July 16, 2013, 9 am to 3 pm, KSDE, Topeka, KS Bill Bagshaw, Kayeri Akweks

KEEP Advanced Train the Trainer Training

July 16, 2013, 9 am to 3 pm, KSDE, Topeka, KS

Bill Bagshaw, Kayeri Akweks

Bill Bagshaw, KSDE

Welcome

Time Time Amount AGENDA TOPICS Media Discussion Leader

9:00 AM ½ Hour Welcome AgendaIntroduce Your Partner

Large Screen PPTPPT and Handout

Bill Bagshaw Kayeri AkweksGROUP Introductions

9:30 AM ½ Hour Training Experiences on the Road, Anticipating Questions Discussion

PPT Bill Bagshaw GROUP

10:00 AM ½ Hour Important Discussions Districts are Working through about New Evaluation Processes

Bridget Seemann, Gary Kraus, Bill LoseyGROUP

10:30 AM 15 Minute BREAK GROUP

10:45 AM ½ Hour Anticipating the Challenges and Concerns of Teachers Getting Ready to Use KEEP

Peg Dunlap, Consultant for KEEP Teacher Training and Tammy Baltzell, NEAGROUP Questions

11:15 AM 15 Minutes KEEP Webpages and KEEP Training Tools - Resources

KEEP Webpages Handouts

Bill BagshawKayeri AkweksGROUP Suggestions

11:30 AM 1 Hour Lunch on Your Own – See Restaurant List Restaurants Handout GROUP

12:30 Noon 15 Minutes EDCS and the KEEP Registration Process with ResourcesShane and Lori

KEEP Fact SheetKEEP Webpages

Kayeri AkweksGROUP Report Out

12:45 PM 30 Minutes KEEP Repository Discussion

Online on Big Screen Kayeri AkweksGROUP Questions

1:15 PM 15 Minutes BREAK GROUP

1:30 PM 30 Minutes KEEP Guided Practice Group Practice

Online Practice BRING Explorer, Windows-based Laptops

Bill Bagshaw, Kayeri AkweksGROUP Partners

2:00 PM 30 Minutes Roundtable – 2 Questions 2 Questions and Response Handout

Bill BagshawGROUP Report Out

2:30 PM 30 Minutes Wrap Up and Next StepsThinking Out Loud About Timelines and Deadlines

Group Discussion Bill Bagshaw GROUP Suggestions

3:00 PM END END

http://www.ksde.org/Default.aspx?tabid=4400

http://www.ksde.org/Default.aspx?tabid=4400

Introduce Your PartnerSally and Horace Video Instructions

http://goanimate.com/videos/0_iEZmrcbyUE




Team Interviews – Form for Reporting

First Teammate Interview Name District and Title One thing that you have learned about the KEEP Evaluation Process that you think is important for others to know.

Team Interviews - Instructions

• Interview your teammate for 1 minute. Find out the answers to the questions below. Then reverse the interview process for 1 more minute.

• A timekeeper will call out “one minute,” “switch,” and then “one minute” again.

• The presentation leader will then ask you to end the interviews, to take turns introducing your teammate and to report out the information you learned to the entire group.

Team Interviews Report OutListing of “One thing that you have learned about the KEEP Evaluation Process that you think is important for others to know.”

• Be well prepared before you roll out• Collaboration with teachers and administration is key• Conversations with teachers is much more important than

the repository process• Agree that conversation is an important aspect, as is goal

setting – the evaluation process has great potential to improve student learning

• The process is designed for KS educators by KS educators• Even after some study, there is still insecurity from teachers

and administrators about how to address evaluations• Study the rubrics in-depth to understand the behaviors and

evidence to support determinations


• If KEEP is going to truly promote growth, the principal and the evaluatee must emphasize in depth communication and collaboration

• KEEP seems to be user friendly• Not as overwhelming as people make it out to be• Not to judge process by beginning as it has come a long

way since the first pilot with technology, etc. • A district does not have to use the KEEP repository. This

decision is per district.• Explicit instruction on all levels for EDCS upload• See the modules in the Guided Practice about how to use

the repository


• Rubrics allow for consistency among raters/administrators• The rubrics for the building leaders will provide consistency

across districts • The process will enhance leadership for the building

administrators• This new and completely different evaluation process is

staff compatible• Things are a work in progress, Trying to find ways to make

a positive component for staff and principals

Training Experiences on the Road and Anticipating Questions - Group Discussion

• What works so far?• Where are the repeated

questions?• Who seems to be having

success and why?• How are people resolving

confusion?

Bill Bagshaw – 30 minutes

Training Experiences Thus Far – Report Out • Certified vs licensed – Licensed only, response is use same

evaluations that is used now with those people, anticipate changing with them also

• Time management – what do you already do, how do you manage people learning now

• Registrations – get groups of teachers into a computer lab to register together, put someone in charge of registration – a lead person

• Registration for all people will last over multiple years• Representatives per building for registration, knowledge about

the repository• Inter-rater reliability – training for district-wide decisions about

how practice the rubrics, checking for understanding• How to get teachers involved – 2 people co-constructing the

evaluation• Repository process – deciding how your district answers

Training Experiences Thus Far – Report Out • The evolution of the process – have to talk about it to solve

the issues• Appreciating the use of multiple measures, student

performance, keep it about the process, I like the ability to have gray areas, for the first time teachers are talking about having ownership in the process

• Spent time trying to define the gray areas, teachers were nervous to have so much latitude, we worked together to define it so get to balance about how the process works and gets us to inter-rater reliability

• Expectations can look totally different per district, but must be consistent within the district

Important Discussions Our District is Working Through about the New Evaluation Processes

PANEL MEMBERS

1. Bridget Seemann, HR, Junction City

2. Bill Losey, Consultant, Southwest Plains Service Center

3. Gary Kraus, Superintendent, Wheatland USD 292

5 minutes per speaker and then 15 minutes Q&A with the Group and Panel. Total 30 minutes.

How Our District is Working Through the New Evaluation Processes

For training preparations

• Using lots of communication prior to the training to make sure the school has the materials printed and ready to go, and making sure the ECDS upload has been completed.

• Collaboration and honesty with everyone in the district: teachers and administrators• Look at where you currently are and where you want to be with the new regs in

mind• We took the heat off of student growth, which is a significant portion of our overall

evaluation by maintaining what we were already doing and adding to that.• Keep things familiar and open.• Emphasize the process rather than the technology.• Teachers must actively participate in the process.• Get started early – evaluation is no longer a task that we cross off the to-do list.• Important to have meaningful conversations with teachers – needs to be agreement

about what the rubrics mean and the criteria for ratings.• Appropriate goal setting and development of the “action plan” are important part of

the process.

Break – 15 minutes

Peg DunlapandTammy Baltzell30 minutes

Anticipating the Challenges and Concerns of Teachers Getting Ready to Use KEEP

Anticipating the Challenges and Concerns of Teachers Getting Ready to Use KEEP - NOTES

• Will teachers be receiving the same training and information that administrators receive?

• How will teachers know their evaluator truly understands the tool and how to use it? Is there an inter-rater reliability tool to show this?

• Will the KEEP tool be used the same way school wide? District wide? Across districts?

• Teachers, principals, and school superintendents have shared concerns about using KEEP, fearing that the State will be accessing and reviewing employee evaluation data.

• Districts that were in the early pilots are concerned that some of the early problems with time and technology are not corrected. Many have shared this concern with districts that have not yet piloted KEEP

Anticipating the Challenges and Concerns of Teachers Getting Ready to Use KEEP - NOTES

• Negotiations/Contracts – What parts of KEEP are negotiated and what parts are not?

• Many of the traininigs for KEEP will need to take place during the pre-school days. Is the KSDE able to manage all the trainings necessary statewide?

• Multiple Measures – What will count? How do we ensure that there is equity in the multiple measures within a school or across a district or across districts?

• What are the space considerations for uploading artifacts into the repository?

Video –

KEEP and Smart Phones

http://goanimate.com/videos/0WNcl7q7fgb0




KEEP Webpages – 15 minutes

• Announcements• Training Schedule• Training Archives• Resources

• For Teachers• For Building Leaders• For District Leaders

• KEEP Districts• Waiver Information

TELL US WHAT YOU NEED

LUNCH – 1 Hour

Fiona and Weston Video about KEEP Webpages and Training Resources

http://goanimate.com/videos/0vx__leC9DMg




Handout with Shane and Lori – 15 minutes

EDCS and the KEEP Registration Process with Resources

Check Off List for KEEP Registration – Did You Complete these Important Steps?

Check Off List for KEEP Registration – Did You Complete these Important Steps?

District must have entered Educator’s data in EDCS before the Educator can register in Authenticated Applications

Educator must register for access to KEEP through Authenticated Applications and select a User Name and Password to be registered with a login

Educator must then click on either Register or Manage My Account to add KEEP to an existing login

Educator will click on the check box next to Keep and then select Educator Update

Educator must verify their KSDE Licensing Number (Educator ID) and their Social Security Number. Do not use dashes with Social Security Number.

When KEEP Repository registration is complete the Educator will receive an e-mail indicating they have been approved for access to KEEP.

Educator can then use their new Log-In to access KEEP

Educator will now see KEEP listed in their KSDE Web Applications links

Educator can go into Authenticated Applications and select KEEP to enter the KEEP Repository

Educators must log into KEEP at least one time in order for all data to populate KEEP

http://www.ksde.org/Portals/44/Documents/KEEP%20REPOSITORY%20USER%20GUIDE%202013.pdf




Kayeri Akweks – Online Big Screen, Q&A, 30 minutes

KEEP Repository Discussion

Break – 15 minutes

Group Practice – BRING Explorer, Windows Laptops, 30 minutes

KEEP Guided Practice

http://training.ksde.org/keep/trainingportal/web/index.htm.

http://training.ksde.org/keep/trainingportal/web/index.htm

http://training.ksde.org/keep/trainingportal/web/index.htm

Group Work and Report Out, 40 minutes

Roundtable – 2 Questions

Roundtable – 2 Questions Report Out Question 1 – Imagine you are in the future. How has your evaluation system benefitted your district?

• Focus on student improvement• Evaluation process is a collaborative process that

supports professional growth• Student achievement is taken to a higher level – more

rigor and applied to more real world applications• The importance of the evidence piece is important in

helping us be more conscience of how we are implementing best practice

• Critical conversations are happening across the district related to professional development and student performance

• Changed it from an “event” that was done to teachers to a collaborative process


• Empowered teachers to be engaged in the process• It is driving professional growth through goal setting and

evaluation process• The “constant” access to teachers makes the evalaution

process more transparent to teachers• Open communication between teachers and

administrators/evaluators• It has allowed for excellent professional growth

opportunities. PD is guided by needs - meeting the needs of each teacher.

• It’s given us a framework in which to discuss teaching and learning.

• It’s allowed us to focus on student growth, not testing.


• It allows all parties involved to be a part of the improvement process.

• More Principal-Teacher communication• Healthy pressure to improve through a professional

conversation• Student achievement will be a focus• The evaluation has become a process as opposed to an

event• The system has benefitted by the inclusion of all staff

(licensed and non-licensed) in one system with all school personnel

• There will be multiple versions of the rubric to cover all personnel tailored to their needs/job requirements


• All students have access to highly qualified staff members who have set goals to improve student achievement

• The system will allow a clear picture of each teacher and their abilities without penalizing them for thinking outside of the box and factors outside of their control. Create a collaborative process that benefits all.

Roundtable – 2 Questions Report Out Question 2 - Imagine that you are in the future. What barriers regarding your district’s evaluation system did you overcome?

• The fear of trying something new• Concerns about time involvement issues• “we” vs “them” mentality• Perception that student learning equals scores on state

assessments• The “gotcha” system• Lack of resources to provide high quality professional

development to support teacher growth• A change in mindset to become more of a leader and less of a

manager• Teacher’s frustration with technology (by providing a system of

distributed tech support) so the focus could be on the process


• Teachers overcame their view of evaluation as an event or hoop to jump through and now the evaluation process supports their professional growth

• Time constraints, honest communication, money, time• Training, inter-rater reliability, consistency• The system is a method for growth and past fear that

teachers are going to be fired for needing to grow• We are past the thought that everyone is always a #1 or

at the highest rating• Trying to move faster than the state is ready to support. A

great deal of “new” initiatives in a single year.


• Management of time is less of an issue, anxiety is reduced• Issues that are connected to implementation are of a local

concern are resolved• We see the connection with other initiatives – common

core, accreditation, etc. • Technology difficulties are overcome• Teacher buy-in is there• Concern for the time element of the process by teachers

and administrators has been worked through• Fear from teachers that the process will be used to

eliminate staff has been resolved

Timelines – Thinking about what will be needed in 4, 6, 8 months

30 minutes

Wrap Up and Next Steps

WRAP UP NOTESTimelines and Deadlines– Thinking about what will be Needed in 4, 6, 8 months• Student growth is about what student actually do. • Teachers do not get into EDCS. EDCS is managed by the district. The

district must have all teacher data ready before the teacher can sign-in to KEEP. EDCS populates KEEP data.

• Guided Practice is new and may have some technology issues, especially with JAVA. Get this cleared with your IT departments before offering Guided Practice trainings.

• Do not use multiple browsers in KEEP. Only do one entry/evaluation at a time.

• Multiple measures will continue to be worked on throughout this pilot year. Curriculum specialists will be asked to help with this process.

• Each evidence-based artifact needs to stay under 1 MB. Link to URLS for larger files.

• Teacher fears need to be discussed within all teacher trainings. Ideas that are helpful to relieving these fears can come from the teachers themselves.

• Performance levels need to be discussed and defined for the entire district.

Rabbit and Cat and KEEP KEEP on Truckin’

http://goanimate.com/videos/0gn6PmIbz0YU




CONTACT –

Bill Bagshaw, Assistant Director

Teacher Licensure & Accreditation

[email protected]

785.296.2198

Kayeri Akweks, Education Program Consultant

Teacher Education and Licensure

[email protected]

785.296.5140

An Equal Employment/Educational Opportunity AgencyThe Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: KSDE General Counsel, 120 SE 10th Ave., Topeka, KS 66612; 785-296-3201

mailto:[email protected]