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OPGES w orkplace visit/ observation & Student Voice Survey variations. Oct. 12 th, 2015

Objective:  1. understand the variations of conducting a workplace visit/ observation for other professionals. Roles and responsibilities in conducting workplace visit.  2. Understand the purpose of Student Voice surveys, the variations for other professionals and how to use student voice surveys to guide professional growth.

Recommended evaluator’s practices prior to the workplace visit. Primary evaluators are certified.  Observer studies the specialist frameworks and may pre-conference with the other professional to collaboratively determine appropriate observation time and activities, or ‘look fors’  Specialists are the expert in their field. Encourage them to share in best practices for their field.  Review extra OPGES Guidance on what OPGES observations look like.OPGES Guidance

Evaluator’s role during the workplace visit  Engage in discussion about job responsibilities.  Engage in discussion to identify where responsibilities align to the specialist framework.  Identify where framework differs from practice.  Evaluator scripts during the visit.  Aligned evidence is presented in post observation conference.  Use appropriate evidences to support discussion and assignment of final rating.

Sample evidence scenario: for discussion. Library framework  4G- Managing the Library Budget  School Library Media Specialist develops budget proposals necessary for a comprehensive library program. School Library Media Specialist follows department and/or district guidelines for managing the budget and maintains accurate records.  4H- Managing Personnel  School Library Media Specialist effectively delegates responsibility and provides training, and the necessary supervision and support. Using district evaluation tools, School Library Media Specialist objectively evaluates support staff  3C - Engaging Students in Learning  School Library Media Specialist usually recommends or guides students to resources that link well with the content learning goals, the students’ prior knowledge and life experiences and which engage students cognitively and serve to enhance the active construction of understanding. High expectations for students are usually present and in general, they respond to them.

Sample evidence scenario: for discussion. Counselor framework:  2A - creating an environment of respect and rapport  Accomplished: Counselor’s interactions with students are positive and respectful, and the counselor actively promotes positive student-student interactions.  2D - Establishing standards of conduct and contributing to the culture for student behavior throughout the school  Accomplished: Counselor has established clear standards of conduct for counseling sessions and makes a significant contribution to the environment of civility in the school.

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 create a lesson that superficially replicates a classroom environment. Evaluator may be observing an Other Professional when no students are present. Visit involves discussion focused on work completed in the role. An other professional is expected to present authentic workplace evidence for consideration. Refer to CEP for evidence accepted Discuss work Connect to appropriate standards Evidence is NOT a portfolio

Your input…  Pilot participants – what did you experience in pilot observations?  Other participants – what questions or concerns do you have for observations?

What if indicators or even components within the Specialist’s Framework don’t seem to apply to the given responsibilities? 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 to the given responsibilities? Also consider if the other professional’s position is being utilized to its full potential:  Is this other professional 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?

Workplace visit/observation – timeline.  Refer to the district CEP for amount of and schedule for workplace/ observation visits.

PGES timesavers:  Observation in PGES/OPGES should not take the place of former processes of walkthroughs. Incorporate prior walkthrough tool into the PGES/OPGES mini observations.  View a mini observation as an opportunity to ‘look for’ a specific area, not all components.

Student Voice Surveys  Variations to consider for other professionals

OPGES Student Voice 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.

Student Voice surveys – other professionals. NO other professional surveys are completed in Infinite Campus!  Specific student voice surveys for library media specialists, counselors, and speech pathologists are currently in the validation process. When validated, other professional surveys will be available to all districts. (Early December.)  IF instructional coaches have direct instructional student interaction, they will complete the teacher student voice survey by alternate methods.  Librarians, counselors and speech therapists, will not complete the teacher student voice survey questions. They have surveys that fit their unique role.

OPGES Student Voice Survey. Logistics.  Student voice surveys are appropriate for other professionals who have direct instructional interaction with students throughout the year.  Student voice surveys may be completed at any time between Dec. – timeline established in the district Certified Evaluation Plan. (CEP)  Student voice surveys may be administered to an individual student or group of students who have received services from the other professional.  Use student voice parent waiver. (This is the same as is used for teachers.)student voice parent waiver  Follow implementation guidanceimplementation guidance  Student voice surveys for other professionals are only administered by paper pencil methods. OPGES surveys are not in infinite campus!

OPGES Student Voice Survey. Logistics.  Paper pencil options:  Copy the specific surveys provided by KDE. Student complete on paper.  Survey monkey – school inputs specific KDE surveys into a survey monkey or similar online survey system. Students log into school or personal computers to complete.  Scan-tron, grade-cam, google docs, clickers or other electronic program may be set up using the Specific KDE questions.  State approved (KDE) questions MUST be used in any of the listed methods.

OPGES Student Voice Survey. Logistics.  Collection:  Other professionals may administer the surveys or a school may designate a proxy administer.  Finished paper pencil surveys should be collected in a secure district designated method.  Districts may report results to other professionals by individual question total or by construct total.  District must store all results in a secure district database.

Lessons learned  Students must understand the questions and believe in its importance.  Educators must know the survey, teach the meaning of the language, and help the students understand how their participation helps the teacher.  The survey is not a secret. Students and educators may review the questions throughout the year.

Q & A  Thoughts?  Questions?  Resources?  KDE webpage – observation resources.observation resources