1. OKLAHOMA COOPERATIVE EXTENSION SERVICE CAREER LADDER TRAINING JANUARY 2017
Joyce Sherrer
Jan Maples
Cindy Conner
Marty Montague

2. Introductory Remarks
Welcome
Introductions
Overview

3. Career Ladder Guidelines

4. Career Ladder
Reward educators who demonstrate sustained professional growth and significant programmatic accomplishments
Level I
Level II
Level III
Significant career milestones
Level II to level III advancement is based on showing growth of programs over time. An example would be to start a beekeepers group meeting at the office, then showing how that group has expanded in size and how they are interacting with OCES to help you with programming.

5. Hiring Assignment Procedure
All new hires enter at Level I
Assignment of rank upon re-hire
- Return to Career Ladder at the same level when separated
- Cannot apply until in new position at least three years
- May apply for level II or III, based on qualifications

6. Portfolio Narrative and Documentation
All standards must be addressed in the narrative
3 categories, 9 sub-categories
12 standards for Level II
13 standards for Level III

7. Minimum Requirements for Current Educators
Level I
Bachelor’s degree required
Level II
Bachelor’s (or higher degree) in an appropriate field
Minimum of 5 years of OCES experience
Last 3 annual performance reviews – no unsatisfactory or needs improvement ratings

8. Requirements for Current Educators
Level III
Master’s degree in an appropriate field
Minimum of five continuous years at Level II
Last 3 performance reviews – no unsatisfactory or needs improvement ratings

9. Requirements for Educators Separated prior to 1-1-2006, then rehired
Educators may apply for Levels II and III under the following requirements
Applicants must be employed at least 3 years before applying
Level II
Bachelors (or higher degree) in an appropriate field
Minimum of 5 total years of OCES Service – does not need to be continuous and does not require 5 years services at Level I
Last 3 annual performance reviews - no unsatisfactory or
need improvement ratings

10. Minimum Requirements for Educators Separated prior to 1-1-2006, then rehired
Level III
Master’s Degree (or higher degree) in appropriate field
Minimum of 10 total years of OCES experience (does not need to be continuous and does not require 5 years of service at Level II)
Last 3 annual performance reviews - no unsatisfactory or needs improvement
ratings

11. Financial Rewards for Advancement $$$$
2017
Advancement from Level I to Level II
$2,500
Advancement from Level II to Level III
$3,000
Budget permitting, the dollar amount will be adjusted as the general salary level rises
This money does not take the place of any salary adjustment to be made this year.

12. QUESTIONS?

13. Application Process Submit intent to apply by February 14, 2017
Submit hard copy of portfolio and electronic copy (CD or flash drive) by April 6, 2017 no later than 4:00 p.m.
Documentation must be on one PDF file. Hard copy and electronic copy must be identical

14. Standards of Achievement
All categories must be discussed
Professionalism
Programming
Professional Development

15. Professionalism Teamwork/Cooperation Level II
Demonstrated ability to cooperate effectively as a team with OCES co-workers within the assigned county/area
Example
Participate in office conferences, joint programming, and shared responsibilities. Describe efforts and provide appropriate documentation.
Level II
Getting along with co workers, Working with specific program areas, Office conference, division of responsibility (in-depth)
Level III
Demonstrating ability to work with other co workers, serving on OCES state committees, conference planning, district In-service planning

16. Professionalism Teamwork/Cooperation (Cont) Level III
Demonstrated ability to cooperate effectively as a team with OCES co-workers on a county, multi-county, district and state level
Example
Cooperate with other county staff, area staff, or state specialists to conduct programs that impact diverse clientele. List programs conducted beyond subject matter area and/or regular audiences.

17. Professionalism Networking Level II
Established and maintained relationships with non-OCES professionals, individuals and groups
Example
Cooperate with agencies, businesses, chamber of commerce, consumer groups and/or commodity groups to conduct programs. Describe and provide documentation of agendas, brochures, PowerPoints, hand-outs, etc.
Serving on Advisory boards such as Head Start, Cattlemen’s, Chamber of Commerce, fair boards. How did you establish a relationship and what is your role? Also, a phone call, chance meeting, , or letter can be examples for establishing a relationship.
Networking also means your network of folks you consult and confer with on local issues or on solving technical problems. For example, getting acquainted with the local NRCS, County Conservation District and the Fish and Wildlife Service so that you can share information back and forth, referring clientele to each other when needed.

18. Professionalism Networking (Cont) Level III
Expanded and sustained relationships with non-OCES professionals, individuals and groups (discuss your role)
Example
Demonstrated involvement with elected officials, coalitions, networking groups, commodity groups, chambers, and/or other agencies or organizations.
Level III
Describe your role. Difference is you expanded and sustained relationships over a period of time.
Show how you have developed more in-depth working relationships with other groups in your county and area. For example, you may have started working with a local school district, which expanded into working with local day care facilities, head start programs, etc. that are ancillary to that school district. The “net” part of that network has grown wide and more in depth over time.

19. Professionalism Mentoring Level II
Sought and utilized the assistance of informal and/or formal mentors
Example
Asked other educators to answer questions and share resources.
Contacting other co workers for advice- How did you use the information?

20. Professionalism Mentoring (Cont) Level III
Provided informal and/or formal mentoring to fellow educators and/or peers
Example
Advised other educators through mentoring, County Extension Director experiences, new educator visits, or other experiences.
At level III you are serving more and more as an advisor to other educators, being called upon to help them on technical matters, etc.
Level III
Asked to serve as an informal mentor to other educators by District Director.

21. Programming Program Development and Impact Assessment Level II
Developed a needs assessment for planning and implementing programs
Example
Describe use of Program Advisory Committee advisory groups and other resources in development of programming needs.
Level II
Explain Process and how you determined your needs assessment. PAC, Cattleman’s, and cupport groups
List programs, leader training and use of area and state specialists, example of need assessments: Show PAC meeting agenda, surveys that have been conducted, committees who have advised you on planning a program, etc.
Examples of methods: Explain that you developed a new Power Point presentation for a program, or developed and grew a field crop demonstration, or that your Master Gardeners planted a demonstration garden, etc.
An FCS example: For a Homebuyer Education program needs assessment tools used: PAC, statistical reports, census, OSU Housing Study, Chamber of Commerce Economic Outlook, newspaper articles, building permit reports, county commissioners, Big Five Community Services, OHCE training, other educators in Homebuyer Education.

22. Programming
Adapted and effectively used appropriate educational programs, including a variety of educational teaching methods and techniques (describe your role)
Example
List and/or describe educational methods/techniques used and document with examples.
Show Cause/Effect –
Cause = PAC input; Effect = educational program to address expressed needs

23. Programming Level II (Cont)
Utilized appropriate marketing techniques and provided visibility to OCES programming
Example
List and explain marketing tools used. Provide examples of documentation such as newsletters, news releases, lists, etc.
Newspaper articles, brochures, flyers, radio, bimonthly/monthly newsletter, website.
Example: Added social media, cable channel PSA, church bulletins, , marquee signs.
Evaluation for programs, impact statements, statements from people that you heard comments
Evaluation: ed comments and created blog threads.

24. Programming
Consistently evaluated the effectiveness of programming and reported documented outcomes and impact on selected programs
Example
Describe impact and outcomes obtained by evaluation
and discuss how results were reported.

25. Programming Program Development and Impact Assessment Level III
Expanded the needs assessment used for planning and implementing programs
Example
List committees, individuals, communication groups, agencies and others utilized in determining program areas and identify how efforts contributed to programming.
PAC, County profile, beyond PAC, Statistics, Initiatives, Survey both internal and external, additional research, listening sessions.
Develop own program and presented, Develop leader training and other counties used, child care boot camps, parenting programs, write program and partner with others to present

26. Programming Level III (Cont)
Aided in development of a variety of instructional materials and consistently taught educational programs that addressed expressed needs (describe your role)
Example
Discuss your role in the development of materials and programs taught. Document with PowerPoints, handouts, educational materials and programs you developed. Tie to “expressed needs.”

27. Programming Level III (Cont)
Expanded appropriate marketing techniques and provided visibility to OCES programming
Example
List and explain how you expanded the use of marketing tools. Provide examples of regular newspaper columns, weekly radio or TV spots/shows, and/or internet, etc.
Level III should show growth and expansion but how do we know that you have shown growth. Applicants must be reminded that reviewers can not read between the lines. What are the available mass media outlets and how are you utilizing them? Weekly column, radio, television, Extension Newsletter, monthly/bimonthly newsletter, website and computer technology, county newsletter in addition to monthly newsletter, and marketing total Extension program.
Submitting grant proposals and receiving funding, securing money for county budgets, securing sponsorship of meals, and securing donations that enhance programs

28. Programming
Demonstrated ability to acquire funding and resources to enhance programming
Example
List grants, donations and other dollars acquired and how they were used in programming.

29. Programming Level III (Cont)
Consistently evaluated the long-term effectiveness of programming through a variety of evaluation techniques used to show impact on clientele; reported impact to decision makers and others
Example
Describe long term impact and methods of reports.
What did you report and to who?
“Show long term effectiveness” example: Developed poison ivy id program for county workers, used it to teach programs to one department at first, then it expanded to two other departments: highways and parks. Then it was evaluated by the county officials by way of showing a reduction in lost time incidents in the workplace because workers now know how to avoid the plant. Results: XXX $$$$ savings in workers compensation claims. This was reported to County officials.

30. Programming Partnerships Level II
Developed partnerships with clientele, sponsors, donors, commodity groups, and other agencies to complement programming
Example
List and describe specific partnerships formed and submit documentation to support such as program brochures, agendas, grants written, etc.
Level II
Different from networking, i.e. you serve on an advisory board but never do a program, Work with partners to complement a program, civic partners.
Level III
Over an extended period of time (5 years), anyone that has transferred counties may go back to a previous assignment to illustrate those abilities, occasional one day lawn and garden show grew to a full day program.
Partnerships: Is different from networking, which may be a day to day occurrence as you consult with each other on client or technical issues. Whereas partnerships are more formal arrangements with long-term goals, such as developing and conducting educational programs together, or writing a grant together that will be shared.

31. Programming Partnerships (Cont) Level III
Expanded and sustained effective working partnerships with clientele, sponsors, donors, commodity groups, and other agencies to enhance programming
Example
Identify long term efforts of partnerships formed. List by year and/or contribution. Tell how partnerships strengthened programs.
Partnerships Level III: Over an extended time show growth in a partnership.
For example, developing a local trade show and conference as a joint project with another agency. Then, showing how that conference has grown either by including additional agencies, bringing in more people, or expanding to include a larger geographic region. Be sure to show what your specific role was in this endeavor and how it expanded over time as well. Maybe you started out as part of the planning committee, then moved up to being in charge of teaching parts of it and finally ended up as President of the association or event.

32. Programming Volunteers Level II Level III
Recruited, trained and recognized volunteers to enhance educational outreach
Example
List and describe efforts to reach volunteers. Provide documentation of training sessions, news articles, pictures, volunteers lists, etc. .
Level III
Effectively integrated volunteers into an active role within OCES programming
List the roles and responsibilities of volunteers in OCES programming.
Level II
4-H program recognition, OHCE county, district, and state awards, personal letter recognizing volunteer, thank you letters, take pictures for publication in newsletter, appreciation luncheon.
Level III
Master Gardener who answers phone calls, master gardener who performs work, 4-H volunteers run Foundation

33. Professional Development
Professional Organizations
Level II
Participated in appropriate professional associations
Example
List memberships and participation in professional associations such as educator professional societies, technical specialty scientific societies, etc.
Level III
Contributed to the strengthening of appropriate professional associations through leadership and/or active service
List and describe leadership roles on committees, offices held, national meetings attended, etc.
Level II
OCES Professional Associations, Dietary Association, attend a state and or National Meeting.
Level III
Serve as a state or national officer, share information from a national meeting. It is more than being on a committee, but actively serving

34. Professional Development
Professional Skill and Subject Matter Development
Level II
Developed competency and knowledge in areas of program responsibility and process skills
Example
Describe efforts to improve competencies through education, in-service training, workshops offered through OCES and other avenues. Describe how information was utilized.
Level II
Attending in-service training, certifications, Spanish/culture training, enhance background through in-service in weak subject areas, advance degree work in area, post graduate coursework.

35. Professional Development
Professional Skill and Subject Matter Development (Cont)
Level III
Updated and applied expertise in areas of program responsibility and process skills
Example
List opportunities to facilitate, speak or provide leadership in a professional training opportunity at district, state or national level. Describe efforts to update skills and the application of information gained from professional development training.
Level III
Refresher trainer courses, continued to develop skills, receive advance degree in applicable area. Show how you applied knowledge.

36. Professional Development
Recognition/Awards
Level II
Earned recognition at county level by clientele, peers and others for expertise in program area
Example
List awards and recognition earned at specific levels. Document with letters, certificates, etc. to demonstrate recognition.
Level III
Earned recognition at district, state, or national level by clientele, peers and others for expertise in program area
Level II
Program award, or letter of recognition from district director or program specialist.
Level III
Recognition and awards, national level

37. Questions?

38. Portfolio Development and Review Process
Assoc. Director
Announces
Review Process
Schedule
Educator Files
Intent to Apply
Form By
February 14
Educator
Develops
Portfolio
Due April 6 at 4 p.m.
District Director
Determines
Eligibility
By February 27
Yes No
Apply Next
Year ?

39. Portfolio Guidelines Narrative Format
A brief biographical paragraph
All standards of achievement in each category and sub-category are to be addressed for all program areas and appropriately identified in order listed
20 page maximum (front of page only)
Georgia, font size 12 minimum
1 ½ line spacing
1 inch margins
Pages must be numbered
Graphs, tables and charts are acceptable to supplement written narrative
Allow creativity
Portfolio Guidelines: Maybe discuss efficient ways to re-tool their level II notebooks to apply for level III.

40. Documentation Items 12 standards for level II = 12 documentation items
13 standards for level III = 13 documentation items

41. Portfolio Guidelines
Documentation labeled & tabbed to identify standards
Maximum of one page/sheet of documentation per standard (can be front and back)
Must be neat, organized, clean, and concise
Provide electronic copy of narrative to immediate supervisor
Submit one hard copy and a CD or flash drive containing one PDF file of all information in the portfolio to:
Joyce Sherrer Ag Hall (mail) Stillwater, OK 74078
or hand deliver to 255 Ag Hall

42. Portfolio Guidelines
Submit in three-ring notebook and electronic copy on CD/ Flash drive
Title Page (Appendix V)
Must be placed on outside of notebook and as first page of portfolio (be sure to include in electronic copy)
Table of Contents
Resume´ (2-page maximum)
Include brief biographical paragraph

43. OKLAHOMA COOPERATIVE EXTENSION SERVICE CAREER LADDER
Sample Title Page and cover page for front of notebook
Name
County
District
Level applying for
Year

44. Tips for Writing an Effective Portfolio
Avoid acronyms and abbreviations
Use first person
Keep sentences and paragraphs short
Proof-read
Have it reviewed informally
Follow directions
Include information about all program areas that you have responsibility (split appointments)
It’s ok to use the word I

45. Tips for Writing an Effective Portfolio
Help the reviewers understand the challenges you face, work completed, and impacts made
Don’t use plastic sleeves on narrative pages
Sleeves may be used on documentation pages
Narrative can not exceed 20 pages
(front page only)
Documentation must be in written format only
About neatness: Do not stick loose files in the portfolio.
Plastic sleeves can be used for documentiaon paged, don’t include videos, DVDs, etc

46. Failure to follow all directions may disqualify your portfolio!

47. Questions?

48. Peer Review Committee One committee to review both Level II and III
District Directors nominate two Level III educators for the committee
7 members on committee
At least one representative from each district
Will have county, district, and/or area representation
At least two committee members will have program responsibilities in Ag, FCS and 4-H

49. Appeals Procedure
You have the right to present grievances concerning progression through the professional career ladder
Questions about the appeals procedure should be referred to: Joyce Sherrer, Director of Staff and Program Development,

50. Portfolio Development and Review Process
Peer
Review
April 24 -
May 12
Educator’s
Portfolio Due
April 6 by 4 p.m.
District Director
Validation
April 24 – May 12
Educator
Informed
of Decision
Vice President
Review
June 12 - June 23
Associate Director
Review
May 15 - June 9

51. 2017 Timeline and Due Dates of status
January 9 The Vice President, Dean, and Director and Associate Director, through the District Ext. Directors, will initiate the promotion process through distribution of promotion information
January 31 Career Ladder Training via Adobe Connect
February 14 “Intent to Apply for Promotion” form submitted by Extension Educators to District Ext. Directors
February 27 Due date for return of “Intent to Apply for Promotion” from the District Extension Director
April 6 4:00 p.m. Extension educators will submit a completed portfolio (one hard copy and an electronic copy) to the Staff & Program Dev. Office. Submit an electronic copy to the immediate supervisor
April 24-May 12 The Peer Review Committee will review all portfolios of candidates for advancement, identify strengths, weaknesses, and then record their vote and justification
April 25–May 13 District Extension Directors will validate the portfolios
May 15–June 9 The Associate Director will review portfolios and make recommendations on promotion
June The Vice President, Dean, and Director will make decision regarding promotion of educators and will send notifications
of status
July 1 Promotion decisions are effective

52. Notification
Notification of promotion will follow completion of all reviews
Raises will be effective July 1
Reasons will be given for each of the three main standards areas if a person is not recommended for promotion.

53. Summary

54. Points to Remember Promotions must be earned
All educators may not receive their desired application level
Reward educators who demonstrate sustained professional growth and significant programmatic accomplishment

55. Questions?