Campbellsville Independent Schools Certified … 2015 Approved Certified...4 Campbellsville...

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Campbellsville Independent Schools Certified Evaluation Plan

Final

6/20/2014

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Table of Contents

District Assurances 3 Certified Teachers District Professional Growth and Effectiveness Plan Overview 4 District Contact/50-50 Committee 5 Roles and Definitions 6 Framework for Teaching 7 Kentucky Growth and Effectiveness System Model 8 Sources of Evidence/Framework 9 Professional Practice (Growth Planning and Self-Reflection) 10-12 Pre-Observation Document 13 Post-Observation Document 14-15 Observation Schedule 16 Observer Certification 17 Observer Calibration 18 Student Voice 19 Student Growth 20-27 Products of Practice/Other Sources of Evidence 28 Determining the Overall Performance Category 29-31 Professional Growth Plan and Summative Cycle 32 Appeals 33-39 Corrective Action Plan 40-41 Other Certified Professionals 42-89 Principal/Administrators Principal and Assistant Principal Professional Growth 90 Kentucky Professional Growth and Effectiveness System Model 91 Sources of Evidence/Framework 92 Roles and Definitions 93 Overview and Summative Model 94 Principal Performance Standards 95 Professional Practice 96-98 Student Growth 99-102 Determining Overall Performance Category 103 Professional Growth Plan and Summative Cycle 104-110 Principal PGES Cycle 111

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District Professional Growth and Effectiveness Plan PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM OVERVIEW – Certified Teacher

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). 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.

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Campbellsville Independent Schools

Certified Personnel Evaluation Plan

Campbellsville Independent School District (270) 465-4162

South Columbia Avenue Campbellsville, Kentucky 42718

Mike Deaton—Superintendent David Petett—Evaluation Contact

Evaluation Plan Development Committee Members and Titles:

Name Position

Mike Deaton Superintendent

Kent Settle Supervisor of Instruction

David Petett Director of District Programs

Kirby Smith CHS Principal

Elisha Rhodes CMS Principal

Ricky Hunt CES Principal

Andrea Lawler Teacher

Dale Estes Teacher

Weston Jones Teacher

Jan Speer Teacher

Doretha Sanders Teacher

Adrienne Hash Teacher

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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. Roles and Definitions

1. Administrator: means an EPSB certified 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 being evaluated 4. Peer Observer: Observation and documentation by a trained certified school personnel. 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 assesses 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. For Additional Definitions and Roles, please see 704KAR 3:370 Professional Growth and Effectiveness System

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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 documenting 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.

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.

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 Goals and/or Growth Percentiles (4-8 - Math & ELA)(Pilot only 2014-15)

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).

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SOURCES OF EVIDENCE/FRAMEWORK FOR TEACHING ALIGNMENT

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Evidence (pre and post conferences)

Observation Evidence

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Student Voice

Kentucky Student Voice Survey

Professional Growth

Professional Growth Planning and Self Reflection Self-

Reflection

Peer Observation

Observation

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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 iterative 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; (2) collaborates with his or her administrator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps.

Required

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

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

Local District Decision

Self-Reflection and Professional Growth Plans must be submitted no later than September 15th each school year. For those employees hired after the start of

the year, self-reflections and Professional Growth Plans shall be submitted within 30 instructional days from their hire date. The self-reflection and the

Professional Growth Plans shall be reviewed and revised annually by the evaluator and evaluatee.

Evaluators will approve Professional Growth Plans and Self Reflection by the end of the 1st 9 weeks of the current school year. For those employees hired

after the start of the year, evaluators shall approve self-reflections and professional growth plans within 30 days of submission.

Ongoing monitoring will take place throughout the year with an annual review taking place no later than April 30th of the current school year.

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Observation The observation process is one source of evidence to determine teacher effectiveness that includes supervisor and peer observation for each certified teacher. Both peer and supervisor observations will use the same instruments. The supervisor observation will provide documentation and feedback to measure the effectiveness of a teacher’s professional practice. Only the supervisor observation will be used to inform 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 ratings will be given by the peer observer. The rationale for each type of observation is to encourage continued professional learning in teaching and learning through critical reflection.

Observation Model

Required The observation model must fulfill the following minimum criteria:

Four observations in the summative cycle. A minimum of three observations conducted by the supervisor and one 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. Local District Decision

Choose an observation model:

OPTION A: The Progressive Model (3 and 1 model) Observers will conduct three mini observations (two by the supervisor and one by the peer observer) of approximately 20-30 minutes each. Because these are shorter sessions, the supervisor will make note of the components observed in order to identify "look fors" in the next mini observation by the supervisor. The final observation is a formal observation conducted by the supervisor consisting of a full class or lesson observation.

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Observation Conferencing

Required Observers will adhere to the following observation conferencing requirements

Conduct observation post conference within five working days following each observation. Local District Decision

Mini observations Pre-conferences-shall consist of written or electronic notification from the evaluator to the evaluatee that the mini conference will take place. The evaluator must also receive written or electronic notification that the evaluatee is aware of the conference prior to the mini observation taking place. Post Conferences-A written or electronic post conference shall be sent by the evaluator to the evaluatee within 5 days of the observation providing a summary of what was observed as well as look fors in the next mini conference. Full Observations Pre-conference-Shall consist of a face to face conference prior to the observation to discuss the look fors and expectations for the lesson (See pre conference form located in this document) Post Conference-Shall consist of a face to face conference to discuss the findings of the observation and next steps for the evaluatee. This conference shall take place within five instructional days of the observation. *See also process for appeals of evaluation. Timeline for observations

*See observation schedule on page 16 of the CEP.

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PRE-OBSERVATION DOCUMENT

Teacher

Grade Level/Subject(s)

Observer

Date of Conference

Preconference (Planning Conference)

Questions for Discussion: Notes:

What is your identified student learning target(s)?

How does this learning fit in the sequence of learning for this class?

Briefly describe the students in this class, including those with special needs.

How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any materials that the students will be using.

How will you differentiate instruction for individuals or groups of students?

How and when will you know whether the students have achieved the learning target(s)?

Is there anything that you would like me to specifically observe during the lesson?

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POST-OBSERVATION DOCUMENT

Teacher

EPSB ID#

School

Grade Level/Subject(s)

Observer

Date of Conference

For each of the following standards, reflect on the lesson that was observed using the following guiding questions to focus your reflections:

In general, how successful was the lesson? Did the students achieve the learning targets? How do you know, and what will you do for those students who did not?

In addition to the student work witnessed by the observer, what other student work samples, evidence or artifacts assisted you in making your determination for question one?

To what extent did classroom procedures, student conduct, and physical space contribute to or hinder student learning?

Did you depart from your plan? If so, how and why?

If you had an opportunity to teach this lesson again to the same group of students, what would you do differently, and why?

What do you see as the next step(s) in your professional growth for addressing the needs you have identified through personal reflection?

Evaluator’s Formative Observation Rating:

Domain 2: The Classroom Environment

Rating: Domain 3: Instruction Rating:

A: Creating an Environment of Respect and Rapport

I D A E A: Communicating with Students

I D A E

B: Establishing a Culture for Learning

I D A E B: Using Questioning and Discussion Techniques

I D A E

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C: Managing Classroom Procedures

I D A E C: Engaging Students in Learning

I D A E

D: Managing Student Behavior

I D A E D: Using Assessment in Instruction

I D A E

E: Organizing Physical Space

I D A E E: Demonstrating Flexibility

I D A E

Teacher’s Signature* Date Observer’s/Evaluator’s Signature Date

*Denotes sharing of results, not necessarily agreement with the formative rating Teacher Comments: Evaluator Comments:

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Observation Schedule

All observations should be completed within the following timelines: Observations may begin after Teachscape training has been completed in the first month of the school year.

Timeline for when observations must be completed:

First Observation Window: September1st-October 15th

Second Observation Window: October 16-December 1st

Third Observation Window: December 2nd-February 15th

Fourth Observation Window: February 16th-April 1st

*Observation windows may be altered if needed, due to inclement weather days.

*All observations must be completed by April 1st

*Peer observation is to be completed during the second observation window for non-tenured teachers and tenured teachers on a one year growth plan

cycle. The peer observation may occur during the first, second, or third observation window for teachers on a three year growth cycle.

*Tenured teachers on a three year growth plan cycle will have one mini observation the first year, one mini observation the second year, and a full

observation and peer observation in year 3 of the cycle.

*Non-tenured teachers and teachers on a one year growth plan or 12-month improvement plan will have two mini-observations by their supervisor, one

mini-observation by a peer, and a full observation by their supervisor each year until they are tenured or return to a three year growth cycle.

*For teachers hired after the start of school, the supervisor will complete a minimum of one full observation and one mini-observation.

Interns – All dates as established by Kentucky Teacher Internship Program or Kentucky Principal Internship Program

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Observer Certification

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

Framework for Teaching Observer Training

Framework for Teaching Scoring Practice

Framework for Teaching Proficiency Assessment

Required 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

Year 3 Calibration

Year 4 Recertification

Only supervisors who have passed the proficiency assessment can conduct mini and full 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, the district will provide the following supports:

o Observation data provided by a substitute observer is considered a valid source of evidence only if the supervisor is present in the observation. o In cases where the supervisor is not certified though the proficiency system and is therefore unable to conduct observations during the observation

window, the district will determine how to ensure teachers have access to observations by assigning a certified observer from the central office to conduct observations in collaboration with the building principal.

o In cases where the supervisor is unable to pass the certification test, a mentor from the central office will be assigned to provide professional development on the Framework for Proficiency to the supervisor prior to the readministering of the exam.

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Observer Calibration

As certified observers may tend to experience “drift” in rating accuracy, the district has established the following calibration process to be completed each year where certification is not required. 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.

After the initial certification, observers will undergo a calibration process in years 2 and 3 in each certification cycle. Teachscape will be used to

recalibrate the observer each year before any observations can occur. Recalibrations must be completed by July 31 in years 2 and 3 of the cycle.

Observers will be re-certified after year 3 in the cycle.

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.

All Peer Observers participating during the summative year observations will complete the state developed training once every three (3) years.

A pool of peer observers will be identified by the school principal. –

The principal, in consultation with the teacher being observed, will assign the peer observer to the observed teacher.

All peer observers participating during the summative year observations will complete the KET online module, “Professional Learning for Peer

Observers” by September 1 once every three (3) years.

First time peer observers will complete the training prior to completing any observations.

Peer observers will print certificates after completing the training and submit them to the Central Office.

All required peer observations must be documented in CIITS.

The principal and SBDM council will adopt a process for selecting peer observers at each school.

All peer observation documentation will be accessed only by the evaluatee.

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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.

All teachers will participate in the Student Voice Survey. 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:

The Director of District Programs will be the Student Voice Survey point-of-contact.

The building principal, in collaboration with the Director of District Programs, will determine which student groups will participate in the survey.

Student selection for participation will 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 will read, understand, and sign the district’s Student Voice Ethics Statement/Confidentiality Agreement.

All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students as determined by

the District Point of Contact.

The Student Voice Survey will be administered between the hours of 7AM and 5 PM local time.

The survey will be administered in the school.

Survey data will only be considered when 10 or more students are respondents.

The Student Voice Survey will be administered each year within the state mandated timelines

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Student Growth (Pilot only in 14/15)

The student growth measure is comprised of two possible contributions: a state contribution and a local contribution. The state contribution only pertains to

about 20% of teachers in the following content areas and grade levels participating in state assessments:

4th – 8th Grade

Reading

Math The state contribution is reported using Student Growth Percentiles (SGP). The local contribution uses the Student Growth Goal Setting Process and applies to all

teachers in the district, including those who receive SGP. The following graphic provides a roadmap for determining which teachers receive which contributions:

Do you teach students in grades 4-

8?

Do you teach in the Math or ELA

content areas?

Do your students participate in the

Math or ELAK-PREP Assessment?

LOCAL & STATE CONTRIBUTION

LOCAL CONTRIBUTION

ONLY

YES

YES

YES

NO

NO

NO

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Local Contribution – Student Growth Goals (SGG) – Applies to all teachers

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 identified interval of instruction (i.e. trimester, semester, year-long) as indicated in the teacher’s Student Growth Goal (SGG). All teachers will develop

an SGG for inclusion in the student growth measure. All Student Growth Goals 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).

Rigor-congruency to the Kentucky Core Academic Standards

Comparability- Data collected for the student growth goal must use comparable criteria across similar classrooms (classrooms that address the same

standards) to determine progress toward mastery of standards/enduring skills. Examples of similar classrooms might be 6th grade science classrooms, 3rd

grade classrooms, English 1 classrooms, band or art classes. For similar classrooms, teachers would be expected to use common measures or rubrics to

determine competency in performance at the level intended by the standards being assessed. Although specific assessments may vary, the close

alignment to the intent of the standard is comparable.

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.

PGES

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Student Growth Goal Rigor Planning Worksheet

Teacher Name: ______________________________ Date: _______________

Student Growth Goal:

Growth Goal Checklist Directions: Answer each question below with Yes/No and provide a rationale as needed before submitting your growth goal to your principal in CIITS.

The principal will then complete the same checklist about your goal before accepting. Feedback will be provided by the principal if your goal is missing one or more of the

components.

Question Yes/No Rationale Is the goal specific? (Draw a box around the specific goal/content addressed)

Is the goal measurable? (Underline how you will measure your goal)

Is the goal appropriate? Is the goal realistic? (Is your goal doable yet rigorous)

Is the goal time-bound? (Circle the time in your goal)

Does the goal address an enduring skill, concept, or understanding in your content area?

Does the goal have both a growth component and a proficiency component? Did you include a growth goal for all students and a proficiency goal for a percentage of students?

Does the goal relate to the needs of the identified students?

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Rigor and Comparability of Student Growth Goals Student Growth Goal (SGG) Rubric STRUCTURE ACCEPTABLE NEEDS REVISION INSUFFICIENT

‘SPECIFIC’ -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

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

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

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

Is not focused on a specific area of need

Includes only a growth or a proficiency target

‘MEASURABLE’ -Is an appropriate measure selected to assess the goal?

Uses appropriate measures for base-line, mid-course, and end of year/course data collection.

Is anchored in baseline data and 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.

Only allows students to demonstrate competency of part, but not all aspects of the standards being assessed.

Uses no baseline data or uses irrelevant data.

Does not assess the level of competency intended in the standards

‘APPROPRIATE’ Appropriate/ Attainable -Is the SGG rigorous, realistic, and standards based?

Aligned 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 necessary for advancement to future coursework

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

Focuses on a standards-based skill that does not match enduring skill criteria

Goal too narrow; focus on narrow skill/topic.

Goal is written in a general context and encompasses too much content.

Goal lists multiple enduring skills/overarching goals of adopted state standards

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

‘RELIABLE’ -Is the SGG results-oriented and relevant? -Is the data collected COMPARABLE across similar classrooms, across the district?

Includes growth and proficiency targets that are rigorous for students, but attainable with support. Rigor is determined by past performance of students, year’s growth, percentage of students who attain the target or other measures.

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

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

n/a

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

For similar classrooms, data collected for the student growth goal:

does not reflect common criteria used to determine progress

‘TIME-BOUND’ -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

ASSESSMENTS ACCEPTABLE NEEDS REVISION INSUFFICIENT

-Do the assessment items align with content standards in the SGG?

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

Aligns most assessment items (performances, tasks, questions) to content standards identified in the SGG. Other items "loosely aligned" or are not congruent to specified content standards.

There is little to no evidence of congruency of assessment items to the content standards identified in the SGG.

-Are multiple items used to determine mastery of standards?

All SGG grade-level learning content is assessed using multiple items to determine if/when standards have been 'met'.

Most SGG grade-level learning content is assessed using multiple items to determine if/when standards have been 'met'.

Some SGG grade-level learning content is assessed using multiple items to determine if/when standards have been 'met'.

-Is the scoring criteria used to determine mastery of standards accurate and clear?

Provides for all students the opportunity to demonstrate learning of the content, including rubrics, scoring guides, and/or answer keys for all items, all of which are accurate, clear, and thorough.

Provides for all students the opportunity to demonstrate learning of the content, including rubrics, scoring guides, and/or answer keys for all items, most of which are accurate and clear.

Provides for all students the opportunity to demonstrate learning of the content, including rubrics, scoring guides, and/or answer keys for all items, some of which are accurate and clear.

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Student Growth Goal Rigor Checklist for Administrators

Teacher Name Teacher ID Number

Is the goal Specific?

Is the goal Measurable?

Is the goal Appropriate?

Is the goal Realistic?

Is the goal Time-Bound?

Does the goal address an enduring skill, concept or understanding in the teacher's content?

Does the goal have both a growth and proficiency component?

Does the goal use comparable data?

Does the goal relate to the needs of the current group of identified students?

Acceptable Goal?

Date Completed

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Comparability

For student growth goals to be comparable, teachers will collaborate with other teachers and administrators in professional learning communities to consider student

data from appropriate state, district, school, and classroom assessments. This data will be used to prepare baseline measures and determine appropriate growth and

proficiency goals. When teachers do not have school level professional learning communities or peers to review goals, other professionals in the district or state with

similar content may be used to create and/or analyze data to determine comparable student growth goals. In order for assessments to be comparable, teachers will

score common assessments using percentage of items answered correctly. A pre-test post-test model will be utilized.

Determining Growth for a Single Student Growth Goal

Local Student Growth

Local student growth goals include both growth and proficiency components. For the growth component, if 95% or more of students show growth in the student

growth goal, high growth has occurred. If 85-94% of students show growth, expected growth has occurred. If 84% or below have shown growth, low growth has

occurred. For the proficiency component plus/minus 10% of the set proficiency target goal is expected. More than 10% above the proficiency target is high

proficiency. More than 10% below the proficiency target is low proficiency. Growth and proficiency are combined using the following rules to determine an

overall local growth rating.

Overall Local Growth Rating

Student Proficiency Component

High


Expected


Low

Student Growth Component

High

Overall-High Overall-expected Overall-expected


Expected

Overall-High Overall-expected Overall-Low


Low

Overall-Expected Overall-expected Overall-Low

25

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).

● 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. When three years of data are not available, the

data that is available will be used to make the final determination.

Combining local growth goals and state growth goals to determine overall student growth rating.

● Local student growth goals will be given a value of 1 for low, 2 for expected, and 3 for high. Up to three years of student growth goals will be averaged to obtain

an average local student growth goal number.

● State student growth goals will be given a value of 1 for low, 2 for expected, and 3 for high. Up to three years of student growth goals will be averaged to obtain

an average state student growth goal number.

● For teachers with only local student growth goals, the local average student growth goal will be used to determine the overall rating using the following rules.

● Local student growth goals will contribute 80% of the overall student growth rating and state growth goals will contribute 20% of the overall student growth rating

for teachers with both Student Growth Goal and State Growth Percentile.

● For teachers with both state and local student growth goals, the average local student growth goal will be multiplied by .8 and the average state student growth

goal will be multiplied by .2. These two numbers will be added to make the student growth number to determine the overall rating using the following rules.

26

Overall Rating Rules:

Ranking Average Score

Low 1.0-1.49

Expected 1.5-2.49

High 2.5-3.0

Teacher’s Student Growth Data

State Test Local Goal

Year 1 - 2015-2016 High, Expected or Low High, Expected or Low



27

Products of Practice/Other Sources of Evidence

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.

Required

observations conducted by certified supervisor observer(s)

student voice survey(s)

self-reflection and professional growth plans

The list below includes other products of practice that may be used as sources of evidence. 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 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 Other: Describe

28

Determining the Overall Performance Category

Supervisors are responsible for determining an Overall Performance Category for each teacher at the conclusion of the 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.

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. Supervisors 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.

Required

Provide a summative rating for each domain based on evidence.

All ratings must be recorded in CIITS.

REQUIRED

• Observation • Student Voice • Professional Growth Plans

and Self Reflection OPTIONAL

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

• Other Teacher Evidence

PR

OFE

SSIO

NA

L P

RA

CTI

CE

DOMAIN RATINGS

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

SOURCES OF EVIDENCE TO INFORM

PROFESSIONAL PRACTICE

PROFESSIONAL

JUDGMENT

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

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

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

29

Determining the Overall Performance Category An educator’s Overall Performance Category is determined using the following steps:

Determine the individual domain ratings through the use of sources of evidence and professional judgment.

Apply State Decisions Rules for determining an educator’s Professional Practice rating.

CRITERIA FOR DETERMINING A TEACHER’S

PROFESSIONAL PRACTICE RATING

30

Student Growth will not be used in 2014-15 for evaluation purposes. To determine the teacher’s overall performance category in 2014-15, the professional

practice rating will become the overall performance category.

31

Professional Growth Plan and Summative Cycle

Student Growth will not be used in 2014-15 for evaluation purposes. To determine a tenured teacher’s summative cycle, the above matrix will be used in 2014-

15.

32

Appeals

According to 156.557 Section 9,

Section 9. (1) A certified employee who feels that the local district is not properly implementing the evaluation plan according to the way it was approved by the Kentucky Department of Education shall have the opportunity to appeal to the Kentucky Board of Education. (2) The appeal procedures shall be as follows: (a) The Kentucky Board of Education shall appoint a committee of three (3) state board members to serve on the State Evaluation Appeals Panel. Its jurisdiction shall be limited to procedural matters already addressed by the local appeals panel required by KRS 156.557(5). The panel shall not have jurisdiction relative to a complaint involving the professional judgmental conclusion of an evaluation, and the panel's review shall be limited to the record of proceedings at the local district level. (b) No later than thirty (30) days after the final action or decision at the local district level, the certified employee may submit a written request to the chief state school officer for a review before the State Evaluation Appeals Panel. An appeal not filed in a timely manner shall not be considered. A specific description of the complaint and grounds for appeal shall be submitted with this request. (c) A brief, written statement, and other document which a party wants considered by the State Evaluation Appeals Panel shall be filed with the panel and served on the opposing party at least twenty (20) days prior to the scheduled review. (d) A decision of the appeals panel shall be rendered within fifteen (15) working days after the review. (e) A determination of noncompliance shall render the evaluation void, and the employee shall have the right to be reevaluated. (11 Ky.R. 1107; Am. 1268; eff. 3-12-85; 12 Ky.R. 1638; 1837; eff. 6-10-86; 15 Ky.R. 1561; 1849; eff. 3-23-89; 17 Ky.R. 116; eff. 9-13-90; 19 Ky.R. 515; 947; 1081; eff. 11-9-92; 20 Ky.R. 845; eff. 12-6-93; 23 Ky.R. 2277; 2732; eff. 1-9-97; 27 Ky.R. 1874; 2778; eff. 4-9-2001.)

33

CERTIFIED EVALUATION APPEAL PANEL Campbellsville Independent School District

According KRS 156.101 the local board of education shall establish an evaluation appeals panel for certified personnel which shall consist of two (2)

members elected by the certified employees of the district and one (1) member appointed by the board of education who is a certified employee of

the board. Certified employees who think they were not fairly evaluated may submit an appeal to the panel for a timely review of their evaluation.

Specified details for implementation of this policy will address these:

1. Two panel members and two alternates will be elected by the certified employees

of the district.

2. The board will appoint the third member of the panel along with an alternate.

3. Terms of office for the three (3) members and (3) alternates will be for two years.

4. Employees who believe they are unfairly evaluated can only appeal following a summative evaluation and must do so within five (5) working days of

receipt of the evaluation. Evaluatee’s request for appeal and explanation of why the evaluation was inaccurate will become part of the evaluatee’s

official folder.

5. The appeals process for the certified employee (evaluatee) assures the following: the evaluatee’s right to a hearing with all documentation being

submitted reasonably in advance; the opportunity to review all documentation submitted by both the evaluator and the evaluatee; and, the right to have

the presence of a chosen representative for the evaluatee.

34

6. Appeals must only be on board approved appeal forms & must be submitted to the appeals panel. The form must state that the employee gives

permission for his/her evaluation records to be presented to the panel. Copies shall be distributed to: evaluator, evaluatee, superintendent & panel

members.

7. No member of the panel shall serve in which he or she was the evaluator. No panel member shall serve on any appeal brought by the member’s

immediate family, i.e., spouse, children, including step-children living in the household, parents and spouse’s parents.

8. The burden of proof shall be on the employee appealing to the panel. The evaluator shall be allowed an opportunity to respond to the claims of the

appealing employee and to present written records that support the summative evaluation.

9. The panel shall review all documents presented and shall be allowed to interview

both the appealing employee and the evaluator.

10. The panel shall make a recommendation to the district Superintendent within fifteen

(15) working days from the date of filing the appeal. Where the Superintendent was the evaluator, the recommendations of the panel shall go directly

to the Board of Education.

11. On receipt of the panel’s recommendation the Superintendent shall file the panel’s recommendation in the employee’s personnel file with the original

evaluation form.

12. The Superintendent shall be allowed to hold a hearing or order a new evaluation

by a second certified evaluator as the Superintendent deems necessary. If a new evaluation is made, both evaluations shall be placed in the

employee’s personnel file. Or, the Superintendent may choose to uphold the original evaluation.

13. If the employee is still dissatisfied with the decision rendered, he/she must use the

same forms and request a review by the Kentucky Board of Education.

35

REQUEST FOR REVIEW BY APPEALS PANEL

The summative phase of my evaluation has been completed with the conference held on ______________________________.

I understand that, if I wish to do so, I must request a review by the appeals panel within five (5) days from the date the conference was held.

I wish to file an appeal for the following reasons:

Permission for release of my personnel records to the appeals panel is attached.

______________________________

Signature

36

Date

37

CERTIFIED EMPLOYEE CONSENT FOR RELEASE OF PERSONNEL RECORDS

I hereby give my permission for the release of my personnel records listed below to:

Name________________________ Agency_______________________

Address_______________________

Indicate specific records:

Signed______________________________

Date________________________________

FOR ADMINISTRATIVE USE

Records were released as requested on ________________________________________

Signed______________________________ Administrative Official _______________________________________

38

Certified Evaluation Appeals Hearing Agenda (NOTE: Hearing proceedings will be audio taped)

Item Leader

1. Welcome and Introductions (On record) Panel Chair

Introduce Panel Members

Introduce Participants and Witnesses

Introduce Observers and Others

2. Review Appeals Procedures Panel Chair

3. Swearing-in of participants and/or witnesses Panel Chair

4. Opening Remarks by Evaluatee and Evaluator

5. Begin Evaluatee Testimony Evaluatee or Attorney

Present supporting documents and/or

Present supporting testimony & witnesses

6. Questions to evaluator

39

7. Questions to evaluatee from Appeals Panel Appeals Panel

8. Begin Evaluator Testimony Evaluator or Attorney

Present supporting documents and/or

Present supporting testimony & witnesses

9. Questions to evaluatee

10. Questions to the evaluator from Appeals Panel Appeals Panel

11. Closing remarks and questions by evaluatee Evaluatee or Attorney

12. Closing remarks and questions by Evaluator Evaluator or Attorney

13. Questions to evaluatee and/or evaluator from Appeals Panel

14. Concluding remarks and/or hearing closure Panel Chair

40

Note: The superintendent, evaluatee, and evaluator shall be notified in writing of the Panel’s finding within fifteen (15) working days

after the hearing

CAMPBELLSVILLE INDEPENDENT SCHOOL DISTRICT _____ School Year

CORRECTIVE ACTION PLAN

Standard

No.

*Present

PG

Stage

Growth Objective/

Goal(s)

(describe desired outcomes)

Procedures and Activities for Achieving Goals and Objectives

(including support personnel)

Appraisal Method

and

Target Dates

(attach more pages if necessary)

41

Teacher Comments

Administrator Comments:

Corrective Action Plan STATUS: Achieved ____ Revised ____ Continued ____

_______________________________ ____________

(Teacher Signature) (Date)

_______________________________ ____________

(Teacher Signature) (Date)

_______________________________ ____________

(Administrator Signature) (Date)

_______________________________ ____________

(Administrator Signature) (Date)

*Professional Growth Plan Stages:

O=Orientation/Awareness A=Preparation/Application I=Implementation/Management R=Refinement/Impact

[Type here]

42

Other Certified Professionals

* The current evaluation standards and procedures for “Other” (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 2014/15 school year.

[Type here]

43

Campbellsville Independent School District Formative Evaluation Form for Library Media Specialists

Evaluatee/Observee Position

Evaluator/Observor Position:

Date of Conference: School/Work Site

[Type here]

44

STANDARDS/PERFORMANCE CRITERIA

RATING

COMMENTS STANDARD 1: Demonstrates Proficiency in the Management and Administration of

the Library Media Center

Met Growth Needed

Not Met

NA

1.1. Plans long-range goals of the library media

center program with the school's consolidated

plan.

1.2. Administers the library budget based on the

needs and objectives of the library media center

program.

1.3. Meets periodically with the principal to

discuss professional growth and the

implementation of professional development along

with short-range goals and activities.

1.4. Implements library media center policies, e.g.,

collection development, circulation, challenged

materials, copyright, and technology; reflects and

evaluates impact of library on student learning and

achievement.

1.5. Implements district internet user policy and

monitors use of the internet.

1.6. Organizes, classifies, and catalogs library

materials, following nationally recognized

professional standards such as AARC2 (Anglo

American Cataloging Rules), latest edition Dewey

or Library of Congress, MARC format.

1.7. Evaluates programs, services, facilities, and

materials on a continuous basis—identifying

strengths and weaknesses.

1.8. Organizes and maintains the library media

center as a functional, attractive, safe and orderly

environment for optimal use by students and

faculty.

1.9. Publicizes the library media center programs,

services, and materials.

1.10. Plans and/or participates in special projects, e.g., book fairs. 1.11 Trains and supervises library media center clerical staff, volunteers, and student helpers.

1.12. Assists staff in the development of instructional units, activities, and curriculum with print and non-print materials.

1.13. Encourages use of the library media center by individual, small groups, and large groups for research, browsing, and recreational reading.

[Type here]

45

STANDARD 2: Provides Exemplary

Resources Through Collection Development

Met Growth Needed

Not Met

NA Comments

2.1. Follows the school approved selection policy.

2.2. Possesses broad knowledge of the school

curriculum and solicits suggestions from students,

teachers and administration for the development of

collection of materials and services provided to

support the curriculum.

2.3. Chooses materials using selection tools,

bibliographies, periodical review, workshop, and

professional judgment recommendations.

2.4. Provides a professional collection of

resources.

2.5. Demonstrates competency in selection,

acquisition, circulation, and maintenance of

materials, technology, and equipment which

support the school's curriculum and educational

philosophy.

2.6. Keeps automated catalog current.

2.7. Maintains statistical records needed to verify

contents of the library media center collection.

2.8. Makes general reports, weeds collection, and takes inventory.

Standard 3: Enables Students to Become

Effective Information Users

Met Growth Needed

Not Met

NA Comments

3.1. Plans and implements a program of library

information skills in collaboration with classroom

teachers toward the achievement of the goals of

KERA and the academic expectations.

3.2. Informally evaluates individual and group

needs and provides appropriate independent and

cooperative group learning experiences.

3.3. Creates a climate conducive to learning in

which students display initiative and assume a

personal responsibility for learning and conduct.

3.4. Guides students in the selection of

appropriate resources.

3.5. Helps students to develop habits of

independent reference work and to develop skills

in the use of reference materials in relation to

planned assignments.

3.6. Promotes appreciation of various forms of

literature emphasizing the highest quality.

3.7. Encourages students to develop lifelong reading, listening, and critical thinking skills, that will enable them to become skilled in all modes of communications.

3.8. Incorporates the use of technology in

accessing information.

3.9. Assists students in the use of multi-media for

completed projects.

[Type here]

46

Standard 5: Promotes and Uses Technology

to Support Instruction Met Growth Needed

Not Met

NA Comments

5.1. Operates a multimedia computer and peripherals to install and use a variety of software.

5.2. Uses terminology related to computers and technology appropriately in written and verbal communication.

5.3. Creates multimedia presentations using

scanners, digital cameras, and video cameras.

5.4. Uses the computer to do word processing,

create databases and spreadsheets, access

electronic mail and the Internet, make

presentations, and use other emerging

technologies to enhance professional productivity

and support instruction.

5.5. Requests and uses appropriate assistive and

adaptive devices for students with special needs.

5.6. Designs lessons that use technology to

address diverse student needs and learning styles.

5.7. Practices equitable and legal use of

computers and technology in professional

activities.

5.8. Uses computers and other technology for

individual small groups, and large group learning

activities.

5.9. Supervises students in the ethical and legal

use of technology.

Standard 4: Assumes Responsibility for

Professional Growth Practices

Met Growth Needed

Not Met

NA Comments

4.1 Follows the school's and district's policies and

procedures. Adheres to the professional code of

ethics.

4.2. Promotes compliance with the copyright law.

4.3. Attends local professional growth activities

and meetings.

4.4. Demonstrates commitment by belonging to

professional library organizations and participating

in the meetings, workshops, conferences, and

other activities related to the field.

4.5 Demonstrates effective interpersonal,

communication and collaboration skills among

peers, students, parents and others.

4.6 Is punctual and has good attendance.

[Type here]

47

Evaluatee Comments:

Evaluator Comments:

Number of "Not Met"

Number of "Growth Needed"

Corrective Action Plan Needed Yes No

Date for follow up of Corrective Action Plan

Evaluatee Signature Date

Evaluator Signature Date

[Type here]

48

CAMPBELLSVILLE INDEPENDENT SCHOOL DISTRICT Tenured

Non-Tenured

SUMMATIVE EVALUATION FOR LIBRARY MEDIA SPECIALISTS (This summarizes all the evaluation data including formative data: classroom observation instruments, anecdotal notes, and professional growth

plan.)

EVALUATEE Content Area/Grade

Administrator Adm. Position

School

Date(s) of Observation(s)

Date(s) of Conference(s)

Ratings Library Media Standards: Meets *Does Not Meet

1. Demonstrates Proficiency in the Management and Administration

of the Library Media Center ____ ____

2. Provides Exemplary Resources Through Collection Development ____ ____

3. Enables Students to Become Effective Information Users ____ ____

4. Assumes Responsibility for Professional Growth Practices ____ ____

5. Promotes and Uses Technology to support Instruction ____ ____

Individual professional growth plan reflects a desire/need to acquire further knowledge/skills in the standard number(s) checked below:

1. _____ 2. _____ 3. _____ 4. _____ 5. _____

Evaluatee’s Comments:

[Type here]

49

Evaluator’s Comments:

To be signed after all information above has been completed and discussed:

Library Media Specialist ____Agree with this summative evaluation _____________________________ ___________

____ Disagree with this summative evaluation Signature Date

Administrator ______________________________ ___________

Signature Date

Opportunities for appeal processes at both the local and state levels are a part the Schools District Evaluation Plan.

Employment Recommendation to Central Office:

________ Meets library media specialist standards for re-employment

________ Does not meet library media specialist standards for re-employment

Certified employees must make their appeals to this summative evaluation within the time frames, mandated in 704 KAR 3:345 Sections 7, 8, 9, and

the local district plan.

*Any rating in the “does not meet” column requires the development of a Corrective Action Plan.

**The recommendation above is advisory only, and represents only one factor among many used in making employment decisions related to individual

employees.

[Type here]

50

Campbellsville Independent School District Formative Evaluation Form for Counselors

Evaluatee/Observee Position

Evaluator/Observor Position:

Date of Conference: School/Work Site

New Counselors are not to be evaluated on Standards VIII and IX.

[Type here]

51

STANDARDS/PERFORMANCE CRITERIA

RATING

COMMENTS

STANDARD 1: Program Management,

Research, and Evaluation Met

Growth Needed

Not Met

NA

1.1. Defines needs and priorities.

1.2. Determines objectives.

1.3. Communicates with the stakeholders,

including school councils, about the design,

importance, and effectiveness of the program.

1.4. Organizes personnel, physical resources, and

activities to accomplish needs, priorities and

objectives specified by school plans.

1.5. Evaluates the program to assure its

contributions to the school's mission and goals.

1.6 Uses information systems and technology.

STANDARD 2: Developmental Guidance Programs

Met

Growth Needed

Not Met

NA Comments

2.1. Assesses the developmental need of students.

2.2. Addresses appropriate academic expectations and school-to-work initiatives.

2.3. Prepares students for successful transitions.

2.4. Evaluates the results of the program's impact.

2.5. Modifies the program as needed to continually meet the needs of students.

2.6. Guides individuals and groups of students

through the development of educational and career

plans.

2.7. Provides guidance for maximizing personal growth and development.

2.8. Teaches the school developmental guidance program. 2.9 Assist teachers in the teaching of the guidance curriculum.

[Type here]

52

Standard 3: Individual/Small Group

Counseling

Met Growth Needed

Not Met

NA Comments

3.1. Provides a safe, confidential setting in which

students present their needs and concerns.

3.2. Promotes wellness.

3.3. Responds to crises.

3.4. Communicates empathy and understanding.

3.5. Utilizes a broad range of techniques and

accepted theories appropriate to school

counseling.

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

3.7. Intervenes in problem/conflict situations and conducts follow-up sessions.

3.8. Respects and nurtures the uniqueness of each student.

3.9. Empowers students to develop and use their

resources.

3.10 Empower students to develop and use their

resources.

Standard 4: Consultation/Collaboration

Met Growth Needed

Not Met

NA Comments

4.1. Consults with parents, faculty, staff,

administrators, and others to enhance their work

with students.

4.2. Interprets relevant information concerning the

developmental needs of students.

4.3. Reduces barriers to student learning through

direct referred services.

4.4. Facilitates new student integration into the

school environment.

4.5. Works with teachers to provide support for

students in a crisis situation.

4.6. Interacts with school councils, school boards,

Family Resource/Youth Service Center Advisory

Councils, and/or school committees.

4.7. Facilitates successful communication

between and among teachers, parents, teacher

and students.

4.8. Works with teachers and administrators

relevant to behavior management to promote and

support intervention strategies.

4.9 Consult with external community and

professional resources.

Standard 5: Coordination

Met Growth Needed

Not Met

NA Comments

[Type here]

53

Standard 6: Assessment

Met Growth Needed

Not Met

NA Comments

6.1. Participates in the planning and evaluation of

the district/school testing program.

6.2. Assesses, interprets, and communicates

learning results to students, faculty, parents, and

community with respect to aptitude, achievement,

interests, temperaments, and learning styles.

6.3. Collaborates with staff concerning

assessment of special needs students.

6.4. Uses assessment results and other sources

of student data in formulating student

career/graduation plans.

6.5. Coordinates student records to ensure the

confidentiality of assessment data.

6.6 Provide orientation sessions for faculty,

students, and parents regarding the assessment

program.

Standard 7: Adheres to Professional

Standards

Met Growth Needed

Not Met

NA Comments

7.1. Adheres to professional codes of ethics of the

American Counseling Association, American

School Counseling Association, and the Code of

Ethics adopted by the Kentucky Education

Professional Standards Board. Performs duties

consistent with school, community goals and

administrative regulations. Is punctual and has

good attendance.

7.2. Adheres to federal/state laws and regulations

related to education and child protection.

7.3. Acts in a role that clearly distinguishes him or

her from any professional who administers

disciplinary action.

7.4. Identifies activities that would be in conflict

with the primary role of the school counselor and to

advocate for the best practices of the profession.

Standard 8: Demonstrates Professional

Leadership

Met Growth Needed

Not Met

NA Comments

8.1. Builds positive relationships within and

between schools and community.

8.2. Participates in professional organizations and

activities.

8.3. Writes and speaks effectively.

8.4. Participates in the development of curriculum

and instructional materials.

[Type here]

54

Standard 9: Engages in Professional

Development

Met Growth Needed

Not Met

NA Comments

9.1. Establishes priorities for professional growth.

9.2. Analyzes student performance to help identify

professional development needs.

9.3. Solicits input from others in the creation of

individual professional development plans.

9.4 Implements knowledge and skills acquired

through on-going professional development.

9.5 Modifies own professional development plan

to improve performance and to promote student

learning.

Standard 10: Promotes and Uses Technology to Support Instruction

Met Growth Needed

Not Met

NA Comments

10.1. Operates a multimedia computer and

peripherals to install and use a variety of software.

10.2. Uses terminology related to computers and

technology appropriately in written and verbal

communication.

10.3. Utilizes scanners, digital cameras, and video

cameras when creating multimedia presentations.

10.4. Uses the computer to do word processing,

create databases and spreadsheets, access

electronic mail and the Internet, make

presentations, and use other emerging

technologies to enhance professional productivity

and support instruction.

10.5. Requests and uses appropriate assistive

and adaptive devices for students with special

needs.

10.6. Uses technology to address diverse student

needs and learning styles.

10.7. Practices equitable and legal use of

computers and technology in professional

activities.

10.8. Uses computers and other technology for

individual, small group, and large group learning

activities.

[Type here]

55

Evaluatee Comments:

Evaluator Comments:

Number of "Not Met"

Number of "Growth Needed"

Improvement Plan Needed Yes No

Date for follow up of improvement plan

Evaluatee Signature Date

Evaluator Signature Date

[Type here]

56

CAMPBELLSVILLE INDEPENDENT SCHOOL DISTRICT Tenured

Non-Tenured

(This summarizes all the evaluation data including formative data: classroom observation instruments, anecdotal notes, and professional growth

plan.)

EVALUATEE Content Area/Grade

Administrator Adm. Position

School

Date(s) of Observation(s)

Date(s) of Conference(s)

Ratings Counselor Standards: Meets *Does Not Meet

1. Program Management, Research, and Evaluation ____ ____

2. Developmental Guidance Programs ____ ____

3. Individual/Small Group Counseling ____ ____

4. Consultation/Collaboration ____ ____

5. Coordination ____ ____

6. Assessment ____ ____

7. Adheres to Professional Standards ____ ____

8. Demonstrates Professional Leadership ____ ____

9. Engages in Professional Development ____ ____

10. Promotes and Uses Technology to Support Instruction ____ ____

Individual professional growth plan reflects a desire/need to acquire further knowledge/skills in the standard number(s) checked below:

1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____ 7. _____ 8. _____ 9. _____ 10.____

SUMMATIVE EVALUATION FOR COUNSELORS

[Type here]

57

Evaluatee’s Comments:

Evaluator’s Comments:

To be signed after all information above has been completed and discussed:

Counselor: ___ Agree with this summative evaluation _____________________________ ___________

___ Disagree with this summative evaluation Signature Date

Administrator ______________________________ ___________

Signature Date

Opportunities for appeal processes at both the local and state levels are a part the Schools District Evaluation Plan.

Employment Recommendation to Central Office:

________ Meets counselor standards for re-employment

________ Does not meet counselor standards for re-employment

Certified employees must make their appeals to this summative evaluation within the time frames, mandated in 704 KAR 3:345 Sections 7, 8, 9, and

the local district plan.

*Any rating in the “does not meet” column requires the development of a Corrective Action Plan


employees.

58

SPEECH/LANGUAGE PATHOLOGIST DATA COLLECTION FORM

(Information completed on this form should be gathered from specific products and behaviors such as observations, work

samples, Extra-curricula activities, professional development activities, etc.)

Evaluatee ________________________________________ Content Area/Grade(s) ________________________

Evaluator ________________________________________ Position _________________________________________

Observation Information:

Date ___________________________

What is observed? ______________________________________________________

Time ___________________________

Standards (No.'s) ______________________________________________

(If more room is needed for recording purposes, use plain paper and attach to this form using a continuation of the page numbering format

depicted on each page.)

Performance Standards for Speech/Language Pathologists

Standard 1: Demonstrates Professional Leadership: The speech/language pathologist professional leadership within

the school, community, and education profession to improve student learning and well being.

1.1 Builds positive relationship within and between

school and community.

1.2 Promotes leadership potential in colleagues.

1.3 Participates in professional organizations and

activities.

1.4 Writes and speaks effectively.

1.5 Contributes to the profession knowledge and

expertise about teaching and learning

1.6 Guides the development of curriculum and

instructional materials.

1.7 Participates in policy design and development at the

local school, within professional organizations,

and/or within community organizations with

educationally related activities.

1.8 Initiates and develops educational projects and

programs.

1.9 Practices effective listening, conflict resolution, and

group-facilitation skills as a team member.

1.10 Demonstrates punctuality and good attendance for all

duties.

59

1.11 Adheres to school board policies and

administrative procedures.

1.12 Adheres to the state professional Code of Ethics.

1.13 Adheres to the state Laws and Regulations relating to Licensure as a Speech –Language Pathologist or

Audiologist.

Professional Development Comments and/or Concerns for STANDARD 1:

Standard 2: Demonstrates Knowledge of Content: The speech/language pathologist demonstrates content knowledge

within own discipline(s) and in application(s) to other disciplines.

2.1 Communicates a breadth of content knowledge

across the discipline(s) to be taught.

2.2 Communicates a current knowledge of discipline(s)

taught.

2.3 Demonstrates a general knowledge that allows for

integration of ideas and information across the

disciplines.

2.4 Demonstrates an overall knowledge of one’s

discipline(s) that allows the teacher to teach to the students’

ability levels and learning styles.

2.5 Connects content knowledge to real-world

applications.

2.6 Plans lessons and develops instructional material that

reflect knowledge of current constructs and principles of the

discipline(s) being taught.

60

2.7 Analyzes sources of factual information for

accuracy.

2.8 Presents content in a manner that reflects sensitivity to

a multicultural and global perspective.

2.9 Collaborates with teachers in other disciplines to

analyze and structure cross-disciplinary approaches

to instruction.

2.10 Selects appropriate annual goals based on one or

more of Kentucky’s learning goals and academic.


Standard 3: Designs/Plans Instruction: The speech/language pathologist design/plans instruction that develops student

abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team

members, think and solve problems, and integrate knowledge.

3.1 Focuses instruction on one or more of Kentucky’s

learning goals and academic expectations.

3.2 Develops instruction that requires students to apply

knowledge, skills, and thinking process.

3.3 Integrates skills, thinking processes, and content

across disciplines.

3.4 Creates and utilizes learning experiences that

challenge, motivate and actively involve the learner.

3.5 Creates and uses learning experiences that are

developmentally appropriate for learners.

3.6 Develops and incorporates strategies that address

physical, social, and cultural and that show sensitivity to

differences,

3.7 Arranges the physical classroom to support the

types of teaching and learning that are to occur.

3.8 Includes creative and appropriate use of technologies

(e.g., audiovisual equipment, computers, lab equipment,

etc.) to improve student learning.

3.9 Develop and implements appropriate assessment

processes.

3.10 Secure and uses a variety of appropriate school and

community resources to support learning.

3.11 Develops and incorporates learning experiences

that encourage students to be adaptable, flexible,

resourceful, and creative.

3.12 Uses knowledge acquired form past teaching

experiences to anticipate instructional challenges.

3.13 Identifies content, activities and resources for

instruction based on Kentucky’s Program of Studies.

3.14 Matches objectives to student’s present level of

performance (education needs).

3.15 States objective, criteria and circumstance for

measuring student performance in IEP objectives.

3.16 Develops an appropriate system for monitoring

student performance on IEP goals and objectives.

61

3.17 Uses the core content in implementation of specially designed instruction.


Standard 4: Creates/Maintains Learning Climate: The speech/language pathologist creates a learning climate that

supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient

individuals, become responsible team members, think and solve problems, and integrate knowledge.

4.1 Communicates with and challenges students in a

supportive manner and provides students with

constructive feedback.

4.2 Maintains positive classroom interaction by

establishing appropriate expectations during group

activities.

4.3 Shows consistent sensitivity to individuals and

responds to students objectively.

4.4 Shows flexibility and creativity in the development of

classroom processes and instructional procedures.

4.5 Locates and organizes materials and equipment to

create an enriched multimedia environment.

4.6 Encourages and supports individual and group inquiry.

4.7 Uses a variety of classroom management techniques

that foster individual responsibility and cooperation.

4.8 Analyzes and changes the classroom to accommodate

a variety of instructional strategies.

4.9 Works with colleagues to develop an effective learning climate within the school.


Standard 5: Implements/Manages Instruction: The speech/language pathologist introduces/implements/manages

instruction that develops student abilities to use communication skills, apply core concept, become self-sufficient

individuals, become responsible team members, think and solve problems, and integrate knowledge.

62

5.1 Communicate specific goals and high expectations

for learning.

5.2 Connects learning with student’s prior knowledge,

experiences and backgrounds, and aspirations for future

roles.

5.3 Models/ demonstrates the skills, concepts,

attributes, and/or thinking processes to be learned.

5.4 Uses and develops multiple teaching/learning strategies

that are appropriate to student developmental levels and

actively engages students in individual and cooperative

learning experiences.

5.5 Provides opportunities for students to increase their

knowledge of cultural similarities and differences.

5.6 Stimulates students to reflect on their own ideas and

those of others.

5.7 Uses appropriate questioning strategies to help

students solve problems and think critically.

5.8 Manages student examination of social issues relative

to course content, possible responses, and associated

consequences.

5.9 Demonstrates interpersonal /team membership skills

and supportive behavior with students in facilitating

instruction.

5.10 Presents differing viewpoints when integrating

knowledge and experiences across disciplines.

5.11 Makes effective use of media and technologies. 5.12 Make efficient use of physical and human resources

and time.

5.13 Provides opportunities for student to use and

practice what is learned.

5.14 Identifies student misconceptions; provides guidance;

and offers student continuous feedback on progress toward

expectation.

5.15 Provides correct amount of time and setting for specially designed instruction according to IEP.


Standard 6: Assess and Communicates Learning Results: The speech/language pathologist assesses learning and

communicates results to students and others with respect to student abilities to use communication skills, apply core

concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate

knowledge.

6.1 Selects and uses appropriate assessments. 6.2 Makes appropriate provisions for assessment processes

and address social, cultural, and physical diversity.

63

6.3 Assesses student performance using the established

criteria and scoring guides consistent with

Kentucky’s assessment program.

6.4 Provides opportunities for student to assess and

improve their performance based on prior assessment

results.

6.5 Collects and analyzes assessment data and

maintains up-to-date records of student progress,

using technologies as appropriate.

6.6 Communicates expectations, criteria for assessment,

student progress, and student strengths and weaknesses to

parents and students.

6.7 Systematically collects data on student’s progress

on IEP goals and objectives.

6.8 Can effectively present and explain student’s progress

data on IEP goals and objectives.

6.9 Conducts speech, language, fluency, voice, and

hearing screening in timely manner.

6.10 Makes appropriate referrals for audio logical, central

auditory processing, and ENT evaluations.

6.11 Conducts assessments using a variety of

assessment tools and strategies to gather functional

and developmental information related to

involvement and progress in general curriculum

described in Ky. Program of Studies.

6.12 Conducts comprehensive assessments that identify all

special education and related service need.

6.13 Writes appropriate Written Integrated Reports for

student’s with Speech Language Impairments.

6.14 Conducts appropriate behavioral observation

documenting adverse effect of SLI impairment in

educational settings.


Standard 7: Reflects/Evaluates Teaching/Learning: The speech/language pathologist reflects on and evaluates

teaching/learning.

7.1 Assesses and analyzes the effectiveness of

instruction.

7.2 Makes appropriate changes to instruction based upon

feedback, reflection, and assessment results.

7.3 Assesses programs and curricula; proposes appropriate recommendations and needed adjustments.

64


Standard 8: Collaborates with Colleagues/Parents/Others: The speech/language pathologist collaborates with

colleagues, parents, and other agencies to design, implement, and support learning programs that develop students

abilities to use communications skills, apply core concepts, become self-sufficient individuals, become responsible team

member, think and solve problems, and integrate knowledge.

8.1 Initiates collaboration with others and create

situations where collaboration with others will

enhance student learning.

8.2 Discusses with parents, students and others the purpose

and scope of the collaborative effort.

8.3 Articulates expectations for each collaborative

event, e.g., time lines and responsibilities.

8.4 Demonstrates productive leadership and team

membership skills that facilitate the development of

mutually beneficial goals, e.g., issue and conflict resolution.

8.5 Secures and makes use of school and community

resources that represent differing viewpoints.

8.6 Recognizes and responds appropriately to differences

in abilities, contributions, and social and cultural

backgrounds.

8.7 Invites colleagues, parents, community

representatives, and others to help design and

implement collaborative instructional projects.

8.8 Analyzes previous collaborative experiences to

improve future experiences.

8.9 Assesses students’ special needs and collaborate

with school services and community agencies to

meet those needs.

8.10 Comes prepared for participation in special education

meetings (referral, annual review, special review,

Manifestation Determination).

65


Standard 9: Engages in Professional Development: The speech/language pathologist evaluates own overall

performance in relation to Kentucky’s learner goals and implements a professional development plan.

9.1 Establishes priorities for professional growth. 9.2 Analyzes student performance to help identify


9.3 Solicits input from others in the creation of

individual professional development plans.

9.4 Applies to instruction the knowledge, skills, and

processes acquired through professional development.

9.5 Modifies own professional development plan to improve instructional performance and to promote student

learning.


66

Standard 10: Demonstrates implementation of Technology: The speech/language pathologist uses technology to

support instruction; access and manipulate data; enhance professional growth and productivity, communicate and

collaborate with colleagues, parents, and the community

10.1 Operates a multimedia computer and peripherals to

install and use a variety of software.

10.2 Uses terminology related to computers and


communication.

10.3 Demonstrates knowledge of the use of technology

in business, industry, and society.

10.4 Demonstrates basic knowledge of

computer/peripheral parts and attends too simple

connections and installations.

10.5 Creates multimedia presentations using scanners,

digital cameras, and video cameras.

10.6 Use the computer to do word processing, create

databases and spreadsheets, access electronic mail and the

Internet, make presentations, and use other emerging

technologies to enhance professional productivity and

support instruction.

10.7 Uses computers and other technologies such as

interactive instruction, audio/video conferencing, and

other distance learning applications to enhance

professional productivity and support instruction.

10.8 Requests and uses appropriate assistive and adaptive

devices for students with special needs.

10.9 Designs lessons that use technology to address

diverse student needs and learning styles.

10.10 Practices equitable and legal use of computers and

technology in professional activities.

10.11 Facilitates the lifelong learning of self and others

through the use of technology.

10.12 Explores, uses, and evaluates technology resources:

software, applications, and related documentation.

10.13 Applies research-based instructional practices

that use computers and other technology.

10.14 Uses computers and other technology for individual,

small group, and large group learning activities.

10.15 Uses technology to support multiple assessments

of student learning.

10.16 Instruct and supervises students in the ethical and

legal use of technology.

67


Other comments, observations, or concerns:

Evaluator__________________________________ Date____________

Evaluatee__________________________________ Date____________

68

SPEECH/LANGUAGE PATHOLOGIST SUMMATIVE CONFERENCING FORM

(Evaluator and evaluatee discuss and complete prior to developing the Speech/Language Pathologist

professional growth plan and summative evaluation instruments. This analyses document is the

summary of data collected for formative purposes such as: observations, professional development

activities, portfolio entries, products, units of study, etc.)

Evaluatee/Observee _____________________________Content Area ___________________ Grade(s) ________

Evaluator/Observer ______________________________Position _______________________________________

Date of Conference (Analyses) _____________________School ________________________________________

Standards/Performance Criteria

Performance/Product/Portfolio

Ratings

Professional Growth

Activities

Discussed

**NOTE: *More than one (1)

rating

may be checked

1: Demonstrates Professional Leadership Meets Growth

Needed

Does Not

Meet

1.1. Builds positive relationships within and between school and

community

1.2. Promotes leadership potential in colleagues.

1.3. Participates in professional organizations and activities.


1.5. Contributes to the professional knowledge and expertise about

teaching and learning.

1.6. Guides the development of curriculum and instructional materials.

1.7. Participates in policy design and development at the local school,

within professional organizations, and/or within community

organizations with educationally related activities.

1.8. Initiates and develops educational projects and programs.

69

1.9. Practices effective listening, conflict resolution, and group-

facilitation skills as a team member.

1.10 Demonstrates punctuality and good attendance for all duties.

1.11 Adheres to school board policies and administrative procedures.

1.12 Adheres to the state professional Code of Ethics

1.13 Adheres to the state Laws and Regulations relating to Licensure

as a Speech-Language Pathologist or Audiologist.

Standard 1 Overall Rating for Summative Evaluation Form

2: Demonstrates Knowledge of Content Meets Growth

Needed

Does Not

Meet Discussed

2.1. Communicates a breadth of content knowledge across the

discipline(s) to be taught.

2.2. Communicates a current knowledge of discipline(s) taught.

2.3. Demonstrates a general knowledge that allows for integration of

ideas and information across the disciplines.

2.4. Demonstrates an overall knowledge of one’s discipline(s) that

allows the teacher to teach to the students’ ability levels and

learning styles.

2.5. Connects content knowledge to real-world applications.

2.6. Plans lessons and develops instructional materials that reflect

knowledge of current constructs and principles of the discipline(s)

being taught.

2.7. Analyzes sources of factual information for accuracy.

2.8. Presents content in a manner that reflects sensitivity to a

multicultural and global perspective.

2.9. Collaborates with teachers in other disciplines to analyze and

structure cross-disciplinary approaches to instruction.

2.10. Selects appropriate annual goals based on one or more of

Kentucky’s learning goals and academic expectations.


3: Designs/Plans Instruction Meets Growth

Needed

Does Not

Meet Discussed

70

3.1. Focuses instruction on one or more of Kentucky’s learning goals

and academic expectations.

3.2. Develops instruction that requires students to apply knowledge,

skills, and thinking processes.

3.3. Integrates skills, thinking processes, and content across

disciplines.

3.4. Creates and utilizes learning experiences that challenge, motivate

and actively involve the learner.

3.5. Creates and uses learning experiences that are developmentally

appropriate for learners.

3.6. Develops and incorporates strategies that address physical,

social, and cultural and that show sensitivity to differences.

3.7. Arranges the physical classroom to support the types of teaching

and learning that are to occur.

3.8. Includes creative and appropriate use of technologies (e.g.,

audiovisual equipment, computers, lab equipment, etc.) to improve

student learning.

3.9. Develops and implements appropriate assessment processes.

3.10. Secures and uses a variety of appropriate school and community

resources to support learning.

3.11. Develops and incorporates learning experiences that encourage

students to be adaptable, flexible, resourceful, and creative.

3.12. Uses knowledge acquired from past teaching experiences to

anticipate instructional challenges.

3.13. Identifies content, activities and resource for instruction based on

Kentucky’s Program of Studies.

3.14. Matches objectives to student’s present level of performance

(education needs).

3.15. States objective, criteria and circumstance for measuring student

performance in IEP objectives.

3.16. Develops an appropriate system for monitoring student

performance on IEP goals and objectives.

3.17. Uses the core content in implementation of specially designed

instruction.

71


4: Creates/Maintains Learning Climate Meets Growth

Needed

Does Not

Meet Discussed

4.1. Communicates with and challenges students in a supportive

manner and provides students with constructive feedback.

4.2. Maintains positive classroom interaction by establishing

appropriate expectations during group activities.

4.3. Shows consistent sensitivity to individuals and responds to

students objectively.

4.4. Shows flexibility and creativity in the development of classroom

processes and instructional procedures.

4.5. Locates and organizes materials and equipment to create an

enriched multimedia environment.

4.6. Encourages and supports individual and group inquiry.

4.7. Uses a variety of classroom management techniques that foster

individual responsibility and cooperation.

4.8. Analyzes and changes the classroom to accommodate a variety

of instructional strategies.

4.9. Works with colleagues to develop an effective learning climate

within the school.


5: Implements/Manages Instruction Meets Growth

Needed

Does Not

Meet Discussed

5.1. Communicates specific goals and high expectations for learning.

5.2. Connects learning with student’s prior knowledge, experiences

and backgrounds, and aspirations for future roles.

5.3. Models/demonstrates the skills, concepts, attributes, and/or

thinking processes to be learned.

5.4. Uses and develops multiple teaching/learning strategies that are

appropriate to student developmental levels and actively engages

students in individual and cooperative learning experiences.

5.5. Provides opportunities for students to increase their knowledge of

cultural similarities and differences.

72

5.6. Simulates students to reflect on their own ideas and those of

others.

5.7. Uses appropriate questioning strategies to help students solve

problems and think critically.

5.8. Manages student examination of social issues relative to course

content, possible responses, and associated consequences.

5.9. Demonstrates interpersonal/team membership skills and

supportive behavior with students in facilitating instruction.

5.10. Presents differing viewpoints when integrating knowledge and

experiences across disciplines.

5.11. Makes effective use of media and technologies.

5.12. Makes efficient use of physical and human resources and time.

5.13. Provides opportunities for students to use and practice what is

learned.

5.14. Identifies student misconceptions; provides guidance; and offers

students continuous feedback on progress toward expectations.

5.15. Provides correct amount of time and setting for specially

designed instruction according to IEP.


6: Assesses and Communicates Learning Results Meets Growth

Needed

Does Not

Meet

Discussed

6.1. Selects and uses appropriate assessments.

6.2. Makes appropriate provisions for assessment processes and

address social, cultural, and physical diversity.

6.3. Assesses student performance using the established criteria and

scoring guides consistent with Kentucky’s assessment program.

6.4. Provides opportunities for students to assess and improve their

performance based on prior assessment results.

6.5. Collects and analyzes assessment data and maintains up-to-date

records of student progress, using technologies as appropriate.

73

6.6. Communicates expectations, criteria for assessment, student

progress, and student strengths and weaknesses to parents and

students.

6.7. Systematically collects data on student’s progress on IEP goals

and objectives.

6.8. Can effectively present and explain student’s progress data on IEP

goals and objectives.

6.9. Conducts speech, language, fluency, voice, and hearing

screenings in timely manner.

6.10. Makes appropriate referrals for audio logical, central auditory

processing, and ENT evaluations.

6.11. Conducts assessments using a variety of assessments tools and

strategies to gather functional and developmental information

related to involvement and progress in general curriculum

described in Ky. Program of Studies.

6.12. Conducts comprehensive assessments that identify all special

education and related service needs.

6.13. Writes appropriate Written Integrated reports for students’ with

Speech Language Impairments.

6.14. Conducts appropriate behavioral documenting adverse effect of

SLI impairment in educational settings.


7: Reflects/Evaluates Teaching/Learning Meets Growth

Needed

Does Not

Meet

Discussed

7.1. Assesses and analyzes the effectiveness of instruction.

7.2. Makes appropriate changes to instruction based upon feedback,

reflection, and assessment results.

7.3. Assesses programs and curricula; proposes appropriate

recommendations and needed adjustments.


8: Collaborates with Colleagues/Parents/Others Meets Growth

Needed

Does Not

Meet

Discussed

8.1. Initiates collaboration with others and creates situations where

collaboration with others will enhance student learning.

74

8.2. Discusses with parents, students and others the purpose and

scope of the collaborative effort.

8.3. Articulates expectations for each collaborative event, e.g., time

lines and responsibilities.

8.4. Demonstrates productive leadership and team membership skills

that facilitate the development of mutually beneficial goals, e.g.,

issue and conflict resolution.

8.5. Secures and makes use of school and community resources that

present differing viewpoints.

8.6. Recognizes and responds appropriately to differences in abilities,

contributions, and social and cultural backgrounds.

8.7. Invites colleagues, parents, community representatives, and

others to help design and implement collaborative instructional

projects.

8.8. Analyzes previous collaborative experiences to improve future

experiences.

8.9. Assesses students’ special needs and collaborate with school

services and community agencies to meet those needs.

8.10. Comes prepared for participation in special education meeting

(referral, annual review, special review, Manifestation

Determination).


9: Engages in Professional Development Meets Growth

Needed

Does Not

Meet

Discussed

9.1. Establishes priorities for professional growth.

9.2. Analyzes student performance to help identify professional

development needs.

9.3. Solicits input from others in the creation of individual professional

development plans.

9.4. Applies to instruction the knowledge, skills, and processes

acquired through professional development.

9.5. Modifies own professional development plans to improve

instructional performance and to promote student learning.

75


10. Demonstrates Implementation of Technology Meets Growth

Needed

Does Not

Meet

Discussed

10.1. Operates a multimedia computer and peripherals to install and

use a variety of software.

10.2. Uses terminology related to computers and technology

appropriately in written and verbal communication.

10.3. Demonstrates knowledge of the use of technology in business,

industry, and society.

10.4. Demonstrates basic knowledge of computer/peripheral parts and

attends to simple connections and installations.

10.5. Creates multimedia presentations using scanners, digital

cameras, and video cameras.

10.6. Uses the computer to do word processing, create databases and

spreadsheets, access electronic mail and the Internet, make

presentations, and use other emerging technologies to enhance

professional productivity and support instruction.

10.7. Uses computers and other technologies such as interactive

instruction, audio/video conferencing, and other distance learning

applications to enhance professional productivity and support

instruction.

10.8. Requests and uses appropriate assistive and adaptive devices

for students with special needs.

10.9. Designs lessons that use technology to address diverse student

needs and learning styles

10.10. Practices equitable and legal use of computers and technology

in professional activities.

10.11. Facilitates the lifelong learning of self and others through the

use of technology.

10.12. Explores, uses, and evaluates technology resources: software,

applications, and related documentation.

10.13. Applies research-based instructional practices that use

computers and other technology.

10.14. Uses computers and other technology for individual, small

group, and large group learning activities.

76

10.15. Uses technology to support multiple assessments of student

learning.

10.16. Instructs and supervises students in the ethical and legal use of

technology.


** NOTE: This column provides for one or more ratings. For example, an evaluatee might simply "meet" the performance

criteria and that cell alone would be checked. Also, an evaluatee could "meet" the performance criteria yet "need growth"

in a refinement/enrichment phase of professional growth; and two ratings would be checked. Likewise, one could "not

meet" the performance criteria and "need growth". If the “does not meet” cell is checked, the cell “growth needed” must

be checked.

I am knowledgeable about the content of this Summative Conferencing Form and have had an opportunity to discuss this

report in a conference with my immediate supervisor. My signature does not imply agreement or disagreement with the

content of this report.

(Signature of Evaluatee) (Date)

I have discussed the content of the Summative Conferencing Form with the evaluatee

(Signature of Evaluator) (Date)


employees.

77

SCHOOL PSYCHOLOGIST DATA COLLECTION FORM

(Information completed on this form should be gathered from specific products and behaviors such as observations, work

samples, Extra-curricula activities, professional development activities, etc.)

Evaluatee _______________________________ Content Area/Grade(s) ________________

Evaluator ______________________________ Position ______________________________

Observation Information:

Date ___________________________

What is observed? ______________________________________________________

Time ___________________________

Standards (No.'s) ________________________________________________________

(If more room is needed for recording purposes, use plain paper and attach to this form using a continuation of the page

numbering format depicted on each page.)

School Psychologist Performance Standards

Standard1: Demonstrates Professional Leadership.

1.1 Builds positive relationship with and between

school communities.

1.2 Promotes leadership potential in colleagues.

1.3 Participates in professional organizations.

1.4 Writes and speaks effectively.

1.5 Practices effective listening, conflict resolutions,

and group-facilitation skills as a team member with

respect for diverse ideas.

1.6 Accepts and utilize constructive feedback to promote

professional growth.

1.7 Adheres to school board polices and administrative

procedures.

1.8 Adheres to the state professional Code of Ethics.

78

Professional Development Comments and/or Concerns for STANDARD 1

Standard 2: Demonstrates Knowledge and Competence in Assessment Procedures

2.1 Competently completes a variety of observations for

students being evaluated.

2.2 Is able to establish rapport with students to maximize

performance.

2.3 Is knowledgeable of a variety of education

assessment instruments and techniques.

2.4 Effectively selects assessment instruments appropriate

for the students’ age, needs, and suspected disability.

2.5 Is knowledgeable in selecting procedures and in

conducting functional behavioral assessments or

functional analysis of behavior.

2.6 Competently administers, scores, and interprets

assessments.

2.7 Analyzes student performance in relation to process

in general education curriculum.

2.8 Works well with each student’s evaluation team to

integrate information, make decisions, and generate

recommendations.

2.9 Recommendations are linked to strengths and

weaknesses resulting from analysis of assessment

findings.

2.10 Prepares professionally written integrated reports in

conjunction with the evaluation team.

2.11 Adheres to policies for completing reports within specified timelines.


Standard 3: Engages in Professional Development.

79

3.1 Establishes priorities for professional growth. 3.2 Analyzes the needs of the student to help identify

personal professional development needs.

3.2 Maintains knowledge of educational trends,

disabilities, and assessment instruments.

3.4 Applies knowledge, skills, and processes acquired

through professional development.

3.5 Modifies own professional development plan to

improve student learning.


Standard 4: Demonstrates Implementation of Technology

4.1 Installs and uses a variety of assessment scoring

software.

4.2 Uses terminology related to computers and assistive


communication.

4.3 Demonstrates basic knowledge of

computer/peripheral parts and attends to simple

connections and installations.

4.4 Uses computer for word processing, to create databases

and spreadsheets, and to access electronic mail and the

internet.

4.5 Makes recommendations as appropriate for assistive

and adaptive devices for students with special needs.

4.6 Practices legal use of computers and technology in

activities.

80


Standard 5: Demonstrates knowledge of federal and state guidelines and district procedures that govern special

education.

5.1 Demonstrates knowledge of referral process. 5.2 Demonstrates knowledge of evaluation process.

5.3 Knowledgeable of and adheres to timelines for

completing evaluations.

5.4 Demonstrates knowledge of eligibility requirements for

special education.

5.5 Respects confidentiality of privileged information. 5.6 Takes district goals and objectives into consideration

during the planning process.

5.7 Demonstrates knowledge of legal issues of students identified with disabilities.

Professional Development Comment and/or Concerns for STANDARD 5:

81

Standard 6: Communicates effectively with Students, Administrators, Parents, Teachers, and Significant Community

Members.

6.1 Communicates high expectations for all students. 6.2 Works cooperatively with colleagues.

6.3 Interacts effectively with students, staff, and

parents.

6.4 Provides consultative support to school based as

needed.

6.5 Consults and problem solve to assist with

determining individual needs of a student and assists

with developing intervention plans.

6.6 Serves as a resource for information for parents and

staff.

6.7 Seeks direction from other professionals or support

staff as needed.

6.8 Participates in decision making for program planning

and development of individual education plans.

6.9 Communicates effectively with community

agencies and resources.

6.10 Provides a link between those responsible for the

child’s progress both in school and beyond.


Standard 7: Demonstrates Good Time Management Which Promotes Effective Performance

7.1 Demonstrates punctuality and good attendance for

all duties.

7.2 Organizes time efficiently to meet requirements for

assigned responsibilities.

7.3 Prioritizes multiple tasks in a manner that promotes

completion within specified timelines.

7.4 Demonstrates the ability to accomplish tasks under

pressure.

7.5 Demonstrates flexibility in adapting to necessary changes.

82


Standard 8: Utilizes Effective Strategies in Providing Support Services to Students, Staff, and Parents

8.1 Provides a safe, confidential setting in which

students present their needs and concerns.

8.2 Communicates empathy and understanding with

others.

8.3 Utilizes effective procedures for responding to

counseling referrals.

8.4 Uses a broad range of techniques and accepted theories

appropriate to school counseling.

8.5 Intervenes in problem/conflict situations and

conducts follow-up sessions.

8.6 Identifies specific needs of the student and develop a

service delivery plan.

8.7 Implements procedures to evaluate effectiveness of

service delivery plan.

8.8 Works cooperatively with staff and parents to ensure

generalization of targeted skills.

8.9 Identifies appropriate and available resources both

within and outside the school system.

8.10 Provides assistance to students in crisis.

8.11 Facilitates process for referral to community

agencies when appropriate and in accordance with

district policies.

8.12 Maintains records for documentation of service

delivery.


Standard 9: Engages in activities that promote prevention.

9.1 Maintains knowledge of research based practices

that promote effective prevention activities and

strategies.

9.2 Engages in activities that assist with anticipating and

monitoring needs within the school and individual

students within the school in efforts to increase

prevention efforts.

83

9.3 Is aware of factors within the school community

that may impact prevention activities.

9.4 Works cooperatively with assigned schools, district

staff, and community representatives to identify needs

of individual or district schools in efforts to develop and

implement interventions.

9.5 Assists with developing procedures for follow-up measuring effectiveness of programs or interventions.


Other comments, observations, or concerns:

Evaluator__________________________________ Date____________

Evaluatee__________________________________ Date____________

84

SCHOOL PSYCHOLOGIST SUMMATIVE CONFERENCING FORM

(Evaluator and evaluatee discuss and complete prior to developing the School Psychologist professional growth plan and

summative evaluation instruments. This analyses document is the summary of data collected for formative purposes such as:

observations, professional development activities, portfolio entries, products, units of study, etc.)

Evaluatee/Observee _____________________________Content Area ___________________ Grade(s) ________

Evaluator/Observer ______________________________Position _______________________________________

Date of Conference (Analyses) _____________________School ________________________________________

Standards/Performance Criteria

Performance/Product/Portfolio

Ratings

Professional Growth

Activities

Discussed

**NOTE: *More than one (1) rating

may be checked

1: Demonstrates Professional Leadership Meets Growth

Needed

Does Not

Meet

1.1. Builds positive relationships within and between school and

community

1.2. Promotes leadership potential in colleagues.

1.3. Participates in professional organizations.


1.5. Practices effective listening, conflict resolution, and group-

facilitation skills as a team member.

1.6. Accepts and utilizes constructive feedback to promote

professional growth.

1.7 Adheres to school board policies and administrative procedures.

1.8 Adheres to the state professional Code of Ethics


2: Demonstrates Knowledge and Competence in Assessment

Procedures

Meets Growth

Needed

Does Not

Meet Discussed

85

2.1. Competently completes a variety of observations for students

being evaluated.

2.2. Is able to establish rapport with students to maximize

performance.

2.3. Is knowledgeable of a variety of education assessment

instruments and techniques.

2.4. Effectively selects assessment instruments appropriate for the

student’s age, needs, and suspected disability.

2.5. Is knowledgeable in selecting procedures and in conducting

functional behavioral assessments or functional analysis of

behavior.

2.6. Addresses student’s diverse cultural, linguistic, racial and social

class backgrounds.

2.7 Is knowledgeable of, and competently assess students with, a

variety of disabilities or disabling conditions.

2.8. Competently administers, scores, and interprets assessments.

2.9. Analyzes student performance in relation to progress in general

education curriculum.

2.10. Work well with each student’s evaluation team to integrate

information, make decisions, and generate recommendations.

2.11. Recommendations are linked to strengths and weaknesses

resulting from analysis of assessment findings.

2.12. Prepares professionally written integrated reports in conjunction

with the evaluation team.

2.13. Adheres to policies for completing reports within specified

timelines.


3: Engages in Professional Development Meets Growth

Needed

Does Not

Meet Discussed

3.1.Establishes priorities for professional growth.

3.2. Analyzes the needs of the student to help identify personal


86

3.3. Maintains knowledge of educational trends, disabilities, and

assessment instruments.

3.4. Applies knowledge, skills, and processes acquired through

professional development.

3.5. Modifies own professional development plan to improve student

learning.


4: Demonstrates Implementation of Technology Meets Growth

Needed

Does Not

Meet Discussed

4.1. Installs and uses a variety of assessment scoring software.

4.2. Uses terminology related to computers and assistive technology

appropriately in written and verbal communication.

4.3. Demonstrates basic knowledge of computer/peripheral parts and

attends to simple connections and installations.

4.4 Use computer for word processing, to create databases and

spreadsheets, and to access electronic mail and the internet.

4.5. Makes recommendations as appropriate for assistive and

adaptive devices for students with special needs..

4.6. Practices legal use of computers and technology in professional

activities.


5: Demonstrates knowledge of federal and state guidelines and

district procedures that govern special education

Meets Growth

Needed

Does Not

Meet Discussed

5.1 Demonstrates knowledge of referral process.

5.2. Demonstrates knowledge of evaluating planning.

5.3 Knowledgeable of and adheres to timelines for completing

evaluations.

5.4. Demonstrates knowledge of eligibility requirements for special

education.

5.5 Respects confidentiality of privilege information.

5.6. Takes district goals and objectives into consideration during the

planning process.

87

5.7. Demonstrates knowledge of legal issues of students identified

with disabilities.


6: Communicates Effectively with Students, Administrators, Parents,

Teachers, and Significant Community Members

Meets Growth

Needed

Does Not

Meet

Discussed

6.1. Communicates high expectations for all students.

6.2. Works cooperatively with colleagues.

6.3. Interacts effectively with students, staff, and parents..

6.4. Provides consultative support to school based as needed..

6.5. Consults and problem solves to assist with determining

individual needs of a student and assist with developing

interventions plans.

6.6. Serves as a resource for information for parents and staff.

6.7. Seeks direction from other professional or support staff as

needed.

6.8. Participates in decision making for program planning and

development of individual education plans.

6.9. Communicates effectively with community agencies and

resources.

6.10. Provides a link between those responsible for the child’s

progress both in school and beyond.


7: Demonstrates Good Time Management Which Promotes Effective

Performance

Meets Growth

Needed

Does Not

Meet

Discussed

7.1. Demonstrates punctuality and good attendance for all duties.

7.2. Organizes time efficiently to meet requirements for assigned

responsibilities.

7.3 Prioritizes multiple tasks in a manner that promotes completion

within specified timelines.

7.4. Demonstrates the ability to accomplish tasks under pressure.

7.5. Demonstrates flexibility in adapting to necessary changes.

88


8: Utilizes Effective Strategies in Providing Support Services to

Students, Staff, and Parents

Meets Growth

Needed

Does Not

Meet

Discussed

8.1. Provides a safe, confidential setting in which students present

their needs and concerns.

8.2. Communicates empathy and understanding with others..

8.3. Utilizes effective procedures for responding to counseling

referrals..

8.4. Uses a broad range of techniques and accepted theories

appropriate to school counseling.

8.5. Intervenes in problem/conflict situations and conducts follow-up

sessions.

8.6. Identifies specific needs of the student and develops a service

delivery plan.

8.7. Implements procedures to evaluate effectiveness of service

delivery plan.

8.8. Works cooperatively with staff and parents to ensure

generalization of targeted skills.

8.9. Identifies appropriate and available resources both within and

outside the school system.

8.10. Provides assistance to students in crisis.

8.11. Works with teachers and administrators to provide support for

students in crisis.

8.12. Facilitates process for referral to community agencies when

appropriate and in accordance with district policies.

8.13. Maintains records for documentation of service delivery.


9: Engages in activities that promote prevention Meets Growth

Needed

Does Not

Meet

Discussed

9.1. Maintains knowledge of research based practice that promote

effective prevention activities and strategies..

89

9.2. Engages in activities that assist with anticipating and monitoring

needs within the school and individual students within the school

in efforts to increase prevention efforts.

9.3. Is aware of factors within the school community that may impact

prevention activities.

9.4. Works cooperatively with assigned school, district staff, and

community representatives to identify needs of individual or

district schools in efforts to develop and implement interventions.

9.5. Assists with developing procedures for follow-up and measuring

effectiveness of programs or interventions.


* NOTE: This column provides for one or more ratings. For example, an evaluatee might simply "meet" the performance criteria and that cell alone would

be checked. Also, an evaluatee could "meet" the performance criteria yet "need growth" in a refinement/enrichment phase of professional growth;

and two ratings would be checked. Likewise, one the performance criteria and "need growth". If the “does not meet” cell is checked, the cell “growth

needed” must be checked.

I am knowledgeable about the content of this Summative Conferencing Form and have had an opportunity to discuss this report in a conference with my

immediate supervisor. My signature does not imply agreement or disagreement with the content of this report.

(Signature of Evaluatee) (Date)

I have discussed the content of the Summative Conferencing Form with the evaluatee

(Signature of Evaluator) (Date)

*The recommendation above is advisory only, and represents only one factor among many used in making employment decisions related to individual

employees.

90

PRINCIPAL AND ASSISTANT PRINCIPAL

PROFESSIONAL GROWTH AND EFFECTIVENESS

SYSTEM

Principal Professional Growth and Effectiveness System Reflective Practice, Student Growth and Professional Growth Planning Template

93

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.

Roles and Definitions

1. Administrator: means an EPSB certified 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 is being evaluated 4. Professional Growth Plan: An individualized plan that is focused on improving

professional practice, using a variety of evidences that reflect student, educator, and school/district data, produced in consultation with the evaluator.

5. 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

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.

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. Results may be used to assist in goal setting for improving the learning environment and principal practice.

8. Other: [Please provide any additional required definitions for this section.] 9. For Additional Definitions and Roles, please see 704KAR 3:370 Professional Growth

and Effectiveness System


94

Principal Professional Growth and Effectiveness System Components – 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 must be grounded in the common framework identified:

The Principal Performance Standards.

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

STU

DEN

T G

RO

WTH

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

STANDARD 5:

Communication &

Community Relations

STANDARD 6: Professionalism


95

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; and

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 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 projected that most principals will maintain

an Accomplished rating, but will occasionally have exemplary performance on standards at any given time.

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. Contextual variables

may also 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 o Professional Growth Planning and Self-Reflection o Site-Visits o Val-Ed 360° o Working Conditions Goal o State and Local Student Growth Goal data


96

Professional Practice

Professional Growth Planning and Self-Reflection—completed by principal and assistant principals

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.

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.

Reflective practices and professional growth planning are iterative processes. The 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)

implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her

professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing

reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the

implications for next steps.

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.

All principals and assistant principals will participate in self-reflection and professional

growth planning each year.

All principals and assistant principals will submit their Professional Growth Plan by

October 1 of each school year.

All self reflection and professional growth plans shall be approved by October 31st of

each school year.


97

Site-Visits – completed by supervisor of principal – formal site visits are not required for assistant

principals

Site visits are a method by which the superintendent may gain insight into the principals’ practice in

relation to the standards. During a site visit, the superintendent 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 required to be conducted at least twice each year. (Formal site-visits are

not required for the assistant principals)

One (1) site visit will be conducted during the fall semester and one (1) site visit will be

conducted during the spring semester.

The site visits will be applied in a variety of settings.

The site visits will provide information on a wide range of contributions made by the

principal.

The site visits could range from observing how a principal interacts with others to

observing programs and shadowing the administrator.

The site visits will be connected to the Principal Performance Standards through the

post-conference with the superintendent.

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 Survey will be conducted once every two years in the school year that

TELL Kentucky is not administered.

The District Director of Instruction will be the contact for overseeing and administering

Val-Ed 360.

The Val-Ed 360 survey will be administered between October 1 and November 1 in years

when the Tell Kentucky survey is not administered.

The intended use of the Val-Ed 360 survey will include but is not limited to: Professional

Growth Planning, Mid-Year Reviews, Site-Visit Conference, Working Conditions Growth

Goal Support.

Access to Val-Ed 360 results will be limited to the District Leadership Team.


98

Working Conditions Goal (Goal inherited by Assistant Principal)

Principals are responsible for setting a 2-year Working Conditions Growth Goal based on the most

recent TELL Kentucky Survey. 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.

The Working Conditions Growth Goal will be completed following the completion of the

TELL Kentucky Survey.

Each principal will set a minimum of one (1) 2-year goal.

The Working Conditions Goal will be established in collaboration with the

superintendent.

The mid-point review will be conducted in year two (2) of the cycle. The

superintendent, in collaboration with the principal, will review progress towards the

goal and adjust the strategies if needed.

Principals may supply additional documentation that supports meeting the goal.

Working Conditions 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.

An “Accomplished” result is the expected outcome from the goal. To achieve “Exemplary” the goal must

be exceeded.

Ineffective Developing Accomplished Exemplary

20% or below the expected outcome.

Within 20% of the expected outcome.

Expected outcome of the goal +/- 5%

+5% of the expected outcome.

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? 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?


99

Products of Practice/Other Sources of Evidence

Principals/Assistant Principals may provide additional evidences to support assessment of their own

professional practice. These evidences should yield information related to the principal’s/assistance

principal’s practice within the domains. They may include but not limited to:

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

Parent/Community engagement events documentation

School schedules


100

Student Growth for Principals 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) Principals are responsible for setting at least one student growth goal that is tied directly to the Comprehensive School Improvement Plan that is in ASSIST. The superintendent 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.

The selection of the goal is based on ASSIST/NGL trajectory.

An interim trajectory goal will be determined in collaboration between the principal and superintendent. This interim goal will be reviewed at the Mid-Year Review.

The goal will be an indication of the largest gap from the school’s current NGL results to the trajectory results.

The goal will be connected to a review of student growth goals selected by the school’s teachers.

Local Contribution – Based on School Need (Goal inherited by Assistant Principal) The local goal for Student Growth should be based on school need. It may be developed to parallel the State Contribution or it may be developed with a different focus.

Each principal will set a minimum of one (1) local goal.

The local goal will be determined in collaboration between the principal and superintendent. The goal will be reviewed at the Mid-Year Review.

Goal will be developed in collaboration with the superintendent. Goal can be taken from ASSIST and address achievement gap, growth, college/career readiness or another aspect of school improvement. All goals will include a percentage in order to be measureable.

Goal will begin in fall and end June 1st of the calendar year. Local goals can be measured for success using formative data from the school and/or the district level.

The following rules will apply when determining high, expected or low growth for a local student growth goal: Interval constraints will be plus/minus 10% of the goal for expected. Above the interval constraints-High growth

Below the interval constraints=Low growth


101

Determining the Overall Performance Category Superintendents are 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. 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.

All rating will be recorded in CIITS.


102

All ratings for professional practice shall be completed by May 1 of each year.

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. Using the sources of evidence for

principals/assistant principals, evaluators will use professional judgment to determine a rating for

each standard. Next, the evaluator will use the following decision rules for determining the

Professional Practice Category:

REQUIRED

• Professional Growth Plans and Self-Reflection

• Site-Visit • Val-Ed 360°/Working

Conditions

PR

OFE

SSIO

NA

L P

RA

CTI

CE

DOMAIN RATINGS

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

SOURCES OF EVIDENCE TO INFORM

PROFESSIONAL PRACTICE

PROFESSIONAL

JUDGMENT




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

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


103

Professional Practice Decision Rules

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:

The rating will include both state and local growth.

3 years of data will be used in the rating.

All ratings will be recorded in CIITS.

The superintendent will give the principal an overall student growth rating using the Principal’s Overall Student Growth Rating Chart—Appendix H.


104

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.

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


105

Determining the Overall Performance Category

A principal’s Overall Performance Category is determined by the evaluator based on the

principal’s ratings on Professional Practice and Student Growth. Next, the evaluator will use the

the following decision rules for determining the Overall Performance Category.


106

Professional Growth Plan and Summative Cycle Based on the overall Professional Practice rating and Student Growth rating, supervisors will

determine the type of Professional Growth Plan required of the principal.

Student Growth will not be used in 2014-15 for evaluation purposes. To determine the principal’s overall

performance category in 2014-15, the professional practice rating will become the overall performance

category.

Student Growth will not be used in 2014-15 for evaluation purposes. To determine a principal’s

growth plan, the above matrix will be used in 2014-15.


107

Reflective Practice, Student Growth, TELL KY Working Conditions and Professional Growth Planning Template

Principal

EPSB ID#

School

Level

Part A: Reflection on the Standards in the Kentucky Principal Professional Growth and Effectiveness System Reflect on the effectiveness and adequacy of your practice in each of the performance standards. Provide a rating (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) on each performance standard and list your strengths and areas for growth. A complete listing of performance standards and indicators can be found at the end of this form.

Standard Self-Assessment Strengths and areas for growth 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.

I D A E

2. School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.

I D A E

3. Human Resource Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel.

I D A E

4. Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.

I D A E

5. Communication and Community Relationship The principal fosters the success of all students by communicating and collaborating effectively with stakeholders.

I D A E

6. Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession.

I D A E

Examine additional relevant data sources to make an informed decision on growth needs. Select an area of growth from the above self-reflection to focus your professional growth goals.


108

Part B-1: State Student Growth

State Student Growth Goal Statement (Based on one of the State goals within your CSIP.)

Process or Rubric for Determining High, Expected or Low Growth.

Principal’s Student Growth Plan This plan will outline what the principal will do to impact the student growth goal.

(Should be different than the school CSIP plan strategies/actions)

Strategies/Actions What strategies/actions will I need to do in order to assist my

school in reaching the goal? 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?

Part B-2: Local Student Growth

Local Student Growth Goal Statement (Based on School Need

Process or Rubric for Determining High, Expected or Low Growth

Principal’s Student Growth Plan This plan will outline what the principal will do to impact the student growth goal.

(Should be different than the school CSIP plan strategies/actions)

Strategies/Actions What strategies/actions will I need to do in order to assist my

school in reaching the goal? 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?


109

Part C: Principal’s TELL Kentucky Working Conditions Goal

Target Question(s) from TELL Kentucky Results: Following a review of TELL Kentucky results, the principal, in collaboration with the superintendent, will identify questions that signify areas of

growth that the principal can address that will impact school culture and ultimately student success.

Target Performance Standard: The principal will connect the Target Questions to the appropriate Performance Standard, which becomes the Target Performance Standard for

the WC Growth Goal.

Working Conditions Growth Goal Statement: 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.

Working Conditions Growth Goal Rubric: The rubric is established when setting the WC Growth Goal in collaboration with the Superintendent. An “Accomplished” result is the expected

outcome from the goal. To achieve “Exemplary” the goal must be exceeded.

Ineffective Developing Accomplished Exemplary

% and below %-% %-% % 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 Completio

n Date When will I

complete each identified strategy/ action?


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Part D: Professional Growth & Effectiveness Data Reflection

What do I need to learn to meet my Student Growth Goal? What do I need to learn to meet my Working Conditions Goal?

Other Information on which to Reflect

Survey Results VAL-ED 360 Other:

Number of Surveys Distributed

Number of Completed Surveys Returned

Percentage of Completed Surveys Returned

Questions to Consider:

What did teachers/staff perceive as major strengths?

What did teachers/staff perceive as major weaknesses?

List factors that might have influenced the results.

Other Data Student Achievement Data Non-Academic Data Supervisor Feedback

Other

Data Selected Results

Questions to Consider: How does the additional data inform your decision about your learning needs?

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Part E: Connecting Priority Growth Needs to Professional Growth Planning 1) Initial Reflection: Based on the areas of growth identified in Self-Reflection and Parts B, C, and/or D complete this section at the beginning of the school year.

Professional Growth Goal: What do I want to change about my practices that will

effectively impact student learning?

How can I develop a plan of action to address my professional learning?

How will I know if I accomplished my objective?

Connection to Standards The Principal should connect the PGP Goal to the appropriate performance standard and list that standard below.

Action Plan

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 Completio

n Date When will I

complete each identified strategy/ action?

Administrator’s Signature: Date:

Superintendent’s Signature: Date:

2) 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 on________ Initials ______ ______ Principal’s Superintendent

Date Status of Growth Goal(s) – SGG,

WC, PGP Revisions/Modifications of Strategies or Action

Plans

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3) Summative Reflection: Complete this section at the end of the year to describe the level of attainment for each Professional Growth Goal

Date: End of Year Student Growth Reflection:

End-of-Year Data Results (Accomplishments at the end of year.)

Data attached Date: End of Year TELL KY Working Conditions Growth Reflection:

Date: End of Year Professional Growth Reflection:

Next Steps:



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Principal PGES Cycle -

The following chart shows the required components for principals and assistant principals over the two

year process. All principals and assistant principals will be evaluated every year.

Two Year Cycle of the PPGES

Administer Formative Val-Ed

Site-Visit by Superintendent

Mid-Year Review with

Superintendent

Site-Visit by Superintendent

End-of-Year Review

with Superintendent

2013-14

Administer Summative Val-Ed

Review Accountability

and ASSIST Goal Results

& Set SGG/PGP/Working

Conditions 2-year Goal

Site-Visit by Superintendent Site-Visit by Superintendent

Mid-Year Review with

Superintendent

End-of-Year Review

with Superintendent

2014-15

July 2014

Review Accountability

and ASSIST Goal Results

& Set SGG/PGP &

Update Working

Conditions 2-year Goal

Administer TELL Kentucky

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