% of students will score Proficient or above on the rubric by the end of the year. Enduring skills Growth target Proficiency target

49. Sample goal - Speech • By the end of the school year, xx% of my fluency students will show growth in verbal discussion and questioning. Each student will show growth by volunteering to participate in class discussion or ask a question during class at least 1 time per week. In addition xx % will score proficient on the fluency rubric designed by my district special education team. • By the end of the school year, xx% of my student with receptive language goals will improve their reading ability by at least 2 levels as measured by the fall pretest and spring post test. In addition xx% will score proficient on the spring test.

50. By the end of the school year students with 4 or more behavior referrals will show growth in acquiring the attitudes, knowledge and skills that contribute to effective learning in school. Each student will reduce their number of referrals compared to the previous years data. In addition, xx% of these student will reduce their behavior referrals by 50%.