KEA Guide to Effective Teaching

Kentucky Education Association Guide to Effective Teaching 1

2 Kentucky Education Association Guide to Effective Teaching

Becoming a teacher is a journey that expands way beyond the four walls of a college classroom. Teacher preparation programs are limited in how much knowledge they can communicate to pre-service candidates in a typical four-year program.

This guide is meant to be a supplement to what you are learning in your teacher preparation programs. The field of education is continually evolving. New teacher candidates are expected to know about “hot topics” such as curriculum alignment, differentiation, and professional

ethics. Because the job market for teachers is so crowded, knowing only what is covered in your education classes could place you at a disadvantage.

Use this guide to introduce yourself or your peers to topics and trends that are essential to becoming an effective teacher. As you read through the guide, please feel free to visit the accompanying links, do your own research, or ask your friends at KEA for more information.

Becoming an effective teacher is a responsibility not just to ourselves but to the students we teach.

INTRODUCTION


TABLE OF CONTENTS

My Students Why do we need educational standards 5

End of Course Exams 6 Learning Targets 7 Differentiated Instruction 8 Special Education 9 Response to Intervention 10

My Classroom Classroom Technology 13 Accountability 14

Using Data To Design Instruction 15 Continuous Instructional Improvement System (CIITS) 16 Classroom Assessments 17 Graduate School and Beyond 18 National Board Certification 19

My School Confidentiality 21 FRYSC 22 Program Reviews 23 School Climate/School Culture 24 Budgets 25 TELL Kentucky 26

My Profession The Professional Code of Ethics 28 Professional Growth Plans 29 Professional Development Standards 30 Family-School-Community Partnerships 31

Membership/Leadership in Professional Organizations 32 ‘Dos’ and ‘Do Nots’ for Social Networking 33 Alphabet Soup 35



“We need standards to ensure that all students, no matter where they live, are prepared for success in postsecondary education and the workforce. Common standards will help ensure that students are receiving a high quality education consistently, from school to school and state to state. Common standards will provide a greater opportunity to share experiences and best practices within and across states that will improve our ability to best serve the needs of students.

Standards do not tell teachers how to teach, but they do help teachers figure out the knowledge and skills their students should have so that teachers can build the best lessons and environments for their classrooms. Standards also help students and parents by setting clear and realistic goals for success. Standards are a first step – a key building block – in

providing our young people with a high-quality education that will prepare them for success in college and work. Of course, standards are not the only thing that is needed for our children’s success, but they provide an accessible road map for our teachers, parents, and students.”

-www.corestands.org

WHY DO WE NEED EDUCATIONAL STANDARDS?

Resources:• http://www.corestandards.org/• http://www.education.ky.gov/kde/instructional+resources/curriculum+

documents+and+resources/common+core+standards+resources

“Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky.”

-W. James Popham


“The state of Kentucky is focused on making college and career readiness a reality for every Kentucky student. With this focus, Senate Bill 1 (SB 1) was enacted in 2009. This legislation allowed, with approval by the Kentucky Board of Education, an end-of-course (EOC) assessment program at the high school level. The EOC assessments are part of Kentucky’s Unbridled Learning: College/Career Readiness for All work related to SB 1.”

-www.act.org/stateservices/kentucky

Kentucky high schools currently give End of Course exams in the following courses:

• English 10• Algebra II• Biology• U.S. History

END OF COURSE EXAMS

Resources:• http://www.act.org/qualitycore/• http://www.act.org/stateservices/kentucky/index.html• http://www.education.ky.gov/KDE/Administrative+Resources/

Testing+and+Reporting+/District+Support/End-of-Course+Information/


“Walk into many classrooms around the country and more often than not children can tell you about a completed task, rather than about the actual learning. Research indicates that significant gains in learning are realized for students who are first given their learning goals (Black, & William, 1998). In working with teachers to effectively implement formative assessment, we have often found the metaphor of a road map helpful. A traveler would not start out on a trip and say, “I might go to California or I might go to Florida.” Rather, they begin with a destination in mind. Similarly, in your classroom, you must know your students’ learning destination or “learning target” before you begin teaching.

To continue the metaphor of traveling to learning, if your destination is California, that is your deep understanding or targeted learning goal. You determine the route, account for detours and stops along the way to scaffold for student understanding. Ineffective teachers use activities that loosely align with the standards, but lack a coherent plan. In a sense, they are traveling around America without any clear understanding of a destination. The effective teacher shelves the loose activities and determines the road map of learning, using resources to support the intended learning destination.

The first step in creating a road map to guide learning is to examine relevant Standards in your unit of study for connections between skills. These connections serve as the building blocks for scaffolded learning targets. Once a logical progression is determined, carefully construct student friendly learning targets. (Stiggins, Arter, Chappius, & Chappius, 2004)”

Resources:• http://qualityinstruction.org/FAQRetrieve.aspx?ID=45559• http://digitallyspeaking.pbworks.com/w/page/17791587/Writing%20I%20Can%20Statements• www2.research.uky.edu/.../Targets%20and%20Deconstruction.ppt

LEARNING TARGETS


“The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education. It is an approach to teaching that advocates active planning for student differences in classrooms.” (Tomlinson & Allan, 2000)

“Students learn at different rates and in different ways. Technology supports instructional strategies by creating new routes to learning and addressing multiple learning needs. Differentiate instruction by using the wealth of digital resources that will challenge and engage all multiple intelligences and learning styles.”(Summit)

DIFFERENTIATED INSTRUCTION

Resources• http://its.leesummit.k12.mo.us/different.htm• www.caroltomlinson.com/• http://www.primary-education-oasis.com/differentiation-in-the-classroom.html• http://www.ctd.northwestern.edu/docs/ctd/talentw06.pdf• http://www.davidsongifted.org/db/Articles_id_10331.aspx


“Special Needs” is an umbrella underneath which a staggering array of diagnoses can be wedged. Children with special needs may have mild learning disabilities or profound cognitive impairment; food allergies or terminal illness; developmental delays that catch up quickly or remain entrenched; occasional panic attacks or serious psychiatric problems.” (Mauro, 2012)

Public school teachers deal with students everyday with a range of “abilities”. Often, the most frustrating challenge for new teachers is how to address all those needs on top of regular teaching responsibilities.

These resources offer modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class.

SPECIAL EDUCATION

Resources• http://www.education.ky.gov/kde/instructional+resources/exceptional+children/• http://learningdisabilities.about.com/od/publicschoolprograms/Special_Education_Programs_for_Learning_Disabilities_in_Public_Schools.htm• http://specialchildren.about.com/od/gettingadiagnosis/p/whatare.htm• http://www.teachervision.fen.com/special-education/resource/5347.html• http://a4cwsn.com/ {Apps for Special Needs Students}


Response to intervention (RTI) is a new element in our nation’s special education law. It is a process that schools use to help children who are struggling academically and/or behaviorally. RTI suggests the possibility that a child’s struggles may be due to inadequacies in instruction or in the curriculum either in used at the moment or in the child’s past.

RTI is both a strategy for intervening early within the

general education class and one part a process by which students may be identified to receive special education and related services within all public schools in the United States,

“RTI is a model of providing early interventions: One that efficiently and flexibly delivers educational assistance to at-risk learners to close skill or performance gaps with peers. It is an integrated approach that includes general, remedial and special education. Based

on a leveled model, it monitors student’s individual and group progress with different levels of intervention intensity. It speaks to providing scientifically-based interventions and using this information to determine if more and different interventions are needed.” (rtisolutions, 2012)

Resources• http://education.ky.gov/educational/int/ksi/Pages/default.aspx• http://education.ky.gov/educational/int/ksi/Pages/FAQ-KSI.aspx• http://state.rti4success.org/index.php?option=com_state&stateId=121• http://www.kypa.net• http://nichcy.org/schools-administrators/rti

RESPONSE TO INTERVENTION (RTI)



Because technology is becoming increasingly integrated into our daily lives, our classrooms must include technology at every appropriate opportunity. Technology not only provides new ways to present content, but also provides new (and easier) way to engage, assess, and differentiate instruction for all of our students.

Effective technology integration is used to deepen and enhance the learning process. When implementing technology in the classroom, one should consider if the technology promotes active engagement, fostering interpersonal relationships, frequent interaction and feedback,

and connection to real-world experiences. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.

Technology is also important to teachers in order to ease the high volume of record keeping associated with the job. Keeping professional records, student data, and creating professional resources are all made more manageable by many innovative technological products. Explore, examine, and evaluate products that best suits the need; then most importantly share with others!

CLASSROOM TECHNOLOGY

A core tenet of quality instruction is to design instruction with a deep knowledge of your students’ needs. To do this effectively, educators should gather and analyze both qualitative and quantitative data to design quality lessons and assignments. In the classroom, data is the key to measuring comprehension and establishing learning targets. Data comes in all shapes and sizes, including:• Student achievement data such

as standardized test scores, formative and summative assessment results, observational notes, and student work;

• Student behavioral data,

including attendance rates, discipline reports, physical and emotional supports; and

• Contextual factors such as family demographics, local economic data, cultural background, and other socioeconomic factors that may impact student learning.Teachers should analyze

data before, during, and after implementing instruction. For example, many districts use an online assessment tool to assess, organize, and disaggregate data. Teachers use this data throughout the year to focus their resources and time to areas with the largest need of improvement.

USING DATA TO DESIGN INSTRUCTION

Resources:• Information on Measures of Academic Progress (MAP) testing http://www.nwea.org/products-services/assessments/help-all-kids-learn• ACT/Quality Core Information http://www.act.org/readiness/index.html• Kentucky Department of Education http://www.kde.state.ky.us/KDE/


School Accountability refers to the model used to determine the relative success of a school. When evaluating the performance of schools, a variety of factors such as standardized test scores, learning growth, and college/career readiness are analyzed to determine if the school as exemplary, adequate, or in need of assistance. If a school is deemed unsatisfactory, then

you, your colleagues, and your administration may be held liable. Many accountability models across the nation have been criticized for not considering the complexities of school success. Kentucky has made great progress in accountability by adopting a new model to measure school progress.

ACCOUNTABILITY

Kentucky’s Model for Accountability

Kentucky’s Accountability Systemhttp://www.kde.state.ky.us/KDE/Administrative+Resources/Testing+and+Reporting+/Kentucky+School+Testing+System/Accountability+System/

³ Achievement (content areas are reading, mathematics, science, social studies and writing)

³ Gap (percentage of proficient and distinguished for the Non-Duplicated Gap Group for all five content areas)

³ Growth in reading and mathematics (percentage of students at typical or higher levels of growth)

³ College Readiness as measured by the percentage of students meeting benchmarks in three content areas on EXPLORE at middle school

³ College/Career-Readiness Rate as measured by ACT benchmarks, college placement tests and career measures Graduation Rate


The Continuous Instructional Improvement Technology System (CIITS) provides Kentucky public school educators with the resources aligned to standards which support highly effective teaching and learning in every classroom in Kentucky. CIITS provides access to standards, student assessment data. The system also allows teachers to track student progress, create assessments, and find instructional resources to assist in lesson planning.

The “CIITS Overview” on the Kentucky Department of Education website, says, in part:

“In CIITS, teachers are able to access Kentucky academic standards and directly linked, aligned, high-quality, multi-media instructional resources. These classroom materials are designed to engage students in learning and reinforce the standards being taught.

CIITS contains a lesson planning tool and scheduler to help teachers manage standards-based instruction in their

classrooms. Teachers may also share instructional resources they design through CIITS.

Teachers can create formative assessments based on particular standards with the help of a test item bank containing more than 11,000 items. When these tests are administered online or with a student response system, teachers can see at a glance how individual students are progressing toward mastery on a particular standard or concept. They see where learning gaps exist so that they can more easily design instructional experiences to meet individual student needs and adjust their instruction in support of learning – the hallmarks of formative assessment.

Aggregate and student-level demographic, program and performance information in CIITS allows educators to easily see how students are progressing toward Kentucky’s goal of every student being proficient and prepared for success and graduating college/career-ready.”

CONTINUOUS INSTRUCTIONAL IMPROVEMENT SYSTEM (CIITS)

For more information on CIITS, please visit:http://www.education.ky.gov/kde/instructional+resources/ curriculum+documents+and+resources/continuous+instructional +improvement+technology+system+(ciits)+public.htm


Formative assessments are used to help the student practice their learning, and for the teacher to track their progress. They check for understanding along the way and provide data for the teacher to mold instruction. Students also can benefit from formative assessments, as they can see how to improve their performance. Formative assessments help us differentiate instruction and thus

improve student achievement. In the classroom, formative assessments should be given several times daily. Formative assessment strategies can take several minutes, such as writing a summary of a story, or just a few seconds such as posing a comprehension question linked to your objectives.

Summative assessments should be given periodically to determine at specific points in

instruction what students know and do not know. Summative assessments are not only with standardized tests such as state assessments, but they are also a part of regular classroom instruction. Summative assessments are a chance for the teacher to measure standards-based learning in a qualitative, valid format.

CLASSROOM ASSESSMENTS

“If assessment is, at least in part, the process of gathering information about student achievement to inform instructional decisions, then the key starting questions for any assessment are, what decisions, who’s making them, and what information will be helpful to them? “In the case of assessment FOR learning, the key question is, what comes next in the learning? The decision makers are teachers and their students. And, the information required centers on where the student is now in the progression of learning leading up to mastery of each academic achievement standard.”

--Rick Stiggins, 2005 ETS/Assessment Training Institute


GRADUATE SCHOOL AND BEYONDTeacher education does not

end after you finish your teacher preparation program. Educators are expected to continue their education throughout the duration of their career. In Kentucky, teachers must show evidence of this upon renewal of their teaching certificate. After a teacher has accumulated a particular amount of professional development, this can lead to a change in “rank” or pay scale. Most educators choose one or more of the following options to strengthen their knowledge of teaching and learning.• Graduate School – Many

teachers complete one or more Master’s Degree programs to strengthen their knowledge of the profession, obtain an additional certification area,

advance to a higher-level position in the school system.

• National Board Certification – Teachers pursue this option so that they can demonstrate their abilities to plan, evaluate, and modify their instruction to help all students.

• Continuing Education Option – An alternative to graduate programs, this option allows the teacher to formulate a professional growth plan. This plan includes methods to engaging professional growth, such as mentorships, graduate courses, professional development, and collaborative relationships. An approved plan can lead to a rank change for salary purposes.

Resources:• Renewal Information for Teacher Certification http://www.kyepsb.net/ certification/renewal.asp• NEA Academy http://www.neamb.com/professional-resources/nea-academy- teacher-development.htm• National Board Certification www.nbpts.org

Becoming an effective teacher is a career-spanning journey. Teachers work throughout their careers to better understand their students, their teaching, and their profession.

Much like doctors and counselors, educators pursue National Board Certification to prove that they are committed to planning and providing quality

instruction for all students. Teachers who pursue National Board Certification undergo an assessment process to demonstrate that they are an “accomplished teacher — one who is qualified to equip students with the skills to succeed in the 21st century global community.”

As part of the certification process, candidates complete

NATIONAL BOARD CERTIFICATION


Resources:• www.nbpts.org• http://www.neamb.com/finance/national-board-of-certification-standards- certification-financing.htm• http://www.kea.org/member_services_programs/national_board_ certification.aspx

NATIONAL BOARD CERTIFICATION (continued)assessments that are reviewed by trained teachers in their certificate areas. The assessments include four portfolio entries that feature teaching practice and six constructed response exercises that assess content knowledge.

National Board Certification is obtained by achieving qualifying scores on a professional portfolio and open-ended responses. In Kentucky, National Board Certified Teachers obtain the Rank I salary scale, an additional yearly

stipend to their salaries, and have developed a set of reflective and analytical skills that are imperative to fostering student learning.

KEA provides, regionally, scholarships and Jumpstart trainings to provide a layered

support system for those wishing to pursue National Board certification. For more information about these opportunities please visit the KEA web site, at www.KEA.org.



With graduation comes the thrill and excitement of landing that first job. Shortly after the call comes offering you that first position, you begin telling friends and family about “My School”. What do you really know about your school? Maybe the better question would be, “What should I know about my school?”

Building relationships is one of the first steps in “fitting in” with your new environment. Get to know your students. Drive through the neighborhoods or back roads to see just where your students live. Arrange to meet with your mentor, resource teacher or a team member to ask all those burning questions. Put your list of questions in print so you can check them off as you find the answers.

Be prepared for that first day of school. Don’t wait till the last minute to ready your classroom. Keep things which you think you might be able to use in your classroom. Don’t be afraid to ask the folks who have been working in your school for a while

for supplies, like extra bulletin board border or construction paper. Get things that you cannot function without first; the rest may have to wait. Find out what resources are available to all staff, where they are located and the procedure for checking them out.

Secure copies of everything you need (curriculum maps, state standards, program reviews, school improvement plan, etc.) to provide quality instruction. Student engagement is critical for minimizing classroom misbehavior. Develop and teach your students rules and procedures for your classroom and for transitioning throughout the building. Consistency is the key to maintaining a positive school culture.

Take care of yourself. Review the school and district handbook. This should give you some answers to questions such as, “What do I do if I am sick and can’t come to school?” or “What is the proper dress here?” Relax, be flexible, be patient and have a sense of humor!


When we think of “confidentiality” our thoughts run to educational records of information, especially those with special needs. 707 KAR 1:360. Confidentiality of information, establishes requirements ensuring confidentiality of information maintained by school districts regarding children with disabilities. Although this framework was adopted for special education programs, it is good common sense practice for all your students.Section 1.Access Rights.

1. A local education agency (LEA) shall permit a parent to inspect and review any education records relating to his child that are collected, maintained, or used by the LEA.

2. The right to inspect and review education records under this administrative regulation shall include: a) The right to a response from the LEA to reasonable requests for explanations and interpretations of the records; b) The right to request that the agency provide copies of the records containing the information if failure to provide those copies would effectively prevent the parent from exercising the right to inspect and review the records; and c) The right to have a representative of the parent inspect and review the records. An LEA may presume that a parent has authority to inspect and review records relating to his child unless the LEA has been advised under a court order that the parent does not have the authority.

Section 2.Record of Access. An LEA shall keep a record of parties obtaining access to education records collected, maintained, or used, including:

1. The name of the party;2. The date access was given; and The purpose for which the party is

authorized to use the records.Section 3. Records on More than One Child. If any education record includes information on more than one child, the parents of those children shall have the right to inspect and review only the information relating to their child or to be informed of only that specific information.Section 4.Types and Location of Information.An LEA shall provide parents, on request, a list of the types and location of education records regarding their child with disabilities that is collected, maintained, or used by the LEA.

School districts as well as individual schools may have specific information teachers are required to keep when making contact with parents. Be sure you have reviewed these and have the proper documentation on your students.

CONFIDENTIALITY


The authors of the historic Kentucky Education Reform Act of 1990 created Kentucky’s network of Family Resource and Youth Services Centers as a means of addressing the non-academic barriers to student learning caused by the social and economic problems so many Kentucky families face.

Most of the programs and services in our schools are monitored by the Kentucky Department of Education. But the Cabinet for Health and Family Services (CFHS) provides guidelines for Family Resource Centers, which serve elementary schools in Kentucky; Youth Services Centers, which serve middle and high schools; and Family Resource/Youth Services Centers, which serve elementary, middle and high schools together.

The FRYSC division of CFHS provides administrative support, technical assistance and training to these centers, all of which are local and school-based. Each center offers a unique blend of programs and services determined by the needs of the population being served; the resources available within the community; location; and other local characteristics. A school is eligible for a FRC, YSC or FRYSC if at least 20 percent of the students enrolled there are eligible for free or reduced-price school meals. In all, the centers serve 1160 schools—or approximately 98 percent of those eligible:

³ Number of centers: 819 ³ Number of FRCs: 420 ³ Number of YSCs: 268 ³ Number of FRYSCs: 131

FAMILY RESOURCE AND YOUTH SERVICE CENTERS (FRYSC)

Resources:• http://chfs.ky.gov/dfrcvs/frysc. • http://www.fryscky.org/


A Program Review is a systematic method of analyzing components of an instructional program, including instructional practices, aligned and enacted curriculum, student work samples, formative and summative assessments, professional development and support service and administrative support and monitoring KRS 158.6453(1)(i).

Program reviews have been written for three areas:

³ Arts & Humanities; ³ Writing; and ³ Practical Living and

Career Studies.

They will serve a number of purposes, which include: improving the quality of teaching and learning for all students in all programs; allowing equal access to all students for the skills that will

assist them in being productive citizens; allowing student demonstration of understanding beyond a paper-and-pencil test; ensuring a school-wide natural integration of the program skills across all contents beyond the program areas.

The review of a program should be an on-going, year-round, reflective process. Through careful review, schools will be able to identify strengths, which can be shared with other programs within the building. A careful review will also allow for the identification of weaknesses and areas for growth.

The ASSIST program houses the program review information for each school. With all staff having access, they can identify their roles in supporting school programs; they can contribute to the process of evidence identification and program improvement. Program

reviews will be added to the accountability formula in the 2013-2014 cycle. Be sure you know your schools’ policies for these areas and what documentation you may have to help the team.

PROGRAM REVIEWS

Resource:www.education.ky.gov/KDE/Instructional+Resources/Program+Reviews/


School climate refers to the quality and character of school life. School climate is based on patterns of students’, parents’, and school personnel’s experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. All of these perceptions combine to help form the school culture.

Attitudes and beliefs of the staff, students, parents and community are among the main elements of a positive culture. In study after study, not to mention our own personal experiences, we learn that positive relationships form the foundation for a classroom where ALL students can learn. Students and adults are able to be at their best in a setting where they are cared for, respected and appreciated.

Positive relationships create an optimal learning environment, which gives your school the best possible chance for success in improving

student achievement. In Affirming Diversity, Sonia Nieto talks about “What Matters Most to Students?” The most important characteristic students look for in educators is CARING, as evidenced by: 1) The time they take in teaching their students; 2) Their patience; 3) How well they prepare their classes; 4) How they go about making classes interesting; 5) The time they take to listen to students and answer their questions 6) The time they take for extra-curricular activities; 7) Their attention to, calling on and valuing students’ language and cultural knowledge and 8) The demonstration of knowledge, willingness to learn about and comfort with other cultures.

Kentucky has instituted several means to measure the school climate and culture. From a students’ Individual Learning Plan (ILP) to the TELL Kentucky survey to the upcoming student survey which will add their voice, multiple measures are being used to strengthen school culture.

SCHOOL CLIMATE AND SCHOOL CULTURE

Resources:• http://www.schoolclimate.org/climate/• https://www.kycss.org/index2.php• http://www.schoolculture.net/


The responsibility of school budgets rests with the school council. The three main responsibilities of the council are: 1) To adopt an annual budget, monitor the budget on a monthly basis and make adjustments as needed; 2) To use all the school’s resources to help reach the goals for students. Those resources include money and also staff and staff time; 3) to write a formal request to the school board for additional money (if there is any). The money is usually referred to as Section 7 Money, because the rules for allocating it come from section 7 of the budget allocation regulation, 702 KAR 3:246. With this being said, KEA highly recommends school councils have a budget policy. KEA representatives are available to help school councils with policy development.

The council needs to understand the priorities for student achievement and be committed to

using school resources to effectively address those priorities. Good communication among the council, central office finance department, principals and teachers is a key to success in effectively using school resources.

The main budget areas for the council are: Staff Allocations for Certified Staff (Section 4) and Classified Staff (Section 5); Other Minimum Allocation (Section 6), this is the Main Instructional money available to the school; Remaining Funds Allocation (Section 7); Professional Development (PD) (Section 8) this is money to develop knowledge and skills to move all kids to proficiency; Extended School Services funds (for students who need additional instructional time to reach state standards); Activity Funds and Textbook Funds which have not been available in recent years due to the state budget shortfall.

SCHOOL BUDGETS

For more information on district and school budgets, visit this web address:www.education.ky.gov/KDE/administrative+Resources/Finance+and+Funding/School+Finance


TELL Kentucky is a statewide survey of school based educators given every other year to assess teaching conditions at the school, district and state level. Educators provide input on teaching conditions such as: time during the day for collaborative instructional planning, school and teacher leadership, facilities and resources, professional development and other supports needed for educators to do their jobs well. The main intent is to provide additional data for school and district improvements. Results are also expected to inform state level policy. A growing body of research shows the importance of positive teaching conditions to student learning as well as to teacher retention.

The TELL survey is administered by the New Teacher Center and is sponsored by a coalition of partners that includes KEA and these public education stakeholder groups:

³ Kentucky Department of Education; ³ Kentucky Association of School Superintendents; ³ Kentucky School Boards Association; ³ Kentucky Association of School Administrators ³ Education Professional Standards Board; ³ Kentucky Chamber; ³ Kentucky Association of School Councils; ³ Kentucky Council on Postsecondary Education; ³ Kentucky PTA.

KEA has served a vital role in helping disseminate the surveys at each work site through its association representatives. Kentucky had the highest rate of completion of any state when certified staff took the initial survey in the spring of 2011, and the highest rate for the second administration in 2013.

TELL KENTUCKY SURVEY

Resources:• www.tellkentucky.org• http://www.newteachercenter.org/


This section of the resource guide extends the teacher’s experiences beyond the halls, walls and playgrounds of the school. Your growth as a professional is enriched by building relationships with others who share interests, ideals and philosophies similar to yours. KEA understands that every teacher needs assistance in not only meeting the needs of your students in an ever changing global society, but also expanding beyond the classroom. The following overview of resources can help you become the consummate professional while providing for your own health and

well-being.Those components include:

³ The Professional Code of Ethics for Kentucky School Certified Personnel;

³ The Professional Growth Plan; ³ Professional development

standards; ³ Membership and leadership

in professional organizations; ³ Family/community

partnerships; and ³ “Alphabet soup,” the

sometimes overwhelming array of acronyms and abbreviations used in our profession.


A professional growth plan (PGP) is the plan that teachers design and implement to become more proficient in meeting the Kentucky Teacher Standards and Indicators. PGP design involves determining one’s strengths and areas for growth related to the Kentucky Teacher Standards and then developing work plans that describe activities and actions that will be implemented to address targeted areas for growth.

Teachers attend conferences, workshops, assist in curriculum

development, participate in school improvement planning, develop program reviews for their school, and take coursework to stay up-to-date on the latest educational reforms in addition to their classroom responsibilities. The Professional Growth Plan (PGP) is an opportunity for educators to control their own professional development and use these experiences improving their impact on teaching and learning in their schools.

704 KAR 3:345 (2)(c) requires

PROFESSIONAL GROWTH PLANS

Teachers in Kentucky are required to complete twenty-four hours of professional development each year. Six of the hours can be at the discretion of central office and the rest within the authority of the school council. They should be agreed upon by the teacher and his/her administrator and should be part of a teacher’s professional growth plan.

Professional development is considered high quality when it meets standards outlined by the Kentucky Department of Education and is consistent with federal guidelines through No Child Left Behind.

Kentucky has 11 standards for professional development. They include:

1. Aligns with school and district priorities as reflected in school and district improvement plans;

2. Offers continuous learning through job-embedded experiences;

3. Focuses on knowledge and skills needs to support student learning;

4. Engages teachers to advance their understanding and application of research in education;

5. Prepares teachers as instructional leaders and community partners;

6. Is data driven;7. Fosters an ongoing learning

community;8. Is culturally responsive to

students’ individual needs;9. Is planned collaboratively

to maximize all available resources;

10. Fosters a long range change process; and

11. Grounded in the knowledge that adults learn differently.

PROFESSIONAL DEVELOPMENT STANDARDS

You can review the Kentucky Department of Education Professional Development standards online at:https://applications.education.ky.gov/ProfDev/Standards.aspx


The Professional Code of Ethics was developed for teachers and other certified school employees by the Education Professional Standards Board. This board is charged with establishing standards of performance both for preparation programs and practitioners; accrediting educator preparation programs at colleges, universities, local school districts, and private contractors; selecting assessments for teachers and administrators; overseeing internship programs for new teachers and new principals; operating the Continuing Education Option for Rank Change; administering Kentucky’s incentive program for National Board for

Professional Teaching Standards certification; and issuing, renewing, suspending, and revoking Kentucky certificates for professional school personnel.

The code was developed to help teachers understand the seriousness of their commitment to teaching: by becoming teachers, we all agree to be held to higher standards of personal and professional conduct than others in our communities. By becoming teachers we also become leaders.

The EPSB hears hundreds of misconduct cases every year that would be unnecessary if the teachers involved had only adhered to our code of ethics.

THE PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL CERTIFIED PERSONNEL

the evaluation system to include a professional growth plan for all certified personnel below the level of the district superintendent. This plan must be aligned with specific goals and objectives of the school or district improvement plan and must be reviewed annually. The evaluatee and the supervisor should discuss and agree upon a meaningful plan aligned with the school/district plan and suited specifically to enhance and assist the performance of the evaluatee. Exactly when the growth plan originates is

determined by the local evaluation plan. Observation visits, conferences between the employee and the immediate supervisor, and activities identified by the evaluatee as specific enrichment goals may contribute to the plan’s update and revision.

During the first year of teaching with a provisional certificate, KTIP (Kentucky Teacher Internship Program) requires a specific professional growth plan to be completed. This may be in addition to your school district requirements for the PGP.

PROFESSIONAL GROWTH PLANS (continued)

Resources:• http://www.education.ky.gov/search/results.html?terms=&affiliateId=&cx= 002259339780532511197%3A8do6a4vdyd0&cof=FORID%3A11&ie= UTF-8&q=professional+growth+plan• http://www.kyepsb.net/internships/ktipforms11_12.asp




NEA’s Priority Schools Campaign offers tips and techniques on how schools and the community can work together. Go online to find out more about the Campaign, a movement of educators across the country working to help struggling schools raise student achievement through partnerships with families, communities, and government.

NEA’s Family-School-Community Community Partnerships 2.0: Collaborative Strategies to Advance Student Learning research has found that the following steps are ways in which teachers can enhance school, community, and family partnerships:

³ Use professional development to enhance educators’ knowledge and skills in collaborating with families and community members; ³ Bargain contract language or create Memorandums of Understanding that provide time, opportunities, and reimbursement for teachers, as a way to support stronger and deeper teacher-parent connections; ³Work with the school district to support capacity building for educators on family engagement, using district professional development days; ³ Provide technical assistance on appropriate use of Title I funds for teacher-parent collaborations to achieve the goals of the school improvement plan, such as using the School-Parent Compact required under Section 1118; ³ Provide technical assistance for educators to show parents how to use data to monitor and support their children’s progress; and ³ Identify cultural brokers in the community who can help enhance communication between teachers and families and develop shared expectations around learning.

When schools, families, and communities work together to support learning, students tend to:

³ Earn higher grades ³ Attend school more regularly ³ Stay in school longer ³ Enroll in higher level programs

FAMILY-SCHOOL-COMMUNITY PARTNERSHIPS

Resources:• http://neapriorityschools.org/engaged-families-and-communities/ 10-ways-to-build-better-partnerships• http://www.schoolengagement.org/TruancypreventionRegistry/ Admin/Resources/Resources/WhatResearchSaysAboutFamily-School- CommunityPartnerships.pdf• http://www.infoagepub.com/series/Family-School-Community-Partnership-Issues


1. OUR MISSIONKEA unites, organizes and

empowers members to advocate for themselves and to ensure a quality public education for every Kentucky student.

2. YOUR PASSIONYou work hard to help your

students reach their full potential. KEA helps you reach your potential through professional development, leadership training and workplace advocacy.

3. YOUR CAREERLike the 42,000 Kentucky

education professionals who already belong to KEA, you lead your students and your colleagues by the example of your hard work and dedication to excellence.

4. YOUR COLLEAGUESKEA’s strength is its members

and local associations: public school teachers and classified employees, retired educators and pre-service teachers, all united in their commitment to Kentucky’s public schools, its communities and its families.

5. YOUR PROFESSIONAs a KEA member you will help

improve and protect the education professions for all school employees.

6. YOUR VOICEKEA is the preeminent voice for

quality public education. Time and again, KEA members have linked arms to fight for Kentucky’s public schools and their students.

7. YOUR RIGHTSIf your employment rights are

threatened, KEA will advocate for you, as we do for all KEA members. KEA protects members’ legal rights better than any other professional organization.

8. YOUR PAY AND BENEFITSKEA works at the local and state

levels to secure and protect good salaries, benefits and job security for all public school employees.

9. YOUR HOME AND FAMILYKEA membership lets you and

your family save money on financial and travel services offered by NEA Member Benefits, including NEA Click & Save, an exclusive shopping service where you can save big on brand-name merchandise from top retailers and local merchants.

10. OUR FUTUREYou are the future of public

education in Kentucky. Join KEA and start making a difference today.

MEMBERSHIP AND LEADERSHIP IN YOUR PROFESSIONAL ORGANIZATION

It’s simple: You want to be the best you can be. You want to make your mark. You want to make your school, your community and your profession better. You want to be the change Kentucky’s schools and children need. Then you want to belong to KEA.


SOME ‘DOS’ AND ‘DO NOTS’ FOR SOCIAL NETWORKING

When you accepted your teaching position in a Kentucky public school and signed the Code of Ethics for Kentucky Public School Personnel, you accepted a number of responsibilities to students, parents and the education profession. Your first responsibility to the profession is “to exemplify behaviors which maintain the dignity and integrity of the profession.”

If every aspect of your life and conduct are guided by that responsibility, you should have little to fear from public scrutiny of your life. But if there are aspects of your life or conduct that you would not want your school superintendent, principal, students, parents, student-teaching supervisor or colleagues to know about, you shouldn’t post them on Facebook, Twitter, YouTube, Flickr, Google+ or any other online community.

DO• Remember always that there really

is no such thing as “private” on the Internet. There are only varying degrees of “public.”

• If possible, prevent your students from knowing you’re on Facebook at all, let alone finding you and viewing your page.

• Remember that your online presence is like your “brand”: When you put yourself online, you are “advertising” the kind of person you are. And once something—a picture, a tweet, a comment—is posted, it is very,

very difficult to make it go away.• For the greatest possible security,

make sure only your friends can view your Facebook page. Under the new privacy settings tab, settings are organized into “Who can see my stuff?” and, “Who can look me up?” The best course is to choose the most restrictive settings: “Friends.”

• For “do you want other search engines to link to your timeline?” select “Off.” Otherwise, your Facebook profile will show up in Google search results.

• Review your old photos and posts. Remove (or “hide”) any that you wouldn’t want your principal, students or parents to see. (Are those pictures from the big spring break beach party five years ago still there? They are if you haven’t taken them down.)

• Be vigilant about what others post about you. Review all photos of yourself online and check often for new ones. Remove “tags” in photos of yourself that you don’t want students or parents to see—or, better yet, ask the person who posted them to take them down.

• Before you post something new, ask yourself, “Would I want my [principal/students/parents/student-teaching supervisor, etc.] to see this?”

• Monitor what is being published about you. If you’re concerned that old friends or contacts could include you in online postings without your knowledge, try


setting up a Google alert with your name, just to be safe. A Google alert will send you an e-mail anytime you are published. Visit: http://www.google.com/alerts and enter your name to be searched, how often you want to receive the reports and your email address.

DO NOT• Do not accept “friend requests”

from current or potential students or their family members.

• Do not accept a “friend request” from anyone whom you do not know personally.

• Do not join groups that may be

considered unprofessional or inappropriate, and remove yourself from any such group of which you may already be a member.

• Do not post vulgar or obscene language, materials, photos or links that may be considered inappropriate or unprofessional. If you don’t want to see it on the front page of the local newspaper, don’t post it.

• Do not EVER post negative information or comments about—or unflattering images of—your students, co-workers or school administrators.


A AAAF alternate assessment

accountability folderACT American College Testing ADA average daily attendance ADA Americans with Disabilities Act ADD attention deficit disorder ADHD attention deficit hyperactivity

disorder ADM average daily membership AFGR average freshman graduation

rateAIKCA Association of Independent

Kentucky Colleges and UniversitiesAMOA annual measurable achievement

objectivesAMP Achieve My Plan AP advanced placementAP assistant principalAPR annual performance report AR accelerated readerAR KEA association representative

(aka “building representative”)ARC Admissions and Release

Committee ARR annual review report ASL American Sign LanguageASD Autism Spectrum Disorders ASSIST Adaptive System of School

Improvement Support ToolsASVAB Armed Services Vocational

Aptitude BatteryAT attainment tasks (see KAAP)ATA athlete tournament attendance ATC Area Technology CenterAUP acceptable use policyAYP Adequate Yearly Progress

BBAC Building Assessment

CoordinatorBAT Building Assistance TeamBD behavioral disorderBIP behavior intervention planBOE Board of Education

CCAP corrective action planCART computer access real-time

translationCASL Classroom Assessment for

Student LearningCATS Commonwealth Accountability

Testing SystemCBM curriculum-based measurementCDC Centers for Disease ControlCDIP Comprehensive District

Improvement Plan CDL Commercial Driver’s LicenseCEAI Christian Educators Association

InternationalCEC Council for Exceptional Children CERS County Employees Retirement

SystemCFA continuous funding applicationCFC Cabinet for Families and Children

(aka CHFS)CHETL Characteristics of Highly

Effective Teaching and LearningCHFS Cabinet for Health, & Family

Services (aka CFC)CI community integration CIFMS Continuous Improvement and

Focused Monitoring System CIITS Continuous Instructional

Improvement Technology SystemCIL Center for Independent Living

ALPHABET SOUPPart of being an effective teacher is being aware of “teacher

speak”, the abundant list of acronyms used in the profession to communicate. These abbreviations can be very confusing to new folks not familiar with the terms. Below is a great cheat sheet for beginners of some common shortcuts used by teachers in Kentucky.


CIP comprehensive improvement planning

CKEC Central Kentucky Educational Cooperative

COP community of practice CFR Code of Federal RegulationsCPE Council on Postsecondary

EducationCPRC Community Parent Resource

Center CSIP Comprehensive School

Improvement PlanCTBS Comprehensive Test of Basic

SkillsCTE career /technical educationCTSO Career and Technical Student

Organizations

DDAC District Assessment CoordinatorDBTAC Disability and Business Technical

Assistance Center DECA Distributive Education Clubs of

AmericaDECS Division of Exceptional Children

ServicesDD developmental delayDEIC District Early Intervention

Committee DFP District Facilities Plan DJJ Kentucky Department of Juvenile

JusticeDLS Division of Learning Services DOC Kentucky Department of

CorrectionsDOK depth of knowledge DoSE Director of Special EducationDPP Director of Pupil Personnel DRRP Disability and Rehabilitation

Research Program DRS Department of Rehabilitative

Services DRT District Review Team DSS Disability Support Services EEA Education AssociationEBD Emotional-Behavioral Disorder ECE Exceptional Child Education

ED emotional disturbanceEILA Effective Instructional Leadership

ActEKEA Eastern Kentucky Education

AssociationEL English learnerELL English language learner ELP English language proficiency EMH Educable Mentally HandicappedEOC end-of-course assessmentEPAS Educational Planning and

Assessment SystemEPSB Education Professional Standards

Board ERD Educational Recovery DirectorERS educational recovery specialistESEA Elementary and Secondary

Education Act ESOL English speakers of other

languagesESL English as a second language ESP education support personnelESS Extended School ServicesESY extended school yearETS Educational Testing Service

FFAPE free appropriate public

education FBA functional behavioral assessmentFBLA Future Business Leaders of

America FCCLA Family, Career and Community

Leaders of America FERPA Family Educational Rights and

Privacy ActFFA Future Farmers of America FMD functional mentaldisabilityFMLA Family and Medical Leave ActFOIA Freedom of Information Act FRC Family Resource CenterFRYSC Family Resource and Youth

Services Center FY fiscal year

GGED General Equivalency DiplomaGRREC Green River Regional Educational

Cooperative


GSSP gifted student services planGT gifted and talented

HHANDS Health Access Nurturing

Development ServicesHB house billHDI Human Development Institute HEP higher education programs HI hearing-impairedHLS home language surveyHOSA Health Occupations Students of

America HOUSSE High Objective Uniform State

Standards of EvaluationHQT highly qualified teacherHSE highly skilled educator

IIB International BaccalaureateIC Infinite Campus ICAP individual corrective action planID intellectual disabilities IDEA Individuals with Disabilities

Education Act IECE Interdisciplinary Early Childhood

Education IEP individual education program IES Institute for Education Sciences IFSP individualized family service plan IGP Individual graduation plan IGP individual growth planIHE institution of higher education ILP individual learning planISLLC Interstate School Leaders

Licensure ConsortiumISS in-school suspension

JJCBE Jefferson County Board of

EducationJCPS Jefferson County Public SchoolsJCTA Jefferson County Teachers

Association

KKAAP Kentucky Alternate Assessment

ProgramKAC Kentucky Arts Council

KACTE Kentucky Association for Career and Technical Education

KAGE Kentucky Association for Gifted Education

KAMC Kentucky Accessible Materials Consortium

KAMD Kentucky Accessible Materials Database

KAPE Kentucky Association of Professional Educators

KAR Kentucky Administrative Regulations

KASA Kentucky Association of School Administrators

KASC Kentucky Association of School Councils

KASS Kentucky Association of School Superintendents

KATE Kentucky Association of Teacher Educators

KATE Kentucky Association of Teachers of English

KBE Kentucky Board of Education KCAS Kentucky Core Academic

StandardsKCCT Kentucky Core Content TestKCM Kentucky Center for Mathematics KCMP Kentucky continuous monitoring

processKCTM Kentucky Council of Teachers of

MathematicsKCTCS Kentucky Community and

Technical College SystemKDE Kentucky Department of

Education KEA Kentucky Education Association KEA-R Kentucky Education Association-

RetiredKEAT Kentucky Education Action TeamKECCAG Kentucky’s Early Childhood

Continuous Assessment Guide KECSAC Kentucky Educational

Collaborative for State Agency Children

KECTP Kentucky Early Childhood Transition Project KEDC Kentucky Educational

Development Corporation


KEES Kentucky Educational Excellence Scholarship

KELP Kentucky Early Learning Profile KEPAC Kentucky Educators’

Political Action Committee KEPS Kentucky Educator Placement

ServiceKERA Kentucky Education Reform Act

of 1990KERS Kentucky Employees Retirement

SystemKET Kentucky Educational Television KETS Kentucky Educational

Technology SystemKHEAA Kentucky Higher Education

Assistance Authority KHSSA Kentucky High School Athletics

AssociationKIDS Kentucky Instructional Discipline

Support KIRIS Kentucky Instructional Results

Information System KISTS Kentucky In-School Transition

Survey KOSSA Kentucky Occupational Skill

Standards and AssessmentK-PREP Kentucky Performance Rating for

Educational ProgressKPR Kentucky Performance ReportKRS Kentucky Retirement SystemsKRS Kentucky Revised Statutes KSB Kentucky School for the BlindKSBA Kentucky School Boards

Association KSD Kentucky School for the DeafKSI Kentucky System of InterventionsKSIS Kentucky Student Information

SystemKTIP Kentucky Teacher Internship

Program KTLN Kentucky TeleLinking NetworkKTRS Kentucky Teachers Retirement

System KVATC Kentucky Virtual Area

Technology CenterKVEC Kentucky Valley Educational

CooperativeKVHS Kentucky Virtual High School KVL Kentucky Virtual Library

KVLN Kentucky Virtual Learning Network

KVS Kentucky Virtual SchoolsKYC Kentucky Virtual CampusKyCLS Kentucky Cohesive Leadership

SystemKyPSO Kentucky Post School Outcomes

LLBD learning and behavior disorderLBE local board of education LD learning disabilityLEA local educational agencyLEAD local educator assignment dataLEAD Leadership for Educational

Achievement in Districts LEP limited English proficiencyLFD low functioning deaf LMC library media center LMS library media specialist LPC local planning committee LRC Legislative Research Commission LRE least restrictive environment

MMCEA Middle Cumberland Education

AssociationMD mental disabilityMD multiple disabilitiesMDR manifestation determination

reviewMEP Migrant Education ProgramMIS Management Information System MMD mild mental disabilityMOA memorandum of agreementMSIP Monitoring and State

Improvement Planning MUNIS Municipal Information Systems

NNAEP National Assessment of

Educational ProgressNBCT National Board Certified

Teacher NBPTS National Board for Professional

Teaching StandardsNCATE National Council for

Accreditation of Teacher EducationNCEERA National Center for Education


Evaluation and Regional Assistance NCLB No Child Left Behind NCSER National Center for Special

Education Research NDPC-SD National Dropout Prevention

Center-Students with Disabilities NEA National Education AssociationNELB non-English language

background NIDRR National Institute on Disability

and Rehabilitation Research NIESBA National Independent Educator

Standards Boards AssociationNKCES Northern Kentucky Cooperative

for Educational ServicesNKEA Northern Kentucky Education

AssociationNLTS-2 National Longitudinal Transition

Study-2 NRT norm referenced test

OOAG Opinion of the Attorney GeneralOCR Office for Civil Rights OCTE Office of Career and Technical

EducationOEA Office of Education

AccountabilityOESE Office of Elementary and

Secondary Education OGC Office of the General Counsel OI orthopedic impairmentOHI other health impairmentOII Office of Innovation and

Improvement OCLA Office of Congressional and

Legislative Affairs ONPE Office of Non-Public Education OPE Office of Postsecondary

Education OPP Office of Policy and Planning ORR open records requestORQ open-response questionOSEP Office of Special Education

Programs OSERS Office of Special Education and

Rehabilitative Services OVEC Ohio Valley Educational

Cooperative

OVAE Office of Vocational and Adult Education

PPAC parents’ (or parent) advisory

council PAC political action committeePACER Parent Advocacy Coalition for

Educational Rights PBE Program, Budget and Evaluation PD professional developmentPEPNet Postsecondary Education

Programs Network PGES Professional Growth and

Effectiveness SystemPGP professional growth planPLA persistently low-achieving schoolPLC professional learning communityPL/VS practical living/vocational studies POE point of entryPPI Policy, Planning and Innovation PRAXIS [any of a series of teacher

certification exams administered by the Education Testing Service]

PSP program services planPSAT Preliminary Scholastic

Achievement TestPSS program support staff PSSG Program Support Services Group PT physical therapyPtGT Persistence to Graduation Tool PTI Parent Training and Information

Center

RRFP request for proposalRITT Regional Interagency Transition

Team RRC regional resource renter RRTC Rehabilitation Research and

Training Center RSA Rehabilitation Services

Administration RSD Research Sciences Division RTI Response to InterventionRTI Research Triangle Institute RTP Research to Practice Division RTTT Race to the Top


SS&E Salary and Expenses SAAR superintendent’s annual

attendance reportSACGTE State Advisory Council for

Gifted and Talented EducationSAT Scholastic Achievement TestSB Senate billSBARC School Based Admissions and

Release CommitteeSBDM school based decision making

councilSCAAC School Curriculum Assessment

and Accountability CouncilSEA state education agencySEEK Support Education Excellence in

KentuckySRATE Southeast Regional Association

of Teacher EducatorsSES supplemental Education servicesSFCC School Facilities Construction

CommissionSIG school improvement grantSILC Statewide Independent Living

Council SIS Student Information System

(Infinite Campus)SISI Standards and Indicators for

School ImprovementSIT student instructional teamSLD specific learning disabilitySLP speech-language pathologistSMD severe and/or multiple

disabilities SMPID State Monitoring & Program

Improvement Division SOP summary of performance SPP state performance plan SRO school resource officerSSEC Southeast/South Central

Educational CooperativeSST student study teamSTI Software Technology

IncorporatedSTLP Student Technology Leadership

ProgramSY school year

TTA technical assistance TAR Transition Attainment Record

(see KAAP)TBI traumatic brain injuryTDD telecommunications device for

the deaf TEDS Technical Education Database

SystemTELL Teaching, Empowering, Leading

& LearningTILES transition, independent living,

employment and supportTMH trainable mentally handicappedTRT technology resource teachers TSA technology student associationTSPD Training and Service Programs

Division TTY teletypewriter

UUCEA Upper Cumberland Education

AssociationUDL Universal Design for Learning UKREA Upper Kentucky River Education

AssociationULSP Unified Legal Services ProgramUSC United States CodeUSDOE United States Department of

EducationUSED United States Department of

Education

VVCO voice carry-over VI visual impairmentVR vocational rehabilitation

WW-APT WIDA ACCESS Placement TestWIDA World-Class Instructional Design

and AssessmentWKEC West Kentucky Educational

CooperativeWRP Workforce Recruitment Program

YYOYO Youth One-Year-Out Survey

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KEA Guide to Effective Teaching

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