Certified Evaluation Plan 2014-2015

Certified Evaluation Plan 2014-20151
B - Think and Plan Guidance for Developing SGG………………………………………………………………………………..42
C - Teacher Reflective Practice/Professional Growth Planning Template……………………………….……………43
D - Principal Reflective Practice/SGG/Working Conditions/PGP Template…………………………………………..46
E - Teacher Pre-Observation Document Template………………………………………………………………………………52
F - Teacher Post-Observation Document Template…………………………………………………………………………….54
G - Teacher Summative Evaluation Form…………………………………………………………………………………………….56
H – Site Visit Form……………………………………………………………………………………………………………………………...58
I – Principal Summative Evaluation Form…………………………………………………………………………………………...65
J – Speech Therapist Evaluation Form……………………………………………………………………………………….………..67
K – Library/Media Specialist Evaluation Form …………………………………………………………………………………….74
L – Counselor Evaluation Form ……………………………………………………………………………………………………….….79
M – District Administrator Evaluation Form …………………………………………………………………………………..….85
N - Other Certified Personnel Professional Growth Plan Template…………………………………………….………96
O – Corrective Action Plan Template…………………………………………………………………………………………………..97
P – Certified Evaluation Appeals Form ……………………………………………………………………………………….………99
Q – Sources of Evidence/Framework for Teaching……………………………………………………………………………101
R – Sources of Evidence/Framework for Principal………………………………………………………………………..…..102
S – Mid-Year Conference Form Template………………………………………………………………………………………… 103
Fleming County Schools Certified Evaluation Plan 2014-2015
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U – District Peer Observer Application ……………………………………………………………………………………..……….105
V – Student Voice Survey Ethics Statement…………………………………………………………………………………….….108
W – Resources/Links…………………………………………………………………………………………………………………………..109
Introduction
An Effective Teacher in Every Classroom… Effective Leaders Throughout the District The evaluation of certified personnel is an important tool that our district utilizes to help assure the public, community, parents, and students that providing a quality education is the priority of our school system. Evaluation is the process of assessing or determining the effectiveness of performances and products to: Promote the continuation of professional competence Identify areas for professional growth Assist in making personnel decisions
The purpose of evaluation is improving instruction, curriculum, assessment, and other professional responsibilities. The principal or designee is primarily responsible for evaluating teachers. Non-tenured teachers will be evaluated yearly and tenured teachers will be evaluated at least every three years following the requirement of the TPGES system. Administrators will be evaluated annually by the superintendent or by the superintendent’s designee following the requirements of the PPGES system. The Superintendent will be evaluated annually by the local school board.
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ASSURANCES
CERTIFIED EVALUATION PLAN
The Fleming County School District hereby assures the Commissioner of Education that: This evaluation plan was developed by an evaluation committee composed of an equal number of teachers and administrators. The evaluation process and criteria for evaluation will be explained to and discussed with all certified personnel annually within one month of reporting for employment. This shall occur prior to the implementation of the plan. The evaluation of each certified staff member will be conducted or supervised by the immediate supervisor of the employee. All certified employees shall develop an Individual Professional Growth Plan (PGP) that shall be aligned with the school/district improvement plan and comply with the requirements of 704 KAR3:345. The PGP will be reviewed annually. All administrators, to include the superintendent and non-tenured teachers will be evaluated annually. All tenured teachers will be evaluated a minimum of once every three years. Each evaluator will be trained and approved in the use of the appropriate evaluation techniques and the use of local instruments and procedures. Each person evaluated will have both formative and summative evaluations with the evaluator regarding his/her performance. Each evaluatee shall be given a copy of his/her summative evaluations with the evaluator regarding his/her performance. Each evaluatee shall be given a copy of his/her summative evaluation and the summative evaluation shall be filed with the official personnel records. The local evaluation plan provides for the right to a hearing as to every appeal, an opportunity to review all documents presented to the evaluation appeals panel, and a right to presence of evaluatee’s chosen representative. The evaluation plan will not discriminate on the basis of race, national origin, religion, marital status, sex, or disability. This evaluation plan will be reviewed as needed and any substantive revisions will be submitted to the Department of Education for approval. The local board of education approved the evaluation plan as recorded in the minutes of the meeting held on __________________________________________. ___________________________________________ _____________________________ Signature of District Superintendent Date ___________________________________________ _____________________________ Signature of Chairperson, Board of Education Date
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1. Immediate supervisors shall explain and discuss the certified evaluation procedures and criteria
for evaluation with all their certified personnel annually and no later than the end of the 20th
work day after reporting for employment.
2. Supervisors shall submit to central office the staff sign-in sheet documenting their explanation
of certified evaluation procedures by the end of the 20thwork day. For certified personnel who
begin work after the start of school, documentation of explanation of certified evaluation
procedures shall be submitted by the end of their 20thwork day.
3. All certified employees will develop and implement professional growth goals. The
development process for all certified employees shall be completed and on file at Central Office
by September 30.
4. The immediate supervisor of the certified school employee shall be the primary evaluator.
Additional supervisory and/or administrative personnel may be used in addition to the primary
evaluator, as designated by the immediate supervisor or superintendent/designee.
5. The superintendent or designee evaluates principals and central office administrators. The
school board evaluates the superintendent.
6. All evaluations shall be completed on the approved print (or electronic) form or forms. Data
from on-going formative observations, conferences, and other data sources shall be used in
completing the summative evaluation.
7. Non-tenured teachers, administrators and counselors are evaluated annually. Tenured teachers
follow a 3-year summative cycle (dependent upon cumulative rankings on previous evaluation
or corrective action).
8. All monitoring and observation of performance is conducted openly.
9. All summative evaluations must be completed by April 1.
10. Summative evaluations (original copies) for all certified personnel, except the superintendent,
become part of the official personnel file.
11. A copy of the evaluation shall be provided to the person being evaluated.
12. All evaluations will be used when making re-employment decisions.
13. All school administrators, counselors, and central office administrators are required to complete
and document 21 leadership (EILA) hours each year. All primary evaluators are required to
include 12 hours of initial certified evaluation training or 6 hours of update certified evaluation
training in their leadership hours. Leadership (EILA) hours shall be documented by certificates
on file at the central office. The superintendent will complete the 21 hours, pursuant to KRS
156.111 and 704 KAR 3:406.
14. The evaluation plan is reviewed annually to ensure compliance with the evaluation law and
regulations.
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Overview
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 administrator who devotes the majority of employed time in the role of principal, for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050
2. Evaluator: the immediate supervisor of certified personnel, who has satisfactorily completed all required evaluation training and, if evaluating teachers, observation certification training.
3. Evaluatee: District/School personnel that is being evaluated 4. Peer Observer: Observation and documentation by a trained colleague, selected as described in the
district’s Professional Growth and Effectiveness System plan, who observes and documents another teacher’s professional practice and provides supportive and constructive feedback that can be used to improve professional practice.
5. Professional Growth Plan: An individualized plan that is focused on improving professional practice and leadership skills and is aligned with educator performance standards and student performance standards, is built using a variety of sources and types of student data that reflect student needs and strengths, educator data, and school/district data, is produced in consultation with the evaluator
6. Self-Reflection: means the process by which certified personnel assess the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth
7. Student Growth: A measure comprised of potentially two contributions (state and local). State contribution is the student growth percentile reported for grades 4-8 in reading and math based on each student’s rate of change compared to other students with similar test score history. Local contribution is the degree to which a teacher meets the growth goal for a group of students over a specified amount of time.
8. Student Voice: the state-approved student perception survey, administered each year, provides data on specific aspects of the classroom experience and of teaching practice.
9. Summative Cycle: The length of an individual’s evaluation process, whether 1 year or 3 years, based on tenure status and/or previous evaluation
10. For Additional Definitions and Roles, please see 704KAR 3:370 Professional Growth and Effectiveness System
Framework for Teaching
The Framework for Teaching is designed to support student achievement and professional practice through the domains of Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The Framework also includes themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. It provides structure for feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement. Evidence supporting a teacher’s professional practice will be situated within one or more of the four domains of the framework. Performance will be rated for each component according to four performance levels: Ineffective, Developing, Accomplished, and
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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. The Framework for Teaching (February 2014) can be found at: http://education.ky.gov/teachers/PGES/Pages/Framework-for-Teaching.aspx
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. All teachers will participate in self-reflection and professional growth planning (documented in CIITS) each
year. Timeline for Self-Reflection /PGP development and approval:
Initial Self-Reflection via EDS/CIITS completed by closing day (May/June) New hires/mid-year hires will begin the process within 30 days of employment
Draft PGP completed and submitted to principal by August 31 Principal reviews/provides feedback via CIITS and/or face-to-face conference; making certain that
PGP is based on multiple sources of evidence Final PGP completed and submitted to principal via EDS/CIITS by September 30 Teacher reflection via EDS/CIITS and mid-year conference with principal in December/January Teacher reflection via EDS/CIITS in April Teacher summative reflection (to include student voice survey data) via EDS/CIITS and end of year
conference with principal in May/June
Observation
The observation process is one source of evidence to determine teacher effectiveness that includes supervisor and
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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 and calculate a summative rating. Peer observation will only be used for formative feedback on teaching practice in a collegial atmosphere of trust and common purpose (and may only be accessed by the teacher being observed). NO summative 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. Supervisors/other observers and peer observers may use video recording to assist them with the scripting of the evidence during the observation. However, the observee must be agreeable. Recording must be conducted openly and be destroyed after the scripting is completed. The recording does not become a part of the personnel file. Classroom observations may begin after the evaluation training takes place within the first month of
employment.
Observation Window
First Observation Begins 30 days after the start of school – Sept. 25
Second Observation Begins October 27
Third Observation Begins December 7
Fourth Observation Begins February 2
Supervisors/Principals will create an observation schedule (or calendar) for the school year, in collaboration
with the instructional supervisor, by the 30th day of school to ensure that all observations are completed and
meet all district/state regulations and timelines.
A minimum of four observations will be conducted during the summative cycle (whether a 1-year cycle or 3-
year cycle), three conducted by the supervisor/principal, (2 minis/1 full) and one mini conducted by a peer
observer. The peer observation will be conducted in the final year of the summative cycle. The final
observation in the cycle is a full observation and is conducted by the supervisor/principal. [For an employee
hired at mid-year (January), the supervisor/principal will conduct one mini and one full observation. The peer
will also conduct a mini observation.] (See definition of “summative cycle” in Roles and Definitions)
For an employee on a 3-year cycle, there will be at least 1 mini observation conducted by the principal in each
of the first two years. In year 3, the principal will conduct a full observation and a peer will conduct a peer
observation (mini).
The duration of a mini observation will be 20-30 minutes. Because these are shorter sessions, the observer
will make note of the components observed in order to identify "look fors" in the next mini observation
session.
The duration of a full observation is a full class period or full lesson.
Pre-observation conferences for full observations may be done through written electronic correspondence
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(See “pre-conference” document), unless the employee requests a face-to-face conference. Pre-conference must take place prior to the full observation (1-2 days prior to or the day of the observation). Pre- conferences for mini observations are not required.
A post-observation conference will be conducted within five working days of the observation. Principals are
encouraged to discuss progress toward professional growth goals and student growth goals on these occasions.
Following each observation (mini or full), the teacher will complete the reflection process (domains 1, 2, 3, and 4) by completing and submitting a “post-observation document” to the supervisor/principal within 24 hours. The reflection may be submitted electronically.
The summative evaluation conference shall be held at the end of the summative evaluation cycle and shall be
completed by April 1.
A hard copy of the summative evaluation will be housed in the employee’s personnel file located at the
district’s central office.
Observer Certification
To ensure consistency of observations, evaluators must complete the Teachscape Proficiency Observation Training, or 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 3 sections of the proficiency system:
Framework for Teaching Observer Training
Framework for Teaching Scoring Practice
Framework for Teaching Proficiency Assessment
Requirements: 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 in the state-approved technology platform 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:
Observation data provided by a substitute observer is considered a valid source of evidence only if the supervisor participated (passively) in the observation.
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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 use the following process to ensure teachers have access to observations and feedback: All principals, assistant principals, and other school-level administrators as designated by the
principal, will be certified through the Teachscape program, with certification complete/on file before any observations are initiated.
At the district level, the superintendent will designate qualified administrative personnel to be certified through the Teachscape program. These administrators may conduct official observations in the event that they are assigned to assist principals who have not yet passed the Teachscape certification and they may also conduct other observations/walkthroughs as assigned by the superintendent or designee.
Support/practice sessions will be scheduled by the instructional supervisor during the
certification process in order to assist administrators in understanding the framework and applying it to classroom situations.
Support procedures for individuals who are not certified: When an administrator is not successful on the first attempt at certification, support through assignment of a
peer mentor will be provided. The peer mentor will assist the candidate with practice and formative feedback.
When an individual is not successful on the second attempt at certification, the instructional supervisor will
create a 90-day corrective action plan which will include meeting regularly with the candidate to work on practice videos, providing individual mentoring/shadowing in observation situations, and providing formative feedback which leads to improvement.
Process used to ensure teachers will have access to certified observers in cases where the supervisor is not certified: District level personnel or principals/assistant principals from other schools (certified through the proficiency system) will be assigned by the superintendent or designee to conduct the observation(s) with the non-certified principal (modeling the process). Observation data provided by the substitute observer is considered a valid source of evidence IF the supervisor participated in the observation in a passive role.
Observer Calibration
As certified observers may tend to experience “drift” in rating accuracy, the district will establish a calibration process to be completed each year where certification is not required (see chart under Observer Certification). This calibration process will be completed in years two (2) and three (3) after certification. Calibration ensures ongoing accuracy in scoring teaching practice; an awareness of the potential risk for rater bias; and that observers refresh their knowledge of the training and scoring practice. Observer calibration will take place for certified observers using the Teachscape platform, or the current state
approved technology. The district’s instructional supervisor will schedule a minimum of 2 calibration sessions for certified observers
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per year, July/August and December/January. During each session, calibration activities will continue until observers are successfully calibrated.
Individuals who remain inconsistent in their scoring efforts during the calibration process, will be directed to return to the Teachscape training platform in order to review and engage in practice before attempting calibration again.
The attendance and calibration materials from certified observers participating in the calibration sessions will be documented and records will be kept by the instructional supervisor.
Peer Observer
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. All Peer observers participating in summative year observations will complete the state developed training once every 3 years, while all teachers will receive peer observation training for awareness of the process. All required peer observations must be documented in CIITS. Teachers who wish to serve as peer observers will complete the peer observer application (APPENDIX Q) and submit their application to the instructional supervisor by August 1. The instructional supervisor, superintendent, and the district’s principals will collaboratively evaluate the applications and create a pool of peer observers to be used within the district. Principals will select/assign qualified teacher leaders to conduct peer observations within their home schools. Principals will assign peer observers to conduct the observations and will develop a schedule (or calendar) for the school year. Principals will collaborate on peer observer assignments should peers from outside the home school be needed. Assignments will take into consideration grade range, content, and needs of the observee. Principals will monitor the peer observer process in their schools for effectiveness. Principals will regularly report on the process and troubleshoot any issues as part of regular principals’ meetings. In addition to documenting their completion of the state-required peer observer online training, a peer observer training session will be scheduled for August in order to ensure that all teachers serving as peer observers in the summative year observations understand their roles and responsibilities and how to provide effective feedback and how to eliminate bias and interpretation before conducting any observations. Peer observation may take place at any time (after the first 30 days of school) during the final year of the
summative cycle. Principals will assign peer observers to conduct the observations and will develop a schedule (or calendar) for the school year. Principals will collaborate on peer observer assignments should peers from outside the home school be needed.
All required peer observations will be recorded in CIITS.
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 state-approved Student Voice Survey
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annually with a minimum of one identified group of students, when there are 10 or more student respondents. The Student Voice Survey will be administered in the school between the hours of 7 AM and 5 PM local time. Results from the student voice survey will be used to inform professional practice and provide data to teachers to inform their professional growth goals. Formative years’ data will be used to inform professional practice ratings in the summative year. All teachers and appropriate administrative staff will read, understand, and sign the district’s Student Voice Ethics Statement (APPENDIX). The District Student Voice Survey Point of Contact will be the district’s instructional supervisor.
Student selection for participation must be consistent across the district.
Surveys will be administered based on the window(s) established by the state and/or district. At the middle and high school levels the principal will select the time slot that the survey will be administered
in order to give all teachers and all students access to the survey. At the elementary level, homeroom teachers will administer the survey to their students.
The principal will select the time slot and grade level that itinerant teachers (who have 10 or more students in
their classroom) will administer the survey.
Special education teachers who have courses with 10 or more students (excluding FMD) will administer the survey to their students.
Accommodations must be provided to students according to their IEP, 504 or PSP.
Student Growth
For the 2014-15 school year, the Fleming County School district will PILOT the student growth portion of the professional growth and effectiveness system. This portion will become fully implemented in the 2015-16 school year. Although in a pilot year, this portion is required of all teachers. The student growth measure is comprised of two possible contributions: a state contribution and a local contribution. The state contribution pertains to teachers of 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. All teachers will write a student growth goal based on the established criteria. The following graphic provides a roadmap for determining which teachers receive which contributions:
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State Contribution – Student Growth Percentiles (SGP) The state contribution for student growth is a rating based on each student’s rate of change compared to other students with a similar test score history (“academic peers”) expressed as a percentile. The median SGP for a teacher’s class is compared to that of the state. The scale for determining acceptable growth will be determined by the Kentucky Board of Education and provided to the district by the Kentucky Department of Education. Local Contribution – Student Growth Goals (SGG) 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, regardless of grade level and content area, will develop a SGG for inclusion in the student growth measure. All SGG will be determined by the teacher in collaboration with the principal and will be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement). Student Growth Goal Criteria • The SGG is congruent with Kentucky Core Academic Standards and appropriate for the grade level and content area for which it was developed. • The SGG represents or encompasses an enduring skill, process, understanding, or concept that students are expected to master by taking a particular course (or courses) in school. • The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge. • The SGG provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students. Rigor and Comparability of Student Growth Goals To fulfill the criteria of measuring student growth at the local level, and also ensuring that the goals are rigorous and are comparable across classrooms, grade levels, and the district, a rubric has been adopted for use in reviewing the
Do you teach students in grades
4-8?
Do you teach in the math or reading content areas?
Do your students participate in the
Math or Reading K- PREP Assessment?
LOCAL & STATE CONTRIBUTION
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goals. The rubric can be found in APPENDIX A. A Student Growth Goal will be considered rigorous and comparable when there is a uniform expectation for student achievement and the goal is consistently aligned with the standards. This does not mean that schools use the same pre/post measures or that the expectations for growth percentage are the same across the district. The following protocol will ensure rigor and comparability across our schools and district. Developing the Student Growth Goal (Local) Collaborative teachers (who do not have classes/courses of their own) will collaborate with one teacher with
whom they work regularly (class must contain students on the collaborative teacher’s caseload) to draft the goal and work toward and document progress toward the goal.
At the beginning of the school year, the teacher will pre-assess students and establish baseline data on the identified enduring skills of that course/content.
From that baseline data, the teacher will identify the enduring skill that is most critical for year-long/course- long focus.
Specify expected growth and proficiency targets The teacher will write 1 student growth goal for 1 of his/her classes, using the “Think and Plan Guidance for
Developing Student Growth Goals” (this document can be found in APPENDIX B) Create and implement teaching and learning strategies Describe personal learning needed to support students attainment of growth goal Describe instructional strategies to obtain goal Describe the plan for progress monitoring The teacher will record a draft of the student growth goal in CIITS by September 30. The principal will review the goal, using the established rubric and provide feedback to the teacher. The principal will not “approve” the goal in CIITS until it is acceptable.
Measuring Student Growth (Local) Fleming County Schools has chosen to use the “Repeated Measures” design for measuring student progress toward the local student growth goals. This design requires teachers to design appropriate assessments to measure the identified enduring skill targeted in the student growth goal and to administer similar assessments at scheduled intervals throughout the identified measurement period. The teacher will monitor student progress through on-going formative assessment. The teacher(s) and the principal will analyze the formative assessment data gathered at each interval to identify trends and patterns. Over time, and through data analysis, growth will be determined. Determining Growth for a Single Student Growth Goal (Local) At the mid-year conference, teacher and principal will review the student growth goal and the progress data
to that point in the year. At this time a preliminary rating will be assigned using the process and charts below. Mid-year Conference Form can be found in the APPENDIX.
Meeting 50% (or within 10% of the 50% mark) of the goal at the mid-point in the year would mean “expected” growth.
A final rating for the teacher’s student growth will take place at the end of year conference with the principal.
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High (3) Exceeds Goal (beyond 10%)
Expected (2) Meets Goal (+/- 10%)
Low (1) Did not meet and fell lower than 10% from goal
Students enrolled for less than 100 days will be removed from final data (for year-long growth goals). For courses with shorter term goals (nine-weeks, twelve-weeks, etc.), students must be enrolled the entire
term.
Determining Growth for the Student Growth Percentiles (State) Growth ratings on Student Growth Percentiles will be based on state predefined cut scores. Student Growth Rating 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).
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Use Local Student Growth Goal instrument to determine overall Student Growth Rating. See chart below.
Fleming County Schools Student Growth Matrix (Local Goal)
1Year 2 Years 3 Years
Low 1 1-2 1-3
Expected 2 3-4 4-6
High 3 5-6 7-9
Low 2 4 6
Expected 3-4 5-8 7-12
High 5-6 9-12 13-18
Local Goal Yearly Total Student Growth Rating
2013-14 Low = 1 1 1 = Low
2014-15 Expected = 2 2 3 = Expected
2015-16 Expected = 2 2 5 = Expected
Mrs. Green’s Student Growth Data
SGP Local Goal Yearly Total Student Growth Rating
2013-14 Low = 1 Low = 1 2 2 = Low
2014-15 Expected = 2 Expected = 2 4 6 = Expected
2015-16 Low = 1 Expected = 2 3 9 = Expected
Mrs. White’s Student Growth Data
SGP Local Goal Yearly Total Student Growth Rating
2013-14 Low = 1 Low = 1 2 2 = Low
2014-15 Expected = 2 2 4 = Expected*
2015-16 Low = 1 Expected = 2 3 7 = Expected*
*Incomplete set of data
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 Sources of Evidence: • observations conducted by certified supervisor/observer(s) • student voice survey(s) • self-reflection and professional growth plans
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Other Sources of Evidence: The following additional sources of evidence may be used to support educator practice. These are examples and are not intended to be an exhaustive list.
Program Review evidence
team-developed curriculum units
student data records
minutes from PLCs
parent engagement surveys
video lessons
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REQUIRED
• Other: District- Determined – Must be identified in the CEP
P R
O FE
SS IO
N A
L P
R A
C TI
C E
DOMAIN RATINGS
DOMAIN 2: [I,D,A,E]
DOMAIN 3: [I,D,A,E]
DOMAIN 4: [I,D,A,E]
Overall Performance Category
Supervisors are responsible for determining an Overall Performance Category for each teacher at the conclusion of their summative evaluation year. The Overall Performance Category is informed by the educator’s ratings on professional practice and student growth. The evaluator determines the Overall Performance Category based on professional judgment informed by evidence that demonstrates the educator's performance against the Domains, district-developed rubrics (see local contribution for student growth), and decision rules that establish a common understanding of performance thresholds to which all educators are held. 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.
Supervisors/Principals will provide a rating for each domain based on evidence. All ratings will be recorded in
CIITS.
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Determining the Overall Performance Category An educator’s Overall Performance Category is determined by the following steps:
1. Determine the individual domain ratings through the use of sources of evidence and professional judgment.
2. Apply State Decisions Rules for determining an educator’s Professional Practice Rating (see below).
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3. Apply State Overall Decision Rules for determining educator’s Overall Performance Category (beginning in
2015-16). For the 2014-15 school year, while piloting the student growth component, the overall performance category will be based on the educator’s professional practice rating.
Minimum Criteria For Determining an Educator’s Overall Performance Category
Professional Practice Rating
Ineffective
*Student Growth Trend Data Pilot Year 2014-15; this rating will not be used for personnel decisions in 2014-15. Only the Professional Practice Rating will determine the overall performance category in 2014-15. All components and sources of evidence related to supporting an educator’s professional practice and
student growth ratings (2015-16) will be completed and recorded in the Educator Development Suite (EDS)
housed within the Continuous Instructional Improvement Technology System (CIITS).
A hard copy of the summative evaluation will be housed in the employee’s personnel file located at the
district’s central office.
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Professional Growth Plan and Summative Cycle Based on the overall Professional Practice rating and Student Growth rating (beginning in 2015-16), supervisors will help tenured teachers determine the type of Professional Growth Plan and the length of the summative cycle.
Low Expected/High
Student Growth Rating*
*Student Growth Ratings will not be used for personnel decisions in 2014-15. ONLY the Professional
Practice Rating will be used to determine the growth/improvement plan for 2014-15. Student Growth
Rating will be used, beginning 2015-16.
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PPGES Components – Overview and Summative Model
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. Student Growth component (pilot in 2014-15)
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
Professional Growth
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the determination of ratings on standards and an overall rating is paramount in this process. However, professional judgment is grounded in a common framework: the Principal Performance Standards.
Principal Performance Standards
The Principal Performance Standards are designed to support student achievement and professional best-practice through the standards of Instructional Leadership; School Climate; Human Resource Management; Organizational Management; Communication & Community Relations; 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 important to note that the expected performance level is “Accomplished,” but a good rule of thumb is that it is expected that a principal will “live in Accomplished but occasionally visit Exemplary”. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each standard. The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how principals respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual principal performance. These factors may include school-specific priorities that may drive practice in one standard, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas. The Principal Performance Standards (PGES Handbook, 2013-14)can be found at: http://education.ky.gov/teachers/HQT/Pages/PPGES-Principal-Professional-Growth-and-Effectiveness-System.aspx
Roles and Definitions
1. Administrator: means an administrator who devotes the majority of employed time in the role of principal, for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050
2. Evaluator: the immediate supervisor of certified personnel, who has satisfactorily completed all required evaluation training and, if evaluating teachers, observation certification training.
3. Evaluatee: District/School personnel that is being evaluated 4. 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
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. The survey looks at core components (the what) that are listed on the slide, as well as key processes (the how).
7. TELL Kentucky: A working conditions survey of all school staff conducted every two years to
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provide feedback on specific aspects of the school’s work environment. 8. For Additional Definitions and Roles, please see 704KAR 3:370 Professional Growth and
Effectiveness System
Professional Practice
Professional Growth Planning and Self-Reflection (completed annually) 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. Principals and assistant principals will participate in self-reflection and growth planning each year. (See
APPENDIX D)
Timeline for principal self-reflection and growth planning Initial Self-Reflection completed (June/July)
Principal’s draft PGP completed and submitted to superintendent or designee by August 31
Superintendent or designee reviews/provides feedback to principal by September 15
Principal’s final PGP completed and submitted to superintendent or designee by September 30
Principal conducts reflection December/January
Principal conducts reflection in April/May
Superintendent or designee conducts end of year conference with principal in May/June
Timeline for assistant principal self-reflection and growth planning Initial Self-Reflection completed (June/July)
Assistant principal’s draft PGP completed and submitted to principal by August 31
Principal reviews/provides feedback to assistant principal
Assistant principal’s final PGP completed and submitted to principal by September 30
Assistant principal conducts reflection December/January
Principal conducts mid-year conference with assistant principal in December/January
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Assistant principal conducts reflection in April/May
Principal conducts end of year conference with assistant principal in May/June
Site-Visits (conducted at least twice a year) 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. Formal site visits are not required for assistant principals. Site visits are conducted by the superintendent or designee, who will complete the online module before initiating a site visit. Formal site-visits will be conducted at least twice per year for principals (not required for assistant
principals) Superintendent or designee will complete the online module before conducting site visits Site visits to be conducted in December/January and March Site visits to focus on the principal standards Site-visit form will be used to document evidence of principal standards (see Appendix) Pre-conferences are optional Face to face post-conferences to take place within 5 working days following the site visit Summative evaluations must be completed by April 1
Val-Ed 360° (conducted the year TELL Kentucky is not administered) 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 survey is not required for assistant principals. Principals will participate in the Val-Ed 360° survey (or other state approved platform) - Not required for
assistant principals The district instructional supervisor shall be the point of contact for overseeing and administering
Val-Ed 360°. The VAL-ED 360 survey will be conducted in September, every two years in the school year that TELL
Kentucky is not administered. (Principal may choose to repeat the survey in March/April, although not required).
Results of the survey will be used in creating the principal’s growth plan, may be used in school improvement plan where data applies, used by supervisor as one of multiple pieces of evidence for developing ratings for evaluation (similar to student voice for teachers).
The superintendent/designee and the district instructional supervisor will have access to principal survey results. Principals have access to their own results.
Working Conditions Goal (Goal inherited by Assistant Principal) Connecting TELL Kentucky data to principal performance involves building capacity for principals and their superintendents to interpret and use TELL Kentucky data to set a target goal for Working Conditions improvement that connects to the Principal Performance Standards and impacts the working conditions within their building.
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Principals are responsible for setting one 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. Principals will review the most recent TELL Kentucky survey data for their school (can be done in collaboration with the assistant principal of the school) and target possible areas for improvement for the working conditions goal. Principals will submit a draft of the goal to the superintendent by August 31. The superintendent will meet with principals, provide feedback, and draft the working conditions goal rubric (to be used in evaluating progress/success in implementing the goal). Again, this may be done in collaboration with the assistant principal. Principals set a 2-year Working Conditions Growth Goal based on the most recent TELL Kentucky Survey
(assistant principals inherit this goal) Principals set at least 1 Working Conditions Growth Goal (principals may develop more than one if
they or their supervisor deems necessary) Working Conditions Goal rubric will be used to measure effectiveness
WORKING CONDITIONS GROWTH GOAL RUBRIC
Ineffective Developing Accomplished Exemplary
WORKING CONDITIONS GOAL ACTION PLAN
Working Conditions What do I want to change about my leadership or role that will effectively impact working conditions in my school and their impact on student learning?
Strategies/Actions What will I need to do in order to impact the target standard and target question(s)? How will I apply what I have learned? How will I accomplish my goal?
Resources/Support What resources will I need to complete my plan? What support will I need?
Targeted Completion Date
When will I complete each identified strategy/ action?
The rubric will be a collaborative effort between the principal and superintendent/supervisor using
the categories of Ineffective, Developing, Accomplished, and Exemplary. The rating scale for the rubric will reflect growth toward the goal with a + or – 10% confidence interval. Example: Exemplary: Above Accomplished Goal Accomplished: + or - 10% of goal Developing: baseline set for the goal Ineffective: below the baseline
Working Conditions Goal (Example) - A principal has identified a WCG area and has set a goal of increase from 30% to 60% agreement on the identified question(s). The rubric with a built in range of + or - 10% would be: Exemplary: Above 70% Agreement Accomplished: 50-69% Agreement Developing: 31-49% Agreement Ineffective: 30% or below Agreement
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*See the chart above A mid-point review will be conducted at the mid-year conference with the principal
Principals may choose from one or more of the following as evidence of growth: • Engage staff in informal conversations that provide feedback on the progress of meeting the Working Conditions Goal • Conduct a sample survey using identified questions from TELL (3-5) as an interim measure of growth. Principal will use results to determine if growth has occurred according to the Working Conditions Goal. • Use results from a variety of sources to linked to TELL Data questions that support growth according to the Working Conditions Goal.
Additional information/data may be used to inform the effectiveness of the Working Conditions Goal (teacher/staff surveys, documentation of activities/outcomes to address the goal, other products as appropriate)
Products of Practice/Other Sources of Evidence Additional evidence provided in support of principal practice may include items from the following list (not a comprehensive list):
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 Parent/Community engagement surveys Parent/Community engagement events documentation School schedules RTI plan/data Assessment Plan/Data Lesson Plan reviews Professional Organization memberships – and leadership/presentations associated with them Leadership in district (presentations/PD delivered; supports provided to other
administrators/schools) CSIP / 30-60-90 Plans and documentation PDSAs Program Review documentation Other
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Criteria For Determining A Principal or Assistant Principal’s Professional Practice Rating
IF… Then…
Principal or Assistant Principal is rated Exemplary in at least four of the standards and no standard is rating Developing or Ineffective
Professional Practice Rating shall be Exemplary
Principal or Assistant Principal is rated Accomplished in at least four standards and no standard is rated Ineffective
Professional Practice Rating shall be Accomplished
Principal or Assistant Principal is rated Developing in at least five standards
Professional Practice Rating shall be Developing
Principal or Assistant Principal is rated Ineffective in two or more standards
Professional Practice Rating shall be Ineffective
Student Growth
Student Growth component (pilot in 2014-15) 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 SGG (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 located 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. • Selection based on ASSIST/NGL trajectory. • Based on Gap population unless Local goal is based on Gap population. Local Contribution – Based on School Need (Goal inherited by Assistant Principal) The local goal for Student Growth should be based on school need (based on gap population unless state goal is based on gap population). It may be developed to parallel the State Contribution or it may be developed with a different focus. Principal will develop Student Growth Goals (inherited by the assistant principal) Principal will develop 1 student growth goal based on school need (gap populations, unless state
contribution goal is based on gap populations) by September 30 Principals analyze sources of student data and determine one student growth goal based on school
need. Student growth goal may be set in collaboration with assistant principal, who inherits goal. Criteria for selecting/developing growth goal:
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o Review/consider current student data o Review/consider student growth goals set by teachers (if available) o Review/consider trajectory that has the greatest gap from the current results to the trajectory
results o Rigorous/realistic o Based on actions that can be taken by the principal to impact results as opposed to actions that
can be assigned by the principal to the teachers o Connected to other school/district initiatives, where appropriate
Principals, in collaboration with the superintendent/designee (and assistant principal, as appropriate), will determine the means to be used for measuring student growth relative to this goal.
Fleming County Schools Student Growth Matrix (Local)
Rating Criteria Point Value
High Exceeds goal (Beyond 10%) 3
Principal will develop 1 student growth goal based on ASSIST/NGL trajectory (also based on gap
populations, unless local goal is based on gap populations) Principal and superintendent/designee 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 (By September 30)
Fleming County Schools Student Growth Matrix (State)
Rating Criteria Point Value
High Exceeds goal (Beyond 10%) 3
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Overall Student Growth Rating
Student Growth component (pilot in 2014-15) 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. The overall student growth rating must be determined using 3 years of data (when available) and must be recorded in CIITS.
Fleming County Schools Student Growth Matrix (Overall)
Point Value Point Value Point Value
Low 2 4 6
Expected 3-4 5-8 7-12
High 5-6 9-12 13-18
Overall Performance Category
Superintendents/designees 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 principal’s ratings on professional practice and student growth. Ratings shall be recorded in CIITS. A principal’s Overall Performance Category is determined by the evaluator based on the principal’s ratings on each standard, as well as student growth. Evaluators will use the decision rules developed by the principal effectiveness committee in determining the Overall Performance Category (see decision rules below). Evaluators must use the following categories of evidence in determining overall ratings:
STATE
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Required Sources of Evidence o Professional Growth Planning and Self-Reflection o Site-Visits (not required for assistant principals) o Val-Ed 360° (not required for assistant principals) o Working Conditions Goal (Based on TELL KY) o State and Local Student Growth Goal data
The following categories of evidence may be used in determining overall ratings: Other Measures of Student Learning Products of Practice Other Sources (e.g. surveys)
REQUIRED
• Site-Visit • Val-Ed 360°/Working
P R
O FE
SS IO
N A
L P
R A
C TI
C E
STANDARD RATINGS
PROFESSIONAL PRACTICE
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Professional Practice Rating
Student Growth Rating
High
Ineffective
Overall Ratings for 2014-15 school year will be determined by the Professional Practice Rating ONLY
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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.
Kentucky Professional Growth Plan Model Principal and Assistant Principal
P ro
fe ss
io n
al P
ra ct
ic e
R at
Evaluator
Shall have a minimum of a Professional Growth plan developed by Evaluatee
D ev
el o
p in
g
Shall have a minimum of a Professional Growth Plan developed by Evaluator
Shall have a minimum of a Professional Growth Plan developed by
Evaluatee
In ef
fe ct
iv e
Shall have a minimum of a Professional Growth Plan, for a duration of up to one (1) year, developed by the Evaluator
Low Expected High
Student Growth Rating
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District Administrators
Guidance Counselor
Library/Media Specialist
Speech Language Pathologist
1. All evaluations shall be done in writing on the job-specific, print or electronic evaluation form(s).
Data from on-going formative observations, conferences, and other data sources shall be used
in completing the summative evaluation.
2. During the last two months of school, all certified personnel shall use the Professional Growth
Plan (APPENDIX N) to develop plans for professional improvement for the following year. These
plans shall be focused on a personal growth goal identified through self-reflection and
supervisor input and finalized during a conference between the employee and supervisor.
3. The Professional Growth Plans are to be submitted to immediate supervisors by September 1.
The original, signed by the employee and the supervisor, must be submitted to Central Office for
the personnel file by September 30, with a copy kept on file in the supervisor’s office. The
supervisor shall review progress toward growth goals in conference with the certified employee
by April 1 of each school year, to be documented on the supervisor’s file copy.
4. The superintendent or designee will evaluate district-level administrators.
5. The principal shall be the primary evaluator for counselors, library/media specialists, and
speech/language pathologists.
6. Each formal observation shall be a minimum of thirty (30) minutes in length and shall be
conducted openly and with the full knowledge of the teacher or administrator. At least 1
observation shall not be announced prior to the observation. The announced observation shall
be preceded by a pre-observation conference.
7. The evaluator shall conduct a post-conference with the evaluatee within 5 working days of each
formal observation. The evaluatee has the opportunity to submit a written response which
becomes a part of the official personnel file. The conference shall include discussion of progress
toward improvement goals, suggestions for improvement goals and/or plans for corrective
action.
8. The original evaluation shall be placed in the personnel file at central office and a copy of the
evaluation shall be provided to the person being evaluated.
9. Evaluations must be completed by April 1.
10. Evaluation forms for these positions can be found in the Appendix.
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Corrective Action Plan
An Individual Corrective Action Plan (CAP) will be developed by the supervisor for any certified
personnel whose observation results are unsatisfactory at any time during the summative cycle. The
supervisor may involve other support personnel, as appropriate, in the development and monitoring of
the CAP (e.g., instructional supervisor, special education director, etc.).
Conditions requiring a Corrective Action Plan:
one or more “ineffective” rating for one or more domain on a mini or full evaluation for teachers
one or more “ineffective” rating for one or more principal standard on formative or summative
evaluation for principals/assistant principals
one or more “does not meet” rating for one or more standard on formative or summative
evaluation (for other certified employees)
supervisor-identified need for immediate action at any time
evaluator unable to successfully complete Teachscape certification after the second try
The Individual Corrective Action Plan shall be implemented immediately and monitored at least 4 times
during the corrective action period.
While identified needs may encompass multiple indicators within a standard or standards, the CAP
should address only two or three goals at a time, provide professional support (e.g., mentoring,
coaching, opportunities to observe accomplished/exemplary practice, and other intensive professional
growth opportunities), and allow adequate time (1-4 months, depending on the extent of growth
needed) for the certified person to implement the desired change. When performance moves to at
least the “developing” or “growth needed” level, the CAP may be revised to address additional
indicators/goals or the person may exit CAP. The CAP and related documentation become part of the
official personnel file.
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PGES Implementation 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.)
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Evaluation Appeals Panel / Procedures
All employees being evaluated may appeal their evaluation in writing to the evaluation appeals
committee within 7 working days. (Two members elected by certified employees and one member
appointed by the local board.) This appeal becomes a part of the official personnel file.
Membership
1. The certified employees shall elect two members and two alternates to serve on the panel. A. Each school and the Central Office shall nominate two certified employees willing to serve as panel members. B. Ballots will be prepared using the Infinite Campus survey feature and emailed to each certified
employee with a link to complete the survey anonymously. C. The candidates with the two largest vote totals shall be named as members of the Appeals
Panel. D. The two candidates receiving the next largest number of votes shall be named as alternate
members of the Appeals Panel. E. The district’s Chief Information Officer will report the survey results to the Certified Evaluation
Point of Contact, who will communicate them to the District Certified Evaluation Committee and to all certified personnel.
F. The survey results will remain in Infinite Campus, and the Certified Evaluation Point of Contact will save the results electronically.
2. The Board of Education shall appoint one certified employee and alternate to serve on the panel.
The Board appointee shall chair the appeals panel.
3. Terms shall be for two years, to run from July 1 2013, to June 30, 2015.
4. Members may be re-elected or re-appointed.
Appeal Procedures
1. Certified employees who believe they were unfairly evaluated can only appeal following a summative evaluation and must do so in writing to the chairperson (Board appointee) of the Evaluation Appeals Panel by 4:00 p.m. on the seventh working day following the receipt of the evaluation.
2. An appeal must be submitted to the Appeals Panel Chair on the forms prepared by the Certified Evaluation Committee, with an attached copy of the evaluation and any other documentation to be relied upon as evidence at the hearing, filed in quadruplicate.
3. Certified Evaluation Appeals Form can be found in the Appendix.
Powers and Conditions
1. The burden of proof rests with the employee appealing to the panel.
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2. The evaluator shall be allowed an opportunity to respond to the claims of the appealing employee.
3. The panel shall have the power to review all documents presented to it.
4. The panel shall have the authority to interview both the appealing employee and the evaluator.
5. After sufficiently reviewing all evidence, the panel may make one of the following recommendations to the superintendent: A. Order a new evaluation by a second certified employee. B. Uphold the original evaluation.
6. The chairperson of the appeals panel shall present the decision of the panel in writing to the superintendent within three working days of the hearing.
7. The evaluator shall submit any documentation to be relied upon as evidence at the hearing, filed in quadruplicate, no later than 4:00 p.m. on the third day following receipt of the request for the appeals hearing.
8. Both parties shall have opportunity to review the documentation at least 4 working days prior to the scheduled hearing, at a time set by the panel chair. All documentation will be locked in a secure place in the Central Office except during appeals panel meetings. Confidentiality will be maintained. Copies of the documentation will be available to both parties at the hearing.
9. At least 5 working days prior to the scheduled hearing and not later than 6 working days after receipt of the Evaluation Appeals Hearing Request, the panel will meet to review all documents, discuss, and prepare questions to be asked of each party by the chair and set time and place of the hearing. Additional questions may be posed by panel members during the hearing.
10. The hearing will be held at a time and place set by the panel, but said hearing shall occur not later than 12 working days after receipt of the Evaluation Appeals Hearing Request. The evaluatee and evaluator will be notified of said time and invited to appear before the panel, respond to the appeal and answer questions from the panel.
11. For official records, the hearing will be audio taped and a copy provided to both parties if requested in writing.
12. Only panel members, the evaluatee and evaluator, and legal counsel or chosen representative will be present at the hearing.
13. Witnesses may be presented, but will be called in one at a time and will not be allowed to observe the proceedings.
14. The following procedures will be followed during the hearing: A. Chairperson will convene hearing, cover procedures, and clarify the
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responsibility of the panel. B. Each party will be allowed to make a statement of claim. The evaluatee will begin. C. The panel may question the evaluatee and evaluator. D. Each party will be asked to make closing remarks. E. The chairperson of the panel will make closing remarks.
15. The board appointee will chair the panel. If the appeal comes from a school in which one of the
appeals panel members works on a daily basis, the first alternate of the appeals panel shall be used. No member of the panel shall serve on any appeal in which he/she was the evaluator.
16. The panel shall make a recommendation to the Superintendent of the Schools within fifteen (15) working days from the date of filing the appeal.
17. In the event the Superintendent was the evaluator, the recommendations of the panel shall go directly to the Board of Education.
18. 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.
19. Should the Superintendent order a new evaluation by a second certified evaluator, both evaluations shall be placed in the employee’s personnel file.
20. A certified employee who wishes to do so may take the matter to the State Board of Education after the appeal process has been completed.
Appeals Timeline
The evaluatee submits an Evaluation Appeals Hearing Request Form and the accompanying documentation not later than 4:00 p.m., seven working days after receipt of summative evaluation. Upon receipt, the Appeals Panel Chair will implement the appeals procedure according to the following timeline: By Day 3: Evaluator submits documentation by 4:00 p.m. not later than three working days after
receipt of Evaluation Appeals Hearing Request.
By Day 6: By 4:00 p.m. not later than 6 working days after receipt of Evaluation Appeals Hearing Request, Appeals Panel reviews documentation and schedules hearing for at least 6 working days later.
By Day 7: Not later than 4:00 p.m. on the 7th working day following receipt of Evaluation Appeals
Hearing Request, evaluatee and evaluator have opportunity to review documentation. By Day 12: Hearing held, not later than 12 working days following receipt of Evaluation Appeals
Hearing Request. By Day 15: Panel submits recommendation to the Superintendent by 4:00 p.m. not later than 15
working days following receipt of Evaluation Appeals Hearing Request.
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Certified Evaluation Plan 2014-2015

Documents

Transcript of Certified Evaluation Plan 2014-2015