ROWAN COUNTY Certified Evaluation Plan

Certified Evaluation Committee

Shirley Anderson Director Rowan County Preschool Rhonda Banks Principal McBrayer Elementary Brandy Breeze Principal Tilden Hogge Elementary Tamela Buttry Principal Clearfield Elementary Andrea Murray Principal Rodburn Elementary Jay Padula Principal Rowan County Middle School Ray Ginter Principal Rowan County Senior High School Mary Beth Armstrong Teacher Rowan County Middle School Rhonda Blevins Teacher Rodburn Elementary Lydia Graham Teacher Tilden Hogge Elementary Vicky Hanshaw Teacher Rowan County Preschool Brad Hart Teacher Rowan County Senior High School James Hay Teacher McBrayer Elementary Kim Spencer Teacher Clearfield Elementary

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ROWAN COUNTY ASSURANCES: CERTIFIED SCHOOL PERSONNEL EVALUATION PLAN

The Rowan County School District hereby assures the Commissioner of Education that: This evaluation plan was developed by an evaluation committee composed of an equal number of teachers and administrators. The evaluation process and criteria for evaluation will be explained to and discussed with all certified personnel annually within one month of reporting for employment. This shall occur prior to the implementation of the plan. The evaluation of each certified staff member will be conducted or supervised by the immediate supervisor of the employee. All certified employees shall develop an Individual Professional Growth Plan (IGP) that shall be aligned with the school/district improvement plan and comply with the requirements of 704 KAR 3:345. The IGP will be reviewed annually. All administrators, to include the superintendent and non-tenured teachers will be evaluated annually. All tenured teachers will be evaluated a minimum of once every three years. Each evaluator will be trained and approved in the use of appropriate evaluation techniques and the use of local instruments and procedures. Each person evaluated will have both formative and summative evaluations with the evaluator regarding his/her performance. Each evaluatee shall be given a copy of his/her summative evaluation and the summative evaluation shall be filed with the official personnel records. The local evaluation plan provides for the right to a hearing as to every appeal, an opportunity to review all documents presented to the evaluation appeals panel, and a right to presence of evaluatee’s chosen representative. The evaluation plan process will not discriminate on the basis of race, national origin, religion, marital status, sex, or disability. This evaluation plan will be reviewed as needed and any substantive revisions will be submitted to the Department of Education for approval. The local board of education approved the evaluation plan as recorded in the minutes of the meeting held on April 22, 2014.

__________________ April 22, 2014 Signature of District Superintendent Date _________________________ April 22, 2014 Signature of Chairperson, Board of Education Date

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TABLE OF CONTENTS Professional Growth and Effectiveness System Overview .............................................................................. 3 Professional Growth and Effectiveness System – Certified Teacher ................................................................ 3 Roles and Definitions .......................................................................................................................... 3 The Kentucky Framework for Teaching ................................................................................................ 5 Professional Practice .......................................................................................................................... 6 Professional Growth Planning and Self-Reflection ................................................................. 6

Observation ........................................................................................................................ 8 Observation Model .............................................................................................................. 8 Observation Conferencing.................................................................................................... 9

Observation Scheduling ....................................................................................................... 9 Observer Certification ........................................................................................................ 10 Observer Calibration .......................................................................................................... 11 Peer Observation............................................................................................................... 11 Student Voice .................................................................................................................... 12 Student Growth................................................................................................................. 13 State Contribution – Student Growth percentiles (SGPs) .............................................. 14 Local Contribution – Student Growth Goals (SGGs) ..................................................... 14 Rigor and Comparibility of SGG………..………………………………………………………………….15 Rowan County Student Growth Goal Rigor Rubric……………....………………………………16 Comparibility of SGGs ....................................................................................... 16 Rowan County Rigor Rubric for Assessments ..................................................... 16 Determining Student Growth for A Single Student Growth Goal ........................ 17 Products of Practice ………………………………………………………………………….…….……………..18 Determining the Overall Performance Category .................................................................. 19 Rating Professional Practice ............................................................................................... 19 Rating Overall Student Growth ........................................................................................... 20 Determining the Overall Performance Category .................................................................. 21 Professional Growth Plan and Summative Cycle ................................................................................. 23 Appeals Process ............................................................................................................................... 25 Professional Growth and Effectiveness System – Principal and Assistant Principal ........................................ 27 Roles and Definitions ........................................................................................................................ 27 Principal PGES Components – Overview and Summative Model .......................................................... 30 Principal Performance Standards ....................................................................................................... 30 Professional Growth Plan and Self-Reflection ...................................................................... 31 Site-Visits .......................................................................................................................... 32

Val-Ed 360 ........................................................................................................................ 33 Working Conditions Goal ................................................................................................... 33 Products of Practice ........................................................................................................... 35 State Contribution – School Report Cards (Accountability) ........................................... 36 Local Contribution – ASSIST (School Improvement Plan) .............................................. 36 Determining the overall Performance Category ................................................................... 37 Rating Overall Professional Practice ........................................................................... 38 Rating Overall Student Growth .................................................................................. 39

Determining the Overall Performance Category ................................................................. 40 Principal PGES Cycle……………………………………………………………………………………………………………..42 Professional Growth and Effectiveness System – Other Professionals .......................................................... 43 Appendix………..…………………. ...................................................................................................................... 58

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PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM (PGES) OVERVIEW Effective teaching and school leadership depend on clear standards and expectations, reliable feedback, and

the tools, resources and support for professional growth and continuous improvement. The Kentucky Department of Education, with the guidance and oversight of various steering committees, has designed, developed, field tested and piloted a new statewide Professional Growth and Effectiveness System (PGES).

With the passage of Senate Bill 1 in 2009, Kentucky embarked on a comprehensive system of education

reform integrating: relevant and rigorous standards aligned and meaningful assessments highly effective teaching and school leadership data to inform instruction and policy decisions innovation school improvement

All are critical elements of student success, but it is effective teaching supported by effective leadership that will ensure all Kentucky students are successful and graduate from high school college/career-ready.

The PGES is designed to measure teacher and leader effectiveness and serve as a catalyst for professional

growth and continuous improvement, and is a key requirement of Kentucky’s Elementary and Secondary Education Act (ESEA) flexibility waiver and the state’s Race to the Top grant.

PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM – CERTIFIED TEACHER

The vision for the Professional Growth and Effectiveness System (PGES) is to have every student taught by an effective teacher. The goal is to create a fair and equitable system to measure teacher effectiveness and act as a

catalyst for professional growth. This evaluation plan was developed by an evaluation committee composed of an equal number of teachers and administrators and complied with the Kentucky Department of Education Assurances for Certified School Evaluation Plans (Appendix).

ROLES AND DEFINITIONS

1. Administrator: means an administrator who devotes the majority of employed time in the role of principal,

for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050

2. Evaluator: the immediate supervisor of certified personnel, who has satisfactorily completed all required evaluation training and, if evaluating teachers, observation certification training.

3. Evaluatee: District/School personnel that is being evaluated 4. Peer Observer: Observation and documentation by a trained colleague, selected as described in the

district’s Professional Growth and Effectiveness System plan, that observes and documents another teacher’s professional practice and provides supportive and constructive feedback that can be used to improve professional practice.

5. Professional Growth Plan: An individualized plan that is focused on improving professional practice and leadership skills and is aligned with educator performance standards and student performance standards, is built using a variety of sources and types of student data that reflect student needs and strengths, educator data, and school/district data, is produced in consultation with the evaluator

6. Self-Reflection: means the process by which certified personnel assess the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth

7. Student Voice: the state-approved student perception survey, administered each year that provides data on specific aspects of the classroom experience and of teaching practice.

8. Peer-Review: A school level, district level, content specialist or other professional peer(s) that provide(s) input on Student Growth Goals and assessment data collected to measure student growth.

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Peer-Review may be identified as:

a) Professional Learning Communities (PLC) members

b) Grade Level (horizontal) and Grade Band (vertical) content area teachers

c) District Content Area Professional Learning Communities

d) Content Area Specialists

e) In the case of a single district specialty teacher in determining comparability of the SGG the school

may pursue other options such as regional networking.

f) Other district approved peer-review processes as submitted by the school and approved by the

district.

9. EDS – Educator Development Suite

10. SGG – Student Growth Goal – all teachers will develop a Student Growth Goal in collaboration with principal

for a set of students over an appropriate interval of instruction.

11. SGP – Student Growth Percentile – student growth percentiles are set by KDE based on reading and math

growth scores for grades 4-8 on the K-PREP test.

TEACHER PGES RESPONSIBILITIES Teachers play an important role in their own evaluations. As such, they must understand the Professional Growth and Effectiveness System and the tools used within the system to evaluate practice. Teachers will:

TIMELINE

ACTIVITY

TASK OR DOCUMENT

RESPONSIBILITY OF CEP REFERENCE

PAGES TEACHER SUPERVISOR

Annually, within 30 days of the first instructional day with students

PGES Orientation Orientation Meeting

Sign-in documentation

Annually, within 30 days of the first instructional day with students

Initial Reflection of Practice

Initial Reflection of Practice, CIITS

Annually, within 30 days of the first instructional day with students

Collect baseline data Student Growth Goal Setting

Annually, within 30 days of the start of employment

Analyze Rigor and Comparability of SGG

• Student Growth Goal Rigor and Comparability Rubric Template

• Peer Review of SGG

Annually, within 30 – 45 days of the first instructional day with students

Evaluation Planning Session (Formative Review) Professional Growth Planning (PGP)

Initial Reflection of Practice Results

Student Growth Goal (SGG)

PGP entered in CIITS (PGP, SGG, and professional growth strategies and support needed to achieve those goals

2 days prior to scheduled full observation

Pre-Observation documentation submitted to principal

• Pre-observation form

• Lesson Plan

30 days after the first instructional day with students; as determined by educator plan cycle

Observations (as determined by educator plan observation cycle)

Minimum of 4 observations per cycle (1 or 3 years)

Minimum of one Full Observation

• Minimum of 3 Mini Observation (2 Principal and 1 Peer) *At the discretion of supervisor or teacher a full observation may be substituted for a mini observation.

Within 5 days post Post Observation • Post Observation Conference •

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observation Conference Documentation, CIITS

Annually Self-Reflections • PGP

• SGG

• Post Observation (as appropriate)

Annually, Spring Student Voice • Online • •

Annually, by March 30

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Prepare for PGP Formative Review or Summative Review

• SGG data and results

• Self-Reflections

By April 15th

Formative Review (years 1 and 2 on a 3 year cycle) or Summative Evaluation on all teachers

• PGP, annually

• Rating Student Growth, annually

• Rating Overall Student Growth, 3 years of data if available

• Rating of Professional Practice, as appropriate to cycle

• Determine Overall Performance Category, as appropriate to cycle

• Guidance for next year’s PGP – Type and Length of Educator Plan Matrix

THE KENTUCKY FRAMEWORK FOR TEACHING

The Framework for Teaching is designed to support student achievement and professional practice through the domains of Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The Framework also includes themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. It provides structure for feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement. Evidence supporting a teacher’s professional practice will be situated within one or more of the four domains of the framework. Performance will be rated for each component according to four performance levels: Ineffective, Developing, Accomplished, and Exemplary. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each domain.

Framework for Teaching (Charlotte Danielson)

Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments

Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space

Domain 3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction

Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community

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The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how educators respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual educator performance, such as: school-specific priorities that may drive practice in one domain, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas.

Rowan County evaluators must use the following categories of evidence in determining overall ratings: Required Sources of Evidence

Professional Growth Planning and Self-Reflection Observation Student Voice Student Growth Percentiles and/or Student Growth Goals

Other Sources of Evidence: Products of Practice – as defined in the district plan

All components and sources of evidence related supporting an educator’s professional practice and student growth ratings will be completed and recorded in the Educator Development Suite (EDS) housed within the Continuous Instructional Improvement Technology System (CIITS).

PROFESSIONAL PRACTICE PROFESSIONAL GROWTH PLANNING AND SELF-REFLECTION The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will

connect data from multiple sources including classroom observation feedback, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. In collaboration with the administrators, teachers will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection.

Reflective practices and professional growth planning are ongoing processes. The teacher: (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus (i.e. the Kentucky Adapted Framework for Teaching Domains 1-4 and the Initial Reflection on Practice posted on KDE website and CIITS); (2) collaborates with his or her administrator to develop a professional growth plan and action steps; (3) Documents the PGP in CIITS (4) implements the plan; (5) regularly reflects on the progress and impact of the plan on his or her professional practice; (6) modifies the plan as appropriate; (7) continues implementation and ongoing reflection; (8) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for

3e Demonstrating Flexibility and Responsiveness

4e Growing and Developing Professionally 4f Showing Professionalism

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next steps.

PGP Requirements:

All teachers will participate in self-reflection and professional growth planning each year. All teachers will document self-reflection and professional growth in CIITS.

Required Timeline for PGP Development, Approval and Self-Reflection 1. Within 30 – 45 instructional days of employment for the current year, steps (1) through (3) above will be

conducted. 2. A minimum of twice each year, teachers will reflect on the progress and impact of the plan on his or her

professional practice related to the professional growth goal, steps (4) through (7) above. a. Midyear reflection by December 15th as documented in CIITS b. Second reflection January through March 15th as documented in CIITS

3. By April 15th of each year teachers conduct a summative reflection on the degree of professional growth goal attainment and the implications for next steps, step (8) above.

All certified personnel are required by law to prepare a professional growth plan annually and revisit it as

the need arises for the purposes of review and revision. All professional growth plans will align with the goals and priorities of the school/district improvement plans. It is important to emphasize that professional growth is an ongoing process that will facilitate the progress of the individual toward improving instruction for student achievement. The superintendent’s professional growth will be developed and implemented pursuant to KRS 156.111.

All certified employees will develop a Professional Growth Plan within 30 days from the first instructional day with students each year. The growth plan is to be submitted to and reviewed by the building principal and/or primary evaluator, or, in the case of district employees, the superintendent/designee. The professional growth planning process affords the evaluatee and their immediate supervisor (primary evaluator) an opportunity to discuss, develop, and ultimately agree upon a professional growth plan aligned with specific goals and objectives of the school or district improvement plans. A well-developed professional growth plan guides the evaluation process leading to enhanced performance on the part of the employee.

There are three levels of professional growth plans for tenured teacher as identified in the Type and Length of Educator Plan Matrix included in this plan. Non-tenured teachers follow the guidelines of the Tenured Teachers Type and Length of Educator Plan except for the duration of the plan, which is one year. The three levels of PGP plans are: 1) Self-Directed Professional Growth Plan, 2) Directed Professional Growth Plan, and 3) Up to a 12 Month Improvement Plan. The professional practice rating and the student growth goal rating determine the specific guidelines on the requirements within the PGP.

Level 1: Self-Directed – Professional Growth Plan (Three-Year Summative cycle) Summative of Self-Directed cycle occurs at the end of year three.

Low SGG Rating with Accomplished or Exemplary Professional Practice Rating

Goal set by educator with evaluator input

One goal must focus on low outcome

Expected SGG Rating with Developing Professional Practice Rating

Goals are set by educator with evaluator

One goal must address low performance or outcomes

High SGG Rating with Developing Professional Practice Rating

Goal set by educator with evaluator input

One goal must focus on low outcome

Expected or High SGG Rating with Accomplished or Exemplary Professional Practice Rating

Goals set by educator with evaluator input

Plan activities are teacher directed and implemented with colleagues.

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Formative review annually

Plan activities designed by educator with evaluator input.

Formative Review annually

Formative review annually

Formative review annually

Level 2: Directed-Professional Growth Plan (One-Year Cycle)

Level 3: Up to 12-Month Improvement Plan

Low SGG Rating with Developing Professional Practice Rating Or, Expected or High SGG Rating with Ineffective Professional Practice Rating

Goal Determined by Evaluator

Goals focus on low performance/outcome area

Plan activities designed by evaluator with educator input

Formative review at mid-point

Summative at the end of the plan

Low SGG Rating with Ineffective Professional Practice Rating

Goal determined by evaluator

Focus on low Performance area

Summative at end of plan

OBSERVATION Required: Observations may begin 30 days of the first instructional day with students The observation process is one source of evidence to determine teacher effectiveness that includes supervisor

and peer observations for each certified teacher. Both peer and supervisor observations will use the same instruments. The rationale for each type of observation is to encourage continued professional learning in teaching and learning through critical reflection.

The supervisor observations will provide documentation and feedback to measure the effectiveness of a teacher’s professional practice. Only the supervisor observation will be used to determine a summative rating.

Peer observation will only be used for formative feedback on teaching practice in a collegial atmosphere of trust and common purpose. NO summative ratings will be given by the peer observer.

Required: The evaluation process will meet or exceed the following minimum criteria: Four (4) observations in the summative cycle as determined by the length of the teacher’s evaluation

cycle (one year or three year). A minimum of 3 observations conducted by the supervisor and 1 observation conducted by the peer.

The required peer observation must occur in the final year of the cycle. Final observation is conducted by the supervisor and is a full observation. All observations must be documented in CIITS. All observation types are formal observations defined as follows: A full formal observation consists of a full class or lesson observation scheduled and conducted by the

supervisor. Mini-observations are shorter sessions, approximately 20-30 minutes each, the observer will make note

of the components observed in order to identify “look fors” in the next mini formal observation session, scheduled and conducted by the peer observer and supervisor.

ROWAN COUNTY OBSERVATION MODEL: 3 SUPERVISOR OBSERVATIONS & 1 PEER OBSERVATION

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There will be a minimum of four (4) observations in the summative cycle identified as a minimum of three

observations conducted by the supervisor and one observation conducted by the peer. The supervisor will conduct three (3) observations; a minimum of one of these observations a formal

observation conducted in the summative year of the educator plan cycle. At the discretion of the supervisor or upon teacher request, the observation type of the remaining two required observations could be two mini-observations or one full observation and one mini-observation.

The peer observer will conduct one (1) mini-observation in the summative year of the educator plan cycle.

OBSERVATION CONFERENCING Conferencing is a critical component of the Teacher Professional Growth and Effectiveness System (TPGES). Engaging in rich, targeted conversations after an observation is an essential step in creating a culture of professional inquiry designed to improve teaching and learning. Teachers and observers will adhere to the following observation conferencing protocols:

1. At least two working days prior to a full observation a pre-observation lesson plan and pre-observation conference form will be electronically submitted to the supervisor. Appendix: Rowan County Pre-Observation Conference Document.

2. In order to provide meaningful, just in time, feedback post-conferences should take place within one week (5 working days) after each observation. An ideal time for teachers to take ownership of professional growth is during the post-observation

conferencing following the full observation. Principals should align the evidence from an observation with the appropriate component and mark N/A for the rating in EDS and send the DRAFT observation report to the teacher, providing the teacher the opportunity to reflect on the evidence. The teacher should review the observation evidence collected using the Framework for Teaching and determine a rating for each component before participating in the post-observation conference. The teacher and principal should discuss the respective ratings and together determine a final rating based on evidence. The principal should use open-ended questions to guide the post-observation conference with the teacher.

Post-observation conferencing after a mini observation may focus on a particular domain/component within the Framework for Teaching that provides “look fors” for the next walkthrough or mini-observation.

3. The summative evaluation conference shall be held at the end of the summative evaluation cycle. ROWAN COUNTY OBSERVATION SCHEDULE

The Rowan County observation schedule is determined by the type and length of educator plan: One Year Educator Plan Schedule (Non-tenured teachers and teachers identified by the Type and Length of Educator Plan for Tenured Teachers Matrix found in the section Professional Growth Plan and Summative Cycle), First Semester Observation Schedule: Two observations will be conducted in the first semester (may begin 30 days after the first day of teacher employment and completed the 1st half of the school year).

Second Semester Observation Schedule: The final two observations will be conducted during the 2nd half of the school year. The minimum required full observation must be the final observation. Three Year Educator Plan Schedule (as defined by the Type and Length of Educator Plan for Tenured Teachers Matrix):

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The observation schedule for teachers on a three-year PGP may follow either of the following options:

1. Observers may follow the same schedule as the One Year Educator Plan Schedule in the summative year of the 3 year cycle.

2. Observers may consider a flexible schedule allowing for observations to be conducted throughout the three year summative cycle as long as the identified requirements are met: Observations may begin 30 days after the first day of instruction with students. The peer observation must be conducted in the final year of the summative cycle. The full observation must be final observation in the last year of the summative cycle. The summative evaluations shall be held at the end of the summative cycle.

OBSERVER CERTIFICATION To ensure consistency of observations, evaluators must complete the Teachscape Proficiency Observation Training. The system allows observers to develop a deep understanding of how the first four domains of the Kentucky Framework for Teaching (FfT) are applied in observation. There are 3 sections of the proficiency system:

1. Framework for Teaching Observer Training 2. Framework for Teaching Scoring Practice 3. Framework for Teaching Proficiency Assessment

The Required Cycle for Observation Certification

The cycle for observation certification established is as follows [NOTE: This evaluation certification cycle mirrors the existing 704 KAR 3:370 related to initial and update training for certified evaluators]:

Year 1 Certification

Year 2 Calibration – Approved KDE Platform

Year 3 Calibration – Approved KDE Platform

Year 4 Recertification

Only supervisors who have passed the proficiency assessment can conduct formal observations for the purpose of evaluation. In the event that a supervisor has yet to complete the proficiency assessment, or if the supervisor does not pass the assessment, Rowan County School District will provide the support needed to ensure supervisors learn how to accurately assess classroom observations through scaffold professional learning opportunities. Initial support to ensure success prior to the first administration of the assessment will be provided through:

professional learning opportunities with certified district evaluators and cohorts on the Four domains

of the Framework for Teachers, and

training modules and video-based scoring practice

Observer support for those who do not pass after one attempt will be provided through:

a district certified evaluator mentor collaborating on the specific need identified as a result of the

assessment.

Support for those unable to pass the assessment after the second attempt and are subsequently locked out of the

system for 90 days will be provided by:

identifying areas or growth based on the results of the assessment

professional learning opportunities with district certified evaluator mentors

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study groups focusing on the four domains of the Kentucky Adapted Framework for Teaching, and

the four performance levels, and

accessing master scored videos to justify scoring practices.

Rowan County teachers will have access to certified observers for observations and feedback in cases where their immediate supervisor is not certified through the proficiency system and therefore unable to conduct the observation. District-level personnel or principals from another building (certified through the proficiency system) will conduct the observation with the principal, modeling the process and providing mentorship of the proficiency system for the supervisor). Observation data provided by a substitute observer is considered a valid source of evidence only if the supervisor participated (passively) in the observation.

OBSERVER CALIBRATION As certified observers may tend to experience “drift” in rating accuracy, the district will establish a calibration

process to be completed each year where certification is not required (see chart under Observer Certification). This calibration process will be completed in years two (2) and three (3) after certification. Calibration ensures ongoing accuracy in scoring teaching practice; an awareness of the potential risk for rater bias; and that observers refresh their knowledge of the training and scoring practice applying the Framework for Teaching (FFT).

Calibration during years 2 and 3: The district will ensure certified observers undergo a calibration

process to check observers’ scoring accuracy and inter-rater reliability aligned to the Framework for Teaching and based on Teachscape, the current state approved technology through district/region level training.

Recertification after year three: the district will ensure that certified observers undergo district/regional training to re-establish scoring accuracy for certified observers.

PEER OBSERVATION A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will not score a teacher’s practice, nor will peer observation data be shared with anyone other than the Observee unless permission is granted. Required:

All teachers will receive a peer observation in their summative year The Rowan County School District will ensure that all Peer Observers have completed the identified

training requirements, the KET online module “Professional Learning for Peer Observers,” and meet the requirements found in the definitions section of this document.

Peer observers must complete the identified training requirements every three years. All required observations must be documented in CIITS.

The following table provides the selection/assignment of peer observers at the district and school levels.

Selection/Assignment at the District Level Selection/Assignment at the School Level

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Examples include:

NBCT Teachers

Title I Teachers

assigned to teachers/schools at the district level, or

a pool of Peer Observers from which schools choose

Examples include:

Teacher Leaders

pool selected at the school level

assigned to teachers at the school level

STUDENT VOICE

The Student Voice Survey is a confidential, on-line survey that collects student feedback on specific aspects of the classroom experience and teaching practice. The results of the survey will be included as a source of data to inform each teacher’s professional practice rating. All student voice data collected after the teacher’s previous summative year rating will be considered as a source of evidence. To ensure fidelity of implementation and comparability of results, the Student Voice Survey will be administered using the following process.

Required

All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one

identified group of students.

Student selection for participation must be consistent across the district.

Results will be used to inform Professional Practice.

Formative years’ data will be used to inform Professional Practice in the summative year.

All teachers and appropriate administrative staff read, understand, and sign the district’s Student Voice Ethics

Statement.

Student Voice Confidentiality Agreement I am aware that all responses and data from the Student Voice Survey are confidential information. I affirm that I will not share individual student survey responses, teacher results or any other information from the Student Voice Survey with anyone by any form of communication. Violation of this Confidentiality Agreement may result in disciplinary action, up to and including termination of my employment.]

The Student Voice Survey will be administered between the hours of 7 AM and 5 PM local time, March 16th-March 31st.

The survey will be administered in the school. Survey data will only be considered when 10 or more students are respondents who have been enrolled in the

class a minimum of 15 days.

The superintendent point of contacts responsible for overseeing and administering the Student Voice Survey may include one building level student voice coordinator, instructional supervisor, and one technical support staff member.

Rowan County School District will implement the Student Voice Survey in a consistent manner for all teachers in the district with a minimum of one section per eligible teacher.

Building principals will determine the section(s) participating in the Student Voice Survey. The rules for selection must be applied in a consistent manner to the entire school. For example; the principal would determine that the survey will be administered during the second period class.

All participating teachers who do not have a class during the designated period would give the survey during another period designated by the building student voice survey coordinator. For example, all participating teachers who did not have a third period class could give the survey to their fourth period class on the same day. For this reason, some students may take the survey more than once.

In compliance with the Kentucky Department of Education’s data use policy, only survey items meeting the minimum of 10 recorded responses or more, will be included in the data set for a given teacher. This is to protect student privacy in accordance with the Kentucky Department of Education’s data use policy.

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For classes that are participating in the survey, only students whose parents return the signed letter will be exempt from the survey. The percentage of a teacher’s students who respond is not a factor; no minimum percentage is required.

For teachers who work in collaborative classrooms, there are several scenarios on how their students may be surveyed, providing students have been engaged in the teacher’s instruction for no less than 15 classroom days and within the last 15 calendar days.

1. In a collaborative classroom, the principal might choose for one of the collaborating teachers to have their students take the survey during another period when that teacher is the only teacher in the class.

2. Another option for collaborative teachers, especially when neither teacher has a class where he/she is the only teacher, is for all of the students in the class to take the survey for one teacher in one class period and then take the survey for the second time during a different period.

Music, art and other teachers of non-assessed classes who have class sizes greater than 10 are eligible to participate in the administration of the Student Voice Survey.

A teacher who has students in more than one category of survey questions (K-2, 3-5, 6-12) will determine only one level of survey to administer to all students in that section. This information must be communicated to the district IC person who will make the appropriate designation in Infinite Campus.

Building Principals will identify adult Student Voice Survey proctors K-2 students who participate in the Student Voice Survey. We will follow the proctoring process as outlined by KDE; reading and clarifying Student Voice Survey questions; and inputting individual student responses into Infinite Campus. The proctor should be someone familiar to the students; but Should Not be the classroom teacher that is the focus of the survey.

Students with IEPs or 504 Plans participating in the Student Voice Survey will receive the requisite supports to ensure equal access. [Guidance from individual student’s IEP or 504 plans will ensure the survey is implemented with fidelity and student responses are confidential, regardless of the modification or additional supports required.]

In the case that a teacher does not have a sufficient roster size to participate in the survey (minimum of 10), student voice data will not be used as a source of evidence to inform the teacher’s professional practice rating.

STUDENT GROWTH The student growth measure is comprised of two possible contributions:

1. A state contribution 2. A local contribution

The state contribution is reported using Student Growth Percentiles (SGP) and pertains to teachers of the following content areas and grade levels participating in state assessments:

4th – 8th Grade Reading Math

The local contribution uses the Student Growth Goal Setting Process and applies to ALL teachers in the district, including those who receive SGPs. The following graphic provides a roadmap for determining which teachers receive which contributions:

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STATE CONTRIBUTION – STUDENT GROWTH PERCENTILES (SGPS) The state contribution for student growth is a rating based on each student’s rate of change compared to other students with a similar test score history (“academic peers”) expressed as a percentile. The median SGP for a teacher’s class is compared to that of the state. The scale for determining acceptable growth will be determined by the Kentucky Board of Education and provided to the district by the Kentucky Department of Education. SGP is a way to measure progress for students at all performance levels. A student can achieve at a low level but still improve relative to his or her academic peers, while another student may achieve well but not improve much from year to year. Thus, SGP provides evidence of improvement even among those with low achievement and ensures our districts will continue to strive to support learning beyond proficiency for high achieving students. LOCAL CONTRIBUTION – STUDENT GROWTH GOALS (SGGS) The local contribution for the student growth measure is a rating based on the degree to which a teacher meets the growth goal for a set of students over an appropriate interval of instruction (i.e. course-long, year-long) as indicated in the teacher’s Student Growth Goal (SGG). All teachers, regardless of grade level and content area, will develop a SGG for inclusion in the student growth measure. The SGG will be determined by the teacher in collaboration with the principal and will be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement). Student Growth Goal Criteria The SGG is congruent with Kentucky Core Academic Standards and appropriate for the grade level and

content area for which it was developed. The SGG represents or encompasses an enduring skill, process, understanding, or concept that students are

expected to master by taking a particular course (or courses) in school. The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge. The SGG provides access and opportunity for all students, including students with disabilities, ELLs, and

gifted/talented students. The SGG shall NOT be based on a student’s progress on identified goals, objectives, or benchmarks on the

individualized education program (IEP); doing so may compromise the integrity of the IEP. The SGG will include all students that have been enrolled a minimum of 100 instruction days or 60% of the

instructional time allocated to the course.

Do you teach students in grades 4-

8?

Do you teach in the math or reading content areas?

Do your students participate in the

Math or Reading K-PREP Assessment?

LOCAL & STATE CONTRIBUTION

LOCAL CONTRIBUTION

ONLY

YES

YES

YES

NO

NO

NO

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Process for Assessing the Rigor and Comparability of Student Growth Goals

For the purpose of goal-setting for student growth goals:

Rigor means congruency to the standards. For the purpose of goal-setting for student growth, rigor means

congruency to the standards. In other words, the sources of evidence demonstrate where students are in meeting

or exceeding the intent of the standard(s) being assessed. Additionally, growth and proficiency targets included in

a student growth goal are challenging for students, but attainable with support. The district developed rigor rubric

is organized around the key components of the S.M.A.R.T. goal setting process. The Rigor Rubric provides

descriptors that the SGG itself is a Specific, Measurable goal that is Appropriately aligned with identified

standards, that the SGG is Relevant, results-oriented growth goal for all students and is Timebound to a particular

instructional interval (course, year). Comparability means that data generated from similar classrooms (i.e.,

those addressing the same standards) would be interpreted in a comparable way (i.e., use of common success

criteria/rubric/performance expectations/performance levels) with respect to the intent of the standard.

Assessments used to inform the development of, as well as those used to determine the degree to which the goal

was met, are not necessarily comparable in terms of structure. Rather they are comparable in terms of the

criteria used to determine progress toward attainment of the standard. Rubrics based on standards and

developed by teams of teachers is a best practice for meeting comparability. The Rowan County Student Growth

Goal Assessment Data Rubric, a standard-congruent rubric, will provide an aggregate tool that is comparable and

rigorous across grades and subjects within the district.

Assessing the Rigor and Comparability of SGG

To fulfill the criteria of measuring the student growth at the local level, the following protocol will be followed:

1. Within the first 30 days of instruction with students, all teachers will develop one student growth goal

(SGG) as directed below:

a. identify an area of need based on baseline data of current students aligned to content

standards

b. develop one student growth goal (SGG) anchored in baseline data that includes:

1) a growth target – describe the growth target that 100% of students will achieve

2) a proficiency target – describe the proficiency target that exceeds the growth target

expectations; and identify the percent of students that will achieve this target

2. Once the Rowan County Student Growth Goal (SGG) Rigor and Comparability Rubric and peer review

protocol have been applied to the SGG it will then be submitted to the principal for approval.

3. Teachers will submit their SGG through CIITS within 30 – 45 days of employment each year.

4. Throughout the duration of the SGG, the teacher:

a. provides a variety of opportunities for students to demonstrate understanding of the content

and their progress (rubrics, scoring guides, specific feedback etc.).

b. analyze assessments that evidence student growth throughout the interval of instruction

5. Meet with principal to determine annual student growth.

The Rowan County SGG Rigor and Comparability Rubric provides more details on the determination of rigor and

comparability of student growth goals:

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ROWAN COUNTY CERTIFIED EVALUATION PLAN STUDENT GROWTH GOAL (SGG) RIGOR AND COMPARABILITY RUBRIC

PART A: SGG RIGOR RUBRIC

‘SPECIFIC’ ACCEPTABLE NEEDS REVISION

Does baseline data identify the SGG area of need?

Does the SGG focus on a

specific area of need based on an enduring skill or understanding/ overarching goal?

Identifies an area of need pertaining to current students’ abilities

Identifies a specific area of need, but lacks supporting data for current students

Or is not focused on a specific area of need

Includes growth and proficiency targets that establish and differentiate expected performance for ALL students (e.g. Spec. Ed, GT, ELL etc.)

Includes both a growth target and a proficiency target, but fails to differentiate expected performance for one or both targets, or Includes only a growth or a proficiency target

‘MEASURABLE’ ACCEPTABLE NEEDS REVISION

Are appropriate measures selected to assess the goal?

Anchored in baseline data; identifies appropriate measures for mid-course, and end of year/course data

Identifies multiple measures that

demonstrate where students are in meeting or exceeding the intent of the standard(s) being assessed

Uses measures that fail to clearly demonstrate performance for the identified skill

Or, uses no baseline data or uses irrelevant data The goal allows students to demonstrate competency

of part, but not all aspects of the standards being assessed Or, does not assess the level of competency intended

in the standards

‘APPROPRIATE’ ACCEPTABLE NEEDS REVISION

Is the SGG rigorous, realistic, and standards based?

Does the SGG address

critical content or enduring skill?

Congruent to KCAS grade level standards (or international, national, state, local or industry recognized standards) appropriate for the grade level and content area for which it was developed Address critical content, enduring skill(s) which students are expected to master

Congruent to content, but not aligned to grade level standards;

Is not congruent or appropriate for grade level/content area standards

Focuses on a standards-based skill that does not

match enduring skill criteria · Goal is too narrow; focusing on a narrow skill or topic · Goal is written in a general context and encompasses too much content · Goal lists multiple enduring skills/overarching goals of adopted state standards

‘RELEVANT’ ACCEPTABLE NEEDS REVISION

Is the SGG results-oriented and relevant; includes both a growth target and a proficiency target?

Includes growth and proficiency targets that are rigorous for students, but attainable with support

Includes targets that are achievable, but fail to stretch attainability expectations for all students

Includes targets that do not articulate expectations AND/OR targets are not achievable

‘TIME-BOUND’ ACCEPTABLE NEEDS REVISION Does the SGG specify an

appropriate instructional interval?

Is appropriate for the instructional interval defined and explicitly states year-long/course-long interval of instruction

Specifies less than/more than a year-long/course-long interval of instruction

Fails to specify an interval of instruction

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DETERMINING GROWTH FOR A SINGLE STUDENT GROWTH GOAL

Required

Pre-Test/Post-Test with Repeated Measures that support student learning will be used in determining growth:

Teachers will use pre- and post-tests to determine the growth identified in their goal. Teachers will maintain

a record of results on interim measures throughout the duration of the SGG that allow students to act on the information provided. These measures will accompany descriptive feedback rather than evaluative feedback, student involvement in the assessment process, and opportunities for students to communicate their evolving learning while the teaching is in progress. The teacher and supervisor will then look at the pattern across the repeated administrations to determine the growth rating for the SGG. Teachers will not utilize repeated measures on which students may demonstrate improvement over time simply due to familiarity with the assessment.

Measures in Determining Student Growth Rating as Low, Expected, or High The student growth rating will be determined by the identified components of the Student Growth Goal with a confidence interval of +/- 10%. 1) Growth Target, that 100% of all identified students will achieve growth 2) Proficiency target, identifying what percent of the students will meet the proficiency target

Are assessments congruent to the standards identified in the SGG?

Aligns all assessment items (performances, tasks, questions) to the content standards identified in the SGG.

“Loosely” aligned or, there is little to no evidence of congruency of assessment items to the content standards identified in the SGG.

‘MEASURABLE’ Acceptable Needs Revision

Are multiple items used to measure if/when specific standards have been met?

The SGG is assessed using multiple items to determine if/when standards have been ‘met’.

Some of the SGG learning content is assessed using multiple items to determine if/when standards have been ‘met’.

‘APPROPRIATE’ Acceptable Needs Revision

Is the data collected comparable across similar classrooms, subjects, schools across the district?

Uses comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills.

For similar classrooms, data collected for the student growth goal does not reflect common criteria used to determine progress.

‘RELEVANT’ Acceptable Needs Revision

Are assessments rigorous but attainable?

Assessment includes test items that are varied in difficulty.

Assessment includes test items that are too low or too high in difficulty.

‘TIME-BOUND’ Acceptable Needs Revision

Duration Assessment includes an adequate amount of questions to assess student knowledge of the critical content/enduring skill.

Assessment includes a limited or excessive amount of questions to assess student knowledge of the critical content/enduring skill.

PART C: TEXT-COMPLEXITY (as appropriate to identified SGG)

‘CRITERIA’ Acceptable Needs Revision

Do assessments use on-level Text Complexity?

Assessment includes on-level passage based text and prompts.

Assessment includes passage based texts and prompts that are below or above level.

18

Points will be awarded as follows:

3 points for meeting or exceeding the growth goal

3 points for meeting or exceeding the proficiency goal

1 point for not meeting the growth goal

1 point for not meeting the proficiency goal

After evaluating growth based on student results the following protocol will be applied: SGG growth points added to SGG proficiency points divided by the two goals identified in the SGG will yield the student growth rating.

Average of 3 – High

Average of 2 – Expected

Average of 1 – Low The following Student Growth Goal Rating Outcomes chart provides the possible outcomes:

Student Growth Goal (SGG) Rating Outcomes

Met Identified SGG Growth Goal Met Identified SGG Proficiency Goal Student Growth Rating

Yes – 3 points Yes – 3 Points Average of 3 - HIGH

Yes – 3 points No - 1 point Average of 2 - EXPECTED

No - 1 point Yes – 3 point Average of 2 - EXPECTED

No – 1 point No - 1 point Average of 1 - LOW

Products of Practice Teachers may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the teacher’s practice within the domains of the Kentucky Adapted Framework for Teaching. Both teachers and evaluators share responsibility for determining appropriate and relevant evidence. All evidence must be “products of an educator’s work that demonstrates knowledge and skills of the educator” and if used as part of the evaluation process must be documented in CIITS. In other words, evidence must be naturally occurring products related to the day-to-day work of teaching and learning.

Required Products of Practice

observations conducted by certified supervisor observer(s)

student voice survey(s)

self-reflection and professional growth plans

Additional Products of Practice - evidence provided in support of educator practice may include anything from the following list (not a comprehensive list) if documented in CIITS:

Program Review evidence team-developed curriculum units lesson plans communication logs timely, targeted feedback from mini or informal observations student data records student work student formative and/or summative course evaluations/feedback minutes from PLCs teacher reflections and/or self-reflections

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REQUIRED

• Observation • Student Voice • Professional Growth Plans

and Self Reflection

PR

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DOMAIN RATINGS

DOMAIN 1: Planning and Preparation [I,D,A,E]

SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE

Professional

Judgment

DOMAIN 2: Classroom Environment [I,D,A,E]

DOMAIN 3: Instruction (I, D,A,E)

DOMAIN 4: Professional Responsibilities (I,D,A,E)

teacher interviews teacher committee or team contributions parent engagement surveys records of student and/or teacher attendance video lessons engagement in professional organizations action research Others – as agreed upon by supervisor and evaluatee

DETERMINING THE OVERALL PERFORMANCE CATEGORY Evaluators are responsible for determining an Overall Performance Category for each teacher at the conclusion of their summative evaluation year. The Overall Performance Category is informed by the educator’s ratings on professional practice and student growth. The evaluator determines the Overall Performance Category based on professional judgment informed by evidence that demonstrates the educator's performance against the Domains, district-developed rubrics (see local contribution for student growth), and decision rules that establish a common understanding of performance thresholds to which all educators are held. What follows is a description of each component used to inform the Overall Performance Category. RATING PROFESSIONAL PRACTICE The Kentucky Framework for Teaching stands as the critical rubric for providing educators and evaluators with concrete descriptions of practice associated with specific domains. Each element describes a discrete behavior or related set of behaviors that educators and evaluators can prioritize for evidence-gathering, feedback, and eventually, evaluation. Evaluators will organize and analyze evidence for each individual educator based on these concrete descriptions of practice. Supervisors and educators will be engaged in ongoing dialogue throughout the evaluation cycle. The process concludes with the evaluator’s analysis of evidence and the final assessment of practice in relation to performance described under each Domain at the culmination of an educator’s cycle.

Rating Professional Practice Required

Provide a summative rating for each domain based on evidence.

All ratings must be recorded in CIITS.

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RATING OVERALL STUDENT GROWTH

The overall Student Growth Rating is a result of a combination of professional judgment and the district-developed instrument for summative student growth ratings. The designed instrument aids the supervisor in applying professional judgment to multiple evidences of student growth over time. The Student Growth Rating must include data from SGG and SGP (where available), and will be considered in a three year cycle (when available).

Rating Overall Student Growth Required

SGG and SGP (when available) will be used to determine overall Student Growth Rating

Three years of student growth data (when available) will be used to determine overall Student Growth Rating

Teachers could have upwards of 9 student growth ratings over a three year period: 1) Local SGG for each of the three years 2) State Growth Percentiles (SGP) for each of the three years a. reading b. math

The overall student growth rating will be determined by each rating receiving a numerical weighting: LOW = 1 EXPECTED = 2 HIGH = 3

State

• SGPs

• SGPs State Predefined Cut Scores

Local • (SGGs) • Maintain current process of

Pre-Test/Post-Test with repeated measures

• Rate on H/E/L

STU

DEN

T G

RO

WT

H

STUDENT GROWTH RATING

STUDENT GROWTH [H,E,L]

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH

PROFESSIONAL JUDGMENT AND

DISTRICT-DETERMINED

RUBRICS

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The sum of all ratings available will then be divided by the total number of ratings received. The average of all SGG ratings will results in an overall student growth rating as follows: LOW – 1.0 – 1.49 EXPECTED = 1.5 – 2.49 HIGH = 2.5 – 3.0 DETERMININING THE OVERALL PERFORMANCE CATEGORY An educator’s Overall Performance Category is determined by the following steps: 1. Determine the individual domain ratings through the use of sources of evidence and professional judgment. 2. Apply State Decisions Rules for determining and educator’s Professional Practice. 3. Implement the Overall Performance Category process for determining effectiveness.

Data collected will be based on the Type and Length of Educator Plan. Teachers on a one year plan could have at most 2 ratings (SGG and when available SGP – grades 4-8 math and reading) and teachers on a three year plan could have as much as 6 ratings (SGG over the three years and SGP when available). The overall student growth rating will be determined by each rating receiving a numerical weighting:

LOW = 1 EXPECTED = 2 HIGH = 3

The sum of all ratings available will then be divided by the total number of ratings received. The average of all SGG ratings will result in an overall student growth rating as follows:

LOW = 1.0 – 1.49 EXPECTED = 1.5 – 2.49 HIGH = 2.5 – 3.0

DETERMINING THE OVERALL PERFORMANCE CATEGORY An educator’s Overall Performance Category is determined by the following steps:

1. Determine the individual domain ratings through the use of sources of evidence and professional judgment. 2. Apply State Decisions Rules for determining an educator’s Professional Practice. 3. Implement the Overall Performance Category process for determining effectiveness.

.

22

Determine Educator’s Professional Practice Rating:

CRITERIA FOR DETERMINING AN EDUCATOR’S PROFESSIONAL PRACTICE RATING

IF . . . THEN . . .

Domains 2 AND 3 rated INEFFECTIVE Professional Practice Rating shall be INEFFECTIVE

Domain 2 OR 3 rated INEFFECTIVE Professional Practice Rating shall be DEVELOPING OR INEFFECTIVE

Domain 2 OR 3 rated DEVELOPING Professional Practice Rating Shall NOT be EXEMPLARY

Domain 1 OR 4 rated INEFFECTIVE Professional Practice Rating Shall NOT be EXEMPLARY

Two Domains are rated DEVELOPING, and two Domains are rated ACCOMPLISHED

Professional Practice Rating shall be ACCOMPLISHED

Two Domains are rated DEVELOPING, and two Domains are rated EXEMPLARY

Professional Practice Rating shall be ACCOMPLISHED

Two Domains are rated ACCOMPLISHED, and two Domains are rated EXEMPLARY

Professional Practice Rating shall be EXEMPLARY

Use Local Student Growth Goal (and state growth when available) instrument to determine overall Student

Growth Rating.

MINIMUM CRITERIA FOR DETERMING AN EDUCATOR’S OVERALL STUDENT GROWTH RATING (AS DEFINED UNDER OVERALL STUDENT GROWTH RATING)

HIGH 2.5 – 3.0

EXPECTED 1.5 – 2.49

LOW 1.0 – 1.49

Apply State Overall Decision Rules for determining educator’s Overall Performance Category.

MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S OVERALL PERFORMANCE CATEGORY

PROFESSIONAL PRACTICE RATING

STUDENT GROWTH TREND

RATING

OVERALL PERFORMANCE CATEGORY

Exemplary High OR Expected EXEMPLARY

Low ACCOMPLISHED

Accomplished

High EXEMPLARY

Expected ACCOMPLISHED

Low DEVELOPING

Developing High ACCOMPLISHED

Expected OR Low DEVELOPING

Ineffective High DEVELOPNG

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Expected OR Low INEFFECTIVE

PROFESSIONAL GROWTH PLAN AND SUMMATIVE CYCLE Based on the overall Professional Practice rating and Student Growth rating, supervisors will help tenured teachers determine the type of Professional Growth Plan and the length of the summative cycle. The Type and Length of Educator Plan for Tenured Teachers matrix determines the evaluation cycle for tenured teachers. Non-tenured teachers will be evaluated using the same matrix, except for duration of plan which will be annually, and growth plans determined. The Type and Length of Educator Plan for Tenured Teachers matrix details the type and length of the plan based on ratings as defined in the following chart:

For example, in determining the ‘Type and Length of Educator Plan for Tenured Teachers’, if a teacher is ranked as developing in performance (The Professional Practice Rating) and has low student growth (Student Growth Trend Rating) then they will be put on a one year directed cycle as determined by the matrix (illustration below).

Page 20

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TYPE AND LENGTH OF EDUCATOR PLAN FOR

TENURED TEACHERS Three-Year Self-Directed Cycle

• Goal set by educator with evaluator input

• One goal must focus on low outcome

• Formative review annually

Three-Year Self-Directed Cycle

• Goals set by educator with evaluator input

• Plan activities are teacher directed and implemented with colleagues.

• Formative review annually

• Summative occurs at the end of year 3.

One-Year Directed Cycle

• Goal Determined by Evaluator

• Goals focus on low performance/outcome area

• Plan activities designed by evaluator with educator input

• Formative review at mid-point

• Summative at end of plan

Three-Year Self-Directed Cycle

• Goals set by educator with evaluator input; one must address low performance or outcomes.

• Plan activities designed by educator with evaluator input.

• Formative Review annually.

Three-Year Self-Directed Cycle

• Goal set by educator with evaluator input

• One goal must focus on low outcome

• Formative review annually

Up to 12-Month Improvement Plan

• Goal Determined by evaluator

• Focus on low performance area

• Formative review at mid-point • Summative at end of plan

One-Year Directed Growth Plan • Goal Determined by Evaluator

• Goals focus on low performance/outcome area

• Plan activities designed by evaluator with educator input

• Formative review at mid-point

• Summative at end of plan

Low

Expected High

STUDENT GROWTH TREND RATING

Exem

pla

ry

Acc

om

plis

he

d

De

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pin

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Ine

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PR

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THE APPEALS PROCESS Purpose

An Appeals Panel shall be established in accordance with KRS Chapter 156 and 704 KAR 3:345. This panel shall determine if the evaluation process and guidelines have been followed according to the District’s evaluation plan and to ascertain whether the content of the summative evaluation is substantially correct or incorrect.

The burden of proof that an employee was not fairly and/or correctly evaluated on the summative evaluation rests with the employee who appeals to the Panel.

Appeals Panel

1. All members of the appeals panel shall be current employees of the district. Two (2) members of the panel are elected from and by the certified staff of the district. Each certified employee has the right to be nominated and to vote in the process (intern teachers are not fully certified until the end of the internship). One (1) member of the panel is appointed by the superintendent. The panel shall elect a chairperson for each appeal. (Reference: KRS 156.101 and 704 KAR 3:345)

2. In the election of the appeals panel members, the persons receiving the first and second greatest number of votes shall be members of the appeals panel. The persons receiving the third and fourth greatest number of votes shall be designated as alternates. The superintendent shall appoint an alternate for the “appointed” panel member. Release time shall be provided for panel members at the discretion of the superintendent.

3. The length of term for an appeals panel member shall be three (3) years. Panel members may be re-elected for the position. The panel members shall assume their responsibilities as soon as the election results are announced. Elections shall be conducted and appointments made during the month of September. Panel members may seek training through the Evaluation Coordinator.

4. The Evaluation Coordinator using the following criteria shall conduct the election: a. Open Nomination b. Secret Ballot c. Person/one vote d. All certified employees given the opportunity to vote

5. No panel member shall serve on any appeals panel on which he/she was the evaluator. Whenever a panel member’s immediate family appeals to the panel, the member shall not serve for that appeal. Panel members who are also members of the immediate family of the evaluator whose decision is being appealed to the panel shall not serve for the appeal. Immediate family shall include parents, siblings, spouse, children, uncle, aunt, nephew, niece, grandparents, and corresponding in-laws.

6. Any certified employee who believes that he/she was not fairly evaluated on the summative evaluation may appeal to the panel within five (5) working days of the receipts of the summative evaluation.

7. The appeal shall be signed and in writing on a form prescribed by the superintendent. The form shall state the evaluation records may be presented and reviewed by the panel.

26

8. The certified employee appealing to the panel has the burden of proof. The evaluator may respond to any statements made by the employee and may present written records that support the summative evaluation.

Appeals Panel Hearing Procedures

1. The purpose of the Appeals Panel Hearing is to review the summative evaluation of the employee. Confidentiality and fairness shall be the primary concerns of the panel.

2. A preliminary hearing will be held to provide documentation to all parties and the panel. Four (4) copies of all documentation to be considered in the appeal shall be available to the panel at this time. The chairperson shall convene the hearing and explain procedures for the process. The evaluatee and evaluator may be represented by legal counsel or their chosen representative. The Board of Education shall provide for legal counsel to the panel if requested. The evaluatee has the right to determine whether the hearing is open or closed. A closed hearing will include the panel, evaluate, evaluator, and their chosen representatives. Witnesses may be called by either party but will not be allowed to observe the hearing process other than during their testimony. After the evaluator and the evaluate leave, the appeals committee shall remain and review all documents and formulate questions for the hearing. The chairperson of the panel will arrange for an official record to be made of all hearing procedures.

3. Within five (5) working days, a hearing will convene to allow the evaluatee and evaluator to present statements, documentation, witnesses, and any other information pertinent to the appeal. Again, the chairperson will convene the hearing and establish procedures. The evaluatee shall present his/her documentation including witnesses pertinent to the summative evaluation. Questions both of substance and procedure will be considered by the panel. An opportunity for questioning each party shall be provided. The panel will have the right to question both the evaluatee and the evaluator. The evaluatee and evaluator will then be asked to leave, and the panel will consider all information that has been provided. A decision regarding their findings shall be presented to the superintendent within fifteen (15) working days of filing the appeal. In case of appeals of evaluations conducted by the superintendent, the panel shall report to the Board of Education.

4. The panel’s recommendation must include one of the following: i. A new evaluation by another evaluator

ii. Uphold the original evaluation iii. Remove the summative or any part of the summative form from the personnel

file. 5. The chairperson of the panel shall present the decision to the superintendent (or to the

Board of Education, when applicable) for action within three (3) days of the panel’s decision.

6. Any evaluatee who feels that evaluation procedures have been violated may appeal the decision to the Kentucky Board of Education.

Annual Review of the Evaluation Plan

1. The evaluation plan will be reviewed annually to ensure that the evaluation system is serving the purpose for which it was established. The district evaluation committee under the direction of the evaluation coordinator will review the evaluation plan.

27

2. The evaluation committee shall be composed of equal numbers of teachers and administrators. The administrative members shall be the superintendent (or his/her designee) and the principals. The teacher members shall include one representative from the faculty of each of the school in the district plus a representative from one of the alternative schools. The teachers assigned to each school will choose teacher representatives.

3. The Rowan County Board of Education and the State Board must approve all revisions/and additions pertaining to the evaluation procedures and/or instruments for Elementary and Secondary Education.

Summative Evaluation Conclusion Each evaluatee’s summative evaluation form shall contain a concluding statement noting whether he/she meets district performance standards. Explanations for all ratings may be found in the section of definitions. Due Process

1. The evaluation criteria and process used to evaluate certified school personnel shall be explained to and discussed with certified school personnel no later than the end of the first month of reporting for employment each school year.

2. All parties have had representation in the design, development and review of the evaluation procedures and instruments. Knowledge and understanding of performance expectations is provided for staff through distribution of this handbook.

3. Every teacher/administrator is provided an opportunity for familiarization with the system, its procedures, and its use.

4. If the teacher/administrator feels that an information leading to or included in the summative evaluation is incomplete, inaccurate, or unjust, he/she may submit his/her objections in writing to be attached to the evaluation report to be placed in his/her personnel file. The file copy of such objection shall be signed by both teacher/administrator to indicate awareness of the content.

5. All reports of unsatisfactory performance must be in writing and must enumerate shortcomings in a specific manner.

6. Each teacher/administrator may have access to his/her file upon request. The request will be honored within 24 hours.

PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM – PRINCIPAL AND ASSISTANT PRINCIPAL The vision for the Professional Growth and Effectiveness System (PGES) is to have every school led by an effective principal. The goal is to create a fair and equitable system to measure principal effectiveness and act as a catalyst for professional growth.

SECTION 1: ROLES AND DEFINITIONS

1. Administrator: The educator who has executive authority for a school 2. Evaluator: School/District Personnel with appropriate certification and district-level position who is able

to estimate quality of work based on evaluation criteria approved by the district 3. Evaluatee: District/School personnel that is being evaluated 4. Professional Growth Plan: A plan that is focused to either grow or hone professional practices and

leadership skills; built in consultation with those having first-hand knowledge of the principal’s needs and strengths

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5. Self-Reflection: A process by which principals assess the effectiveness of their instructional leadership, school climate, human resource management, organizational management, communication & community relations and professionalism for the purpose of self-improvement

6. Val-Ed 360°: An assessment that provides feedback of a principal’s learning-centered behaviors by using input from the principal, his/her supervisor, and teachers. The survey looks at core components (the what) that are listed on the slide, as well as key processes (the how).

7. TELL Kentucky: A working conditions survey of all school staff conducted every two years to provide feedback on specific aspects of the school’s work environment.

8. Other: [Please provide any additional required definitions for this section.]

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PPGES TIMELINE PRINCIPAL RESPONSIBILITIES: Principals and Assistant Principals play an important role in their own evaluations. As such, they must understand the 1) Principal Professional Growth and Effectiveness System, 2) Principal Performance Standards and and the tools used within the system to evaluate practice. Principals will:

TIMELINE

ACTIVITY

TASK OR DOCUMENT

RESPONSIBILITY OF

CEP REFERENCE

PAGES PRINCIPAL ASSISTANT

PRINCIPAL EVALUATOR

Within 30 days of start of employment

Professional Growth Planning (PGP) and Self-Reflection

Conduct self-reflection on survey results and PGP Part A: Initial Reflection of Practice (fulfills the 30 day requirement for evaluation)

•

•

Within 30-45 days of the start of the current school year

Site Visit

Principal and Superintendent/Designee collaboratively developing PGG

Principal and Superintendent/designed collaboratively set SGG’s

Superintendent/designee review expectations of PPGES

Observation/Site Visit Form

Reflective Practice, Student Growth and Professional Growth, Working Conditions Planning Template as evidenced by Professional Growth Planning Template Part A-E

Conference Review Form

•

•

•

•

•

•

•

•

Assistant Principal inherits goals determined by Principal’s PGP

Working Conditions Goal

Student Growth Goals(State and Local)

• •

Fall Administer formative Val-Ed (alternate year of TELL Kentucky

Val Ed

Spring Teachers, principals and superintendents complete VAL-ED or TELL KENTUCKY Survey

Complete on-line working conditions and principal effectiveness surveys

•

•

By April 15 Superintendents conduct observation/site visit

End-of-Year Review: -PGP (PGG) -Student Growth Goals -WCG -Other Products of Practice documentation

Observation/Site Visit Form

Student Academic Growth Goal Setting form

Reflective Practice and Professional Growth Planning Template, Part E3

Rating Overall Professional Practice, CIITS

Principal Growth Planning Using the Overall Performance Category and Student Growth Trend Data

•

•

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SYSTEM COMPONENTS – SYSTEM OVERVIEW AND SUMMATIVE MODEL The following graphic outlines the summative model for the Principal Professional Growth and Effectiveness System.

Evaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional judgment based on this evidence when evaluating a principal. The role of evidence and professional judgment in the determination of ratings on standards and an overall rating is paramount in this process. However, professional judgment is grounded in a common framework: the Principal Performance Standards. PRINCIPAL PERFORMANCE STANDARDS The Principal Performance Standards are designed to support student achievement and professional best-practice through the standards of:

Instructional Leadership

School Climate

Human Resource Management

Organizational Management

Communication & Community Relations

Professionalism

Included in the Performance Standards are Performance Indicators that provide examples of observable, tangible behaviors that provide evidence of each standard. The Performance Standards provide the structure for feedback

STANDARD 5: Communication & Community Relations

STANDARD 6: Professionalism

Professional Growth Plans and Self- Reflection Site-Visits Val-Ed 360° Working Conditions Growth Goal

STANDARD 4: Organizational Management

OVERALL PERFORMANCE

CATEGORY

PR

OFE

SSIO

NA

L P

RA

CTI

CE

ST

UD

ENT

GR

OW

TH

PROFESSIONAL JUDGMENT

STANDARD RATINGS

STANDARD 3: Human Resource Management

STANDARD 2: School Climate

STANDARD 1: Instructional Leadership

SOURCES OF EVIDENCE TO

INFORM PROFESSIONAL

PRACTICE

State Contribution – ASSIST/NGL Goal

SOURCES OF EVIDENCE TO

INFORM STUDENT GROWTH

Local Contribution – Student Growth Goals (SGGs) based on school need

AND

PERFORMANCE TOWARD

TRAJECTORY

STUDENT GROWTH RATINGS

LOCAL CONTRIBUTION: High, Expected, Low Growth Rating

PROFESSIONAL JUDGMENT

AND DISTRICT-DETERMINED

RUBRICS

STATE CONTRIBUTION: High, Expected, Low Growth Rating

PROFESSIONAL JUDGMENT &

STATE-DETERMINED

DECISION RULES establishing a

common understanding of performance

thresholds to which all

educators are held

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for continuous improvement through individual goals that target professional growth, thus supporting overall student achievement and school improvement. Evidence supporting a principal’s professional practice will be situated within one or more of the 6 standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. It is important to note that the expected performance level is “Accomplished,” but a good rule of thumb is that it is expected that a principal will “live in Accomplished but occasionally visit Exemplary”. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each standard.

The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how principals respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual principal performance. These factors may include school-specific priorities that may drive practice in one standard, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas. Evaluators must use the following categories of evidence in determining overall ratings:

Required Sources of Evidence:

Professional Growth Planning and Self-Reflection Site-Visits Val-Ed 360° Working Conditions Goal (Based on TELL KY) State and Local Student Growth Goal data

Evaluators may use the following categories of evidence in determining overall ratings:

Other Measures of Student Learning Products of Practice

Principals may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the principal’s practice within the standards. These evidences should be part of the regular practice of the principal and not created solely for use as evidence. In other words, evidence must be naturally occurring products related to the day-to-day work of principal leadership and learning.

Other Sources (e.g. surveys)

Professional Practice

The following sections provide a detailed overview of the various sources of evidence used to inform Professional Practice Ratings. PROFESSIONAL GROWTH PLANNING AND SELF-REFLECTION

The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including site-visit conferences, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. In collaboration with district administrators, principals will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection.

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Professional Growth Planning and Self-Reflection – completed by principals & assistant principals Appendix # Principal Professional Growth and Effectiveness System Professional Growth Planning

Required:

All principals will participate in self-reflection and professional growth planning each year.

All assistant principals will participate in self-reflection and professional growth planning each year.

The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including site-visit conferences, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. Self-reflection improves principal practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement. In collaboration with district administrators, principals will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection.

The Professional Growth Plan is the vehicle through which the outcomes of self-reflection are organized, articulated as specific goals, contextualized in a support framework, and monitored through pre-determined methods. Together, the multiple measures of self-reflection and professional growth planning provide critical information in determining a rating for each standard. Self-reflection improves principal practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement. The Professional Growth Plan is the vehicle through which the outcomes of self-reflection are organized, articulated as specific goals, contextualized in a support framework, and monitored through pre-determined methods. Together, the multiple measures of self-reflection and professional growth planning provide critical information in determining a rating for each standard. Reflective practices and professional growth planning are iterative processes. The principal/assistant principal:

(1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her supervisor to develop a professional growth plan and action steps; (3) documents the plan in CIITS (4) implements the plan; (5) regularly reflects on the progress and impact of the plan on his or her professional practice; (6) modifies the plan as appropriate; (7) continues implementation and ongoing reflection; (8) conducts a summative reflection on the degree of goal attainment and the implications for next steps.

Required Timeline for PGP Development, Approval and Self-Reflection

1. Within 30 days of employment for the current year, steps (1) through (3) above will be conducted. 2. Within 30 – 45 days from the start of employment principals/assistant principals will meet with their

evaluator to collaboratively determine the goals of the PGP (SGG, WCG) 3. Throughout the year regularly reflect on the progress and impact of the plan on his/her professional practice. 4. By April 15th of each year principals and assistant principals conduct a summative reflection on the degree of

professional growth goal attainment and the implications for next steps.

SITE-VISITS (conducted at least twice a year) Documented by the Principal Professional Growth and Effectiveness System Professional Growth Planning (APPENDIX)

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Site visits are a method by which the superintendent/designee may gain insight into the principals’ practice in relation to the Principal Performance Standards. During a site visit, the superintendent/designee will discuss various aspects of the job with the principal, and will use the principal’s responses to determine issues they would like to further explore with the principal’s faculty and staff. Additionally, the principal is provided an opportunity to explain the successes and trials the school community has experienced in relation to school improvement. Site visits are conducted by the superintendent or designee. Engaging in rich, targeted conversations after a site-visit is an essential step in creating a culture of professional inquiry designed to improve professional practice.

Timeline for Site Visits Conducted Annually First Semester Site Visit Schedule: One site visit will be conducted within 30-45 days from the start of the current school year.

Second Semester Site Visit Schedule: The final site visit will be conducted by April 15th. VAL-ED 360° - Completed for principals; not completed for assistant principals The VAL-ED 360° is an assessment that provides feedback on a principal’s learning-centered behaviors by using input from the principal, his/her supervisor, and teachers. All teachers will participate in the Val-Ed 360°. The results of the survey will be included as a source of data to inform each principal’s professional practice rating. The VAL-ED 360° will be conducted during the fall semester, every other year opposite of the TELL KY survey.

Required: The Superintendent/District Evaluation Coordinator will be responsible for overseeing and administering

the Val-Ed 360°. The Superintendent/District Evaluation Coordinator will ensure all teachers and appropriate

administrative staff are provided training on the completion of Val-Ed 360°. The Superintendent/District Evaluation Coordinator will ensure that all Val-Ed 360° survey letters are

distributed prior to or at the beginning of the administration window in March of the alternating year that The TELL Kentucky survey is administered.

Conducted at least once every two years in the school year that TELL Kentucky is not administered. The Superintendent/District Evaluation Coordinator will ensure that results from the Val-Ed 360° are used

to inform principal growth and that the results are connected to the Principal Performance Standards. The intended use of Val-Ed 360° results is to inform and develop Principal Professional Growth Planning, Mid-Year Review, Site-Visit conferencing, Working Conditions Growth Goal support, etc.

The Superintendent/District Evaluation Coordinator will ensure that results from the Val-Ed 360° will only be available to the principal and the superintendent/district evaluation coordinator.

Working Conditions Goal (Based on TELL KY) Goal inherited by Assistant Principal Connecting TELL Kentucky data to principal performance involves building the capacity for principals and their superintendents to interpret and use TELL Kentucky data to set a target goal for Working Conditions improvement that connects to the Principal Performance Standards and impacts the working conditions within their building. Setting goals—not just any goals, but goals based on whole staff feedback—is a powerful way to enhance professional performance and, in turn, positively impact school culture and student success. Principals are responsible for setting a 2-year Working Conditions Growth Goal that is based on the most recent TELL Kentucky Survey.

WORKING CONDITIONS GOAL (Based on TELL Kentucky) Goal inherited by Assistant Principal:

Connecting TELL KY data to principal performance involves building the capacity for principals and their superintendents to interpret and use TELL KY data to set a target goal for Working Conditions improvement that

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connects to the principals that connects to Principal Performance Standards and impacts the working conditions within their building.

Setting goals- not just any goals, but goals based on whole staff feedback- is a powerful way to enhance professional performance and, in turn, positively impact school culture and student success. Principals are responsible for setting a 2-year Working Conditions Growth Goal that is based on the most recent TELL KY Survey.

WORKING CONDITIONS GOALS REQUIRED

Working Condition Growth Goal developed following the completion of the TELL Kentucky Survey. A minimum of one Working Condition Goal for each 2-year period.

Local District Decision:

Describe the process used to establish the Working Conditions Goal rubric. A mid-point review will be conducted following the guidance of the Rowan County Principal

Professional Growth Planning document at the mid-year site visit (Appendix). Additional surveys or evidence that will be used to inform the Working Conditions Goal(s) as agreed

upon by supervisor and principal. Principals are responsible for setting a 2-year Working Conditions Growth Goal based on the most recent TELL

Kentucky Survey www.tellkentucky.org. The principal’s effort to accomplish the Working Conditions Growth Goal is a powerful way to enhance professional performance and, in turn, positively impact school culture and student success.

Connecting TELL Kentucky data to principal performance involves building the capacity for principals and their superintendents to interpret and use TELL Kentucky data to set a target goal for Working Conditions improvement that connects to the Principal Performance Standards and impacts the working conditions within their building. Setting goals—not just any goals, but goals based on whole staff feedback—is a powerful way to enhance professional performance and, in turn, positively impact school culture and student success. Principals are responsible for setting a 2-year Working Conditions Growth Goal that is based on the most recent TELL Kentucky Survey and targeted to the appropriate Performance Standard:

1. Time 2. Facilities and Resources 3. Community Support and Involvement 4. Managing Student Conduct 5. Teacher Leadership 6. School Leadership 7. Professional Learning 8. Instructional Practices and Support

Following a review of TELL Kentucky results, the principal, in collaboration with the superintendent/designee,

will:

identify questions that signify areas of growth that the principal can address that will impact school

culture and ultimately student success.

The principal will:

connect the Target Questions to the appropriate Performance Standard, which becomes the Target

Performance Standard for the WC Growth Goal.

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The WC Growth Goal statement should be specific to the principal and should identify the specific

growth that the principal plans to accomplish in the 2-year cycle of TELL Kentucky.

The rubric is established when setting the WC Growth Goal in collaboration with the

superintendent/designee. An “Accomplished” result is the expected outcome from the goal. To

achieve “Exemplary” the goal must be exceeded. A mid-point review shall be conducted with the

superintendent/designee . Documentation of the principal’s growth goals will be evidenced through

the Rowan County Principal Growth Goals document.

Principals will write one local Working Conditions Growth Goal in collaboration with the Superintendent. Growth

will be measured as follows:

Expected Growth: + or – 10%

High: More than 10% above goal

Low: More than 10% below goal

PRINCIPAL’S WORKING CONDITIONS GROWTH GOAL (As evidenced from Principal PGP Plan Appendix) (Two Year Goal Based on Tell Kentucky Survey Results)

WORKING CONDITIONS GROWTH GOAL RUBRIC

Ineffective Developing Accomplished Exemplary

_____% and below _____% to _____% _____% to _____% _____% and above

WORKING CONDITIONS GOAL ACTION PLAN Working Conditions

What do I want to change about my leadership or role that will effectively impact working conditions in my school and their impact on student learning?

Strategies/Actions What will I need to do in order to impact the target standard and target question(s)? How will I apply what I have learned? How will I accomplish my goal?

Resources/Support What resources will I need to complete my plan? What support will I need?

Targeted Completion Date When will I complete each identified strategy/ action?

PRODUCTS OF PRACTICE/OTHER SOURCES OF EVIDENCE Principals may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the principal’s practice within the standards. These evidences should be part of the regular practice of the principal and not created solely for use as evidence. In other words, evidence must be naturally occurring products related to the day-to-day work of principal leadership and learning.

SBDM Minutes Faculty Meeting Agendas and Minutes Department/Grade Level Agendas and Minutes PLC Agendas and Minutes Leadership Team Agendas and Minutes Instructional Round/Walk-through documentation Budgets EILA/Professional Learning experience documentation Surveys Professional Organization memberships Parent/Community engagement surveys

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Parent/Community engagement events documentation School schedules Others: as agreed upon by supervisor and principal

STUDENT GROWTH The following sections provide a detailed overview of the various sources of evidence used to inform Student Growth Ratings. At least one (1) of the Student Growth Goals set by the Principal must address gap populations. Assistant Principals will inherit the SGGs (both state and local contributions) of the Principal.

STATE CONTRIBUTION – ASSIST/Next Generation Learners (NGL) Goal Based on Trajectory (Goal inherited by Assistant Principal)

Required:

Selection based on ASSIST/NGL trajectory.

Based on Gap population unless Local goal is based on Gap population. The principal will collaborate with the Superintendent/designee to determine assist goal and the interim

trajectory with the state target as a minimum. Principals are responsible for setting at least one student growth goal that is tied directly to the Comprehensive School Improvement Plan located in ASSIST. The school report card reports trajectory data under the Delivery Target Tab and also through the link to School Trend data. The superintendent/designee and the principal will meet to discuss the trajectory for the goal and to establish the year’s goal that will help reach the long-term trajectory target. New goals are identified each year based on the ASSIST goals. The goal should be customized for the school year with the intent of helping improve student achievement and reaching the long term goals through on-going improvement.

Determining the high, expected, or low growth for the principal’s state growth goal will be based on the

following information:

Expected Growth: + or – 10%

High: More than 10% above goal

Low: More than 10% below goal

For example, if the goal was set that 56% of the gap population would reach proficient/distinguished then the

following percentages would result in high, expected or low growth.

Example of H,E,L Growth (If Trajectory Target was 80% P/D)

Low Expected High

45% or Below 46%-66% 67% and above

LOCAL CONTRIBUTION – Based on School Need (Goal inherited by Assistant Principal) as evidenced by Principal Professional Growth and Effectiveness System Professional Growth Planning (APPENDIX)

Required:

Based on Gap population unless State goal is based on Gap population. Local District Decision:

The principal will develop one local student growth goal. Describe process to develop local goals.

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Describe process for determining high, expected, low growth. Principals will develop a minimum of one local student growth goal based on school need that may be developed to parallel the State Contribution or it may be developed with a different focus. Once selection is complete, principal will develop a S.M.A.R.T. goal following the guidance of the Rowan County SGG Rigor Rubric to determine that the SGG is rigorous and realistic for the current school year. The goal should be:

based on actions that can be taken by the principal to impact results as opposed to actions that can be

assigned by the principal to teachers connected to other school/district initiatives where appropriate

Once the goal has been set and a plan for accomplishing the goal completed, determination of high, expected, or low growth will be based on the growth and proficiency targets within the goal.

Measures in Determining Student Growth Rating as Low, Expected, or High The student growth rating will be determined by the identified components of the Principal’s Student Growth Goal with a confidence interval of +/- 10%. 1) Growth Target, that 100% of all students will achieve growth 2) Proficiency target, identifying the percent of students that are expected to meet the proficiency target Points will be awarded as follows:

3 points for meeting or exceeding the growth goal

3 points for meeting or exceeding the proficiency goal

1 point for not meeting the growth goal

1 point for not meeting the proficiency goal

After evaluating growth based on student results the following protocol will be applied: SGG growth points added to SGG proficiency points divided by the two goals identified in the SGG will yield the student growth rating.

Average of 3 – High

Average of 2 – Expected

Average of 1 – Low The following Student Growth Goal Rating Outcomes chart provides the possible outcomes:

Student Growth Goal (SGG) Rating Outcomes

Met Identified SGG Growth Goal Met Identified SGG Proficiency Goal Student Growth Rating

Yes – 3 points Yes – 3 Points Average of 3 - HIGH

Yes – 3 points No - 1 point Average of 2 - EXPECTED

No - 1 point Yes – 3 point Average of 2 - EXPECTED

No – 1 point No - 1 point Average of 1 - LOW

DETERMINING THE OVERALL PERFORMANCE CATEGORY The Superintendent/designee is responsible for determining an Overall Performance Category for each principal at the conclusion of their summative evaluation year. The Overall Performance Category is informed by the educator’s ratings on professional practice and student growth. The evaluator determines the Overall

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Performance Category based on professional judgment informed by evidence that demonstrates the educator's performance against the Standards, district-developed rubrics, and decision rules that establish a common understanding of performance thresholds to which all educators are held. What follows is a description of each component used to inform the Overall Performance Category.

RATING OVERALL PROFESSIONAL PRACTICE

Record rating in CIITS Timeline for Rating professional Practice

The Kentucky Principal Performance Standards stand as the critical rubric for providing principals and evaluators with concrete descriptions of practice associated with specific standards. Each standard describes a behavior or related set of behaviors that principals and evaluators can prioritize for evidence-gathering, feedback, and eventually, evaluation. Evaluators will organize and analyze evidence for each individual principal based on these concrete descriptions of practice. Evaluators and principals will be engaged in ongoing dialogue throughout the evaluation cycle. The process concludes with the evaluator’s analysis of evidence and the final assessment of practice in relation to performance described under each Standard at the culmination of an educator’s cycle. Timeline for rating Professional Practice will be a minimum of two reviews conducted annually. The mid-year will be conducted by the supervisor/designee by December 15th and the summative review will be conducted by April 15th of each year.

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RATING OVERALL STUDENT GROWTH Overall Student Growth Rating results from a combination of professional judgment and the district-developed instrument. The instrument is designed to aid the evaluator in applying professional judgment to multiple evidences of student growth over time. Student growth ratings must include data from both the local and state contributions.

Required:

Determine the rating using both state and local growth.

Determine the rating using 3 years of data (when available).

Record ratings in CIITS.

The process used to rate student growth includes both state and local contributions. The overall student growth rating will be determined by each rating receiving a numerical weighting:

LOW = 1 EXPECTED = 2 HIGH = 3

The sum of all ratings available will then be divided by the total number of ratings received. The average of all SGG ratings (state and local over potentially three years) will result in an overall student growth rating as follows:

LOW = 1.0 – 1.49 EXPECTED = 1.5 – 2.49 HIGH = 2.5 – 3.0

STANDARD 5: [I,D,A,E]

STANDARD 6: [I,D,A,E]

REQUIRED

• Professional Growth Plans and Self-Reflection

• Site-Visit • Val-Ed 360°/Working

Conditions OPTIONAL

• Other: District-Determined – Must be identified in the CEP

PR

OFE

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STANDARDS

STANDARD 1: [I,D,A,E]

SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE

PROFESSIONAL

JUDGMENT

STANDARD 2: [I,D,A,E]

STANDARD 3: [I,D,A,E]

STANDARD 4: [I,D,A,E]

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DETERMINING THE OVERALL PERFORMANCE CATEGORY A principal’s Overall Performance Category is determined by the evaluator based on the principal’s ratings on each standard, as well as student growth. Evaluators will use the following decision rules for determining the Overall Performance Category:

GROWTH PLANNING USING THE OVERALL PERFORMANCE CATEGORY AND STUDENT GROWTH TREND DATA The Overall Performance Category, in combination with trends of multiple measures of student growth, will be used to determine the principal’s growth plan. The evaluator will, in collaboration with the principal and through application of professional judgment, determine the next appropriate steps for growth planning.

STATE

ASSIST/NGL Goal

LOCAL

• Based on school need

STU

DEN

T G

RO

WTH

STUDENT GROWTH RATING

STUDENT GROWTH [H,E,L]

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH

PROFESSIONAL JUDGMENT

AND DISTRICT-DETERMINED

RUBRICS

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Principal Growth Planning Using the Overall Performance Category and Student Growth Trend Data

“Shall” have a minimum of a directed growth plan

“Shall” have a minimum

of a self-directed growth plan

“Shall” have a minimum of a

self-directed growth plan

`` “Shall” have a minimum

of a self-directed growth plan

“Shall” have a minimum of a directed growth plan

“Shall” have a minimum of a

self-directed growth plan

“Shall” have a minimum of a Corrective Action Plan (Evaluator Directed)

Low Growth Expected Growth High Growth

STUDENT GROWTH

OV

ERA

LL P

ERFO

RM

AN

CE

CA

TEG

OR

Y

EXEM

PLA

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A

CC

OM

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OP

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IN

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***PRINCIPAL PGES CYCLE The following chart shows the required components for principals and assistant principals. All principals and assistant principals will be evaluated every year.

PPGES Cycle

Components Timeline

Review Accountability and ASSIST Goal Results Annually

SGG (State and Local) Annually

PGP and Professional Growth Goal Annually

Working Conditions Goal 2-year Goal

Administer Formative Val-Ed Every other year (alternates with TELL Kentucky)

First Semester Site-Visit by Superintendent/designee Annually

Mid-Year Review with Superintendent/designee Annually

Administer Summative Val-Ed or TELL Kentucky Annually – depending on alternate year

End-of-Year Review with Superintendent/designee Summative Rating from Professional Practice, Principal Performance Standards, Val-Ed, SG, & WCG

Annually

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PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM – OTHER PROFESSIONALS

OPGES – Other Professionals Growth and Effectiveness System: The current evaluation standards and procedures for “Other Professionals” (Occupational Therapists, Speech

Language Pathologists, Counselors, Psychologist, Administrators other than principals and asst. principals, Media

Specialist, etc...) included in this evaluation plan will remain in effect until the OPGES is fully implemented in

Kentucky. OPGES is scheduled to be piloted in Kentucky during the 2014/15school year.

*Current evaluation documents for other professionals attached.

PGES Other Professionals Table of Contents

Counselor ................................................................................................................................................ 39 District Administrator ............................................................................................................................... 42 Instructional Interventionist ..................................................................................................................... 47 Media Specialist ....................................................................................................................................... 48 School Psychologist .................................................................................................................................. 51 Therapeutic Specialist .............................................................................................................................. 52

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School Counselor Certified Evaluation

Standard 1: Program Management, Research, and Evaluation-

The school counselor develops a process and procedure for planning, implementation, and evaluation of a comprehensive developmental program of guidance and counseling in conjunction with the school's consolidated plan. This program should be shared with faculty, staff, administrators, students, parents, school councils, school boards, and community members. It is based on needs assessment, formative evaluation and summative evaluation.

The counselor understands and knows how to:

1.1 Define needs and priorities. 1.2 Determine objectives. 1.3 Communicate with the

stakeholders, including school councils, about the design, importance, and effectiveness of the program.

1.4 Organize personnel, physical resources, and activities to accomplish goals, priorities and objectives specified by school plans.

1.5 Evaluate the program to assure its contribution to the school's mission and goals.

1.6 Use information systems & technology.

Standard 2: Consultation/Collaboration

The school counselor functions in a cooperative process to assist others to effectively meet the needs of students. Through consultation the school counselor advocates for students.

The counselor understands and knows how to:

2.1 Consult with parents, faculty, staff, administrators, and others to enhance their work with students.

2.2 Interpret relevant information concerning the developmental needs of students.

2.3 Reduce barriers to student learning through direct referred services.

2.4 Facilitate new student integration into the school environment.

2.5 Work with teachers to provide support for students in a crisis situation.

2.6 Interact with school councils, school boards, Family Resource/Youth Service Center Advisory Councils, and/or school committees.

2.7 Facilitate successful communication between and among teachers, parents, teacher and students.

2.8 Work with teachers and administrators relevant to behavior management to promote and support intervention strategies.

2.9 Consult with external community and professional resources.

Standard 3: Coordination The school counselor functions

as a coordinator in bringing together people and resources in the school, the community, and the district for the fullest academic, career, personal, and social development of the students.

The counselor understands and knows how to:

3.1 Coordinate with school and community personnel, including school councils, to provide resources, including technology, for students.

3.2 Use an effective referral process for assisting students and others to use special programs and services.

3.3 Identify community agencies for referral of students.

3.4 Maintain cooperative working relationships with community resources.

3.5 Facilitate successful transition from one level of education to the next, (i.e. elementary to middle.) 3.6 Maintain, update, and interpret

confidential student records.

Standard 1 Comments Standard 2 Comments Standard 3 Comments

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Standard 4: Developmental Guidance Curriculum-The school counselor provides a developmental, preventive guidance program to all students within the school. This proactive program promotes the mental health necessary for academic success, self-sufficiency and responsible group membership.

The counselor understands and knows how to:

4.1 Assess developmental need of students.

4.2 Address academic expectations and school-to-work initiatives.

4.3 Prepare students for successful transitions.

4.4 Evaluate results of the program's impact.

4.5 Modify the program as needed to continually meet the needs of students.

4.6 Guide individuals and groups of students through the development of educational and career plans.

4.7 Guide students to understand content from appropriate diverse, multicultural, or global perspectives.

4.8 Provide guidance for maximizing personal growth and development.

4.9 Provide the school developmental guidance program.

Standard 5: Individual/Small Group Counseling-The school counselor will provide services to address mental, physical, and emotional barriers to learning by providing services in the following ways: individual and group, scheduled and impromptu and short term and long term.

The counselor understands and knows how to:

5.1 Provide a safe, confidential setting in which students present their needs & concerns.

5.2 Promote wellness. 5.3 Respond to crises. 5.4 Communicate empathy and

understanding. 5.5 Utilize a broad range of

techniques and accepted theories appropriate to school counseling.

5.6 Utilize assessment tools, individual planning skills and counseling to facilitate informed choices (aptitude, interest, learning styles, academics, and careers).

5.7 Intervene in problem/conflict situations and conduct follow-up sessions.

5.8 Respect and nurture the uniqueness of each student.

5.9 Mediate classroom and student conflict.

5.10 Empower students to develop and use their resources.

Standard 6: Assessment-The school counselor collaborates with other school and district staff as needed to design and coordinate a testing program that helps students identify their abilities, aptitudes, achievements, and interests.

The counselor understands and knows how to:

6.1 Participate as needed in the planning, administration, and evaluation of the district/school testing program.

6.2 Interpret and communicate learning results to students, faculty, parents, and community with respect to aptitude, achievement, interests, temperaments and learning styles.

6.3 Collaborate with staff concerning assessment of special needs students.

6.4 Use assessment results and other sources of student data in formulating student

career/graduation plans. 6.5 Maintain student records to

ensure the confidentiality of assessment data. 6.6 Provide orientation sessions for

faculty, students, and parents regarding the assessment program.

Standard 4 Comments Standard 5 Comments Standard 6 Comments

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Standard 7: Adheres to Professional Standards-The school counselor is a professional who acts within legal and ethical guidelines to accomplish educational purposes.

The counselor understands and knows how to:

7.1 Adhere to professional codes of ethics of American Counseling Association, American School Counseling Association, and the Code of Ethics adopted by the Kentucky Education Professional Standards Board.

7.2 Adhere to federal/state laws and regulations related to education and child protection.

7.3 Be responsible for his/her on-going professional development.

7.4 Act in a role that clearly distinguishes him or her from any professional who administers disciplinary action; except in the absence of building administrators.

7.5 Be knowledgeable of the position statements of the American School Counselor Association.

7.6 Identify activities that would be in conflict with the primary role of the school counselor and to advocate for the best practices of the profession.

7.7. Is punctual for all duties and regular in attendance. 7.8 Meet timelines for paperwork and reporting, including 504 and ELL program services plans and

progress reports.

Standard 8: Demonstrates Professional Leadership-The school counselor provides professional leadership within the school, community, and education profession to improve student learning and well being.

The counselor understands and knows how to:

8.1 Build positive relationships within and between school and community.

8.2 Promote leadership potential in colleagues.

8.3 Participate in professional organizations and activities.

8.4 Write and speak effectively. 8.5 Participates in development of

curriculum and instructional materials. 8.6 Initiates and develops educational

projects and programs in the area of student services.

8.7 Practice effective listening, conflict resolution, and group-facilitation skills as a team member.

8.8 Present program in a manner that reflects sensitivity to a multicultural and global perspective.

8.9 Work with colleagues to administer an effective learning climate within the school.

Standard 9: Engages in Professional Development-The school counselor evaluates his or her own overall performance in relation to, but not limited to the school's Consolidated Plan, and the nine counselor standards.

The counselor understands and knows how to:

9.1 Establish priorities for professional growth.

9.2 Analyze student services issues to help identify professional development needs.

9.3 Consider input from others in the creation of individual professional development plans.

9.4 Implement knowledge and skills acquired through on-going professional development.

9.5 Modify own professional development plan to improve performance and to promote student learning.

9.6 Provides input for targeted student services specific professional development.

Standard 7 Comments Standard 8 Comments Standard 9 Comments

Name: School: Year:

Standard 1: Program Management, Research, and Evaluation

Standard 2: Consultation/Collaboration

Standard 3: Coordination

Rating_____ Rating_____ Rating_____

Standard 4: Developmental Guidance

Curriculum Standard 5: Individual/Small Group

Counseling Standard 6: Assessment

Rating_____ Rating_____ Rating_____

Standard 7: Adheres to Professional

Standards Standard 8: Demonstrates Professional

Leadership Standard 9: Engages in Professional

Development

Rating_____ Rating_____ Rating_____

3 = Meets Performance Expectations 2 = Making Progress but Growth Needed 1 = Does Not Meet (Requires corrective action plan) N/A = Not

Applicable Rating Scale: 4= Exemplary 3= Accomplished

2 = Developing (May need to revise Professional Growth Plan) 1 = Ineffective (Requires Corrective Action Plan) N/A = Not Applicable

47

District Administrator

STANDARD 1-VISION An educational leader promotes the success of every

student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

PERFORMANCES – The administrator facilitates

processes and engages in activities that:

A. Collaboratively develop and implement a shared vision and mission.

B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning.

C. Create and implement plans to achieve goals. D. Promote continuous and sustainable improvement. E. Monitor and evaluate progress and revise plans.

STANDARD 2- CULTURE & LEARNING An educational leader promotes the success of every

student by advocating, nurturing, and sustaining a culture and instructional program conducive to student learning and staff professional growth.

PERFORMANCES—The administrator facilitates

processes and engages in activities that:

A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations.

B. Create a comprehensive, rigorous, and coherent curricular program.

C. Develop assessment and accountability systems to monitor school and district progress.

D. Develop the instructional and leadership capacity of staff.

E. Promote the use of the most effective and appropriate technologies to support teaching and learning.

F. Monitor and evaluate the impact of the instructional program.

Standard 1 Comments Standard 2 Comments

STANDARD 3-MANAGEMENT An education leader promotes the success of every

student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

PERFORMANCES—The administrator facilitates

processes and engages in activities that:

A. Monitor and evaluate the management and operational systems.

B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources.

C. Promote and protect the welfare and safety of students and staff.

D. Develop the capacity for distributed leadership. E. Ensure organizational time is focused to support

quality instruction and student learning.

STANDARD 4-COLLABORATION An education leader promotes the success of all

students by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

PERFORMANCES—The administrator facilitates

processes and engages in activities that:

A. Collect and analyze data and information pertinent to the educational environment.

B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources.

C. Build and sustain positive relationships with families and caregivers.

D. Build and sustain productive relationships with community partners.

Standard 3 Comments Standard 4 Comments

48

STANDARD 5: INTEGRITY, FAIRNESS, ETHICS An education leader promotes the success of every

student by acting with integrity, fairness, and in an ethical manner.

PERFORMANCES—The administrator facilitates

processes and engages in activities that:

A. Ensure a system of accountability for every student’s academic and social success.

B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior.

C. Safeguard the values of democracy, equity, and diversity.

D. Consider and evaluate the potential moral and legal consequences of decision-making.

E. Promote social justice and ensure that individual student needs inform all aspects of schooling.

F. Is punctual for all duties and regular in attendance G. Adheres to the professional code of ethics H. Demonstrates continuous professional growth

STANDARD 6: POLITICAL, ECONOMIC, LEGAL An education leader promotes the success of every

student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

PERFORMANCES—The administrator facilitates

processes and engages in activities that:

A. Advocate for children, families, and caregivers. B. Act to influence local, district, state, and national

decisions affecting student learning. C. Assess, analyze, and anticipate emerging trends and

initiatives in order to adapt leadership strategies.

Standard 5 Comments Standard 6 Comments

1: Vision The education leader promotes

the success of every student by:

Performance/Product/Portfolio Ratings

(*More than one rating can be checked)

Professional Growth Activities Discussed

Meets Growth Needed

Does Not Meet

A. Collaboratively developing and implementing a shared vision and mission

B. Collecting and using data to identify goals, assess organizational effectiveness, and promote organizational learning

C. Creating and implementing plans to achieve goals

D. Promoting continuous and sustainable improvement

E. Monitoring and evaluating progress and revising plans

Overall rating for Summative Evaluation

49

Name: Year:

2: Culture and Learning The education leader promotes

the success of every student by:

Performance/Product/Portfolio Ratings

(More than one rating can be checked)

Professional Growth Activities Discussed

Meets Growth Needed

Does Not Meet

A. Nurtures and sustains a culture of collaboration, trust, learning, and high expectations

B. Creates a comprehensive, rigorous, and coherent curricular program

C. Develops assessment and accountability systems to monitor student progress

D. Develops the instructional and leadership capacity of staff

E. Promotes the use of the most effective and appropriate technologies to support teaching and learning

F. Monitors and evaluates the impact of the instructional program

Overall Rating for Summative Evaluation

Name: Year:

3: Management The education leader promotes

the success of every student by:

Performance/Product/ Portfolio Ratings

(More than one rating can be checked)

Professional Growth Activities Discussed

Meets Growth Needed

Does Not Meet

A. Monitors and evaluates the management and operational systems

B. Obtains, allocates, aligns, and efficiently utilizes human, fiscal, and technological resources

C. Promotes and protects the welfare and safety of students and staff

D. Develops the capacity for distributed leadership

E. Ensures teacher and organizational time is focused to support quality instruction and student learning

Overall Rating for Summative

50

Evaluation

4: Collaboration The education leader promotes

the success of every student by:

Performance/Product/Portfolio Ratings

(More than one rating can be checked)

Professional Growth Activities Discussed

Meets Growth Needed

Does Not Meet

A. Collects and analyzes data and information pertinent to the educational environment

B. Promotes understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources

C. Builds and sustains positive relationships with families and caregivers

D. Builds and sustains productive relationships with community partners

Overall Rating for Summative Evaluation

Name: Year:

5: Integrity, Fairness, Ethics The education leader promotes the

success of every student by:

Performance/Product/Portfolio Ratings

(More than one rating can be checked)

Professional Growth Activities Discussed

Meets Growth Needed

Does Not Meet

A. Ensures a system of accountability for every student’s academic and social success

B. Models principals of self-awareness, reflective practice, transparency, and ethical behavior

C. Safeguards the values of democracy, equality, and diversity

D. Considers and evaluates the potential moral and legal consequences of decision-making

E. Promotes social justice and ensures that individual student needs inform all aspects of schooling

F. Is punctual for all duties and regular in attendance

51

G. Adheres to the professional code of ethics

H. Demonstrates continuous professional growth

Overall Rating for Summative Evaluation

6: Political, Economic, Legal The education leader promotes

the success of every student by:

Performance/Product/Portfolio Ratings

(More than one rating can be checked)

Professional Growth Activities Discussed

Meets Growth Needed

Does Not Meet

A. Advocates for children, families, and caregivers

B. Acts to influence local, district, state, and national decisions affecting student learning

C. Assesses, analyzes, and anticipates emerging trends and initiatives in order to adapt leadership strategies

Overall Rating for Summative Evaluation

(This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, progress on personal professional growth goals, conferences, work samples, reports developed, and other documentation.)

Evaluatee ________________________________ Position _____________________________ Evaluator ________________________________ Position _____________________________ School/Work Site ___________________________________________________________________

Ratings: Administrator Standards: Meets *Does Not Meet 1. Vision _____ _____ 2. School Culture & Learning _____ _____ 3. Management _____ _____ 4. Collaboration _____ _____ 5. Integrity, Fairness, Ethics _____ _____ 6. Political, Economic, Legal _____ _____ Overall Rating _____ _____ *Any rating in the “does not meet” column requires the development of an Individual Corrective Action

Plan.

52

Media Specialist

STANDARD 1: A School Library Media Specialist demonstrates proficiency in the management and administration of the library media center.

PERFORMANCES 1.1. Plans long and short range goals of the library

media center program with faculty, administration, and students.

1.2. Plans the budget with the administration, school-based councils and/or advisory committees, based on the needs and objectives of the library media center program.

1.3. Administers the budget according to the goals and objectives of the program.

1.4. Develops and/or follows library media center policies e.g. materials selection, collection development, circulation, challenged materials, copyright, and technology.

1.5. Develops plans for maintaining a technologically current facility and program.

1.6. Organizes, classifies, and catalogs library materials following nationally recognized professional standards such as AACR2 (Anglo American Cataloging Rules), latest edition Dewey or Library of Congress, MARC format.

1.7. Solicits suggestions from and communicates with faculty and students about services, materials, programs and facilities.

1.8. Evaluates programs, services, facilities, and materials informally and formally on a continuous basis identifying strengths and weaknesses.

1.9. Organizes and maintains the library media center as a functional attractive, safe, and orderly environment for optimal use by students and faculty.

1.10. Publicizes the library media center programs, services, and materials.

1. 11. Is responsible for the proper use of the facility, materials, and equipment.

1. 12. May plan and/or participate in special projects or proposals, e.g. book fairs.

1. 13. Trains and supervises library media center clerical staff, volunteers, and student helpers.

STANDARD 2: A School Library Media Specialist provides exemplary resources through collection development.

PERFORMANCES 2. 1. Follows the district approved selection policy,

which includes a procedure for the reconsideration of materials.

2.2. Possesses broad knowledge of the school curriculum and plans with teachers and administration for development of collection of materials to support the curriculum and address learning needs identified through student assessment data.

2.3 Uses formative and summative student performance data to inform selection, acquisition, circulation and maintenance of materials and to guide student research, inquiry, and investigations.

2.4. Chooses materials using selection tools, bibliographies, periodical reviews workshop and professional judgment recommendations.

2.5. Maintains a professional collection. 2.6. Demonstrates competency in selection,

acquisition, circulation, and maintenance of materials, technology, and equipment which support the school's curriculum and educational philosophy.

2.7. Keeps automated catalog current. 2.8. Maintains statistical records and shelf list

needed to verify collection of the library media center holdings.

2.9. Makes general repairs, weeds collection, and takes annual inventory.

Standard 1 Comments Standard 2 Comments

53

STANDARD 3: A School Library Media Specialist provides an effective library media program through services.

STANDARD 4: A School Library Media Specialist

enables students to become effective information users.

PERFORMANCES 3. 1. Exercises a supportive role and serves as a

catalyst in insuring the library media center is central to the instructional program of the school.

3.2. Participates as a member of the instructional team (s) in curriculum development projects and plans regularly

with teachers, as scheduling permits. 3.3. Provides the leadership and develops expertise

for the incorporation of information and instructional technologies

into the school curriculum. 3.4. Provides training to staff in use of new

materials, technology, and equipment demonstrating practical applications for curriculum connections.

3.5. Supports classroom teachers as a consultant in the development of instructional units, activities, and curriculum with print and non-print materials.

3.6. Assists faculty in the selection of materials to supplement classroom instruction.

3.7. Establishes positive rapport with staff and students.

3.8. Makes the library media center and its resources accessible to students and faculty.

3.9. Initiates flexible use of the library media center by individual, small groups, and large groups for research, browsing, recreational reading, and listening.

3. 10. Provides orientation for new faculty and students.

3.11. Maintains effective communication with staff and students e.g. informs faculty and students of new acquisitions and services.

3.12. Is available as a personal resource for all students and faculty.

PERFORMANCES 4. 1. Plans and implements a library media center

program of library information skills in collaboration with classroom teachers toward the achievement of the goals of education reform and the academic expectations.

4.2. Informally evaluates needs of diverse individuals and groups and provides appropriate learning experiences that guide students to understand content from appropriate diverse, multicultural, or global perspectives.

4.3. Creates a climate conducive to learning in which students display initiative and assume a personal responsibility for learning and conduct.

4.4. Provides for independent and cooperative group learning.

4.5. Helps students to develop habits of independent reference work and to develop skill in the use of reference materials in relation to planned assignments.

4.6. Promotes appreciation of various forms of literature emphasizing the highest quality.

4.7. Encourages students to develop lifelong reading, listening, viewing, and critical thinking skills; and to become skilled in all modes of communication.

4.8. Incorporates the use of technology in accessing information.

4.9. Assists students in the use of multimedia for completed projects.

Standard 3 Comments Standard 4 Comments

STANDARD 5: A School Library Media Specialist assumes responsibility for professional growth practices and demonstrates professional growth.

PERFORMANCES 5.1. Follows the school's policies and procedures and adheres to the Professional Code of Ethics (16 KAR

1:020). 5.2. Promotes compliance with the copyright law to the best of their knowledge. 5.3. Attends local professional growth activities and meetings. 5.4. Demonstrates commitment by belonging to professional library organizations and attending meetings,

54

workshops, conferences and other activities related to the field. 5.5. Identifies professional growth activities, which will improve the library media, program. 5.6. Develops Professional Growth Plan. 5.7. Develops a plan that is congruent with the school and district mission and goals. 5.8. Revises Professional Growth Plan as goals change. 5.9. Demonstrates professional growth. 5.10. Handles concerns of others in a positive and professional manner in order to protect the users' rights to

privacy and confidentiality. 5.11. Is punctual for all duties and regular in attendance.

5.12. Adheres to other established EPSB Standards (16 KAR 1:010).

Standard 5 Comments

Name: School: Year:

STANDARD 1: A School Library Media Specialist demonstrates proficiency in the management and administration of the library media center.

STANDARD 2: A School Library Media Specialist provides exemplary resources through collection development.

STANDARD 3: A School Library Media Specialist provides an effective library media program through services.

RATING _______

RATING _______

RATING _______Rating_____

STANDARD 4: A School Library Media Specialist enables students to become effective information users.

EXPECTATIONS

STANDARD 5: A School Library Media Specialist assumes responsibility for professional growth practices.

RATING _______

RATING _______

55

School Psychologist

D. Program Specifics 1. Follows guidelines as set by APA 2. Engages in clinical supervision 3. Consults on intervention strategies 4. Maintains test protocols and reports 5. Coordinates information about service delivery and staffing patterns 6. Does evaluation of referred student on all handicapping conditions 7. Member of ARC to interpret test results and recommend interventions

Therapeutic Specialist (Speech, Visual Impaired, Occupational Therapist, Physical Therapist)

STANDARD 1: Implements Assessment Procedures

PERFORMANCES 1.1. Assists and guides teachers through

the referral process 1.2. Provides screening to identify need

for further assessment. 1.3 Provides a thorough assessment and

diagnosis. 1.4. Maintains ongoing records of

referred, screened, and eligible students. 1.5. Follows timelines from initial

referral to placement. 1.6. Completes all forms as required

before placement and re-evaluation. 1.7. Compiles case history as needed. 1.8. Assists in referrals to agencies.

STANDARD 2: Demonstrates Readiness to Teach

PERFORMANCES 2.1. Selects appropriate student

objectives as dictated by ARC and IEP. 2.2. Selects appropriate learning

experiences. 2.3. Uses time effectively. 2.4. Prepares instruction on the

basis of individual needs. 2.5. Develops a therapeutic

program. 2.6 Schedules caseload in an

efficient and cooperative manner.

STANDARD 3: Demonstrates a Proficiently Managed Environment

PERFORMANCES 3.1. Arranges setting to support

learner activities 3.2. Provides for a safe and orderly

environment. 3.3. Uses classroom procedures that

are clear and easily managed. 3.4. Uses classroom procedures that

permit independent and interdependent learning.

Standard 1 Comments Standard 2 Comments Standard 3 Comments STANDARD 4: Demonstrates Proficiency

in Managing Student Behavior PERFORMANCES 4.1. Establishes and clearly

communicates expectations. 4.2. Reinforces acceptable student

behaviors. 4.3. Uses appropriate consequences for

altering unacceptable student behaviors. 4.4. Monitors student behaviors. 4.5. Holds each student accountable for

his/her own behaviors. 4.6. Creates a climate in which students

display initiative and accept responsibility for learning and conduct.

STANDARD 5: Integrates the Curriculum So That Students Can Make

Connection Between Knowledge and Experiences

PERFORMANCES 5.1. Implements therapy related to

classroom curriculum when possible. 5.2. Designs and implements

themes of interest to students. 5.3. Provides for critical differences

of students in curriculum and instruction planning and implementation. 5.4. Uses student performance to

evaluate growth. 5.5. Regularly guides students to

understand content from appropriate diverse, multicultural, or global

STANDARD 6: Teaches the Skills Necessary for Students to Become

Productive Members of Various Groups

PERFORMANCES 6.1. Teaches the skills needed for

interdependence to work effectively in groups (taking turns and respecting views of others; teaches skills for group communication - listening, speaking)

56

4.7. Demonstrates fairness and consistency in enforcing behavior expectations.

4.8. Manages disruptive behavior constructively while maintaining instructional momentum.

perspectives.

Standard 4 Comments Standard 5 Comments Standard 6 Comments STANDARD 7: Uses a Variety of

Effective Teaching Techniques, Equipment, Media, and Materials

PERFORMANCES 7.1. Uses cooperative learning

strategies, when appropriate. 7.2. Provides multi-activities (e.g.

learning centers, technology) 7.3. Selects teaching techniques that

match the readiness of students to learn. 7.4. Provides for independent and

interdependent learning. 7.5. Maintains a schedule that assures

students will experience success. 7.6. Uses a variety of questioning

techniques (e.g. signal, sample, redirection, individual or private response, prompting, clarification, refocusing, pausing after asking a question, etc.)

7.7. Demonstrates knowledge about technology in the speech environment.

7.8. Incorporates use of technology into instructional plan, when possible.

7.9. Uses community resources to enhance instruction.

STANDARD 8: Uses Teaching Strategies That Increase Motivation

PERFORMANCES 8.1 Is knowledgeable of Total

Communication Approach 8.2. Provides all students with the

opportunity for successful experiences. 8.3. Demonstrates high

expectations. 8.4. Demonstrates a high level of

concern for student success. 8.5. Communicates a positive

classroom climate of mutual respect. 8.6. Promotes interest through

personalizing instruction and novel approaches.

8.7. Provides knowledge of results that are meaningful and timely.

8.8. Provides specific feedback. 8.9. Demonstrates a caring attitude. 8.10. Demonstrates consistent

communication with parent/guardian.

STANDARD 9: Reports to Parent/ guardian on the Basis of the Result of Student Progress Assessment

PERFORMANCES 9.1. Prepares paperwork in advance

and has necessary forms available for parent

conferences. 9.2. Uses narrative methods of

reporting student progress when appropriate.

9.3. Shows actual expectations met by student.

9.4. Conducts conferences with parent/guardian.

9.5. Reports so students are not compared to other students.

9.6. Maintains ongoing communication with parent/guardian.

9.7. Provides information regarding agencies/programs available within the community as needed.

Standard 7 Comments Standard 8 Comments Standard 9 Comments

STANDARD 10: Collaborates with Teacher and Staff

PERFORMANCES 10.1. Plans with classroom teachers and

staff to implement therapy. 10.2. Cooperatively develops IEP goals

and objectives with Special Education teachers who have students with speech services

10.3. Serves as a consultant on topics regarding speech/language development.

10.4. Assists in proper referrals of individual to agencies and specialists in the community as appropriate.

10.5. Shares instructional materials and media.

STANDARD 11: Meets Professional Standards

PERFORMANCES 11.1. Assumes responsibility for

requisitioning and maintaining needed equipment and materials, as provided by the Board.

11.2. Meets assigned time frames. 11.3. Serves on committees. 11.4. Fulfills out-of-class

obligations/duties. 11.5. Maintains confidentiality

regarding students. 11.6. Shows positive working

relationship with faculty and staff. 11.7. Follows proper channels to

address issues and problems. 11.8. Shows proper regard toward

students. 11.9. Demonstrates good judgment

in decision making. 11.10. Seeks further

education/training. 11.11. Participates in workshops,

seminars, and other professional growth opportunities.

11.12. Belongs to professional organizations.

STANDARD 12: Uses Professional Growth Activities to Improve the

Speech Therapy Program PERFORMANCES 12.1. Identifies professional growth

activities which will improve the speech therapy program.

12.2. Develops Professional Growth Plan.

12.3. Develops a plan that is congruent with the school and district mission and goals.

12.4. Revises Professional Growth Plan as goals change.

57

11.13. Establishes a pattern of dependability by being punctual and having regular attendance.

11.14. Adheres to the professional code of ethics.

Standard 10 Comments Standard 11 Comments Standard 12 Comments

Name: Year:

STANDARD 1: Implements Assessment Procedures

STANDARD 2: Demonstrates Readiness to Teach

STANDARD 3: Demonstrates a Proficiently Managed Environment

STANDARD 4: Demonstrates Proficiency in Managing Student Behavior

RATING _______

RATING _______

RATING _______

RATING _______ STANDARD 5: Integrates the

Curriculum So That Students Can Make Connections Between Knowledge and Experiences

STANDARD 6: Teaches the Skills Necessary for Students to Become Productive Members of Various Groups

STANDARD 7: Uses a Variety of Effective Teaching Techniques, Equipment, Media, and Materials

STANDARD 8: Uses Teaching Strategies That Increase Motivation

RATING _______

RATING _______

RATING _______

RATING _______ STANDARD 9: Reports to Parent/

guardian on the Basis of the Result of Student Progress Assessment

STANDARD 10: Collaborates with Teacher and Staff

STANDARD 11: Meets Professional Standards

STANDARD 12: Uses Professional Growth Activities to Improve the Speech Therapy Program

RATING _______

RATING _______

RATING _______

RATING _______

Rating Scale: 4 = Exemplary

3= Accomplished 2 = Developing (May need to revise Professional Growth Plan) 1 = Ineffective (Requires Corrective Action Plan) N/A = Not Applicable

58

Appendix :

Rowan County Pre-Observation Conference Document. Rowan County Principal Professional Growth Planning document Appeals Document

59

ROWAN COUNTY PRINCIPAL GROWTH GOALS STUDENT GROWTH, WORKING CONDITIONS AND PROFESSIONAL LEARNING

PRINCIPAL’S LOCAL STUDENT GROWTH GOAL STATEMENT (Based on one of the State goals within CSIP.)

Target Population:

Growth Target: Proficiency Target:

SGG What strategies/actions will I need to do in order to assist my school in reaching the goal? How will I accomplish my goal?

Strategies/Actions What resources will I need to complete my plan? What support will I need?

Resources/Support What resources will I need to complete my plan? What support will I need?

Targeted Completion Date When will I complete each identified strategy/ action?

PRINCIPAL’S WORKING CONDITIONS GROWTH GOAL STATEMENT (Two Year Goal Based on Tell Kentucky Survey Results)

WORKING CONDITIONS GROWTH GOAL RUBRIC

Ineffective Developing Accomplished Exemplary

_____% and below _____% to _____% _____% to _____% _____% and above

WORKING CONDITIONS GOAL ACTION PLAN Working Conditions

What do I want to change about my leadership or role that will effectively impact working conditions in my school and their impact on student learning?

Strategies/Actions What will I need to do in order to impact the target standard and target question(s)? How will I apply what I have learned? How will I accomplish my goal?

Resources/Support What resources will I need to complete my plan? What support will I need?

Targeted Completion Date When will I complete each identified strategy/ action?

PRINCIPAL’S PROFESSIONAL GROWTH GOAL Initial Reflection: Based on the areas of growth identified in the Self-Reflection of the Principal Performance Standards and Parts B, C, and/or

D complete this section at the beginning of the school year.

Professional Learning What do I want to change about

my leadership or role that will effectively impact student learning?

What is my personal learning necessary to make that change?

Strategies/Actions What will I need to do in order to learn my identified skill or content? How will I apply what I have learned? How will I accomplish my goal?

Resources/Support What resources will I need to complete my plan? What support will I need

Targeted Completion Date When will I complete each identified strategy/ action?

On-going Reflection: Complete this section at mid-year to identify progress toward each Student Growth/Working Conditions/Professional Growth Goal

Principal Growth Goals-Review: Describe goal progress and other relevant data.

Mid-Year Review Conducted

Date:

Principal

Supervisor