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Professional Growth and Effectiveness System

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  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 • Preschool Pilot information Melody.cooper@education.ky.gov 502-564-7056

  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. • OP’s not in the pilot will be evaluated with the districts Former systems. NOT PGES.

  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 – counselors are in summative year and in the pilot. *** 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 • 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”)

  9. Timeline. • Districts determine ‘due dates’ • OPGES pilot will follow TPGES timelines. (During the pilot year there is some flexibility with pilot participants.) • Year at a glance calendar. http://education.ky.gov/teachers/PGES/otherpages/Documents/year%20at%20a%20glance%20OPGES%2014-15.docx

  10. 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. (Follow district cycle, 3-1 or 2-2.) • SGG may be due in some districts. Check the CEP schedule. 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 • OPGES will complete SV only in spring/ March window. (Will not be in infinite campus.) April – May: • Complete summative observations. • Review SGG to see if goal was met. • Review PGP

  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 • 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 imbedded in CIITS/ EDS for PGP, self reflection, observation etc…as long as the professional is identified in IC with the correct job title.

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

  19. 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

  20. 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.

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

  22. 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. • Step 3: Determine your performance level in each of the components. • Step 4: Enter this data into EDS. Or organize on the Self-Reflection worksheet. • Step 5: Use the Self–refection to determine an area of need on which you can write your Professional Growth Goal.

  23. OPGES Professional growth goals follow the same process as TPGES. PGG address: 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

  24. 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

  25. PGP Sample – what it’s not. • Library Goal (Weak goal): • During the 2014-2015 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 library.

  26. PGP sample. • Revised Stronger Library goal • During the 2014-15 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.

  27. 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 needed to specify what multiple measures would provide evidence of the improvement.

  28. 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

  29. OPGES variations. • Looking deeper: • Sources of Evidence: • Observation

  30. Variations for OPGES • OPGES – Observations/ site visit • Evaluator will be observing/ reviewing all 4 domains. • Evaluator may be observing an “Other Professional” during ‘planning time’ or when no students are present. • Site visit aspect may use list of questions similar to Administration site visits.

  31. Potential variations for OPGES • Primary evaluators will be ‘Teachscape’ certified. As well as complete district evaluation training. • Review extra OPGES Guidance on what OPGES observations look like. • Variation in OPGES observation comes in the use of the specialist frameworks and in pre-conferencing with the “Other Professional” to discover what will be observed.

  32. Potential variations for OPGES Peer Observer does not have to be in the ‘Other Professionals’ category. It is encouraged that ‘other professionals’ in the same building act as peer observers for each other if possible, or the peer may be a classroom teacher. (ex. Counselor observe librarian & vice versa.) Stepping outside your content. Stepping outside your grade level What difference can a peer observation make? New perspective on prior knowledge. Cross content collaboration leads to continuity for students Variation in OPGE observation comes in the use of the specialist frameworks and in pre-conferencing with the “Other Professional” to discover what will be observed. Peer observers complete the KET Peer observation training.

  33. Potential variations for OPGES • How many observations/site visits will be required for each individual? • All teachers/ professionals have 4 observations by their summative year. The usual cycle is 3 principal observations and 1 peer observation. • See the District CEP for the observation cycle determined by your district.

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

  35. 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.)

  36. Variations for OPGES – student growth goals • OPGES goals will impact other academic areas. • Samples as to what ‘Other Professionals’ growth goals look like, are being created by the committee, teachers in the field, Effectiveness coaches & PGES consultants. • Some sample are available. May not be exemplary. District need to have discussion between principal and teacher to establish what an effective goal is for that school. • Growth goals are not completed until beginning of school year after needs of that years students are determined. • see sample rubric for determining an effective goal.

  37. 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?

  38. 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/ content area. • 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?

  39. 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.

  40. 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.

  41. OPGES – Writing Student growth goals. • Tools: • 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

  42. 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.

  43. 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.

  44. Student Growth: What is enduring? • Learning that: • Endures beyond a single test date • Is of value in other disciplines • Is relevant beyond the classroom (applying learning to new and unique situations) • Is worthy of embedded, course-long focus • May be necessary for the next level of instruction • Requires critical thinking (analyzing, creating and evaluating) 15

  45. 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

  46. The SGG should be SMART