With OPGES
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Amy Jacobs
OPGES Contact for KDE
Amy.jacobs@education.ky.gov
502-564-1479
• 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.
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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.
 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.
o interventionists whose full responsibility is working with students, such
as reading recovery or math intervention will use the TPGES
framework.
o
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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
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Instructional Specialists:
Maggie Nicholson – Shelby Co.
Jeanna Slusher – Anderson Co.
Library Media:
Paul Lanata – Jefferson Co.
Becky Nelson – Franklin Co.
Kathy Mansfield – KDE
Other
David Johnson - SESC
Stephanie Little - KEDC
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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.
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.
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.
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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”)
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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/
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Guidance on how to register using the web collector is
available on the KDE webpage.
http://education.ky.gov/teachers/PGES/Pages/PGES.aspx
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The OPGES pilot is designed to take feedback from the field
and develop a system that best accommodates these roles.
Observation & peer
observation
Professional Growth
PGES
framework
Self Reflection
Student Voice
Student Growth
Framework for Specialists – uses the same common language and Domains.
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Planning and Preparation
Classroom Environment
/Environment
Instruction /Delivery of Service
Professional Responsibilities
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Danielson ratings
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Kentucky ratings
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Unsatisfactory
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Ineffective
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Basic
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Developing
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Proficient
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Accomplished
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Distinguished
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Exemplary
Ineffective
Developing
Accomplished
Exemplary
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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)
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KY Framework for teaching with Specialist frameworks is
posted on the OGPES webpage
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http://education.ky.gov/teachers/PGES/otherpages/Pages/KentuckyFramework-for-Teaching-Specialist-Frameworks.aspx
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Framework posted on the CIITS resource page
Domains and components for OPGES professionals will be
available in CIITS/ EDS observation tool
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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.
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 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.
Looking
Sources
deeper:
of Evidence:
o Student Growth Goals
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OPGES – growth goals.
o May be connected to school goals, similar to principals
and assistant principals student growth goals.
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.)
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, and effectiveness coaches, PGES consultants.
o Growth goals are not completed until beginning of school
year after needs of that years students are determined.
Common misconceptions
 I don’t have test scores,
how can I make a goal?
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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.
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?
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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.
Common misconceptions
 I don’t have a regular
group of students, my work
is more teacher support
and training.
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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.
 Think:
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What matters most for my content area?
 2. How do I know? – what standards,
expectations, etc. guides my work?
 3. What makes it meaningful?
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Before writing goals – gather your content standards/
expectations. Know what is important. Plan it out.
Development of the goal is key.
 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
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.
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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
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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
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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
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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.
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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.)
Enduring
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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
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?
By the end of the 2013-14 school year,
all of my 4th grade students (100%) will show
growth in summarizing key ideas and details
Enduring
skills
Growth target
in what they
read. Each student will improve
by 2 or more levels on the rubric developed
by my PLC team for summarization.
Proficiency
In addition,
90% of students will score Proficient or
target
above on the rubric by the end of the year.
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
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Looking
Sources
deeper:
of Evidence:
o Professional Growth Goals
What
do I want to change about my practice
that will positively impact student learning?
What
How
is the plan of action?
will I know if I accomplished my
objective?
 Professional growth data is not student
growth data
 Should show evidence of change in teacher
practice
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Examples:
• PL agenda or completion certificate
• observational data
• staff or student surveys
• website hits
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, selfreflection, and student work samples.
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.
Looking
Sources
deeper:
of Evidence:
o Observation
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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.
o 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
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. (ex. Counselor observe
librarian & vice versa.)or the peer may be a
classroom teacher.
• Peer observers complete the KET Peer
observation training.
 How
many observations/conferences 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.
Looking
Sources
deeper:
of Evidence:
o Student Voice
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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.
 CIITS
EDUCATOR DEVELOPMENT SUITE (EDS)
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 www.education.ky.gov
Click the PGES logo to learn about everything
PGES.
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PGES Website
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PGES Newsletters
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Webcasts – click educator effectiveness link.
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KY Teacher
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Teacher Frameworks
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PGES Co-op field Consultants
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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:
o Morehead Conference Center in Eastern KY,
o Corbin Arena in South Central KY,
o Bruce Convention Center in Western KY,
o Hardin County Performing Arts Center in West Central KY,
o Northern Kentucky Convention Center in Northern KY, and
Southland Christian Church in Central KY.
o Schools and/or districts wishing to enroll all of their educators all at
once can contact Cathy White for assistance in registering them at
cathy.white@education.ky.gov.
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PGES Training –overview on TPGES, OPGES, PPGES
o June 25-26 – ISLN/ KLA – Lexington (See KASA website to register)
o July 24-25 – PGES summit – Bowling green (See GRREC website)
o Other district and regional trainings as needed. Contact Amy Jacobs
to set up multi district training sessions.
o Amy.jacobs@education.ky.gov
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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:
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Observation
Self-reflection
Professional growth
Student growth
Student voice
Download the modules at:
http://education.ky.gov/teachers/PGES/Pages/PGES.aspx
(scroll halfway down page.)
Please visit the Q & A page with answers to commonly asked questions
regarding OPGES.
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