Professional Growth and Effectiveness System

Professional Growth and Effectiveness System
With OPGES

Welcome! Pick up handouts
Place dots on chart paper to indicate participation in various aspects of OPGES during Place dot on “target” chart paper to indicate awareness level of OPGES When this powerpoint is used in district trainings, these activities may help in group engagement.

KDE Contacts Amy Jacobs OPGES Contact for KDE
Kathy Mansfield Library Media/Textbooks Consultant OPGES Advisory Council (Librarians) Jennifer B. Smith OPGES Advisory Council (Counselors)

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.

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.

OPGES Timeline : 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.) : OPGES full implementation for accountability purposes. All sources of evidence will be used for personnel decisions.

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)

PGES / OPGES is designed and built by the districts.
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. Representatives on OPGES steering committee provide input & suggestions, and create resources. 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

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

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

Kentucky Sources of Evidence – required for OPGES
PGES framework Observation & Peer observation Professional Growth Self Reflection Student Voice Student Growth IF Other professional has Direct instructional interaction throughout year with students.

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

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

Ratings for PGES & OPGES
Kentucky ratings Ineffective Developing Accomplished Exemplary

THE FRAMEWORK Danielson Frameworks for Specialist Positions
Ineffective Developing Accomplished Exemplary OPGES framework sample

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….

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? When this PowerPoint is used in district trainings, these activities may help in group engagement.

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

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: 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. *check you district CEP to see if EDS is required for submitting the self – reflection. Check if there is a district form for PGP.

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? When this PowerPoint is used in district trainings, these activities may help in group engagement.

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

Writing a Professional Growth Goal.
Goal (what it’s not): During the 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).

Writing a Professional Growth Goal.
What it could be: Revised goal (may apply to other OPGES job roles as well.) During the 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.

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.

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)

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. LMS framework does back up this PGG need LMS 2e: Organizing Physical Space (safety, traffic flow, self-directed use, consideration of functions, flexibility) Accomplished: The library is organized for safety, ease of traffic flow, and learning. Physical resources, spaces for studying, space for learning activities and space for library operations are fairly well placed in locations that enhance their functions and that do not interfere with other functions. Some signage is provided to support self- directed use. Library design and furnishings allow for some flexibility in response to changing needs, and accessibility for all students, including those with disabilities.

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? When this PowerPoint is used in district trainings, these activities may help in group engagement.

PGG Process

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”?

Looking deeper: Sources of Evidence: Workplace visit/ Observation
OPGES Evidence Looking deeper: Sources of Evidence: Workplace visit/ Observation

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.

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.

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.

When determining a rating for the component, consider:
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?

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?

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.

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

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.

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.

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 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.

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.

OPGES Evidence Looking deeper: Sources of Evidence: Student Voice

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.

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.

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.)

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.

Looking deeper: Sources of Evidence: OPGES 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.

One Teacher’s Story Marks story PDF of Marks’s story.
We’d like to share one teacher’s story and experience with student growth goal-setting to make the connection early between today’s workshop and student growth. What is really interesting is that this teacher is from Washington State and their student growth process is quite similar to ours. We think you will enjoy this teacher’s story and hope you see it as a resource you would want to share with other teachers in your district. Go to next slide to provide directions, then return to this slide for the video if needed. Marks story PDF of Marks’s story. Further teacher case stories. Student Growth.

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. You may wish to annotate as you read on the article itself or make notes Read the 3 questions. We think this is such a good resource that we want to allow enough time for you to read, reflect and share your thoughts with your table team. So, please take the time to read quietly (so others can concentrate as well). When everyone at your table is done, you’ll have time to discuss. We hope you will share some of your take-aways as we close our session on student growth. Provide article and time to read independently, then time to talk. Mark’s journey mirrors the state’s as well – in the beginning with the field test, we started with finding what assessments worked to show growth, through feedback from teachers and principals we learned , just like Mark, that that focus didn’t get to anything meaningful.

Rubric Defined “Think of a fully developed rubric as a description of levels of understanding, proficiency, or quality along a continuum or scale.” --Jay McTighe Purpose of Rubrics “ When the intended learning outcomes are best indicated by performances—things students would do, make, say, or write—then rubrics are the best way to assess them.” --Susan Brookhart “About the only kinds of schoolwork that do not function well with rubrics are questions with right or wrong answers.” Our goal is that Jay McTighe’s Lumibook on PD360, Assessing What Matters Most (2013) (chapter 6) Brookhart, Susan (2013) How to Create and Use Rubrics for Formative Assessment and Grading

What rubrics should do (CASL, pg.200)
Define quality for ourselves Describe quality for students Make judgments more objective, consistent, accurate Guide instructions Provide a common language Promote descriptive feedback to students Promote student self-assessment and goal-setting Make expectations for students explicit Eliminate bias Focus teaching Track student learning What would you add to your list?

For more Rubric training
Contact Carol Franks – PGES Effectiveness Coach Contact your PGES consultants at the Co-ops. Check the KDE webpage for rubric training webcasts. Will be recorded late summer and archived.

OPGES Evidence– Student Growth Goals
OPGES – growth goals. May be connected to school goals, similar to principal and assistant principal student growth goals. Programmatic goal Impact goal OPGES student growth goals have emphasis on local growth goals, not state goals.

Pre planning questions for OPGES Student Growth Goals
Am I focusing on improving a program? Programmatic student impact goal. Am I focusing on working with a group of students? Student Impact goal. What impact do I expect to make in the work I already do? How does my work impact students? What goals in our school (CSIP, grade level, program, etc….) does my role support?

OPGES Common Misconceptions
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. SGG are not IEP. IEP can be used to inform needs and growth. Goals built on what impact an individual professional has on students/ content area.

SGG vs. IEP Overlap in content or evaluation MAY be appropriate.
The goals must remain independent of each other. Regulatory difference: IEP goals shall not be used as SGGs.

Individualized Education Plan (IEP) Goals vs. Student SGG vs
Individualized Education Plan (IEP) Goals vs. Student SGG vs. IEPh Goals SGG) They are not interchangeable and both have a unique role. The SGGs are long term academic goals targeting groups of students based upon student academic needs and baseline data. They measure levels of mastery of grade level skills and standards. IEP goals are specifically designed to address needs for individuals and measure their mastery of academic and functional skills.

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.

OPGES – Writing Student Growth Goals
Think: 1. What matters most for my content area? 2. How do I know? – what standards, expectations, etc. guide 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.

Goal Setting: Identifying the Enduring Skill
Based on YOUR field’s standards, what matters most? In other words, what enduring skills do you most want students to gain from your services?

What needs have you identified for the students you impact? Does a need of a particular group stand out for which you should focus your Student Growth Goal. (SGG)

Do the enduring skills you identified meet the definition of enduring and tie directly to your standards?

Enduring Learning 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)

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 A sub skill Explicit content knowledge An activity A skill with limited application A strategy for learning

Practice and discuss. . . At your table chart, one standard that meets the definition of “enduring skill” (cite the standard #) Share why you chose that phrase or standard. Does it meet all definitions for ‘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.

The SGG should be SMART

Specific The goal is focused on a specific area of need:
Based on content area standards and the enduring skills, what are the needs of your current students? Is there a smaller subgroup that has a specific need? How many do you expect to grow and how much growth is expected?

Measurable: The goal is measurable and uses an appropriate instrument.
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 connected to the enduring skill you identified? How many different tools will show evidence of growth. (Use multiple measures of assessment.)

Measurable: Getting Baseline Data
Once you know your students Decide on sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area. Once you know your students and their instructional needs, you can decide upon the sources of evidence you will use that can provide pre-, mid-course, and post- data for the desired content. You will still be assessing along the way, but choices for evidence collection will need to provide you baseline data that can be compared with end of the year/course data.

Appropriate: The goal is standards based and directly related to the subject and students the educator impacts. Does the identified goal and result apply to the work you do with or for students? How does YOUR work impact student growth? Is the goal an identified need of students you impact?

Realistic: The goal is acheivable, but rigorous and stretches the outer bounds of what is attainable. Is the growth and proficiency target realistic? If baseline data shows that only 20% of students are proficient in the identified skill, is it realistic to think that 90% will be proficient when the goal is measured later in the year? Let baseline and trend data set the rate of growth and proficiency

Time-bound: The goal is bound by a timeline that is definitive and allows for determining goal attainment. Can the skill and goal be reached in the time frame you have available to impact students? Depending on school schedule, you may see students once a week, once a month or daily for 6-9 weeks. Determine what goal can be accomplished in this time frame.

Learning that: Quadrant D is the goal
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) Quadrant D is the goal

Student Growth Goals 1 goal per year is written
This may be for one class, grade or needs group Uses data beyond K-PREP or MAP tests etc… Other Professionals may not impact skills measured by these big assessments. Use multiple measures for data that come from your field and show how you impact the students. Counselors -Demonstrating self-discipline and self-control and demonstrating effective coping skills when faced with a problem. Measured by a decrease in the number of office referrals for bullying. Non academic goals of OPGES will still impact academic growth. (less office referrals = more time in class) Speech – Increase communication skills in the ability to comprehend, express, and articulate information. Measured by meeting goals during therapy sessions. Increase of communication skills impacts all subject areas.

Sample Goal Process 3 components included in a SGG 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, xx% of students will score Proficient or above on the rubric by the end of the year.

Sample SGG: Establish Baseline Data
Situation Pre-assessment of 10th graders using a reliable assessment tool shows that many are unfamiliar with how to use the library’s online database of resources to locate materials for information needs or pleasure reading.

Sample SGG: Determine needs based on data & standards:
Anchor Standard 1: Inquire, think critically and gain knowledge Library Media Standard 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry. Enduring Learning Evaluate resources for inquiry 10th Grade Level Benchmark Use a range of electronic resources efficiently, effectively, and safely by applying a variety of search and evaluation strategies.

Sample Library SGG: By the end of the school year, all of the 10th grade students will show growth in their ability to use technology tools to access information and pursue inquiry. Each student will improve two or more levels on a rubric developed by district librarians for measuring a student’s ability to use the online database of library resources to locate and evaluate materials to meet a need. XX% of the students will score proficient or above on the rubric. .

Sample SGG: Establish Baseline Data
Situation Pre-assessment of 5th graders using circulation statistics from the previous year and reader interest/patterns surveys shows that the majority of students are choosing to read a narrow choice of genres (1-2 genres).

Sample SGG: Determine needs based on data and standards
Anchor Standard 4: Pursue personal and aesthetic growth Library Media Standard 4.1.4: Seek information for personal learning in a variety of formats and genres. Enduring Learning Read and reflect on a wide variety of genres 5th Grade Level Benchmark Select books from favorite authors and genres; try new genres when suggested.

Sample Library SGG: By the end of the school year, all of the 5th grade students in Mrs. ___’s class will show growth in reading a variety of genres. Each student will demonstrate growth by reading at least 2 additional genres as shown by a rubric incorporating beginning of year/end of year circulation reports, reading patterns inventories and student response/reflection. At least XX% of the students will meet proficiency as indicated using the rubric.

Sample Counselor SGG: Career
During this school year, 100% of 6th graders will show growth in their understanding of career by completing all required elements of the ILP. Using a standards-based 4 point rubric created by Career Cruising, students’ current level of understanding will be determined with a constructed response performance task on how career affects learning goals. Applying the same rubric to the post assessment, students will be given a performance task in which they will be asked to identify and explain how these factors influence appropriate career choices. Each student will improve by moving at least one level on the rubric. Furthermore, XX% of students will score Meets Expectations (Proficient) on the rubric.

Sample Counselor Personal/Social
During this school year, all students will grow in their ability to analyze the influence of family, peers, culture, media, technology, and other factors on appropriate behavior. Using a standards-based 4 point rubric created by the School Counselor Advisory Committee, students’ current level of understanding will be determined with a constructed response performance task on how these factors affect behavior. Applying the same rubric to the post assessment, students will be given a performance task in which they will be asked to identify and explain how these factors influence appropriate behaviors. Each student will improve by moving one level on the rubric. Furthermore, XX% of students will score Meets Expectations (Proficient) on the rubric.

Your turn: Why might this be a difficult question? “Where can I find the standard for knowing about the Dewey Decimal System?” Library Media standards do not mention the Dewey Decimal System. We do not have standards specifically about the Dewey decimal system. We have standards that are about more enduring learning. Knowing the organization of the school library is a sub skill leading to mastery of an enduring skill of being able to find, evaluate, and select appropriate resources.

A better question: Why do my students need to understand the
organization of the library and the Dewey Decimal System? 1.1.4: Find, evaluate, and select appropriate sources to answer questions. 4.1.4: Seek information for personal learning in a variety of formats and genres.

SGG: what it’s not. “We’ve thought about with some of the tech skills, maybe teaching Prezi. How would you pre-/post test?" What is the enduring skill/concept you want students to achieve? Look at the standards for guidance. Use of one particular tool (Prezi) is limited

SGG: developed from standards
Some Other Professional standards state: LMS 3.1.4: Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Counselor Category 2: Behavior Standards: Students will demonstrate the following standards through classroom lessons, activities and/or individual/small-group counseling: Learning Strategies: Apply Media and technology skills.

Additional Guidance A performance-based assessment might be appropriate here. Use a rubric with students at the beginning of the year, and use that same rubric at the end of the year after they have learned about various presentation tools and strategies.

Your turn Using the enduring skills template begin to identify enduring skills for your field of study. What skills would be valuable to create a student growth goal around (SGG)? As a group, create a sample SGG with growth target and proficiency target. Share with the large group.

CIITS EDUCATOR DEVELOPMENT SUITE (EDS)
UPDATE: for year EDS will be optional, except for entering summative ratings. It is a district decision if EDS is used to collect some or all evidences.

Your homepage for PGES information
Click the PGES logo to learn about everything PGES. Left corner drop down menu directs to the OPGES page.

PGES Resources PGES Website PGES Newsletters
Webcasts – click educator effectiveness link. KY Teacher Teacher / OPGES Frameworks

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: (Download modules from the blue resource box on right side of the page.)

Effectiveness coaches by co-op region.
Contact Rebecca Woosley CKEC Monica Osborne GRREC Wayne Stevens KEDC Stacy Noah KVEC Kelly Stidham NKCES Carol Franks OVEC Mike York SESC Audrey Harper WKEC

Training opportunities
PGES Training Other professionals should attend any district level training offered. Check with regional Co-ops and PGES consultants in your region for individual school/ district trainings. Semimonthly interactive LYNC trainings for OPGES topics will be hosted through the year. Register for PGES#4me simulcast July 28th

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.

Professional Growth and Effectiveness System

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