Certified Evaluation Plan Forms and Performance Standards

Scott County CEP Forms (Approved by Scott County BOE on 5/3/18) 58

Certified Evaluation Plan

Forms and Performance

Standards

Dr. Kevin F. Hub

SUPERINTENDENT

2018-2019

SCOTT COUNTY BOARD OF EDUCATION

Box 578, 2168 Frankfort Pike

Georgetown, KY 40324

(502) 863-3663

Kevin Kidwell, Chair

JoAnna Fryman Diana Brooker

Susan Duncan Stephanie Powers, Vice Chair


Table of Contents

Page

All Certified Roles

Professional Growth Plan Form---------------------------------------------------------------------------------- 60

Formative Conference Report Form – All Certified Roles Option------------------------------------------ 61

Formative Conference Report Form – Specific Roles Option: Teacher------------------------------------ 62

Formative Conference Report Form – Specific Roles Option: Counselor & Guidance Specialist------ 63

Formative Conference Report Form – Specific Roles Option: Library Media Specialist---------------- 64

Formative Conference Report Form – Specific Roles Option: Speech-Language Therapist------------ 65

Formative Conference Report Form – Specific Roles Option: Instructional Specialist------------------ 66

Formative Conference Report Form – Specific Roles Option: Psychologist and Diagnostician-------- 67

Corrective Action Plan Form------------------------------------------------------------------------------------- 68

Evaluation Appeals Hearing Request Form-------------------------------------------------------------------- 69

Teachers and Other Professionals

Kentucky Framework for Teaching------------------------------------------------------------------------------- 70

Kentucky Framework for Instructional Specialists------------------------------------------------------------- 71

Kentucky Framework for Therapeutic Specialists -------------------------------------------------------------- 71

Kentucky Framework for School Guidance Counselors/Social Workers------------------------------------ 72

Kentucky Framework for School Psychologists----------------------------------------------------------------- 72

Kentucky Framework for Library Media Specialists------------------------------------------------------------ 73

Peer Observation Documentation Form--------------------------------------------------------------------------- 74

Rubric for Assessing Teachers’ Student Growth Goals--------------------------------------------------------- 75

Rubric for Assessing Other Professionals’ Student Growth Goals-------------------------------------------- 76

Student Growth Goal Form for Teachers and Other Professionals-------------------------------------------- 77

Teacher Summative Evaluation Form----------------------------------------------------------------------------- 78

Counselor & Guidance Specialist Summative Evaluation Form---------------------------------------------- 79

Library Media Specialist Summative Evaluation Form-------------------------------------------------------- 80

Speech-Language Therapist Summative Evaluation Form---------------------------------------------------- 81

Instructional Specialist Summative Evaluation Form---------------------------------------------------------- 82

Psychologist and Diagnostician Summative Evaluation Form------------------------------------------------ 83

Principals

Principal Performance Standards--------------------------------------------------------------------------------- 84

Student Growth Goal and Working Conditions Growth Goal Form---------------------------------------- 90

Summative Evaluation Form-------------------------------------------------------------------------------------- 91

District Certified Personnel

District Certified Personnel Standards and Indicators--------------------------------------------------------- 92

District Certified Personnel Conferencing Form--------------------------------------------------------------- 96

District Certified Personnel Summative Evaluation Form---------------------------------------------------- 101


Professional Growth Plan (All Employees)

Name: Date: School Year:

Identified School/District Improvement Plan Goal and/or Objective

(Individual Growth Plan must align with specific goals & objectives of school/district improvement plan or personal growth items as agreed upon by the

Evaluatee and Primary Evaluator).

Present

Stage*

Performance

Measure/

Standard

of Focus

Goal(s)/

Objective(s)

Procedures & Activities Expected

Impact

Target

Completion

Date(s)

Achieved/

Revised/

Continued

Employee’s Comments:

Supervisor’s Comments:

Individual Growth Plan Developed: Annual Review:

_________________________________ ______________

Employee’s Signature Date

_________________________________ ______________


_________________________________ ______________

Supervisor’s Signature Date

_________________________________ ______________


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

Scott County CEP Forms (Approved by Scott County BOE on 5/3/18)

61

Formative Conference Report Form (All Certified Roles)

Scott County Public Schools

Evaluatee Conference Date

Evaluator Position

Evaluatee’s Comments/Reflection:

Evaluator’s Comments:

I am knowledgeable about the content of this Formative Evaluation and have had an opportunity to

discuss it in a conference with my immediate supervisor. My signature does not imply agreement or

disagreement with the content of this evaluation.

Signature of Evaluatee Date

I have discussed the content of this report in a conference with the evaluatee.

Signature of Evaluator Date

Formative Observation data is attached


62

Formative Conference Report Form - Teachers


Evaluatee _____________________________________ Position ______________________________

Evaluator _____________________________________ Conference Date ______________________

Ratings from Formative Observation (circle all that apply):


________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________


________________________________________________________________________________________________________

________________________________________________________________________________________________________

I am knowledgeable about the content of this Formative Evaluation and have had an opportunity to discuss it in

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

content of this evaluation.

_________________________________________________________________ ______________________________



_________________________________________________________________ ______________________________


See attached for Formative Observation evidence


63

Formative Conference Report Form – Counselors and Guidance Specialists






________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________


________________________________________________________________________________________________________

________________________________________________________________________________________________________




_________________________________________________________________ ______________________________



_________________________________________________________________ ______________________________




64

Formative Conference Report Form – Library Media Specialist






________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________


________________________________________________________________________________________________________

________________________________________________________________________________________________________




_________________________________________________________________ ______________________________



_________________________________________________________________ ______________________________




65

Formative Conference Report Form – Speech-Language Therapist






________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________


________________________________________________________________________________________________________

________________________________________________________________________________________________________




_________________________________________________________________ ______________________________



_________________________________________________________________ ______________________________




66

Formative Conference Report Form – Instructional Specialist






________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________


________________________________________________________________________________________________________

________________________________________________________________________________________________________




_________________________________________________________________ ______________________________



_________________________________________________________________ ______________________________




67

Formative Conference Report Form – School Psychologists and Diagnosticians






________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________


________________________________________________________________________________________________________

________________________________________________________________________________________________________




_________________________________________________________________ ______________________________



________________________________________________________________ ______________________________




Corrective Action Plan (All Employees)


Present

Stage*

Performance

Measure/

Standard

of Focus

Growth Objective(s)/Goal(s)

(Describe Desired Outcomes)

Procedures & Activities for Achieving

Goals and Objectives

(Including Support Personnel)

Appraisal Method With Target Dates

Employee’s Comments:

Supervisor’s Comments:

Individual Growth Plan Developed: Annual Review:

_____________________________________________ ______________


_____________________________________________ ______________


_____________________________________________ ______________


_____________________________________________ ______________


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


SCOTT COUNTY

EVALUATION APPEALS HEARING REQUEST FORM

TO: Certified Employee Appeals Panel

FROM: Name

School or Worksite

I hereby appeal the summative growth assessment of my professional performance for the 20___ - 20___ school year.

My Evaluator was

He/She reviewed my summative growth assessment with me on

I have filed a formal appeal of the assessment of my performance by my Primary Evaluator,

, which was conducted during the ______________ school year. I understand that

in order for the Appeals Panel to review my case, it will be necessary for them to have access to all forms, correspondence,

anecdotal records, or other information in my file, which is related to my performance. I hereby grant the Scott County

Public Schools Certified Employee Appeals Panel members access to all information in my personnel file pertinent to the

assessment of my professional performance.

In the space below (and on additional sheets, if necessary) I have explained what I feel was unfair about the substance of or

procedures concerning my growth assessment.

_______________________________________________ ___________________

Signature Date

Copies to

Evaluator:

Evaluatee:


Kentucky Framework for Teaching

Domain 1

Planning & Preparation

Domain 2

Classroom Environment

Domain 3

Instruction

Domain 4

Professional Responsibilities A. Demonstrating Knowledge of Content and

Pedagogy

i. Knowledge of Content and the Structure of the Discipline

ii. Knowledge of Prerequisite

Relationships iii. Knowledge of Content-Related

Pedagogy

B. Demonstrating Knowledge of Students i. Knowledge of Child and

Adolescent Development

ii. Knowledge of the Learning Process

iii. Knowledge of Students’ Skills,

Knowledge, and Language Proficiency

iv. Knowledge of Students’ Interests

and Cultural Heritage v. Knowledge of Students’ Special

Needs C. Selecting Instructional Outcomes

i. Value, Sequence, and Alignment

ii. Clarity

iii. Balance

iv. Suitability for Diverse Learners

D. Demonstrating Knowledge of Resources i. Resources for Classroom Use

ii. Resources to Extend Content

Knowledge and Pedagogy iii. Resources for Students

E. Designing Coherent Instruction

i. Learning Activities ii. Instructional Materials and

Resources

iii. Instructional Groups iv. Lesson and Unit Structure

F. Designing Student Assessment

i. Congruence with Instructional Outcomes

ii. Criteria and Standards

iii. Design of Formative Assessments iv. Use for Planning

A. Creating an Environment of Respect and

Rapport

i. Teacher Interaction with Students ii. Student Interactions with One

Another

B. Establishing a Culture for Learning i. Importance of the Content

ii. Expectations for Learning and

Achievement iii. Student Pride in Work

C. Managing Classroom Procedures

i. Management of Instructional Groups

ii. Management of Transitions

iii. Management of Materials and Supplies

iv. Performance of Non-Instructional

Duties D. Managing Student Behavior

i. Expectations ii. Monitoring of Student Behavior

iii. Response to Student Misbehavior

E. Organizing Physical Space

i. Safety and Accessibility

ii. Arrangement of Furniture and Use

of Physical Resources

A. Communicating with Students

i. Expectations for Learning

ii. Directions and Procedures iii. Explanation of Content

iv. Use of Oral and Written Language

B. Using Questioning and Discussion Techniques

i. Quality of Questions

ii. Discussion Techniques iii. Student Participation

C. Engaging Students in Learning

i. Activities and Assignments ii. Grouping of Students

iii. Instructional Materials and

Resources iv. Structure and Pacing

D. Using Assessment in Instruction

i. Assessment Criteria ii. Monitoring of Student Learning

iii. Feedback to Students iv. Student Self-Assessment and

Monitoring of Progress

E. Demonstrating Flexibility and Responsiveness

i. Lesson Adjustment

ii. Response to Students

iii. Persistence

A. Reflecting on Teaching

i. Accuracy

ii. Use in Future Teaching B. Maintaining Accurate Records

i. Student Completion of

Assignments ii. Student Progress in Learning

iii. Non-Instructional Records

C. Communicating with Families i. Information About the

Instructional Program

ii. Information About Individual Students

iii. Engagement of Families in the

Instructional Program D. Participating in a Professional Community

i. Relationships with Colleagues

ii. Involvement in a Culture of Professional Inquiry

iii. Service to the School iv. Participation in School and District

Projects

E. Growing and Developing Professionally

i. Enhancement of Content

Knowledge and Pedagogical Skill

ii. Receptivity to Feedback from Colleagues

iii. Service to the Profession

F. Demonstrating Professionalism i. Integrity and Ethical Conduct

ii. Service to Students

iii. Advocacy iv. Decision Making

v. Compliance with School and

District Regulations


Kentucky Framework for Instructional Specialists

Domain 1


Domain 2

The Environment

Domain 3

Delivery of Service

Domain 4

Professional Responsibilities A. Demonstrating knowledge of current trends in

specialty area and professional development B. Demonstrating knowledge of the school’s program and

levels of teacher skill in delivering that program

C. Establishing goals for the instructional support program appropriate to the setting and the teachers

served

D. Demonstrating knowledge of resources both within and beyond the school and district

E. Planning the instructional support program integrated with the overall school program

F. Developing a plan to evaluate the instructional support

program

A. Creating an environment of trust and

respect B. Establishing a culture for ongoing

instructional improvement

C. Establishing clear procedures for teachers to gain access to the instructional support

D. Establishing and maintaining norms of

behavior for professional interactions E. Organizing physical space for workshops or

training

A. Collaborating with teachers in the design of

instructional units and lessons B. Engaging teachers in learning new

instructional skills

C. Sharing expertise with staff D. Locating resources for teachers to support

instructional improvement

E. Demonstrating flexibility and responsiveness

A. Reflecting on practice

B. Preparing and submitting budgets and reports

C. Coordinating work with other instructional

specialists D. Participating in a professional community

E. Engaging in professional development

F. Showing professionalism including integrity and confidentiality

Kentucky Framework for Therapeutic Specialists

Domain 1


Domain 2

The Environment

Domain 3

Delivery of Service

Domain 4

Professional Responsibilities A. Demonstrating knowledge and skill in the specialist

therapy area holding the relevant certificate or license B. Establishing goals for the therapy program appropriate

to the setting and the students served

C. Demonstrating knowledge of District, state, and federal regulations and guidelines

D. Demonstrating knowledge of resources both within

and beyond the school and district E. Planning the therapy program integrated with the

regular school program to meet the needs of individual

students F. Developing a plan to evaluate the therapy program

A. Establishing rapport with students

B. Organizing time effectively C. Establishing and maintaining clear

procedures for referrals

D. Establishing standards of conduct in the treatment center

E. Organizing physical space for testing of

students and providing therapy

A. Responding to referrals and evaluating

student needs B. Developing and implementing treatment

plans to maximize student’s success

C. Communicating with families D. Collecting information; writing reports

E. Demonstrating flexibility and

responsiveness


B. Collaborating with teachers and administrators

C. Maintaining an effective data management

system D. Participating in a professional community

E. Engaging and professional development

F. Showing professionalism including integrity advocacy and maintaining

confidentiality


Kentucky Framework for School Guidance Counselors/Social Workers

Domain 1


Domain 2

The Environment

Domain 3

Delivery of Service

Domain 4

Professional Responsibilities A. Demonstrating knowledge of counseling theory and

techniques B. Demonstrating knowledge of child and adolescent

development

C. Establishing goals for the counseling program appropriate to the setting and the students served

D. Demonstrating knowledge of state and federal

regulations and of resources both within and beyond the school and district

E. Plan in the counseling program integrated with the regular school program

F. Developing a plan to evaluate the counseling program

A. Creating an environment of respect and

rapport B. Establishing a culture for productive

communication

C. Managing routines and procedures D. Establishing standards of conduct and

contributing to the culture for student

behavior throughout the school E. Organizing physical space

A. Assessing student needs

B. Assisting students and teachers in the formulation of academic personal social

and career plans based on knowledge of

student needs C. Using counseling techniques in individual

and classroom programs

D. Brokering resources to meet needs E. Demonstrating flexibility and

responsiveness


B. Maintaining records and submitting them in a timely fashion

C. Communicating with families

D. Participating in a professional community E. Engaging in professional development

F. Showing professionalism

Kentucky Framework for School Psychologists

Domain 1


Domain 2

The Environment

Domain 3

Delivery of Service

Domain 4

Professional Responsibilities A. Demonstrating knowledge and skill in using

psychological instruments to evaluate students B. Demonstrating knowledge of child and adolescent

development and psychopathology

C. Establishing goals for the psychology program appropriate to the setting and the students served

D. Demonstrating knowledge of state and federal

regulations and the resources both within and beyond the school and district

E. Planning the psychology program integrated with the

regular school program to meet the needs of individual students and including prevention

F. Developing a plan to evaluate the psychology program

A. Establishing rapport with students

B. Establishing a culture for positive mental

health throughout the school

C. Establishing and maintaining clear

procedures for referrals

D. Establishing standards of conduct in the

testing center

E. Organizing physical space for testing the

students and storage of materials

A. Responding to referrals consulting with

teachers and administrators

B. Evaluating student needs and compliance

with National Association of School

psychologists NASP guidelines

C. Chairing evaluation team

D. Planning interventions to maximize

student’s likelihood of success

E. Maintaining contact with physicians and

community mental health service providers

F. Demonstrating flexibility and

responsiveness


B. Communicating with families

C. Maintaining accurate records

D. Participating in a professional community

E. Engaging in professional development

F. Showing professionalism


Kentucky Framework for Library Media Specialists

Domain 1


Domain 2

The Environment

Domain 3

Delivery of Service

Domain 4

Professional Responsibilities A. Demonstrating knowledge of content

curriculum and process i. Knowledge of curriculum

ii. Knowledge of information, media,

and digital literacy iii. Knowledge of the research process

B. Demonstrating knowledge of students

i. Knowledge of child and adolescent development

ii. Knowledge of the learning process iii. Knowledge of students’ skills and

knowledge and language

proficiency iv. Knowledge of students’ Interests

and cultural heritage

v. Knowledge of students’ special needs

C. Supporting instructional goals

i. Instructional resources and technology

ii. Instructional services

D. Demonstrating knowledge and use of resources

i. Instructional materials and

resources ii. Search strategies

E. Demonstrating a knowledge of literature and

lifelong learning i. Children’s and young adult

literature

ii. Reading promotion F. Collaborating in the design of instructional

experiences

i. Collaborative skills ii. Instructional materials and

resources

iii. Research process

iv. Information, media, digital and

technology literacy

A. Creating an environment of respect and

rapport i. Interpersonal relations

ii. Student interactions

iii. Staff interactions B. Establishing a culture for learning

i. Ethos

ii. Expectations for learning C. Managing library procedures

i. Circulation procedures ii. Scheduling procedures

D. Managing student behavior

i. Expectations ii. Monitoring of student behavior

iii. Response to misbehavior

E. Organizing physical space i. Safety

ii. Traffic flow

iii. Self-directed use iv. Consideration of functions

v. Flexibility

A. Communicating clearly and accurately

i. Directions and procedures ii. Use of different methods

B. Using questioning and research techniques

i. Quality of questions ii. Research techniques

iii. Student inquiry

C. Engaging students in learning i. Instructional materials and

resources ii. Expectations for students

D. Assessment in instruction (whole class, one-

on-one and small group) i. Assessment criteria

ii. Monitoring of student learning

iii. Quality feedback iv. Student self-assessment and

monitoring of progress

E. Demonstrating flexibility and responsiveness i. Teaching strategies

ii. Lesson adjustments

iii. Response to students iv. Persistence


i. Reflection ii. Vision

iii. Change

B. Maintaining accurate records i. Catalog

ii. Circulation

iii. Statistics iv. Inventory

v. Using data C. Communicating with school staff and

community

i. Information about the library program

ii. Advocacy

D. Participating in a professional community i. Service to the school

ii. Participation in school and district

projects iii. Involvement in a culture of

professional inquiry

iv. Relationship with colleagues E. Growing and developing professionally

i. Enhancement of professional

knowledge ii. Receptivity to feedback from

colleagues

iii. Service to the profession F. Collection development and maintenance

i. Assessment

ii. Selection weeding G. Managing the library budget

i. Data driven decisions

ii. Budget development iii. Record keeping

H. Managing personnel

i. Motivating leadership

ii. Delegating responsibility

iii. Training

iv. Supervision v. Evaluation

I. Professional ethics

i. Library Bill of Rights ii. Copyright law

iii. Ethical use of information

iv. Intellectual freedom v. Privacy

vi. Confidentiality


Scott County Peer Observation Documentation Form School Year: _______________

Evaluatee: ____________________________________________ School: ____________________________

Peer Observer: _________________________________________

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. A peer observer is trained certified school personnel.

All teachers are encouraged to receive a peer observation every year in order to engage in a self-reflective process

to inform their professional practice.

All Peer Observers will complete the state developed training once every three years as described in the Scott

County Certified Evaluation Plan.

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

The evaluator will assign peer observers to observees from a pool of certified peer observers.

Date of Peer Observation:

Content Area Observed:

Date of Post Observation Conference:

By signing below I confirm that a peer observation and post observation conference occurred on the dates indicated

above:

Evaluatee Signature: ____________________________________________ Date: _____________________

Peer Observer Signature: ________________________________________ Date: _____________________


Scott County Rubric for Assessing Teacher’s Student Growth Goals Structure of the Goal

Requirements: The structure of the goal is acceptable if it . . . The structure of the goal needs revision if it. . .

Follows the S.M.A.R.T. goal format (Specific,

Measurable, Appropriate, Realistic, Time-Bound)

❏ Includes all elements of the S.M.A.R.T. goal format ❏ Does not include all elements of or fails to follow S.M.A.R.T. goal

format

Focuses on a standards-based enduring skill which

students are expected to master

❏ Focuses on a standards-based enduring skill ❏ Contains a skill that is not standards-based or does not match enduring

skill criteria

Identifies an area of need pertaining to current

students’ abilities

❏ Identifies a specific area of need related to the enduring skill ❏ Does not identify a specific area of need or the area of need is not

related to the enduring skill

Includes growth and proficiency targets that establish

and differentiate expected performance for ALL students

❏ Includes a growth target that establishes a growth target for ALL

students and a proficiency target that establishes the mastery expectation for students

❏ Is missing one of the targets or fails to differentiate expected

performance for one or both targets

Identifies appropriate measure(s) allowing for consistent and comparable base-line, mid-course, and

end-of-year/course data collection

❏ Identifies measure(s) for collecting baseline, mid-course, and end-of-year/course data that matches the skill being assessed

❏ Fails to identify a measure for data collection, or the measure is not well-matched to the skill being assessed

Explicitly states year-long/course-long interval of instruction

❏ Specifies a year-long/course-long interval of instruction ❏ Fails to specify an interval of instruction, or the interval is less than year-long/course-long

Rigor of the Goal and Measurement Instruments

Requirements: The rigor of the goal is acceptable if . . . The rigor of the goal needs revision if . . .

It is congruent to KCAS grade level standards for

which it was developed

❏ It is congruent and appropriate for grade level/content area standards ❏ It is congruent to content but not to grade level standards, or it is not

congruent

Baseline/pre-assessment and other data justify the

selection of the enduring skill and specific area of need

❏ Selection of the enduring skill and specific area of need is supported by

multiple data sources for current students

❏ Selection of the enduring skill and specific area of need is supported by only

one data source for current students, or no data were used

Baseline/pre-assessment and other data justify the selection of the growth and proficiency targets

❏ Selection of the growth and proficiency targets is supported by multiple data sources for current students

❏ Selection of the growth and proficiency targets is supported by one data

source for current students, or no data were used

The growth and proficiency targets are challenging

for students, but attainable with support

❏ The growth and proficiency targets are doable, but stretch the outer

bounds of what is attainable

❏ The growth and proficiency targets are not achievable, or the targets are

achievable but fail to stretch attainability expectations

The identified measurement instrument(s) allows for students to demonstrate where they are in meeting or

exceeding the intent of the standard(s) being assessed

❏ The identified measures allow students to demonstrate their competency in performing at the level intended in the standards being assessed

❏ The identified measures only allow students to demonstrate competency of a

portion or none of the aspects of the standards being assessed

Comparability of Data

Requirements: The comparability of the goal is acceptable if . . . The comparability of the goal needs revision if . . .

Uses comparable criteria across similar classrooms (classrooms that address the same standards) to

determine progress toward mastery of

standards/enduring skills

• It reflects use of common measures/rubrics to determine competency in

performance at the level intended by the standard(s) being assessed

• It does not reflect common criteria used to determine progress


Scott County Rubric for Assessing Other Professionals’ Student Growth Goals Structure of the Goal

Requirements: The structure of the goal is acceptable if it . . . The structure of the goal needs revision if it. . .

Follows the S.M.A.R.T. goal format (Specific, Measurable, Appropriate, Realistic, Time-Bound)

❏ Includes all elements of the S.M.A.R.T. goal format ❏ Does not include all elements of or fails to follow S.M.A.R.T. goal format

Focuses on a standards-based skill which students are expected to master

❏ Focuses on a standards-based skill ❏ Contains a skill that is not standards-based

Identifies an area of need pertaining to current students’ abilities

❏ Identifies a specific area of need related to the standard or skill ❏ Does not identify a specific area of need or the area of need is not related to the standard

Includes growth and proficiency targets that establish and differentiate expected performance for ALL

students

❏ Includes a growth target that establishes a growth target for ALL students and a proficiency target that establishes the mastery

expectation for students

❏ Is missing one of the targets or fails to differentiate expected performance for one or both targets

Identifies appropriate measure(s) allowing for

consistent and comparable baseline, mid- and

endpoint data collection

❏ Identifies measure(s) for collecting baseline, mid-, and endpoint data

that matches the skill being assessed

❏ Fails to identify a measure for data collection, or the measure is not

well-matched to the skill being assessed

Explicitly states interval of instruction ❏ Specifies an interval of instruction ❏ Fails to specify an interval of instruction

Rigor of the Goal and Measurement Instruments

Requirements: The rigor of the goal is acceptable if . . . The rigor of the goal needs revision if . . .

It is congruent to professional standards for which it

was developed

❏ It is congruent and appropriate for grade level/service area standards ❏ It is congruent to standards but not to grade level expectations, or it is not congruent


selection of the skill and specific area of need ❏ Selection of the skill and specific area of need is supported by multiple data

sources for current students ❏ Selection of the skill and specific area of need is supported by only one data



selection of the growth and proficiency targets

❏ Selection of the growth and proficiency targets is supported by multiple

data sources for current students ❏ Selection of the growth and proficiency targets is supported by one data


The growth and proficiency targets are challenging

for students, but attainable with support

❏ The growth and proficiency targets are reasonable, but stretch the outer

bounds of what is attainable

❏ The growth and proficiency targets are not achievable, or the targets are

achievable but fail to stretch attainability expectations

The identified measurement instrument(s) allows for

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

❏ The identified measures allow students to demonstrate their competency

in performing at the level intended in the standards being assessed

❏ The identified measures only allow students to demonstrate competency of a

portion or none of the aspects of the standards being assessed

Comparability of Data

Requirements: The comparability of the goal is acceptable if . . . The comparability of the goal needs revision if . . .

Uses comparable criteria across similar classrooms

(classrooms that address the same standards) to determine progress toward mastery of standards/skills

• It reflects use of common measures/rubrics to determine competency in

performance at the level intended by the standard(s) being assessed

• It does not reflect common criteria used to determine progress


Scott County Student Growth Goal Form for Teachers and Other Professionals School Year: ________________________

Evaluatee Name: _______________________________ Content/Grade: ______________________ School/Location: _____________

Expected Growth Target:

Expected Proficiency Target:

Student Growth Goal:

Growth Target Rating Proficiency Target

Rating

Overall SGG Rating Comments & Notes:

Low Low Low

Expected Expected Expected

High High High

Evaluatee’s

Signature:__________________________________________ Evaluator’s

Signature:________________________________________________

Date: _________________

Date:__________________________


SCOTT COUNTY TEACHER SUMMATIVE EVALUATION FORM School Year: ___________________

Evaluatee Name: ______________________________________ Content/Grade: ______________________ School/Location: _____________

I agree with the above evaluation. I disagree with the above evaluation for the following reasons: I- Ineffective D- Developing A- Accomplished E- Exemplary

Evaluator Comments: Evaluatee Comments:

If Measure 2 & 3 are rated “I” Summative Rating shall be “I” If Measure 2 or 3 are rated “I” Summative Rating shall be “D” or “I” If Measure 1 or 4 are rated “I” Summative Rating shall NOT be “E” If 2 Measures are rated “D” & 2 are rated “A” Summative Rating shall be “D” or “A” If 2 Measures are rated “D” & 2 are rated “E” Summative Rating shall be “D” or “A” If 2 Measures are rated “A” & 2 are rated “E” Summative Rating shall be “A” or “E” *Any Performance Measure Rating of “Ineffective” requires the development of an Individual Corrective Action Plan.

Evaluator Signature: Date:

Evaluatee Signature: Date:

Performance Measure 1-Planning

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

Performance Measure 2-Environment

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

Performance Measure 3-Instruction

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

Performance Measure 4-Professionalism

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

Observation Conference Dates: Dates:

Summative Rating

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

1.A- Knowledge of Content and Pedagogy

I D A E

2.A Creating an Environment of Respect and Rapport

I D A E

3.A Communicating with Students

I D A E

4.A Reflects on Teaching

I D A E

1.B- Knowledge of Students

I D A E

2.B Establishing a Culture of Learning

I D A E

3.B Questioning and Discussion Techniques

I D A E

4.B Maintaining Accurate Records

I D A E

1.C- Setting Instructional Outcomes

I D A E

2.C Managing Classroom Procedures

I D A E

3.C Engaging Students in Learning

I D A E

4.C Communicating with Families

I D A E

1.D- Demonstrates Knowledge of Resources

I D A E

2.D Managing Student Behavior

I D A E

3.D Using Assessment in Instruction

I D A E

4.D Participating in a Professional Learning Community

I D A E

1.E- Designing Coherent Instruction

I D A E

2.E Organizing Physical Space

I D A E

3.E Demonstrating Flexibility and Responsiveness

I D A E

4.E Growing and Developing Professionally

I D A E

1.F- Designing Student Assessment

I D A E

4.F Demonstrating Professionalism

I D A E


SCOTT COUNTY COUNSELORS & GUIDANCE SPECIALISTS SUMMATIVE EVALUATION FORM School Year: ___________________








EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

Performance Measure 3-Service

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

Work Place Visit Conference Dates: Dates:

Summative Rating

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

1.A- Knowledge of Counseling

I D A E

2.A – Creating an Environment of Respect and Rapport

I D A E

3.A – Assessing Student Needs

I D A E

4.A - Reflects on Practice

I D A E

1.B- Knowledge of Child Development

I D A E

2.B – Establishing a Culture for Productive Communication

I D A E

3.B – Academic, Personal, Social, and Career Plans

I D A E

4.B – Maintaining Records

I D A E

1.C- Establishing Goals for Counseling

I D A E

2.C - Managing Routines and Procedures

I D A E

3.C - Counseling Techniques

I D A E

4.C – Communicating with Families

I D A E

1.D - Knowledge of Regulations/ Resources

I D A E

2.D – Standards of Conduct/Contributing to Student Behavior

I D A E

3.D - Brokering Resources

I D A E

4.D - Participating in a Professional Learning Community

I D A E

1.E- Integrating the Counseling Program

I D A E

2.E - Organizing Physical Space

I D A E

3.E - Demonstrating Flexibility and Responsiveness

I D A E

4.E – Engaging in Professional Development

I D A E

1.F – Evaluating the Counseling Program

I D A E

4.F - Showing Professionalism

I D A E


SCOTT COUNTY LIBRARY MEDIA SPECIALISTS SUMMATIVE EVALUATION FORM School Year: ___________________


I agree with the above evaluation. I disagree with the above evaluation I- Ineffective D- Developing A- Accomplished E- Exemplary






EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


Summative Rating

EXEMPLARY

ACCOMPLISHED

DEVELOPING INEFFECTIVE

1.A- Content and Curriculum

I D A E

2.A – Creating an Environment of Respect

I D A E

3.A – Communicating Clearly

I D A E


I D A E

1.B- Knowledge of Students I D A E

2.B – Culture for Learning I D A E

3.B – Questioning and Research I D A E

4.B – Maintaining Records I D A E

1.C- Supporting Instructional Goals I D A E

2.C - Managing Procedures I D A E

3.C - Engaging Students in Learning I D A E

4.C – Communicating with Staff I D A E

1.D - Knowledge of Resources I D A E

2.D – Managing Student Behavior I D A E

3.D - Assessment in Instruction I D A E

4.D - Professional Community I D A E

1.E- Literature and Learning I D A E

2.E - Organizing Physical Space I D A E

3.E - Flexibility and Responsiveness I D A E

4.E – Growing and Developing Professionally I D A E

1.F – Design of Instruction I D A E

4.F – Collection Development I D A E

4.G – Managing Budget I D A E

4.H – Managing Personnel I D A E

4.I – Professional Ethics I D A E


SCOTT COUNTY SPEECH-LANGUAGE THERAPISTS SUMMATIVE EVALUATION FORM School Year: ___________________


I agree with the above evaluation. I disagree with the above evaluation I- Ineffective D- Developing A- Accomplished E- Exemplary






EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


Summative Rating

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

1.A- Knowledge and Skill of Therapy Area

I D A E

2.A – Rapport with Students

I D A E

3.A – Evaluating Student Needs

I D A E


I D A E

1.B- Establishing Goals

I D A E

2.B – Organizing Time

I D A E

3.B – Implementing Treatment Plans

I D A E

4.B – Collaborating with Staff

I D A E

1.C- Knowledge of Regulations

I D A E

2.C - Managing Referral Procedures

I D A E

3.C - Communicating with Families

I D A E

4.C – Effective Data Management

I D A E

1.D - Knowledge of Resources

I D A E

2.D – Standards of Conduct

I D A E

3.D - Collecting Information

I D A E

4.D – Participating in a Professional Learning Community

I D A E

1.E- Integrating Therapy Program

I D A E


I D A E


I D A E


I D A E

1.F – Evaluating the Therapy Program

I D A E

4.F – Showing Professionalism

I D A E


SCOTT COUNTY INSTRUCTIONAL SPECIALIST SUMMATIVE EVALUATION FORM School Year: ___________________








EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


Summative Rating

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

1.A- Knowledge of Current Trends

I D A E

2.A – Environment of Trust and Respect

I D A E

3.A – Collaborating on Design of Units/Lessons

I D A E


I D A E

1.B- Knowledge of School Programs

I D A E

2.B – Culture of Instructional Improvement

I D A E

3.B – Engaging Teachers in Learning

I D A E

4.B –Preparing Budgets and Reports

I D A E

1.C- Instructional Support Goals

I D A E

2.C - Clear Procedures

I D A E

3.C - Sharing Expertise

I D A E

4.C – Coordinating Work

I D A E

1.D - Knowledge of Resources

I D A E

2.D – Norms of Behavior for Professional Interactions

I D A E

3.D - Locating Resources

I D A E

4.D - Participating in a Professional Learning Community

I D A E

1.E- Integrating Instructional Support Program

I D A E


I D A E


I D A E


I D A E

1.F – Evaluating the Instructional Support Program

I D A E


I D A E


SCOTT COUNTY PSYCHOLOGIST AND DIAGNOSTICIAN SUMMATIVE EVALUATION FORM School Year: ___________________








EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


Summative Rating

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE

1.A- Use of instruments to evaluate students

I D A E

2.A – Establishing Rapport with Students

I D A E

3.A – Responding to Referrals and Consulting with Staff

I D A E


I D A E

1.B- Knowledge of development & psychopathology

I D A E

2.B – Establishing a Positive Mental Health Culture

I D A E

3.B - Evaluating Student Needs within NASP Guidelines

I D A E

4.B –Communicating with Families

I D A E

1.C- Establishing Program Goals I D A E

2.C - Clear Procedures for Referrals

I D A E

3.C - Chairing Evaluation Team

I D A E

4.C – Maintaining Accurate Records

I D A E

1.D - Knowledge of Regulations and Resources

I D A E

2.D – Standards of Conduct in Testing Center

I D A E

3.D - Planning Interventions to Maximize Student Success

I D A E

4.D - Participating in a Professional Community

I D A E

1.E- Planning an Integrated Program

I D A E

2.E - Organizing Physical Testing Space and Materials

I D A E

3.E - Maintaining Contact with Community Service Providers

I D A E


I D A E

1.F – Evaluating the Program

I D A E

3.F – Demonstrating Flexibility and Responsiveness

I D A E


I D A E


Principal Performance Standards

Exemplary

In addition to meeting the

requirements for

Accomplished...

Accomplished

is the expected level of

performance.

Developing Ineffective

The principal actively and

consistently employs

innovative and effective

leadership strategies that

maximize student academic

growth and result in a shared

vision of teaching and

learning that reflects

excellence.

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.

The principal inconsistently

fosters the success of all

students by facilitating the

development, communication,

implementation, or evaluation

of a shared vision of teaching

and learning that leads to

student academic growth and

school improvement.

The principal rarely fosters

the success of all students by

facilitating the development,

communication,

implementation, or evaluation

of a shared vision of teaching

and learning that leads to

student academic growth and

school improvement.

Performance Standard 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.

Sample Performance Indicators

Examples may include, but are not limited to:

The principal:

1.1 Leads the collaborative development and sustainment of a shared vision for educational improvement and works with

staff, students, parents, school councils and other stakeholders to develop a mission and programs consistent with the

school and district improvement plan.

1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching

and student academic progress, and lead to continuous school improvement.

1.3 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to

improve classroom instruction, increase student achievement, and improve overall school effectiveness.

1.4 Demonstrates knowledge of research-based instructional best practices

1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure

effective delivery of the required curriculum.

1.6 Supports teachers to access resources (e.g., time, fiscal, human) for the successful implementation of effective

instructional strategies.

1.7 Monitors and evaluates the use of assessment of and for learning (e.g., diagnostic, formative, summative assessments)

to inform instructional practices and to provide timely and accurate feedback to students and parents.*

1.8 Works with school council to design and implement effective and efficient schedules that protect and maximize

instructional time.

1.9 Provides the instructional focus and creates the culture for continuous learning of all members of the school

community.

1.10 Supports professional learning and instructional practices that incorporate the use of multiple sources of data and

result in increased student growth.

1.11 Participates, as appropriate, in professional learning alongside teachers when instructional strategies are being taught

for future implementation.

1.12 Demonstrates the importance of professional growth by providing adequate time and resources for teachers and staff

to participate in professional learning (i.e., peer observation, mentoring, coaching, study groups, learning teams).

1.13 Evaluates the impact professional learning has on the staff/school improvement and student academic progress.


Performance Standard 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.



The principal:

2.1 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the school

community to cultivate a positive academic learning environment.

2.2 Consistently models and collaboratively promotes high expectations, mutual respect, concern, and

empathy for students, staff, parents, and community.

2.3 Uses shared decision-making and collaboration to build relationships with all stakeholders and

maintain positive school morale.

2.4 Promotes a culture of collaboration, trust and shared leadership.

2.5 Supports the staff through continuous improvement efforts.

2.6 Addresses barriers to teacher and staff performance and provides positive working conditions to

encourage retention of highly effective personnel.

2.7 In collaboration with the school council, as appropriate, ensures a school safety plan is developed and

implemented in alignment with district policy.

2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and healthy

learning environment which reflects state, district, and local school policies, and procedures.

2.9 In collaboration with the school council, leads the development and/or implements best practices in

school-wide behavior management that are effective within the school community and communicates

behavior management expectations to students, teachers, and parents.

2.10 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other

stakeholders.

2.11 Maintains a positive, inviting school environment that celebrates, promotes and assists in the

development of the whole child/student, and values every child/student as an important member of the

school community.

Exemplary


requirements for

Accomplished...

Accomplished


performance.


The principal seeks out

new opportunities or

substantially improves

existing programs to

create an environment

where students and

stakeholders thrive and

the rigor of academic

expectations has

significantly increased as

evident through results.



developing, advocating,

and sustaining an

academically rigorous,

positive, and safe school

climate for all

stakeholders.

The principal

inconsistently promotes

the success of all students

by developing,

advocating, or sustaining

an academically rigorous,

positive, or safe school

climate for all

stakeholders.

The principal rarely

promotes the success of

all students by

developing, advocating,

or sustaining an

academically rigorous,

positive, or safe school

climate for all

stakeholders.


Performance Standard 3: Human Resources 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.



The principal:

3.1 Actively participates in an effective and efficient selection process in consultation with the school

council.

3.2 Assigns highly-effective staff in a fair and equitable manner based on student and school needs,

assessment data, and local and state requirements.

3.3 Supports formal building-level employee induction processes and informal procedures to support and

assist all new personnel.

3.4 Provides a mentoring process for all new and targeted instructional personnel.

3.5 Manages the supervision and evaluation of staff in accordance with local and state requirements.

3.6 Properly implements the teacher and staff effectiveness systems, supports the important role

evaluation plays in teacher and staff learning, and evaluates performance of personnel using multiple

data sources.

3.7 Documents evidence of teacher effectiveness, provides timely, on-going formal and informal feedback

on strengths and areas of growth, and provides support, access to resources, and professional learning

opportunities for teachers and staff to improve job effectiveness.

3.8 Makes appropriate recommendations relative to personnel transfer, retention, promotion, and dismissal

consistent with established policies and procedures and with student academic growth as a significant

consideration.

3.9 Recognizes and supports highly effective teachers and staff and cultivates their leadership potential.

3.10 Maximizes human resources by building on the strengths of teachers and staff members through the

collaborative development and implementation of the professional growth plan that aligns with the

school and/or district plan.

Exemplary


requirements for

Accomplished...

Accomplished


performance.


The principal consistently

demonstrates expertise in

human resources

management, which

results in a highly-

effective workforce (e.g.

high teacher and staff

efficacy, increased

student learning, teacher

leaders).

The principal fosters

effective human

resources management

by assisting with

selection and induction,

and by supporting,

evaluating, and

retaining quality

instructional and

support personnel.

The principal

inconsistently assists

with selection and

induction, or

inconsistently supports,

evaluates, and retains

quality instructional and

support personnel.

The principal

inadequately assists with

selection and induction,

or inadequately supports,

evaluates, and retains

quality instructional and

support personnel.


Performance Standard 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.



The principal:

4.1 Demonstrates and communicates a working knowledge and understanding of Kentucky school laws and

regulations, and school/district policies and procedures.

4.2 Establishes, in collaboration with the school council, and enforces policies and procedures to ensure a

safe, secure, efficient, and orderly facility and grounds.

4.3 Monitors and provides efficient supervision for all physical plant and related activities through an

appropriate process.

4.4 Identifies potential organizational, operational, or resource-related problems and addresses them in a

timely, consistent, and effective manner.

4.5 Reviews fiscal records regularly to ensure accountability for all funds.

4.6 In collaboration with the school council, plans and prepares a fiscally responsible budget to support the

school’s mission and both long- and short-term goals through effective resource allocation.

4.7 Follows state and local policies with regard to finances, school accountability, and reporting.

4.8 Implements strategies for the inclusion of staff and stakeholders in various planning processes, shares

in management decisions, and delegates duties as applicable, resulting in an effective and efficient

workplace.

Exemplary


requirements for

Accomplished...

Accomplished


performance.


The principal excels at

organizational

management,

demonstrating proactive

decision-making,

coordinating efficient

operations, and

maximizing available

resources.



supporting, managing,

and overseeing the

school’s organization,

operation, and use of

resources.

The principal

inconsistently supports,

manages, or oversees the


operation, or use of

resources.

The principal

inadequately supports,

manages, or oversees the


operation, or use of

resources.


Performance Standard 5: Communication and Community Relations

The principal fosters the success of all students by communicating and collaborating effectively with

stakeholders.



The principal:

5.1 Plans for and solicits staff, parent, and stakeholder input to promote effective decision-making and

communication when appropriate.

5.2 Communicates the mission and shared vision, long-and short-term goals, and the school improvement

plan to all stakeholders.

5.3 Disseminates information to staff, parents, and other stakeholders in a timely manner through multiple

channels and sources.

5.4 Involves students, parents, staff and other stakeholders in a collaborative effort to establish positive

relationships.

5.5 Maintains visibility and accessibility to students, parents, staff, and other stakeholders.

5.6 Speaks and writes in an explicit and professional manner to students, parents, staff, and other

stakeholders.

5.7 Provides a variety of opportunities for parent and family involvement in school activities.

5.8 Collaborates and networks with colleagues and stakeholders to effectively utilize the resources and

expertise available in the local community.

5.9 Advocates for students and acts to influence local, district, and state decisions affecting student

learning.

5.10 Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal, and

cultural context that affects schooling based on relevant evidence.

Exemplary


requirements for

Accomplished...

Accomplished


performance.


The principal seeks and

effectively engages

stakeholders in order to

promote the success of all

students through

productive and frequent

communication.



communicating and

collaborating effectively

with stakeholders.

The principal

inconsistently

communicates and/or

infrequently collaborates

with stakeholders.

The principal

demonstrates inadequate

and/or detrimental

communication or

collaboration with

stakeholders.


Performance Standard 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.



The principal:

6.1 Creates a culture of respect, understanding, sensitivity, and appreciation for students, staff, and other

stakeholders, and models these attributes on a daily basis.

6.2 Works within professional and ethical guidelines to improve student learning and to meet school,

district, and state requirements.

6.3 Maintains a professional appearance and demeanor.

6.4 Models professional behavior and cultural competency to students, staff, and other stakeholders.

6.5 Maintains confidentiality.

6.6 Maintains a positive, optimistic, and straight-forward attitude.

6.7 Provides leadership in the exchange of ideas and information with staff and other professionals.

6.8 Works in a collegial and collaborative manner with other administrators, school personnel, and other

stakeholders to communicate, promote, and support the shared vision, mission, and goals of the school

district.

6.9 Assumes responsibility for personal professional growth through accurate self-reflection on

professional practice, and engages in continuous learning.

6.10 Contributes and supports the development of the profession through service as an instructor, mentor,

coach, presenter, and/or researcher.

6.11 Remains current with research related to educational issues, trends, and practices and maintains a high

level of technical and professional knowledge.

Exemplary


requirements for

Accomplished...

Accomplished


performance.


The principal

demonstrates

professionalism beyond

the school district through

published works, formal

presentation(s),

involvement in state and

national committees

and/or leadership

opportunities and/or

formal recognition(s) or

award(s).


success of students by

demonstrating

professional standards

and ethics, engaging in

continuous professional

learning, and

contributing to the

profession.

The principal is

inconsistent in

demonstrating

professional standards,

engaging in continuous

professional learning, or

in contributing to the

profession.

The principal shows

disregard for

professional standards

and ethics, engaging in

continuous professional

learning, or contributing

to the profession.


Student Growth Goal and Working Conditions Growth Goal Form


Student Growth Goals Student Growth Goal Statement:

Working Conditions Growth Goal(s) Target Performance Standard:

Working Conditions Growth Goal Statement:

Goals Developed: Annual Review:

_________________________________ ______________


_________________________________ ______________


_________________________________ ______________


_________________________________ ______________



SCOTT COUNTY SCHOOLS PRINCIPAL SUMMATIVE EVALUATION FORM

Evaluatee Name: ______________________________________ School/Location: _____________ School Year: ___________________


Evaluatee Comments:





EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE Site Visit Conference Dates: Dates:

Summative Rating

EXEMPLARY

ACCOMPLISHED


Standard 3--Human Resource Management

Standard 4--Organizational Management

Evaluator Comments:

Standard 2--School Climate Standard 5--Communication and

Community Relations

Evaluator Comments:

Standard 1--Instructional Leadership

Evaluator Comments:

Standard 6--Professionalism

Evaluator Comments:


Professional Standards for District Certified Personnel (All performance indicators may not apply to all administrative positions.)

Standard 1: Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

A. Develop an educational mission for the school to promote the academic success and well-being of each student.

B. In collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success.

C. Articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement.

D. Strategically develop, implement, and evaluate actions to achieve the vision for the school.

E. Review the school’s mission and vision and adjust them to changing expectations and opportunities for the school, and changing needs and situations of students.

F. Develop shared understanding of and commitment to mission, vision, and core values within the school and the community.

G. Model and pursue the school’s mission, vision, and core values in all aspects of leadership.

Standard 2: Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.

A. Act ethically and professionally in personal conduct, relationships with others, decision-making, stewardship of the school’s resources, and all aspects of school leadership.

B. Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement.

C. Place children at the center of education and accept responsibility for each student’s academic success and well-being.

D. Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity.

E. Lead with interpersonal and communication skill, social-emotional insight, and understanding of all students’ and staff members’ backgrounds and cultures.

F. Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.

Standard 3: Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.

A. Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context.

B. Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning.

C. Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success.

D. Develop student policies and address student misconduct in a positive, fair, and unbiased manner.

E. Confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status.

F. Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society.

G. Act with cultural competence and responsiveness in their interactions, decision making, and practice.

H. Address matters of equity and cultural responsiveness in all aspects of leadership.

Standard 4: Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.

A. Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive.

B. Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self.

C. Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student.


D. Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student strengths, and is differentiated and personalized.

E. Promote the effective use of technology in the service of teaching and learning.

F. Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement.

G. Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction.

Standard 5: Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.

A. Build and maintain a safe, caring, and healthy school environment that meets the academic, social, emotional, and physical needs of each student.

B. Create and sustain a school environment in which each student is known, accepted and valued, trusted and respected, cared for, and encouraged to be an active and responsible member of the school community.

C. Provide coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student.

D. Promote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development.

E. Cultivate and reinforce student engagement in school and positive student conduct.

F. Infuse the school’s learning environment with the cultures and languages of the school’s community.

Standard 6: Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.

A. Recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty.

B. Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel.

C. Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development.

D. Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student.

E. Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice.

F. Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement.

G. Develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community.

H. Promote the personal and professional health, well-being, and work-life balance of faculty and staff.

I. Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance.


Standard 7: Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.

A. Develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning.

B. Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school.

C. Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and

a. organizational learning and improvement.

D. Promote mutual accountability among teachers and other professional staff for each student’s success and the effectiveness of the school as a whole.

E. Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice.

F. Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff.

G. Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning.

H. Encourage faculty-initiated improvement of programs and practices.

Standard 8: Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.

A. Are approachable, accessible, and welcoming to families and members of the community.

B. Create and sustain positive, collaborative, and productive relationships with families and the community for the benefit of students.

C. Engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments.

D. Maintain a presence in the community to understand its strengths and needs, develop productive relationships, and engage its resources for the school.

E. Create means for the school community to partner with families to support student learning in and out of school.

F. Understand, value, and employ the community’s cultural, social, intellectual, and political resources to promote student learning and school improvement.

G. Develop and provide the school as a resource for families and the community.

H. Advocate for the school and district, and for the importance of education and student needs and priorities to families and the community.

I. Advocate publicly for the needs and priorities of students, families, and the community.

J. Build and sustain productive partnerships with public and private sectors to promote school improvement and student learning.


Standard 9: Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.

A. Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school.

B. Strategically manage staff resources, assigning and scheduling teachers and staff to roles and responsibilities that optimize their professional capacity to address each student’s learning needs.

C. Seek, acquire, and manage fiscal, physical, and other resources to support curriculum, instruction, and assessment; student learning community; professional capacity and community; and family and community engagement.

D. Are responsible, ethical, and accountable stewards of the school’s monetary and nonmonetary resources, engaging in effective budgeting and accounting practices.

E. Protect teachers’ and other staff members’ work and learning from disruption.

F. Employ technology to improve the quality and efficiency of operations and management.

G. Develop and maintain data and communication systems to deliver actionable information for classroom and school improvement.

H. Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success.

I. Develop and manage relationships with feeder and connecting schools for enrollment management and curricular and instructional articulation.

J. Develop and manage productive relationships with the central office and school board.

K. Develop and administer systems for fair and equitable management of conflict among students, faculty and staff, leaders, families, and community.

L. Manage governance processes and internal and external politics toward achieving the school’s mission and vision.

Standard 10: Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.

A. Seek to make school more effective for each student, teachers and staff, families, and the community.

B. Use methods of continuous improvement to achieve the vision, fulfill the mission, and promote the core values of the school.

C. Prepare the school and the community for improvement, promoting readiness, an imperative for improvement, instilling mutual commitment and accountability, and developing the knowledge, skills, and motivation to succeed in improvement.

D. Engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation for continuous school and classroom improvement.

E. Employ situationally-appropriate strategies for improvement, including transformational and incremental, adaptive approaches and attention to different phases of implementation.

F. Assess and develop the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement.

G. Develop technically appropriate systems of data collection, management, analysis, and use, connecting as needed to the district office and external partners for support in planning, implementation, monitoring, feedback, and evaluation.

H. Adopt a systems perspective and promote coherence among improvement efforts and all aspects of school organization, programs, and services.

I. Manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts.

J. Develop and promote leadership among teachers and staff for inquiry, experimentation and innovation, and initiating and implementing improvement.


ADMINISTRATOR CONFERENCING FORM (District Certified Personnel)

(Evaluator and evaluatee discuss and complete prior to developing the teacher's professional growth plan and summative evaluation form. The ratings completed on this form should result from a summary of evidence collected throughout the year.)

Evaluatee/Observee _____________________________Position _______________________________________

Evaluator/Observer ______________________________Position _______________________________________

Date of Conference (Analyses) _____________________School ________________________________________

Standards/Performance Criteria

Performance Ratings*

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

may be checked

1: Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

I D A E Evidence

A. Develop an educational mission to promote the academic success and well-being of each student.

B. Using relevant data, develop and promote a vision ...

C. Articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-centered education …

D. Strategically develop, implement, and evaluate actions to achieve the vision for the school.

E. Review the school’s mission and vision and adjust them to changing expectations and opportunities for the school …

F. Develop shared understanding of and commitment to mission, vision, and core values within the school and the community.

G. Model and pursue the school’s mission, vision, and core values in all aspects of leadership.

Standard 1 Overall Rating for Summative Evaluation Form

2: Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.

I D A E Evidence

A. Act ethically and professionally in personal conduct …

B. Act according to and promote the professional norms …

C. Place children at the center of education …

D. Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity.

E. Lead with interpersonal and communication skill …

F. Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.



3: Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.

I D A E Evidence

A. Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context.

B. Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning.

C. Ensure that each student has equitable access …

D. Develop student policies and address student misconduct in a positive, fair, and unbiased manner.

E. Confront and alter institutional biases …

F. Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society.

G. Act with cultural competence and responsiveness in their interactions, decision making, and practice.

H. Address matters of equity and cultural responsiveness in all aspects of leadership.


4: Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.

I D A E Evidence

A. Implement coherent systems of curriculum, instruction, and assessment …

B. Align and focus systems of curriculum, instruction, and assessment within and across grade levels …

C. Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student.

D. Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student strengths, and is differentiated and personalized.

E. Promote the effective use of technology in the service of teaching and learning.

F. Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement.

G. Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction.


5: Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.

I D A E Evidence

A. Build and maintain a safe, caring, and healthy school environment …

B. Create and sustain a school environment in which each student is known …

C. Provide coherent systems of academic and social supports …

D. Promote adult-student, student-peer, and school-community relationships …

E. Cultivate and reinforce student engagement in school and positive student conduct.

F. Infuse the school’s learning environment with the cultures and languages of the school’s community.



6: Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.

I D A E Evidence

A. Recruit, hire, support, develop, and retain effective and caring teachers and other professional staff …

B. Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel.

C. Develop teachers’ and staff members’ professional knowledge …

D. Foster continuous improvement of individual and collective instructional capacity …

E. Deliver actionable feedback about instruction and other professional practice …

F. Empower and motivate teachers and staff to the highest levels of professional practice …

G. Develop the capacity, opportunities, and support for teacher leadership …

H. Promote the personal and professional health, well-being, and work-life balance of faculty and staff.

I. Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance.


7: Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.

I D A E Evidence

A. Develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning.

B. Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student …

C. Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives …

D. Promote mutual accountability among teachers and other professional staff …

E. Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff …

F. Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff.

G. Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning.

H. Encourage faculty-initiated improvement of programs and practices.



8: Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.

I D A E Evidence

A. Are approachable, accessible, and welcoming to families and members of the community.

B. Create and sustain positive, collaborative, and productive relationships …

C. Engage in regular and open two-way communication with families and the community …

D. Maintain a presence in the community …

E. Create means for the school community to partner with families …

F. Understand, value, and employ the community’s cultural, social, intellectual, and political resources …

G. Develop and provide the school as a resource for families and the community.

H. Advocate for the school and district, and for the importance of education and student needs and priorities to families and the community.

I. Advocate publicly for the needs and priorities of students, families, and the community.

J. Build and sustain productive partnerships with public and private sectors …


9: Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.

I D A E Evidence

A. Institute, manage, and monitor operations and administrative systems …

B. Strategically manage staff resources, assigning and scheduling teachers and staff to roles and responsibilities that optimize their professional capacity …

C. Seek, acquire, and manage fiscal, physical, and other resources …

D. Are responsible, ethical, and accountable stewards of the school’s monetary and nonmonetary resources …

E. Protect teachers’ and other staff members’ work and learning from disruption.

F. Employ technology to improve the quality and efficiency of operations and management.

G. Develop and maintain data and communication systems …

H. Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations …

I. Develop and manage relationships with feeder and connecting schools …

J. Develop and manage productive relationships with the central office and school board.

K. Develop and administer systems for fair and equitable management of conflict among students, faculty and staff, leaders, families, and community.

L. Manage governance processes and internal and external politics toward achieving the school’s mission and vision.



10: Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.

I D A E Evidence

A. Seek to make school more effective for each student, teachers and staff, families, and the community.

B. Use methods of continuous improvement …

C. Prepare the school and the community for improvement …

D. Engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation for continuous school and classroom improvement.

E. Employ situationally-appropriate strategies for improvement …

F. Assess and develop the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement.

G. Develop technically appropriate systems of data collection, management, analysis, and use …

H. Adopt a systems perspective and promote coherence among improvement efforts and all aspects of school organization, programs, and services.

I. Manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance …

J. Develop and promote leadership among teachers and staff for inquiry, experimentation and innovation, and initiating and implementing improvement.


* I = Ineffective, D = Developing, A = Accomplished, E = Exemplary I am knowledgeable about the content of this 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 evaluate (Signature of Evaluator) (Date)


SCOTT COUNTY SCHOOLS DISTRICT CERTIFIED SUMMATIVE EVALUATION FORM

Evaluatee Name: ______________________________________ School/Location: _____________ School Year: ___________________


Evaluatee Comments:





EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE


EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVE Site Visit Conference Dates: Dates:

Summative Rating

EXEMPLARY

ACCOMPLISHED


Standard 1—Shared Mission, Vision

Standard 6—Capacity Development

Standard 9—School Operations and Resources Standard 10—Continuous

Improvement

Evaluator Comments:

Standard 3—Equity and Cultural Responsiveness

Standard 5—School Community Standard 7—Professional

Community of Staff Standard 8—Family and Community Engagement

Evaluator Comments:

Standard 4—Curriculum, Instruction, Assessment

Evaluator Comments:

Standard 2—Act Ethically and Professionally

Evaluator Comments:

Certified Evaluation Plan Forms and Performance Standards

Documents

Transcript of Certified Evaluation Plan Forms and Performance Standards