1.  With OPGES

2.  Amy Jacobs  OPGES Contact for KDE  Amy.jacobs@education.ky.govAmy.jacobs@education.ky.gov  502-564-1479

3. 3 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.  PGES is one system. OPGES & TPGES are distinguished by the frameworks for observation used in each setting.  The purpose of the OPGES portion of PGES is to meet the needs of other professionals who impact student learning but are not in a traditional classroom setting.  The OPGES pilot during the 2014-2015 school year does not permit evaluation for personnel decisions.  Other Professionals will be evaluated using the OPGES framework in 2015-2016.

5.  Categories Library Media Specialists School Guidance Counselors/Social Workers Speech Pathologists School Psychologists School Instructional Specialists/ coaches o personnel who work a portion of their day with students and a portion with teachers. o interventionists whose full responsibility is working with students, such as reading recovery or math intervention will use the TPGES framework.

6.  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.  The 2014-15 OPGES pilot will be comprised of individuals who are: o Tenured o Have an EPSB certification o Not in their summative year, unless a counselor *** If the district is running a dual system during 2014-2015 and Other Professionals are on a yearly summative cycle, they may participate in the pilot.

8.  All districts are required to participate in the OPGES pilot and should identify at least one person from each of the categories.  Districts may select more than one participant per category.

9.  Schools that have participants participating in the OPGES pilot will also have principals/assistant principals participating as primary evaluators.  Peer Observers are required for OPGES. (Peer does not need to be an “Other Professional”)

10.  Other Professionals designated to participate or who wish to volunteer can have principals register them this summer using KDE's web collector. https://applications.education.ky.gov/login/ https://applications.education.ky.gov/login/  Guidance on how to register using the web collector is available on the KDE/OPGES webpage. http://education.ky.gov/teachers/PGES/otherpages/Pages/default.aspx http://education.ky.gov/teachers/PGES/otherpages/Pages/default.aspx  (It is possible that some districts will not have pilot participants in all 5 categories. If the ‘met criteria’ button is not marked, it is ok, districts should continue registering participants they do have available.)  The OPGES pilot is designed to take feedback from the field and develop a system that best accommodates these roles.

11. PGES framework Observation & peer observation Professional Growth Self Reflection Student Voice Student Growth

12. Framework for Specialists – uses the same common language and Domains. UPDATED Version. Make sure to use Feb. 2014 version for TPGES. JUNE 2014 version for OPGES.

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

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

15. Danielson ratings Unsatisfactory Basic Proficient Distinguished Kentucky ratings Ineffective Developing Accomplished Exemplary

16. Ineffective Developing Accomplished Exemplary OPGES framework sample

17.  Districts will receive a copy of the Danielson book “Enhancing Professional Practice. A framework for teaching.” 2 nd edition. (Library framework has slight differences in the book than KDE online version)  KY Framework for teaching with Specialist frameworks is posted on the OGPES webpage  http://education.ky.gov/teachers/PGES/otherpages/Pages/Kentucky- Framework-for-Teaching-Specialist-Frameworks.aspx http://education.ky.gov/teachers/PGES/otherpages/Pages/Kentucky- Framework-for-Teaching-Specialist-Frameworks.aspx  Domains and components for OPGES professionals will be available in CIITS/ EDS observation tool

18. 22 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.

19. IneffectiveDevelopingAccomplishedExemplary Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None

20. IneffectiveDevelopingAccomplishedExemplary Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Levels of cognition and constructivist learning increase

21. IneffectiveDevelopingAccomplishedExemplary Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Levels of cognition and constructivist learning increase

22. IneffectiveDevelopingAccomplishedExemplary Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Seamless Solid Subtle Skillful Preventative Leadership STUDENTS Always Teacher-directed success! Student-directed success! Levels of cognition and constructivist learning increase

23.  In small groups or individually look over all 4 domains  Choose a component in each domain  List the “accomplished” indicator for the chosen component  List examples of evidence you or a colleague currently do for this component.

24.  Looking deeper:  Sources of Evidence: o Student Growth Goals

25.  OPGES – growth goals. o May be connected to school goals, similar to principals and assistant principals student growth goals. (i.e counselors or instructional coaches.) o OPGES have more emphasis on local growth goals, not state goals. o OPGES goals may not be directly academic. Use many sources of data. (ex. Counselor – reducing # of behavior referrals.)

26. o OPGES goals will impact other academic areas. o Samples as to what ‘Other Professionals’ growth goals look like, will be created by the committee, teachers in the field, Effectiveness coaches & PGES consultants. (As Student growth goals cannot be written without current year student data, these samples will be available in the fall after school starts.) o Growth goals are not completed until beginning of school year after needs of that years students are determined.

27. Common misconceptions  I don’t have test scores, how can I make a goal? 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. o Ex. Counselors goal designed around reducing behavior referrals. This in turn allows the student to be in class more often, therefore increasing instructional time.

28. Common misconceptions  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? 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.

29. Common misconceptions  I don’t have a regular group of students, my work is more teacher support and training. 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.

30.  Think:  1. What matters most for my content area?  2. How do I know? – what standards, expectations, etc. guides my work?  3. What makes it meaningful?  Before writing goals – gather your content standards/ expectations. Know what is important. Plan it out. Development of the goal is key.

31.  Tools: o Enduring skills list, Content or program standards, processes, understanding or concepts expected to be mastered. o Base line data & assessments o Think & plan tool o Identified needs of current years students

32. 15 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.

33. ENDURING LEARNING WHAT IT ISWHAT 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 33

34. ENDURING LEARNING WHAT IT ISWHAT IT ISN’T A sub skill Explicit content knowledge An activity A skill with limited application A strategy for learning 34

38. 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 38 On your own...

41. Learning that: ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom may be necessary for the next level of instruction.

43.  1 goal per year is written  Can be specific to a particular group/ age.  uses data beyond KPREP or MAP tests etc… o Ex. – Counselors -Create a goal around reducing behavior referrals. Measured by a decrease in the number of office referrals. o Speech – Increase communication skills in the ability to comprehend, express, and articulate information. Non academic goals of OGPES will still impact academic growth. (example = less office referrals = more time in class learning. Increase of communication skills impacts all subject areas.)

44.  Enduring learning: ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom may be necessary for the next level of instruction

45.  How does your school collect data?  How do you collect data in the library, counseling office, speech center, etc.?  Which data can you use to measure student growth?

46.  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. 46 Determining Needs

47. 47 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.

48. By the end of the 2013-14 school year, all of my 4 th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, xx% of students will score Proficient or above on the rubric by the end of the year. Enduring skills Growth target Proficiency target

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

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

51. Before August During first weeks of school 51

52.  Looking deeper:  Sources of Evidence: o Professional Growth Goals

53.  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?

54.  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

55.  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.

56.  During the 2011-2012 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.

57.  Looking deeper:  Sources of Evidence: o Observation

58.  OPGES – Observations/ site visit o Evaluator will be observing/ reviewing all 4 domains. Evaluator may be observing an “Other Professional” during ‘planning time’ or when no students are present. o May observe more samples/evidence around domains 1 & 4 rather then domains 2 & 3.

59. o Primary evaluators will be ‘Teachscape’ certified. Will receive extra guidance on what OPGES observations look like. 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.

60. o 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.) 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.KET Peer observation training

61.  How many observations/site visits will be required for each individual? o 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.

62. Who do you think should do peer observations?  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

63.  Looking deeper:  Sources of Evidence: o Student Voice

64.  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. Other Professionals Student voice survey will not be administered in Infinite Campus. (details to come)  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.

65.  CIITS EDUCATOR DEVELOPMENT SUITE (EDS) CIITS All other professionals will need to have access to CIITS. All portions of PGES will be submitted into CIITS. Please verify all staff have login information.

66.  www.education.ky.gov www.education.ky.gov Click the PGES logo to learn about everything PGES. Left corner drop down menu directs to the OPGES page. 

67.  PGES Website PGES Website  PGES Newsletters PGES Newsletters  Webcasts – click educator effectiveness link. Webcasts  KY Teacher KY Teacher  Teacher Frameworks Teacher Frameworks

68.  PGES Co-op field Consultants

69.  PGES Training o Other professionals should attend any district level training offered. o Check with regional Co-ops and PGES consultants in your region for individual school trainings. o Other district and regional trainings as needed. Contact Amy Jacobs to set up multi district OPGES training sessions. Amy.jacobs@education.ky.gov Amy.jacobs@education.ky.gov

70.  KASA and KDE have worked together to create training modules for principals to use during PD with staff during each stage of the year. o Modules for: Observation Self-reflection Professional growth Student growth Student voice Download the modules at: http://education.ky.gov/teachers/PGES/Pages/PGES.aspx (Download modules from the blue resource box on right side of the page.)

71. Please visit the Q & A page with answers to commonly asked questions regarding OPGES.Q & A page http://education.ky.gov/teachers/PGES/otherpages/Documents/OPGES%20FAQs.pdf Or contact Amy Jacobs with any PGES/ OPGES question. amy.jacobs@education.ky.gov