History and Statutory Authorization
In 1990, the Kentucky Education Reform Act (KERA) brought a transformation of education in the state. One of the provisions of the original KERA was the Distinguished Educator (DE) Program, codified as KRS 158.782, which was the predecessor to the current Highly Skilled Educators (HSE) Program. The purpose of the DE Program was twofold. First, it was initiated to provide support to schools whose accountability index declined over a two-year biennium. Second, it was designed as a means to reward our most outstanding teachers and administrators with recognition for excellence, a salary incentive, and an opportunity to assist other teachers, administrators and schools. Schools whose scores declined over five points were considered to be "in crisis". Schools "in decline" and schools "in crisis" were assigned a Distinguished Educator.
Changes from DE to HSE
In 1998, the General Assembly changed the name from the Distinguished Educator Program to the Highly Skilled Educators Program as the state's assessment system transitioned from KIRIS to CATS. The statute was revised to provide a focus of assistance to low-performing schools.
Program Facts
In 1994-1996, 53 schools were served by 50 DEs. Improved Academic Index at all 53 schools were reported with 34 of the 53 exceeding their goal.
In 1996-1998, 178 schools were served by 49 DEs. Of the 167 schools with improved Academic Index reported, 85 exceeded their goal.
In 1998-2000, 66 schools were served by 63 HSEs. Reports indicated that 65 schools had an improved Academic Index. All Level 3 schools moved out of the Level 3 classification by meeting or exceeding their goal.
In 2000-2002, 53 schools and 2 districts were served by 54 HSEs. The Academic Index improved at 46 schools. Again, all Level 3 schools moved out of the Level 3 classification by meeting or exceeding their goal.
In 2002-2004, 84 schools and 4 districts were served by 55 HSEs. Improved Academic Index at 80 schools were reported. All Level 3 schools with the exception of 2 moved out of the Level 3 classification by meeting or exceeding their goal.
Eligibility Criteria
In order to be eligible to apply for a position as a Highly Skilled Educator the following criteria must be met:
A. Kentucky certification as an educator
B. A minimum of five years of successful experience as a teacher or educational administrator
C. Involvement in teaching or administration within the last three years
D. Current full-time employment with a Kentucky school district
Selection Process
Those who meet the eligibility criteria must submit the following by the established deadlines stated on the application in order to participate in the selection process:
1. A completed application
2. A resume
3. Four confidential references
4. Submit a map showing current home and work county locations and travel availability if selected as an HSE
The selection process is rigorous and applicants are held to the highest standards. Candidates progress through a series of steps that serve to continuously narrow the pool of applicants from which the next cadre will be selected. The application process covers a period of five months and consists of the following steps:
1. Written Assessment:
Open response questions are designed by a team of KDE experts and administered to applicants then responses are double-blind scored by KDE personnel.
2. Performance Events:
Based on the written assessment scores, candidates are selected to move to the second phase of the selection process. Selected candidates participate in a full day assessment which includes a simulated HSE experience, delivery of a professional development session, a technology assessment and submission of a video presentation of a classroom lesson.
3. Reference Checks:
KDE personnel conduct in-depth reference checks for the applicants who successfully complete the performance events evaluation. Background checks by the Kentucky State Police Agency are also completed.
4. Site Visits:
KDE representatives make visits to work sites of all applicants who advance from Step 3. The site visit includes shadowing the applicant and interviews with applicants, colleagues, students and supervisors.
Highly Skilled Educators Training
Once applicants are selected as HSEs, they are required to participate in three to four weeks of training during the months of July and August. The specialized training assures that these educators have the skills and resources necessary to deliver exceptional service to schools under a variety of diverse and unique circumstances.
Additionally, trainings continue throughout the school year through monthly regional team meetings and HSE cadre training sessions that are scheduled every 6 - 8 weeks. Training topics are selected based on the needs of the schools in assistance and the HSEs' Individual Growth Plans.
Schools Receiving Assistance and HSE Assignment
Highly Skilled Educators provide assistance to schools with a growth accountability index that falls below the assistance point: Level 1, Level 2, and Level 3.
Level 3 -- classification assigned to a school that has an index score that places it in the lowest one-third (1/3) of all schools below the assistance line. Level 3 schools are first priority when determining HSE assignments.
Level 2 -- classification assigned to a school that has an index score that places it in the middle one-third (1/3) of all schools below the assistance line.
Level 1 -- classification assigned to a school that has an index that places it in the highest one-third (1/3) of all schools below the assistance line.
HSE educational and professional experiences are matched with the needs of the schools in need of assistance. Geographical information is also a consideration when making placement decisions.
HSE Employment and Compensation
Originally DEs were to receive as compensation 150% of their salary at the time of appointment, adjusted for twelve-month employment. In the 1994-1996 budget bill language, this was adjusted downward to 135%.
HSEs remain employees of their home district. The Kentucky Department of Education signs a Memorandum of Agreement (MOA) with the HSEs' home districts on an annual basis. MOAs are renewable for a second year and may be renewable for a third year.
HSEs continue to receive their salary, with no loss of benefits, through their home school districts. HSEs receive 135% of their current daily salary for 235 days of employment. The additional 35% is not calculated into retirement benefits. Currently, first year salaries for HSEs are capped at $100,000.
Evaluation of Highly Skilled Educators
HSEs remain as employees of their home district while serving in the program; therefore, traditional personnel evaluations are not conducted by KDE. Informal evaluations are used to assess the work of the HSEs on a continuing basis using the following tools:
a. HSE monthly reports
b. HSE mentor visits
c. HSE cadre participation
d. Development and presentation of HSE cadre training tools, resources and documents
e. Anecdotal information shared by HSEs
f. Feedback from HSE Team Leaders
g. Conversations with HSEs and school/district administrators
h. HSE end of the year and/or exit reports
i. CATS accountability reports for assisted schools
j. NCLB reports for assisted schools
Impact
A study by the Partnership for Kentucky Schools entitled Improving Low-Performing Schools: A Study of Kentucky's Highly Skilled Educators Program, drew several conclusions about the impact and effectiveness of the Highly Skilled Educators Program. Their data found impact in four critical areas. The areas and some of the findings are below:
Curriculum and Instruction
a. Teachers attributed improvement in their teaching to HSEs
b. Teachers reported that HSEs contributed to improvement in teacher knowledge of effective teaching
c. Teachers credited HSEs with helping to improve curriculum and instructional coordination in the school
d. Teachers credited HSEs with increasing attention to state test data
Professional Development
a. Teachers found professional development to be more focused on curriculum and instruction and the critical needs of the school
Leadership, School Organization and Morale
a. Teachers believed that school leadership had improved as a result of the HSE
b. Teachers believed that the presence of an HSE improved morale, and contributed to a shared school-wide focus and a culture of collaboration that had not previously existed
Test Scores
a. Overall, HSE schools outperformed the rest of the schools in the state
b. A higher proportion of HSE schools (56%) met their accountability index goal than did non-HSE schools (46%)
c. Thirteen percent fewer HSE schools than non-HSE schools had scores that were lower than the previous biennium
d. No HSE school remained in need of assistance while 8% of non-HSE schools fell into that category
e. Overall, HSE schools gained twice as much as the non-HSE schools
The report also provides recommendations for strengthening the program in the future.
The scope and quality of the HSE intervention turns what would otherwise be a punitive set of sanctions into assistance that is appreciated and has a positive impact on low-performing schools.