1. Professional Growth and Effectiveness System
With OPGES

2. KDE Contacts Amy Jacobs OPGES Contact for KDE

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.
The vision of the Kentucky Professional Growth and Effectiveness System (PGES) is to have every student taught by an effective teacher and every school led by an effective principal .
The PGES goal is to create a fair and equitable system to measure teacher and leader effectiveness and act as a catalyst for professional growth
ESEA Waiver
Principle 1: College-and career ready expectations for all students
Principle 2: State-developed differentiated recognition, accountability, and support
Principle 3: Supporting effective instruction and leadership
Principle 4: Reducing duplication and unnecessary burden

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 school year does not permit evaluation for personnel decisions.
Other Professionals will be evaluated using the OPGES framework in

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 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 and Other Professionals are on a yearly summative cycle, they may participate in the pilot.
Dual system – implementing most of PGES but still using previous form for evaluation. And as long as the district has no concerns of your professional practices.
District choice on who can participate.
Some districts are choosing a dual system – using old evaluation tool plus some portions of PGES, leaving out Student Growth as a personnel indicator.

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.
Guidance on how to register using the web collector is available on the KDE webpage.
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
PGES framework
Observation & peer observation
Professional Growth
Self Reflection
Student Voice
Student Growth

14. A Common Understanding of Effectiveness
The PGES is based on a clear, common understanding of what good teaching looks like. Based on the work of Charlotte Danielson, Kentucky has adopted the Framework for Teaching. This framework is designed to support student achievement and professional best-practice through the domains of Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The Framework also includes themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. The Framework for Teaching provides structure and feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement.
UPDATED Version. Make sure to use Feb 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
Page two (2) of the Kentucky Framework for Teaching has this sample page highlighting the design of the document. It is important to understand this design because it is consistent across each of the four (4) domains.
The name of each component within the domain is listed on its own page along with a brief description. Here we see Component 1A: Knowledge of Content and Pedagogy. You will also note that a component might be further subdivided into elements. Our example has three elements that are part of Component 1A in Domain 1.
Next you see that there are four (4) performance levels identified as Ineffective, Developing, Accomplished, and Exemplary.
The indicators listed under each performance level are examples of some of the characteristics of each performance level. They are NOT intended to be an exhaustive list nor a checklist. Their purpose is to guide the evaluator in making his or her best professional judgment of a teacher’s effectiveness based on the evidence.
And so the Domain, Component, Elements, Performance Levels, and Indicators comprise the official Framework for Teaching.
The two remaining rows, Critical Attributes and Possible Examples, serve to provide additional examples and guidance for the evaluator. However, they are not the teacher practices by which the performance levels are ultimately assigned.
Teacher Framework sample (OPGES pilot excludes critical attributes and possible examples portions)

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

18. THE FRAMEWORK Danielson 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
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. Looking deeper: OPGES variations. Sources of Evidence:
Student Growth Goals
Student growth goals are a big question when it comes to the Other Professionals.
Some Other professionals are concerned they do not have adequate test scores or content to grade.
Goals are more than just academic/ test score related.

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
Facts
I don’t have test scores, how can I make a goal?
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.

26. OPGES Common Misconceptions PGES
Facts
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?
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.

27. OPGES Common Misconceptions
Facts
I don’t have a regular group of students, my work is more teacher support and training.
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.
Ex. – Library goal to support music teacher – 5th grade class will increase music history knowledge. Librarian will write a goal to help 5th grade increase knowledge on research skills or finding resources.

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.
Student growth goals are intended to be about learning that endures. 15

31. ENDURING LEARNING WHAT IT IS WHAT IT ISN’T Worthy of extended focus
Fundamental to learning in other disciplines
Aptitude that has value and utility beyond one narrow context
Foundational for the application of content
Applicable beyond school
Can be measured over time
Here you see what we collected from various sessions. We’ll just look at the “what it is” side first.

32. ENDURING LEARNING WHAT IT IS WHAT IT ISN’T A sub skill
Explicit content knowledge
An activity
A skill with limited application
A strategy for learning
Let’s look at “what it isn’t.”
This charting is a key step as teachers begin this process. It is important to keep at the forefront the difference between skills that are necessary for students to develop in the classroom for learning content, and those that endure beyond the content and single classrooms.

36. On your own . . .
Highlight or underline the skills or competencies you notice in your professions student standards document.
Identify the statements or phrases that fit the definition of enduring
Working individually, take time to read and underline or highlight any skills you can identify as you examine the document. Choose a section to begin if applicable.
Allow 10 minutes to get started. The goal is to begin working in the documents while developing an understanding (of skills presently, then enduring skills later in the activity).
Note that we are not yet trying to identify enduring skills; we’ll begin with identifying any skills included in your standards documents at the place in the document where you decided to start and help you discriminate which are enduring skills in the next steps of this process.

37. The SGG should be SMART

38. Not only do we have to consider what is enduring, we also must consider what is rigorous and relevant

39. ENDURES beyond a single test date, is of value in other disciplines,
Quadrant D is the goal
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.

40. Enduring skills is part of the foundation work that occurs even before step 1
Step 1: determining needs is based on the specific group of students and their needs — what is the specific area of focus? Need assessment tool to determine.
Must determine a baseline; need to determine area of greatest need
OP: “here’s the enduring skill I’m working on!”
Principal: “how did you determine this?”

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?
Measurable
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?
Chart answers

44. Sample goal - 4th Grade Reading
By the end of the 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
Here’s an example of a SGG for reading
Enduring skill: “summarizing key ideas and details”
Growth target: “Each student will improve by 2 or more levels”
Proficiency target: “90% of students will score proficient or above . . .”
Proficiency target

45. During first weeks of school
Establish
Baseline
Target students’ priority need
Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the Enduring Skills
Identify what proficiency looks like for the Enduring Skills
Identify the Enduring Skills in the content area standards
Know the expectation of content area standards
Before August
Take a look at this pyramid. It reviews the processes we talked about this morning in our sessions moving from the bottom up.
Does your district/school have the structures in place to support the successful implementation of Student Growth Goals for ?
If teachers do not have the opportunity before August 2014 to identify Enduring Skills and appropriate sources of evidence, will a principal be able to approve a Student Growth Goal in September 2014?
If a principal and teacher struggle to develop a Student Growth Goal and Action Plan for Instruction, what opportunities for student growth are lost?
Bottom 4 layers are consistent year to year.
Top 2 levels change each year.

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

47. Professional Growth Goals
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? 

48. Professional Growth Goal Evidence
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

49. Sample -Any Content Area: Questioning
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.

50. Sample -Writing in Any Content Area
During the 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.
All goals are built in consultation with the principal.
Conferencing is essential and is to be 2 way communication.

51. OPGES variations.
Looking deeper:
Sources of Evidence:
Observation

52. 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.
May observe more samples/evidence around domains 1 & 4 rather then domains 2 & 3.

53. Potential variations for OPGES
Primary evaluators will be ‘Teachscape’ certified.
Will receive extra guidance on what OPGES observations look like.
Future modules and training for OPGES are being considered by KASA and KDE

54. 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. (ex. Counselor observe librarian & vice versa.)or the peer may be a classroom teacher.
Peer observers complete the KET Peer observation training.

55. Potential variations for OPGES
How many observations/conferences 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.

56. OPGES variations.
Looking deeper:
Sources of Evidence:
Student Voice

57. OPGES variations.
All Teachers/ Professionals will participate in a Student voice survey. Student voice is required by Kentucky regulation.
Feedback will be gathered during the OPGES pilot.
Student Voice results are used to provide formative feedback and evidence of effectiveness to other professionals and school administrators. Additionally, 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 teacher and evaluator for Professional learning needs.

58. CIITS EDUCATOR DEVELOPMENT SUITE (EDS)
Log in
EDS_Principal 1
Back2school Or
EDS_Peer1

59. Your homepage for PGES information.
Click the PGES logo to learn about everything PGES.

60. PGES Supports & Communication
PGES Website
PGES Newsletters
Webcasts – click educator effectiveness link.
KY Teacher
Teacher Frameworks

61. PGES Supports & Communication
PGES Co-op field Consultants

62. Statewide PGES simulcast - #PGES4ME
July 21 - simulcasting a launch for PGES from Southland Christian Church on Richmond Rd. in Lexington.
Sign up for “#PGES4Me” now in PD Planner
Locations:
Morehead Conference Center in Eastern KY,
Corbin Arena in South Central KY,
Bruce Convention Center in Western KY,
Hardin County Performing Arts Center in West Central KY,
Northern Kentucky Convention Center in Northern KY, and Southland Christian Church in Central KY.
Schools and/or districts wishing to enroll all of their educators all at once can contact Cathy White for assistance in registering them at

63. Training opportunities
PGES Training –overview on TPGES, OPGES, PPGES
June – ISLN/ KLA – Lexington (See KASA website to register)
July – PGES summit – Bowling green (See GRREC website)
Other district and regional trainings as needed. Contact Amy Jacobs to set up multi district training sessions.

64. Training Modules
KASA and KDE have worked together to create training modules for principals to use during PD with staff during each stage of the year.
Modules for:
Observation
Self-reflection
Professional growth
Student growth
Student voice
Download the modules at:
(scroll halfway down page.)

65. Or contact Amy Jacobs with any PGES/ OPGES question.
Questions???
Please visit the Q & A page with answers to commonly asked questions regarding OPGES.
Or contact Amy Jacobs with any PGES/ OPGES question.