LIFT

PGP

Cohort

September 30th, 2021

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Facilitators

Mark Ray and

Manya McFarlane NBCT

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Who’s On the Bus?

Introductions | Where We’re Going

Who Am I Sitting Next To?

Welcome!

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Mark Ray, 2012 Washington State Teacher of the Year

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Manya McFarlane, NBCT, Marysville SD

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Anzara Miller, CSTP Director of Leadership and Development

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Meeting Outcomes

Rational outcomes

• Introduce Personal Growth Plan (PGP) as a tool for personalized professional learning
• Explore the LIFT Framework as a resource for professional and collaborative inquiry
• Understand the LIFT PGP Cohort process, timelines, and expectations

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Meeting Outcomes

Experiential outcomes

• Connect and learn with cohort colleagues as fellow educators
• Recognize personal educator practice as a collaborative experience

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Meeting Outline

• Introductions and connections
• Key ideas, norms, and beliefs
• Exploring instructional partnership
• Understanding and using the Professional Growth Plan
• Self-assessment and initial goals
• Exploring the LIFT Framework and next steps

Who’s On the Bus?

• Name and pronouns
• Where do you live? / What do you do?
• District + role + level + yrs as educator
• Choose one
• Who’s your favorite teacher? Why?
• What would you want in your lunchbox?
• Have you ever done a PGP before?

Breakout small

groups

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15 minutes

• Name and pronouns
• Where do you live?
• What do you do?
• District + role + level + yrs as educator
• Choose one:
• Who’s your favorite teacher? / Why?
• What would you want in your lunchbox?
• Done a PGP before?

Rules of the Road

What’s Required, What Choices Do You Have, What Are the Timelines and Deadlines

What’s In It for You

• Concierge-level support for PGP design
• 25 clock hours toward recertification*
• $300 stipend upon completion of PGP
• Up to 9.5 additional clock hours from CSTP*
• Build skills and dispositions using the LIFT Framework to support you as an instructional partner

What’s Required

• Identification of a personal growth goal
• Collaborate with partner using the LIFT Framework to help meet your goal
• Participation in six Zoom meetings
• Working within Google Workspace
• Creating, signing off, and submitting PGP to PESB by May 2022

What’s Flexible?

• Choice and agency in the time, place, path, and/or pace of learning
• Periodic office hours and/or asynchronous discussions and chats
• Completion of LIFT Framework expectations
• Formation of local Communities of Practice

Supporting one another

You and your

learning partner

This cohort as a

community of practice

Your facilitators and CSTP

Regularly work, read, view, discuss, learn together using LIFT Framework as a resource

Periodically support cohort sharing successes, insights, �and ideas

As needed, answering questions about PGP and/or LIFT Framework

Provide peer review, feedback and validation for both PGP and LIFT

Help keep learners on track and celebrating progress and completion of modules

Guide and support to help ensure successful PGP completion

CSTP Organizational Group Dispositions

Value the work of all learners

Invite and listen to all perspectives

Hold oneself accountable to the group

Reflect on own practice and growth

Attune to relationships

Self-reflective empathetic and compassionate

Meetings / Touchpoints

All Thursday meetings begin at 4:30 via Zoom

• September 30 - Orientation and launch
• October 28 - Module 1 Celebration
• December 9 - Module 2 Celebration
• February 10 - Module 3 Celebration
• April 21 - Module 4 Celebration
• May 12 - Complete, Sign & Submit PGPs

Other events and supports

• Cohort support page - always-on repository with FAQs, links, calendars, etc.
• Office hours - Drop-in Zoom meetings in ‘off months’
• Online CoP - optional social media support and conversation

What is

Instructional Partnership?

Chat:

Who are your �‘educational buddies?’

What/who is an educational partner?

• Another staff member
• Twitter follow
• Former colleague
• University instructor
• Your PLCs
• Professional Learning Network friends

• Teacher librarian
• Counselor
• Mentor
• Technology coach
• Building leader
• District leader / team

https://www.winginstitute.org/what-teacher-training-methods

https://digitalpromise.org/initiative/instructional-coaching/instructional-coaching-playbook/

So why aren’t schools embracing coaching and collaboration?

Systemic issues�

• Cost
• Time
• Staffing
• Caseload
• Laziness
• Competition
• Indistinct Return On Investment (ROI)
• Sustaining interest and support

Educator issues�

• Time
• Professional isolation
• “I’m not worthy”
• Fear of failure
• Lack of expertise
• Not wanting to be first among equals

Building Partnership Capacity

Professional Growth Plan

Structure and process to learn and work with/as an instructional partner

CSTP Leadership Framework

Tool to measure skills and dispositions, self assess and set professional goals

LIFT

Resources, discussions, and activities to build skills and dispositions as instructional partner

Professional Growth Plans

What You Need to Know Now | What Will Be Needed Later

Certification Requirements

Every five years, you must renew your

Residency, Professional, or Continuing Certificate

• 100 Clock Hours or credit equivalency OR
• Four PGPs in five years OR
• Combine clock hours and PGPs for a total of 100 hours. Each PGP is worth 25 clock hours. OR
• Renew with a valid certificate issued by NBPTS, NASP (NCSP certificate), or ASHA (CCC)

Note: Holders of STEM area endorsements complete the STEM renewal requirement

Certification Requirements

When can clock hours (or the equivalent) be earned?

• For the first renewal of a five-year residency certificate, clock hours must be completed within five years prior to the application date for the five-year certificate. (This allows for transition from the current residency timeline.)
• For subsequent five-year residency certificate renewals, clock hours must be completed AFTER the issue date of the most recent five-year renewal certificate.

Certification Requirements

• Applications for renewal of residency and professional certificates may be submitted no earlier than 12 months prior to the expiration date.
• Applications for renewal of continuing certificates may be submitted at any time between the certificate effective and expiration dates.

STEM Requirements

• STEM area endorsement holders additionally complete the STEM certificate renewal requirement every five years (at least 15 clock hours, or one goal from one PGP).
• This is required for renewal of residency, professional, and continuing certificates.
• NBCTs are considered to have met STEM requirements
• STEM clock hours must incorporate at least two of the four STEM components (Science, Tech, Engineering and/or Math)

Do I Need STEM Clock Hours?

If you hold one of the following endorsements on your certificate the STEM requirement applies to you.

• Elementary Education (K-8) endorsement
• Early Childhood Education (P-3) endorsement
• Mathematics (5-12)
• Middle Level Math (4-9)
• Middle Level Science (4-9)
• Science (5-12)
• Designated Sciences (5-12): Biology, Chemistry, Earth & Space Science, Physics
• Technology Education
• CTE Teachers

NBCTs can maintain state certificate with a valid National Board certificate

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ALL Endorsements that Require STEM Hours

•Agriculture

•Agriculture Education

•Agriculture Education-Primary

•Biology

•Biology-Primary

•Biology-Supporting

•Business And Marketing Education

•Business Education

•Business Education-Primary

•Chemistry

•Chemistry-Primary

•Chemistry-Supporting

•Computer Science

•CTE (All CTE Areas)

•Designated Science: Biology

•Designated Science: Chemistry

•Designated Science: Earth And Space

•Designated Science: Earth Science

•Designated Science: Physics

•Earth Science

•Earth Science-Primary

•Earth Science-Supporting

•Elementary Education

•Elementary Education-Primary

•Family & Consumer Sciences Education

•Family & Consumer Sciences Education-Primary

•Family And Consumer Sciences

•Instructional Technology

•Marketing Education

•Marketing Education-Primary

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•Mathematics

•Mathematics-Primary

•Mathematics-Supporting

•Middle Level Math/Science

•Middle Level Mathematics

•Middle Level Science

•Middle Level-Primary

•Physics

•Physics-Primary

•Physics-Supporting

•Science

•Science-Primary

•Science-Secondary

•Technology Education

•Technology Education-Primary

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Clock Hours and You

• Clock hours are required for recertification
• 100 clock hours are required every 5 years
• Clock hours can advance you on your district salary scale
• Each district has different policies regarding types and use of clock hours for salary advancement which vary depending on type of certificate and educator role
• Clock hours provide a metric to demonstrate new learning, knowledge, and skills

What are PGPs?

• Self-directed, job-embedded certificate renewal
• Opportunity for 25 free clock hours for each completed PGP
• Offers learner choice and agency with professional learning
• Allows wider range of professional development activities
• Provides greater access for rural educators
• Aligned to Career Level Benchmarks

PGPs can be...

• Built into collaborative structures (PLCs, grade bands, department teams)
• Tied to out-of-state learning opportunities
• Connected to your TPEP formative assessment
• Used to meet the STEM certificate renewal requirement
• Completed only once each year (July 1 – June 30)

PGPs are available to

• Paraeducators
• Administrators
• Teachers
• CTE Teachers
• School Counselors
• School Psychologists

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• School Speech-Language Pathologists
• School Occupational Therapists
• School Physical Therapists
• School Nurses
• School Social Workers

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Key steps in the PGP process

1. Complete the PGP form
• Draft (and get feedback) on the PGP with your learning partner
2. Implement your PGP
• Use your 25 hours to read, learn, reflect, design, and implement
3. Gather evidence of completion/impact
4. Share the PGP for final review;
5. Have another certificated educator sign off on the PGP that has met standards
6. Save copy of your PGP
7. Submit form 1128 to your district HR for salary advancement
8. Log your PGP into OSPI/EDS eCert platform for certificate renewal

Certification vs. Evaluation

Certification

• Locus of control is with educators
• Personally-defined goals and objectives for professional growth
• Ability to maintain ongoing employment

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Evaluation

• Locus of control is with your supervisor / evaluator
• Tied to annual work practice

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PGPs: Certification and Evaluation

• PGPs are separate from educator evaluations (TPEP, etc)
• PGPs do not have to be approved or verified by your evaluator

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If educators choose to, they can:

• Share their PGP with their evaluator
• Use the PGP for formative assessments, goal setting, and/or summative evidence for evaluation
• Apply growth activities from Focused Evaluations as part of their PGPs

QUESTIONS?

PGP Ethics

When you sign, date, and submit your final Professional Growth Plan (you and your colleague) attest that

I declare under penalty of perjury under the laws of the State of Washington that I have completed the professional growth plan and submitted evidence to that effect. The intentional misrepresentation of a material fact in this form subjects the certificate holder to revocation of his/her certificate pursuant to chapter 181-86 WAC.

Falsification or misrepresentation may be considered an act of unprofessional conduct.

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PGP Template (New for 2021!)

Self assessment & Goal Selection

• Self-assessment
• Personalized area of Focus
• Standards alignment
• Professional growth goals

Intended outcomes

• Educator outcomes
• Student outcomes

Professional growth action plan and evidence

• Activities
• Proposed evidence
• Evidence collected

Reflection

Self-assessment & Goal Selection

• Self-assessment
• CSTP Teacher Leadership Framework Assessment
• For ESA and non-classroom teachers there are additional self assessments options
• Standards alignment (linked in the template)
• Cultural Competency Standards
• Social Emotional Learning Standards
• Professional Role Standards

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NEW: STANDARDS FOR PGPS

The following standards are used by clock hour providers to align their courses, and for PGPs for certificate renewal.

1. Cultural competency standards, or the Cultural competency, diversity, equity, and inclusion (CCDEI) standards once they are adopted. Or,
2. Social Emotional Learning (SEL) standards, benchmarks, and indicators. Or,
3. The professional educator role standards as follows:
1. Teachers: NBPTS professional teaching standards, including the Five Core Propositions; or CTE teacher standards
2. Administrators: Professional Standards for Educational Leaders (PSEL), or CTE director standards;
3. Find professional standards for other roles

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5 Core Propositions NBTC

Where Do I Want to Go?

Self-Assessment | Exploring Growth Goals�Making Connections

Building Partnership Capacity

Professional Growth Plan

Structure and process to learn and work with/as an instructional partner

CSTP Leadership Framework

Tool to measure skills and dispositions to set professional goals

LIFT

Resources, discussions, and activities to build skills and dispositions as instructional partner

CSTP Teacher Leadership Skills Framework

The CSTP Teacher Leadership Framework identifies the Knowledge, Skills and Dispositions of Effective Instructional Leaders, and are broken down into six aspects.

1. Working with Adult Learners

2. Communication

3. Collaboration

4. Knowledge of Content and Pedagogy

5. Systems Thinking

6. Equity Lens

Breakout Rooms Small Group Discussion

In your groups:

1. Assign facilitator, time-keeper and presenter
2. Read the first page of each section (Leading Adults, Communication and Collaboration) 5 minutes
3. Discuss the following prompts:
1. When looking through the knowledge, skills, and dispositions in the framework, what are some aspects that are growth areas for you?
2. What section/s would elevate you as a teacher leader in your current situation? What elements might fit in with goals or areas you are already working on?

Leadership Framework Reflection

30 second share out from each group. What stood out from your discussion?

Leadership Framework Self-Assessment

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• Choose one of the three focus area aspects of the leadership framework
• Complete the self-assessment to guide your selection of a specific knowledge skill or disposition to include your goal

The LIFT Framework

What You Need to Know Now | What Will Be Needed Later

Building Partnership Capacity

Professional Growth Plan

Structure and process to learn and work with/as an instructional partner

CSTP Leadership Framework

Tool to measure skills and dispositions to set professional goals

LIFT

Resources, discussions, and activities to build skills and dispositions as instructional partner

Need a LIFT?

• Professional learning path designed to explore and build educator capacity as instructional partners
• Like PGP, based on educators learning together
• Includes four sequential modules for collaborative study and design

LIFT Features

• Your learning partner works through resources and activities concurrently with you
• You document your responses and activities using the LIFT Portfolio
• At the end of each module, you and your learning partner review and document completion of each others’ work

LIFT = ‘Course’ + ‘Workbook’

• You and your partner decide how deeply you dive into the LIFT Framework and activities
• Some content will be new -- other content will be new or providing a different viewpoint
• Use the LIFT Framework like a workbook and/or book study

LIFT Module 1

Reflective Educational Leadership

• What is the focus for my professional learning?
• What mindsets and mental models do I bring to my practice?
• What are my learning communities and networks?
• What are my skills and dispositions specific to working with fellow educators?

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LIFT Module 2

Instructional Collaboration and Partnership

• What defines effective instructional partnership?
• How does instructional partnership and coaching support educator practice?
• What are the different types and roles for instructional partnership?
• What dispositions, skills, and habits of mind affect my work with other educators?
• What does instructional partnership look like in practice?

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LIFT Module 3

Innovative Learning Design

• How can I critically examine instructional practices to improve teaching and learning for all students?
• What are some of the differences among learners and how must teachers plan and design for them?
• What are models for innovative instructional design?
• In my role, how can I transform learning opportunities for students?

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LIFT Module 4

Digital Learning and Teaching

• How can I better understand and promote the powerful use of digital tools by both educators and students?
• In what ways can educational technology support the transformation and personalization of learning?
• What policies, laws, and guidelines should be considered when using educational technology?
• How is educational technology used to support student agency, choice, and voice?

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Exploring Module 1

• Take 10 minutes to ‘walk through’ Module 1 noting:
• Key themes
• Reading / viewing resources
• Discussion questions and activities
• Identify any questions / wonderings
• bit.ly/LIFTframework

Q/A about LIFT / Module 1

Next Steps and Questions

• Complete the Teacher Leadership Framework Self Assessment
• Begin to draft your PGP
• With your learning partner, work on Module 1 with the goal of completing reading, discussion, and activities by October 28
• Look for follow-up email and required PESB survey in the next few weeks
• For October 28 meeting bring your draft PGP and any questions you have
• We will provide opportunities to celebrate your work, plan your PGP, and get feedback from others

Closing reminders

• In closing we have a survey for you to fill out to let us know how much support you are thinking you will need. We will be in touch with a follow-up email in a few weeks.
• Thank you all for your participation tonight!
• Also please make sure you have done the PESB pre-survey before October 30th.

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Thank you!

See you on October 28th!

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Big idea

Collaboration & Support

• Why is this an important group of educators?
• How can we elevate our teacher leadership skills/opportunities through our participation in this process?
• Please be prepared to share out (1 min.)

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