HARLAN!INDEPENDENT! SCHOOLDISTRICT! … · Part!6.!!Appeals!Process!! Appendices! ......

HARLAN INDEPENDENT SCHOOL DISTRICT

CERTIFIED EVALUATION PLAN

2014

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May 29, 2014/KDE APPROVED June 16, 2014

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CONTENTS Introduction Certified Evaluation Plan Committee Definitions Part 1. General Considerations Part 2. Teacher Evaluation. Part 3. Principal and Assistant Principal Evaluation Part 4. Other Professionals Evaluation Part 5. Evaluation of District-‐Level Administrators Part 6. Appeals Process Appendices

A. General Forms A-‐1. Formative Conference Record A-‐2. Summative Evaluation Report

B. Tools for Teacher Evaluation B-‐1. Reflective Practice/Professional Growth Plan Template for Teachers B-‐2. Expectations for Reflections B-‐3. Student Growth Goal Template B-‐4. Student Growth Goal Comparability and Rigor Checklist B-‐5. Student Growth Goal Report B-‐6. Student Voice Survey Confidentiality Agreement B-‐7. Planning, Preparation, and Professional Responsibilities Rating Sheet B-‐8. Summative Evaluation Report: Teachers

C. Tools for Principal Evaluation C-‐1. Principal Performance Standards and Evaluation Criteria C-‐2. Reflective Practice./Professional Growth Planning Template for Principals C-‐3. Site Visit Form: Principal C-‐4 Samples of Other Products of Practice: Principals and Assistant Principals C-‐5. Val-‐Ed/Principal Standards Crosswalk C-‐6. TELL Kentucky/Principal Standards Crosswalk C-‐7. Summative Evaluation Report: Principals

D. Tools for Evaluation of Other Professionals D-‐1. Performance Standards for Guidance Counselor D-‐2. Performance Standards for Librarian/Media Specialist

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D-‐3. Performance Standards for Preschool Teacher D-‐4. Reflective Practice/Professional Growth Planning Template for Guidance Counselor D-‐5. Reflective Practice/Professional Growth Planning Template for Librarian/Media Specialist D-‐6. Reflective Practice/Professional Growth Planning Template for Preschool Teacher D-‐7. Site Visit Form for Guidance Counselor D-‐8. Site Visit Form for Librarian/Media Specialist D-‐9. Site Visit Form for Preschool Teacher D-‐10. General Performance Checklist for Guidance Counselor D-‐11. General Performance Checklist for Librarian/Media Specialist D-‐12. General Performance Checklist for Preschool Teacher

E. Tools for Evaluation of District-‐Level Administrators

E-‐1. Performance Standards for District Level Administrators E-‐2.. Reflective Practice/Professional Growth Planning Template for District-‐Level Administrators E-‐3. Site Visit Form for District-‐Level Administrators E-‐4. General Performance Checklist for District-‐Level Administrators E-‐5. Samples of Other Products of Practice: District-‐Level Administrators E-‐6. Stakeholder Appraisal of Administrator Effectiveness

F. Appeals F-‐1. Evaluation Appeal Form F-‐2. Evaluation Appeal Hearing Procedures

Incorporated by Reference: Kentucky Framework for Teaching 2011 (February 2014).

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INTRODUCTION

Evaluation of staff members is an important function for any institution. In the case of school systems, its importance is underscored by research that shows a correlation between evaluation which leads to professional growth and improvement in student academic achievement. This plan is based on the Kentucky Professional Growth and Effectiveness System (PGES) aligned with the goals of Senate Bill 1 and designed to measure teacher and leader effectiveness and serve as a springboard for professional growth and continuous improvement so that all our students will be successful and graduate from high school college and/or career ready.

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CERTIFIED STAFF EVALUATION PLAN COMMITTEE 2014

1. James Greene, Supervisor of Instruction, Chair 2. Vickie Anderson, Principal, Harlan Elementary School 3. Emily Clem, Director of Student Services 4. Cathy Estep, Guidance Counselor 5. Britt Lawson, Principal, Harlan High School 6. Kristin Lester, Librarian 7. Mandy Longworth, Middle School Science Teacher 8. Robin Prince, High School Special Education Teacher 9. Amanda Shepherd, Kindergarten Teacher 10. Cathy Thomas, High School Math Teacher

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DEFINITIONS

Roles and definitions

1. Assistant principal: Principal: certified personnel who devotes the majority of employed time in the role of assistant principal, for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050

2. Certified administrator: certified personnel who devotes the majority of employed time in a position for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050

3. Certified personnel: a certified employee, below the level of superintendent, who devotes the majority of employed time in a position for which certification is required by the Education Professional Standards Board pursuant to Chapter 16 of the Kentucky Administrative Regulations and includes certified administrators, assistant principals, principals, other professionals, and teachers.

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

5. Evaluatee: District/School personnel that is being evaluated 6. Full Observation: an observation that is a full instructional period in length 7. Mini Observation: an observation less than a full instructional period but at least

twenty minutes in length 8. Other professionals: certified school personnel and does not include teachers,

administrators, principals, or assistant principals. 9. Peer Observer: a teacher who has been selected and trained as described in

this plan and is available to observe and document another teacher’s professional practice and provide supportive and constructive feedback to improve professional practice.

10. Peer Observation: observation and documentation by a Peer Observer, selected, trained, and assigned as described in this plan, for the purpose of observing and documenting another teacher’s professional practice to provide supportive and constructive feedback that can be used to improve professional practice.

11. Performance ratings: the summative description of a certified personnel’s performance and includes the following ratings:

a. Exemplary: the rating for performance that consistently exceeds expectations for effective performance

b. Accomplished: the rating for performance that consistently meets expectations for effective performance

c. Developing: the rating for performance that inconsistently meets expectations for effective performance

d. Ineffective: the rating for performance that consistently fails to meet expectations for effective performance

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12. Preschool teacher: a certified school personnel who holds a certificate required by 16 KAR 2:040 and who meets the preschool lead teacher qualifications required by 704 KAR 3:410, Section 7.

13. Principal: certified personnel 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

14. 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 as well as school/district improvement plans, 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.

15. Self-‐Reflection: 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

16. Student growth: the change in student achievement for an individual student between two (2) or more points in time.

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

18. Student growth goal: a goal focused on learning that is specific, appropriate, realistic and time-‐bound, that is developed collaboratively and agreed upon by the evaluatee and evaluator, and that uses local formative growth measures.

19. Summative evaluation cycle: the period of time between summative evaluation conferences

20. Summative Evaluation Year: the year in which a teacher or administrator receives a summative evaluation. For non-‐tenured teachers and administrators this would be the current year. For tenured teachers, it would be the final year of the cycle.

21. Teacher: a certified school personnel who has been assigned the lead responsibility for student learning in a classroom, grade level, subject, or course and holds a teaching certificate under 16 KAR 2:010 or 16 KAR 2:020.

22. Trajectory: refers to the development of a pathway to achieve the school specific Next Generation Learners delivery targets set for the school by the Kentucky Department of Education based on the long term state delivery targets set by the Kentucky Board of Education.

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PART ONE: GENERAL CONSIDERATIONS 1.1. The Professional Development Coordinator shall serve as the Certified Evaluation/PGES Point of Contact unless the Superintendent designates this role to another central office administrator in writing. 1.2. The evaluation criteria and process used to evaluate certified school personnel shall be explained to and discussed with evaluatees no later than the end of the evaluatee’s first thirty calendar days of reporting for employment each school year. The primary evaluator is responsible for assuring that this training occurs; documentation of the training is to be filed with the Certified Evaluation/PGES Point of Contact. 1.3. The immediate supervisor of a certified personnel staff member will be that staff member’s primary evaluator. The Superintendent shall be the primary evaluator for all central office administrators, building principals, and any other administrators working directly under his supervision for a majority of the day. In the case of itinerant staff assigned to the schools by the superintendent, the principal under whom the staff member works a majority of the day will be the primary evaluator. If an itinerant staff member’s time is divided equally among schools, the superintendent shall designate a principal to serve as primary evaluator. Other trained administrative personnel may assist the primary evaluator when requested to do so. 1.4 Anyone evaluating certified personnel shall have completed required Kentucky Department of Education and district approved training and testing prior to evaluating staff as specified in 704 KAR 3:370, Section 6. Specific procedures for those evaluating teachers are outlined in Part Two of this plan. 1.5. Certified personnel employed in multiple positions (e.g., teacher and administrative position) shall be evaluated in the position to which the majority of the work day is devoted. If the amount of time devoted to each is equal, the superintendent shall designate the position in which the staff member will be evaluated. 1.6. Teachers who have attained tenure shall have summative evaluation at least once every three years. Teachers who have not attained tenure and certified administrators, principals, and assistant principals shall have summative evaluation annually. 1.7. Summative evaluation of certified personnel shall be documented in writing using approved forms and included in the evaluatee’s official personnel record. A copy of the evaluation shall be provided to the evaluatee.

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1.8. Evaluatees shall be provided an opportunity for a written response to a summative evaluation, and the response shall become part of the official personnel record. 1.9. Changes to the Certified Evaluation Plan approved by the Kentucky Department of Education after certified employees’ first school month will not apply to those employees until the following school year. 1.10. The Superintendent may extend annually any deadlines contained in this plan provided that the extension falls within the deadlines for personnel decisions specified by state law. Affected parties are to be notified of the extension in writing.

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PART TWO: TEACHER EVALUATION

2.1. PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM—CERTIFIED TEACHER The vision for the Professional Growth and Effectiveness System 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. The Kentucky Framework for Teaching 2011 (February 2014) is incorporated into this plan by reference and contains the standards for determining teacher effectiveness. It is designed to support student achievement and professional practice through the domains of Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The Framework also includes themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. It provides structure for feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement. Evidence supporting a teacher’s professional practice will be situated within one or more of the four domains of the framework. Performance will be rated for each component according to four performance levels: Ineffective, Developing, Accomplished, and Exemplary. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each domain. The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-‐reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how educators respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual educator performance, such as: school-‐specific priorities that may drive practice in one domain, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas. Evaluators must use the following categories of evidence in determining overall ratings for teachers:

• Professional Growth Planning and Self-‐Reflection • Observation • Student Voice • Student Growth Percentiles and/or Student Growth Goals • Unit Packet • Communication Samples • “Teacher Interview”

The use of these categories is explained below.

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All components and sources of evidence related to supporting teacher professional practice and student growth ratings will be completed and recorded in state-‐approved technology platform. 2.2. PROFESSIONAL GROWTH PLANNING AND SELF-‐REFLECTION Self-‐reflection and professional growth planning will be documented in the state-‐approved technology platform. All teachers will complete a professional growth plan (Appendix B-‐1) and a minimum of three self-‐reflections each year: an initial reflection to be completed by September 30; a midyear reflection to be submitted between November 1 and December 15, and an end of the year reflection to be completed by April 15 for teachers in their summative year and by the last teacher professional day for all others. The end of the year reflection will address progress in meeting the goals of the teacher’s Professional Growth Plan and will be used in the Summative Evaluation Conference or annual Formative Review. (Expectations and sample questions for reflections can be found in Appendix B-‐2.) The Professional Growth Plan will be developed at the time of the Summative Evaluation Conference and finalized following the Initial Reflection in the fall. It may be updated at any time by mutual consent of the teacher and evaluator and shall be reviewed and updated as necessary at least once a year for tenured teachers during the Annual Formative Review. TIMELINE FOR PROFESSIONAL GROWTH PLANNING AND SELF-‐REFLECTION

SUMMATIVE YEAR Activity Start Date End Date

Initial Self-‐Reflection Opening Day September 30 Mid-‐year Self-‐Reflection November 1 December 15 End of year Self-‐Reflection March 15 April 15

New PGP Developed during the summative evaluation conference and finalized

by September 30. TIMELINE FOR PROFESSIONAL GROWTH PLANNING AND SELF-‐REFLECTION

FORMATIVE YEARS Activity Start Date End Date

Initial Self-‐Reflection Opening Day September 30 Mid-‐year Self-‐Reflection November 1 December 15 End of year Self-‐Reflection April 1 Closing Day Formative review and

updated PGP April 1 Closing Day

During the first year of implementation of this plan, all teachers will develop an initial Professional Growth Plan in consultation with the evaluator by September 30. Thereafter,

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a new PGP will be drafted at the time of the summative evaluation conference, finalized at the beginning of the school year, and updated during the annual formative review. Teachers newly hired in the district will develop a Professional Growth Plan in consultation with the evaluator during the first thirty student attendance days of employment. 2.3. OBSERVATION The observation process is one source of evidence to determine teacher effectiveness and includes supervisor and peer observation for each certified teacher. Both peer and supervisor observations will use the same instruments. The supervisor observation will provide documentation and feedback to measure the effectiveness of a teacher’s professional practice. Only the supervisor observation will be used to inform 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. 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. All observations whether announced in advance or unannounced will be conducted openly and in a manner that the evaluatee is aware that an observation is occurring. Observation Model and Timeline A district determined model for observations will be used. Nontenured teachers and tenured teachers on a one year evaluation cycle will be observed a minimum of five times during the final year of the summative cycle. These observations include two peer observations (one full and one mini) and three supervisor observations (two full and one mini). Tenured teachers on a three year cycle will be observed a minimum of four times during the final year of the summative cycle. These observations include two peer observations (one full and one mini) and two supervisor observations (two full). The final summative observation for all teachers will be by the supervisor and will be a full observation. The final observation will be unannounced; all other summative year observations will be announced. Observations may begin after completion of the evaluation training required during the first month of reporting for employment each year. Summative year observations will be conducted on the following schedule:

Summative Year Observation Schedule

Time frame Evaluator Observation (Nontenured and Tenured on one year cycle)

Evaluator Observation (Tenured on three year cycle)

Peer Observation (all teachers)

First nine weeks Full Full Full

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Second nine weeks Mini None* Mini Second semester completed by April 15

Full Full None

*mini occurs during each formative year of the cycle Tenured teachers on a three year cycle will have a mini-‐observation by the evaluator each year. This mini-‐observation will occur between September 1 and March 15 and will be unannounced. If the performance on this mini-‐observation falls in the developing range, the evaluator at his/her discretion may conduct a full observation to collect additional data to support teacher growth and improvement. If the performance on the mini-‐observation falls in the ineffective range, the evaluator shall conduct a full observation. In either case, the full observation will be announced and will be in addition to the observations required in the summative year. If the full observation falls in the ineffective range, the evaluator in consultation with the teacher shall revise the Professional Growth Plan to address the concerns identified through the observation process. The revised plan may require additional observations (full or mini) by the evaluator and peer observations if desired. These observations do not replace the observations required during the summative year. Observation Conferencing Before each announced observation whether full, mini, by the evaluator or by the peer observer, the teacher to be observed will submit a lesson plan and any other pertinent information to the observer electronically or in person two full days prior to the observation. If necessary to provide clarification, either party may request a formal conference face to face or by phone After each observation, a post-‐observation conference must be held with the observer within five (5) working days to be documented using the Formative Conference Record (Appendix A-‐1). Completion of this form does not replace the requirement that observation evidence be entered into the state-‐approved technology platform. Observer Certification To ensure consistency of observations, evaluators must complete and pass the state-‐approved observation proficiency training which allows observers to develop a deep understanding of how the four domains of the Kentucky Framework for Teaching (KFFT) are applied in observation. The cycle for observation certification established is as follows:

Year 1 Certification Year 2 Calibration Year 3 Calibration

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Year 4 Recertification Only supervisors who have passed the proficiency assessment can conduct mini and full observations for the purpose of evaluation. Supervisors evaluating teachers are expected to have achieved certification (Years 1 and 4) or completed calibration (Years 2, 3) in time to complete the first observation cycle of the year. In the event that a supervisor has yet to complete the proficiency assessment, or if the supervisor does not pass the assessment, the district will provide the following supports:

o Observation data provided by a substitute observer is considered a valid source of evidence only if the supervisor participated (passively) in the observation.

o In cases where the supervisor is not certified though the proficiency system and is therefore unable to conduct observations during the observation window, the Superintendent will assign a certified observer as a substitute to assist the supervisor by performing the actual observation. The supervisor will be present in the classroom when the substitute performs the observation and will participate in the post-‐observation conference. However, only the substitute may enter observation results and ratings for that evaluation into the state-‐approved technology platform. If no administrator in the district has passed the certification assessment, the superintendent may negotiate with another district for the services of a certified observer.

o If a supervisor does not pass the proficiency assessment on the first attempt, the Superintendent will assign a mentor to assist that person in preparing for additional attempts.

Observer Calibration Evaluators will complete a minimum of six hours of training annually during Years 2 and 3 of the observation certification cycle. This training will include observer calibration in the state-‐approved technology platform and updates on the Professional Growth and Effectiveness System and any changes to statute or regulations related to the evaluation of certified personnel. This training may be provided by the district alone or through collaboration with other districts or our educational cooperative. All evaluators will obtain recertification after three years using the state-‐approved platform. Peer Observation Peer Observers will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will not score a teacher’s practice. All peer observation documentation will be accessed only by the evaluatee.

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All teachers will receive two peer observations during their summative year. Peer observers shall be current in their training as explained below. Required peer observations shall be documented in the state-‐approved technology platform. All teachers employed by the district will be eligible to receive Peer Observer training. Only tenured teachers may perform the Peer Observations required for teachers in their summative year. Peer observer training will conform to applicable Kentucky Department of Education guidelines. Initial training will include completion of the approved KDE modules. Peer observers will be on a three year certification cycle with retraining following state-‐approved procedures occurring in the first year of each new cycle. The district will provide annual update training during Years 2 and 3 of the cycle. Peer Observers will be selected by mutual consent of the teacher and principal from their school’s pool of trained tenured observers. Should an impasse occur, the Superintendent will assign a peer observer. No teacher shall serve as a Peer Observer for more than three teachers in a given school year. 2.4. STUDENT VOICE The Student Voice Survey is a confidential on-‐line survey that collects student feedback on specific aspects of the classroom experience and teaching practice. The results from this survey will be used to inform professional practice. The superintendent or designee shall serve as the District Student Voice Survey Point-‐of-‐Contact who will oversee the administration of the survey across the district. All teachers in grades approved for participation by the Kentucky Department of Education will participate in the state-‐approved Student Voice Survey annually with a minimum of one identified group of students. Student selection for participation must be consistent across the district. The principal at each school shall designate each year the particular class period to participate in the student voice survey. This means that students from that class period will be the ones to take the survey, not that they have to take the survey at that exact time of day. For teachers who do not have a class during that period, an adjacent period will be used. Teachers who are collaborating will be assigned to adjacent periods so that the same group of students does not complete a survey for both teachers. The principal may combine classes if necessary to assure at least ten respondents. Surveys for teachers of self-‐contained classes will be administered according to a schedule approved by the principal. Formative years’ data will be used to inform Professional Practice in the summative year. When responding to the survey, students with special needs are to use the specific accommodations that are outlined in the Individualized Education Plan, Program Services Plan, or 504 plan for participation in the state assessment.

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All teachers and other staff involved in the administration of the survey and/or interpretation of the results or having security rights within the state student information system that would allow them to see results will read, understand, and sign the district’s Student Voice Confidentiality Agreement (Appendix B-‐6). The Student Voice Survey will be administered according to current Kentucky Department of Education guidelines. The Student Voice Survey will be administered during a window designated by KDE between the hours of 7:00 a.m. and 5:00 p.m. eastern time. Surveys must be completed at school. Survey data for a given teacher will be considered only when ten or more students are respondents. Students must have been enrolled in the teacher’s class for a minimum of twenty student attendance days for their responses to be included. 2.5 STUDENT GROWTH The student growth measure for teachers consists of two possible contributions: a state contribution and a local contribution. All teachers will have a local contribution, but only teachers of fourth through eighth grade students in reading and math participating in state assessments will receive a state contribution. State Contribution—Student Growth Percentiles (SGP) The state contribution is reported using Student Growth Percentiles (SGP) generated through state assessments. The state contribution 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 a growth goal for a set of students over an identified interval of instruction (e.g., trimester, semester, year-‐long) as indicated in the teacher’s Student Growth Goal (SGG). All teachers will develop a single SGG each year for inclusion in the student growth measure. The SGG will be determined by the individual 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). Because Individualized Education Plan (IEP) goals are student-‐specific, IEP goals may inform, but shall not be used as, student growth goals.

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Elementary teachers in self-‐contained classrooms will develop an SGG in one of the core academic subjects they teach. Middle and high school teachers will develop an SGG for one section of a course they teach. Principals will work with special education, intervention, and rotation teachers to determine an appropriate “class” to be used. The criteria for Student Growth Goals as set by the state are:

• 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 the particular course.

• The SGG will allow high and low achieving students to demonstrate adequately their knowledge.

• The SGG provides access and opportunity for all students including students with disabilities, , English Language Learners, and gifted/talented students.

The minimum number of students to be included in the results is ten except in situations where the nature of the program requires a lower class size (e.g., special education and Reading Recovery). The time interval for working on the SGG will reflect the length of the class (e.g., year long, semester, or other). To be included in results, students must have been enrolled in that class for a minimum of seventy-‐five percent of the interval and have a baseline score. Process for Developing Student Growth Goals

1. During the first month of school, teachers will select the class for whom the SGG will be written and will assess the students to determine instructional needs.

2. The data from the assessment will be analyzed along with any other pertinent evidence to identify the standard(s) and related enduring skill(s), understanding(s), concept(s), or process(es) to be addressed in the SGG and to set baselines scores for the SGG.

3. The SGG will be formulated using the Student Growth Goal Template (Appendix B-‐3), entered into the state-‐approved technology platform, and submitted to the principal for approval by September 30 each school year.

4. Prior to submission to the principal, the SGG will be reviewed for formative feedback by a Peer Observer using the SGG Comparability and Rigor Checklist (Appendix B-‐4).

Process for Assessing Progress

1. Each teacher will develop or select an appropriate instrument or instruments to use in establishing a baseline, monitoring progress towards proficiency, and determining if growth occurred during the instructional interval. Instruments must be approved by the principal and be comparable for grade or similarly situated

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classes. Data may be collected using pre and post measures, repeated measures, or a combination of both. The method of collection will be established through collaboration between the teacher and principal prior to final approval of the SGG and will be documented on the Student Growth Goal Template.

2. Instrument(s) to be used shall meet these criteria:

a. Validity: the instrument measures what it purports to measure b. Reliability: the instrument produces consistent results when administered

on multiple occasions or in multiple venues c. Instructional value: the instrument produces results that can be used to

shape instruction for students (e.g., can identify where the student stands with regard to proficiency and information about strengths and weaknesses)

d. Access and opportunity: allows both high and low achieving students, students with disabilities, English Language Learners, and gifted/talented students to demonstrate their learning

e. Can function effectively as both a pre and post assessment (the exact prompts to be used can vary from administration to administration but the format remains the same)

3. At the end of the instructional interval, student growth goal results will be compiled using the Student Growth Goal Report (Appendix B-‐5) and reviewed by the teacher and principal.

Process for Determining the Local Contribution Growth Score

1. Baseline data will be used to place each student in the class at a performance level (novice, apprentice, proficient, or distinguished). Baseline data will be reported by the teacher as a numerical score using either a 4 point scale or a percentage (0-‐100) scale as appropriate to the assessment instrument(s) used. This score will be converted to a performance level using the appropriate column from the chart below:

Value Range by

4.0 scale Range by percentage scale

Novice 1 0-‐1.7 0-‐44% Apprentice 2 1.8-‐2.7 45-‐69% Proficient 3 2.8-‐3.7 70-‐94% Distinguished 4 3.8-‐4.0 95-‐100%

2. End of the interval data will be used to determine the student’s ending performance

level. 3. Growth will be defined as movement from a lower level to a higher level. 4. Proficiency represents a final student score in the proficient or distinguished range

as defined on the scale above. 5. End of interval scores will be translated into individual student growth ratings using

this table:

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Growth Proficiency

RATING

Change Yes No 0 √

LOW

0

√ LOW -‐n √

LOW

-‐n √ LOW +1 √

EXPECTED

+1

√ EXPECTED +2 √

HIGH

+3 √

HIGH

6. The percent of students achieving each rating will be calculated. Based on those percentages, teachers will be assigned an SGG rating as follows:

If the combined percentages of Expected and High scores falls below 55%, the Student Growth Rating will be LOW. If the combined percentages of Expected and High scores falls between 55% and 69%, the Student Growth Rating will be EXPECTED. If the combined percentages of Expected and High scores is at or above 70%, the Student Growth Rating will be HIGH.

Student Growth Goal results will be summarized using the SGG Report (Appendix#). 2.6. PRODUCTS OF PRACTICE/OTHER SOURCES OF EVIDENCE Unit Packet Teachers in the final year of their cycle shall submit a Unit Packet consisting of a unit taught during that year written up using the current district unit template (including student learning outcomes and instructional resources used), copies of all the lesson plans associated with the unit and all learning activities and formative and summative assessments used. The packet will also include a curriculum map for the course based on the current district template and situating the unit within the course and a brief written reflection on the effectiveness of the unit. The choice of the unit submitted is up to the teacher but it must have been developed by the teacher and taught during the final year of the cycle. The Unit Packet will be due by March 1 of the summative evaluation year. The Unit Packet will provide evidence relating to Domains 1 and 4 of the Framework for Teaching. Communication Samples

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Teachers in the final year of their cycle shall submit three varied samples of communications with families during the current year. Samples could include, but are not limited to, class newsletters, letters to parents about specific events, a communication log of phone calls and conferences with parents, on-‐line classroom pages, and learning activities that invite parents to partner with their child. The Communication Samples will be due by March 1 of the summative evaluation year. The samples will provide evidence relating to Domain 4 of the Framework for Teaching. Teacher Interview Questions for Domains 1 and 4 During the summative evaluation year, the principal will gather additional evidence relating to professional practice as defined in Domains 1 and 4 of the Framework for Teaching by having a professional conversation based on these questions as part of the post-‐observation conference after each of the two full evaluator observations.

• How do you inform yourself about your students’ backgrounds, cultures, skills, language proficiency, interests, and special needs? How do you use this information in planning and preparing for instruction? (Domain1B)

• How do you decide on appropriate outcomes for your students? (1C) • How do you select resources for a given unit or lesson? (1D) • How do you use assessment information? (1F) • What process do you use for improving units and lessons? If you were to teach this

unit again, would you change anything about it? Why or why not? (4A) • What is your system for maintaining information about student completion of

assignments and progress is learning? How is this information shared with students? (4B)

• What are examples of things that you have done this year (or during the cycle) that contribute to the life of the professional community within school and district? (4D)

Kentucky Beginning Teacher Internship Evidence For an intern teacher, evidence collected during the teacher internship period, pursuant to 16 KAR 7:010, will be included in the determination of the Professional Practice Rating for that teacher. Any units developed as part of the internship may be substituted for the Unit Packet provided that they address the same general criteria. 2.7 DETERMINING THE OVERALL PERFORMANCE CATEGORY Supervisors are responsible for determining an Overall Performance Category for each teacher at the conclusion of the teacher’s summative evaluation year. The Overall Performance Category is informed by the teacher’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 teacher’s performance

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against the Domains, district-‐developed tools, and decision rules that establish a common understanding of performance thresholds to which all educators are held. Summative Evaluation Conference A summative evaluation conference to review all professional growth and practice data shall be held at the end of the cycle during the second semester of the school year and no later than April 30. All data and evidence gathering must have been completed prior to this conference and ratings established for Professional Practice, Student Growth, and Overall Performance. The Summative Evaluation Report (Template Appendix B-‐8) will be completed in the state-‐approved technology platform and a written copy provided the teacher as per Section 1.6 and 1.7 of this plan. Teachers participating in the Kentucky beginning teacher internship program as non-‐tenured teachers will have a Summative Evaluation Conference distinct from the internship committee summative evaluation conference. Annual Formative Review Teachers not in their summative evaluation year shall have an annual formative review by their supervisor with appropriate formative feedback as to their Professional Growth Plans, Student Voice Survey results, and Student Growth Goals. This may take the form of direct conferencing or other appropriate methods of communication, The PGP will be updated as part of this review. This review will occur between April 1 and Closing Day and will be documented using the Formative Conference Record (Appendix A-‐1). Rating Professional Practice The Kentucky Framework of Teaching stands as the critical rubric for providing teachers and evaluators with concrete descriptions of practice associated with specific domains. Each element describes a discrete behavior of 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 teacher based on these concrete descriptions of practice. Supervisors and teachers will be engaged in an 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 a teacher’s cycle. Using professional judgment to analyze the evidence collected, the evaluator will assign the teacher a rating on each of the four Domains of the Framework for Teaching. Ratings to be used are Ineffective, Developing, Accomplished, and Exemplary. Sources of evidence to be used are those specified in this plan including Observations, Student Voice survey results, Professional Growth Plans and Self-‐Reflection, Unit Packets, Communication Samples, and Teacher Interview, and when applicable, teacher internship evidence. In establishing

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ratings for Domains 1 and 4, the evaluator will complete the Planning, Preparation, and Professional Responsibilities Rating Sheet (Appendix B-‐7) using the Framework for Teaching as a rubric. The Professional Practice Rating The Professional Practice Rating shall be determined by the evaluator using these decision rules: IF … THEN… Domains 2 AND 3 are rated INEFFECTIVE

Professional Practice Rating shall be INEFFECTIVE

Domains 2 OR 3 are rated INEFFECTIVE Professional Practice Rating shall be DEVELOPING or INEFFECTIVE

Domains 1 OR 4 are rated INEFFECTIVE Professional Practice Rating shall NOT be EXEMPLARY

Two Domains are rated DEVELOPING and two Domains are rated ACCOMPLISHED

Professional Practice shall be ACCOMPLISHED

Two Domains are rated DEVELOPING and two Domains are rated EXEMPLARY

Professional Practice shall be ACCOMPLISHED

Two Domains are rated ACCOMPLISHED and two Domains are rated EXEMPLARY

Professional Practice shall be EXEMPLARY

Cases not addressed by the above rules shall be determined by the professional judgment of the evaluator. The Overall Student Growth Rating The overall Student Growth Rating uses as evidence the state contribution (when applicable) consisting of Student Growth Percentiles rated using state predefined cut scores and the local contribution consisting of the Student Growth Goal ratings. Three years’ of growth data (when available) will be used in determining the Student Growth Rating with each year weighted equally. Growth data must be current (state contribution data is lagged by one year). The evaluator will average separately the teacher’s state contribution ratings (if applicable) and the local contribution ratings In averaging, these values will be used:

Each Low rating has the value of one (1). Each Expected rating has the value of two (2). Each High rating has the value of three (3).

These averages will be combined to derive a final score using weights of twenty (20) percent for the state contribution (SC) and eighty (80) percent for the local contribution

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(LC) as represented in this formula: .20(SC ) + .80(LC)=Final Score. If there is no state contribution, the local contribution ratings will be averaged without weights. In assigning a final rating, the numerical score will be converted using this chart: Average Score Rating 1.0-‐1.49 LOW 1.50-‐2.49 EXPECTED 2.50-‐3.00 HIGH The Overall Performance Category A teacher’s Overall Performance Category is determined by applying the state criteria shown in the table below:

PROFESSIONAL PRACTICE RATING

STUDENT GROWTH RATING

OVERALL PERFORMANCE CATEGORY

Exemplary

High OR Expected EXEMPLARY Low ACCOMPLISHED

Accomplished

High EXEMPLARY Expected ACCOMPLISHED Low DEVELOPING

Developing

High ACCOMPLISHED Expected OR Low DEVELOPING

Ineffective

High DEVELOPING Expected OR Low INEFFECTIVE

All ratings will be recorded in the state-‐approved technology platform. 2.8. GROWTH PLAN AND SUMMATIVE EVALUATION CYCLES Teachers shall be placed on an appropriate growth plan and summative evaluation cycle based on the professional practice rating and student growth rating as illustrated by the Kentucky Professional Growth Plan Model for Teachers (Figure 1) and defined below. 2.8.a. A teacher whose professional practice rating is Exemplary or Accomplished and who has an expected or high overall student growth rating shall have a professional growth plan that includes goals set by the teacher with evaluator input, activities that are teacher-‐directed and implemented with colleagues; an annual formative review; and a summative evaluation that occurs at the end of Year Three (3) of the evaluation cycle.

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2.8.b. A teacher whose professional practice rating is Exemplary or Accomplished, with a low overall student growth rating, or Developing, with a high overall student growth rating, shall have a professional growth plan that includes goals set by the teacher with evaluator input; if there is a low overall student growth rating, one goal shall focus on low student growth outcomes; an annual formative review; and a summative evaluation that occurs at the end of Year Three (3) of the evaluation cycle. 2.8.c. A teacher whose professional practice rating is Developing, with an expected overall student growth rating, shall have a professional growth plan that includes goals set by the teacher with evaluator input; one goal that addresses professional practice or student growth; activities that are teacher-‐directed and implemented with colleagues; an annual formative review; and a summative evaluation that occurs at the end of Year Three (3) of the evaluation cycle. 2.8.d. A teacher whose professional practice rating is Developing, with a low overall student growth rating, or Ineffective, with a high or expected overall student growth rating shall have a professional growth plan that includes goals determined by the evaluator; goals shall focus on professional practice and student growth; activities that are teacher-‐directed and implemented with colleagues; an annual formative review; and a summative evaluation that occurs at the end of one (1) year. 2.8.e. A teacher whose professional practice rating is Ineffective, with a low overall student growth rating, shall have an improvement plan with goals determined by the evaluator; the goals shall focus on low performance areas and a summative evaluation shall occur at the end of the plan, whose duration is determined by the evaluator and may last up to one (1) year. 2.8.f. Non-‐tenured teachers shall have a professional growth plan based on the criteria for tenured teachers except that they will have summative evaluation annually until they achieve tenure. 2.8.g. Until a teacher has received a summative evaluation under this plan, that teacher will have a growth plan that includes goals set by the teacher with evaluator input, activities that are teacher-‐directed and implemented with colleagues, an annual formative review, and a summative evaluation that occurs at the end of the evaluation cycle. 2.8h. Realignment of summative evaluation cycles. To equalize the teacher summative evaluation workload for principals, at the start-‐up of this plan, teachers will be assigned to a year in the 2014-‐2017 cycle as follows:

1. The total number of teachers to be evaluated during the cycle will be determined. Non-‐tenured teachers must be evaluated annually and will be counted more than once if necessary.

2. This number will be divided by three to arrive at a target number of teachers to be evaluated each year. The principal will adjust numbers where the dividend has a remainder.

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3. All non-‐tenured teachers will be placed on the schedule for each year remaining until they are eligible for tenure.

4. Tenured teachers who are currently scheduled for summative evaluation in 2014-‐15 will remain in that year as summative evaluation must occur at least every three years.

5. All other tenured teachers will draw for an evaluation class: 2014-‐15, 2015-‐16, 2016-‐17. If a teacher wishes to volunteer for a slot for an earlier evaluation year, she/he may do so prior to the drawing.

6. Teachers will draw in order of seniority except that teachers evaluated in 2012-‐13 will draw first so that if they draw 2016-‐17, they may draw a second time to assure that they are evaluated within three years.

7. The drawing will be conducted at the initial training on the new plan to be held during the first thirty days after reporting for employment in 2014-‐15.

8. Thereafter, teachers will be assigned to an evaluation cycle based on their summative evaluation as specified in this plan.

Figure 1. Kentucky Professional Growth Plan Model for Teachers

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PART THREE: PRINCIPAL AND ASSISTANT PRINCIPAL EVALUATION

3.1. PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM—PRINCIPALS AND ASSISTANT PRINCIPALS The vision for the Professional Growth and Effectiveness System (PGES) for principals and assistant principals 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. The Principal Performance Standards (Appendix# C-‐1) 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 six standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary using the criteria included in the standards document. 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. In determining overall performance ratings, evaluators must use these categories of evidence:

• Professional Growth Planning and Self-‐Reflection • Site Visits (not required for assistant principals) • State-‐approved Survey of Perception on Principal Practice (Val-‐Ed)

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• Working Conditions Goal (based on TELL Kentucky) • State and Local Student Growth Goal data • Other Measures/Products of Practice

3.2. PROFESSIONAL GROWTH PLANNING AND SELF-‐REFLECTION The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including site-‐visit conferences, data on student growth and achievement, and professional growth needs identified through self-‐assessment and reflection. Self-‐reflection improves principal practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement. All principals and assistant principals will participate in self-‐reflection and professional growth planning each year. The initial self-‐reflection and development of Professional Growth Plan will occur during the opening months of the school year with a completed PGP in place by October 30. The PGP will be prepared using the Reflective Practice/Professional Growth Planning Template (Appendix C-‐2) and entered into the state approved technology platform. There will be a midyear review of the PGP by the principal and the evaluator using the Reflective Practice/Professional Growth Planning Template (Appendix C-‐2) This conference will occur between January 1 and February 15. An end of the year reflection will be completed using the Reflective Practice/Professional Growth Planning Template (Appendix C-‐2) by April 15 and reviewed with the evaluator during the end of the year conference described in 3.4 below. 3.3. SITE VISITS Site visits are a method by which the superintendent may gain insight into the principal’s practice in relation to the standards. Sites visits include a formal interview or less structured discussion between the evaluator and the principal and may also include watching how the principal interacts with others, observing programs, and shadowing the principal. The evaluator may use information from the visit to determine issues to be explored further with the principal’s faculty and staff. The Site Visit Form (Appendix C-‐3) serves as a tool for shaping the visit but may be adapted to fit the specific context. Site visits do not apply to assistant principals. Site visits by the evaluator will be conducted twice each year. The first visit will occur between October 1 and December 15; the second visit will occur between February 1 and April 15. Following each visit, the evaluator will provide formative feedback to the principal within five working days of the visit electronically, in writing, or at the request of either party, in

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a face to face conference. This will be documented using the Formative Conference Record (Appendix A-‐1). 3.4. FORMATIVE CONFERENCES. There will be a minimum of three formative conferences between evaluator and evaluatee annually: an Initial Planning conference, a Midyear Progress Review conference, and the End of the Year conference. The purpose of the Initial Planning conference will be to establish the Professional Growth Plan, student growth goals, and working conditions goal for the year. Items to be discussed will include the evaluatee’s initial self-‐reflection, the student growth goals and working condition goal, and professional learning experiences. This conference will occur by October 30. The purpose of the Midyear Review conference will be to assess progress in meeting the goals of the Professional Growth Plan, the student growth goals, and the working conditions goal. This conference will occur between January 1 and February 15. The End of the Year conference will occur following the second site visit but no later than April 15. Items to be discussed will include progress towards the goals of the Professional Growth Plan, student growth goals, working conditions goal, and any further documentation needed by the evaluator in completing the evaluation. These conferences will be documented using the Formative Conference Record (Appendix A-‐1). 3.5. STATE-‐APPROVED SURVEY OF PERCEPTION ON PRINCIPAL PRACTICE (VAL-‐ED) The state-‐approved survey of perception of superintendents, district personnel, and teachers on principal practice (VAL-‐ED) will be administered in March of the year when the state approved working conditions survey (TELL Kentucky] is not being administered. The superintendent or designee will serve as the survey point of contact for the district. The superintendent or designee shall oversee survey implementation. The survey will be completed by the principal, the superintendent, and the teachers assigned to the school who have worked with the principal in the school for at least two months prior to the survey. All teachers will have the opportunity to participate but a participation rate of fifty percent is the minimum acceptable for use of results in evaluation. Survey results will be confidential and available only to the principal and the superintendent. Results will be interpreted using the standards crosswalk (Appendix C-‐5) and used as a source of evidence in determining the principal’s professional practice rating. This survey does not apply to assistant principals. 3.6. WORKING CONDITIONS GOAL

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Following the biennial administration of the state-‐approved working conditions survey (TELL Kentucky), each principal will develop in consultation with the superintendent a working conditions goal using data from the survey. The goal is to be measurable and to target a specific principal performance standard as identified by using survey results and the TELL to Standards Crosswalk (Appendix C-‐6) Strategies and activities to support attainment of the goal will be included in the principal’s Professional Growth Plan. Surveys or other appropriate methods identified in the plan may be used as a formative tool to monitor progress towards the goal. Progress will be reviewed at least once during the Initial Planning Conference at the start of the survey off-‐year. Assistant principals inherit the principal’s working conditions goal. Achievement of the working conditions goal will be rated using this rubric: Exemplary The result exceeds the goal by greater than ten percent or is

an actual score on the goal of ninety percent or higher provided that that score is higher than the goal.

Accomplished The result equals the goal or is higher or lower than the goal by no more than ten percent.

Developing The result is above the baseline score but falls more than ten percent below the goal

Ineffective The result equals or is or lower than the baseline score. Should the Kentucky Department of Education replace the TELL or the Val-‐Ed with a different approved working conditions or perception survey, that survey will substitute in this plan wherever the former survey is designated. 3.7. PRODUCTS OF PRACTICE/OTHER SOURCES OF EVIDENCE Principals/assistant principals may provide additional evidence to support assessment of their professional practice. The evidence to be provided will be agreed upon by the evaluatee and the primary evaluator. Samples of evidence may be found in Appendix C-‐4. 3.8 STUDENT GROWTH GOALS The student growth measure for principals and assistant principals shall consist of a state contribution and a local contribution. The assistant principal will inherit the principal’s contributions. Student growth goals are to be set by October 30 each year. State contribution The state contribution shall be based on the degree to which the evaluatee meets the Next Generation Learners Goal. Principals are responsible for setting at least one student growth goal that is tied directly to Kentucky Board of Education delivery targets

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established for the school and reported in the School Report Card. The principal and the evaluator during the Initial Planning Conference for the year will discuss the selection of the specific goal and its trajectory to establish the year’s goal that will help reach the trajectory end target. The goal will be based on an appropriate interim target from the School Report Card but may be adjusted if the school’s actual current score falls significantly below the target. A new goal may be identified each year. The goal must focus on school gap population data unless the local contribution does so. The goal shall be accompanied by an action plan for attaining it that focuses on what the principal will do and a means for formative monitoring of progress towards the goal. As achievement of this goal requires state assessment data, it will be assessed at the Initial Planning Conference at the beginning of the next school year. This means that goal ratings will be lagged one academic year. Local contribution The local contribution shall be based on the degree to which the evaluatee meets a locally set student growth goal based on school need as reflected in its current Comprehensive School Improvement Plan and adjusted as necessary to reflect the most recent assessment data. This goal may parallel the state contribution or may have a different focus. It must focus on school gap population data unless the state contribution does so. The goal will be developed by the principal and the evaluator at the Initial Planning Conference for the year using baseline data drawn from existing data or generated for this purpose. The goal shall be accompanied by an action plan for attaining it that focuses on what the principal will do and a means for formative monitoring of progress towards the goal. Ratings for individual goal attainment for both the state and local contributions will be determined as follows: High Growth The result exceeds the goal by eleven or more percent or the

actual result is a score of ninety percent or higher provided that that score is higher than the goal

Expected Growth The result equals the goal or is higher or lower than the goal by no more than ten percent.

Low Growth The result falls eleven or more percent below the goal. 3.9. DETERMINING THE OVERALL PERFORMANCE CATEGORY FOR PRINCIPALS AND ASSISTANT PRINCIPALS The evaluator is responsible for determining an Overall Performance Category for the evaluatee at the conclusion of the summative evaluation year. The Overall Performance Category is informed by the evaluatee’s ratings on Professional Practice and Student Growth.

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Professional Practice Rating To determine the Professional Practice Rating for a principal or assistant principal, the evaluator will use the sources of evidence described above and professional judgment to assign a rating on each of the six performance standards. The evaluator will then apply these decision rules to determine the overall rating.

Criteria for Determining a Principal or Assistant Principal’s Professional Practice Rating

IF… THEN… The evaluatee is rated Exemplary in at least four of the standards and no standard is rated Developing or Ineffective

Professional Practice Rating shall be Exemplary

The evaluatee is rated Accomplished in at least four standards and no standard is rated Ineffective

Professional Practice Rating shall be Accomplished

The evaluatee is rated Developing in at least five standards

Professional Practice Rating shall be Developing

The evaluatee is rated Ineffective in two or more standards

Professional Practice Rating shall be Ineffective

Cases not addressed by the above rules shall be determined by the professional judgment of the evaluator. Overall Student Growth Rating The overall student growth rating uses as evidence the state and local growth contribution as explained in Section 3.8. The three most recent years’ data will be used (when available). The evaluator will average the state and local contribution ratings separately using these values

Each Low rating has the value of one (1). Each Expected rating has the value of two (2). Each High rating has the value of three (3).

The average state and local contributions will then be averaged together ((SC + LC)/2=final numerical score) and assigned a overall growth rating by converting the numerical score using this chart: Average Score Rating 1.0-‐1.49 LOW 1.50-‐2.49 EXPECTED

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2.50-‐3.00 HIGH The Overall Performance Category A principal or assistant principal’s Overall Performance Category is determined by applying the state criteria shown in the table below:

OVERALL PERFORMANCE CATEGORY

PROFESSIONAL PRACTICE RATING

STUDENT GROWTH RATING

Exemplary

EXEMPLARY High EXEMPLARY Expected ACCOMPLISHED High

Accomplished

ACCOMPLISHED

Expected

DEVELOPING High

Developing

EXEMPLARY Low ACCOMPLISHED Low DEVELOPING Expected DEVELOPING Low

Ineffective

INEFFECTIVE

Expected, High, or Low

3.10. SUMMATIVE EVALUATION A summative evaluation conference to review all professional growth and practice data shall be held at the end of the cycle during the second semester of the school year and no later than April 30. All data and evidence gathering must have been completed prior to this conference and ratings established for Professional Practice, Student Growth, and Overall Performance Category. The summative evaluation report (Appendix C-‐7) will be entered into the state-‐approved technology platform and a written copy provided the evaluatee as per Sections 1.6 and 1.7 on this plan. 3.11. PROFESSIONAL GROWTH PLAN AND SUMMATIVE CYCLE The evaluator shall place an assistant principal or principal evaluatee on an appropriate growth plan based on the professional practice and overall student growth ratings as illustrated by the Kentucky Professional Growth Plan Model for Assistant Principals and Principals (Figure 2) and defined below. (a) an evaluatee whose professional practice rating is Exemplary, with an expected to high overall student growth rating, shall have, at a minimum, a professional growth plan with

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goals set by the evaluatee with evaluator input and a summative evaluation that occurs at the end of each school year. (b) an evaluatee whose professional practice rating is Accomplished, with an expected to high overall student growth rating, shall have, at a minimum, a professional growth plan with goals set by the evaluatee with evaluator input and a summative evaluation that occurs at the end of each school year. (c) an evaluatee whose professional practice rating is Developing, with a high overall student growth rating, shall have, at a minimum, a professional growth plan with goals set by the evaluatee with evaluator input and a summative evaluation that occurs at the end of each school year. (d) an evaluatee whose professional practice rating is Exemplary, Accomplished, or Developing with a low overall student growth rating, shall have, at a minimum, a professional growth plan with goals set by the evaluator and a summative evaluation that occurs at the end of each school year. (e) an evaluatee whose professional practice rating is Ineffective shall have, at a minimum, a professional growth plan with goals set by the evaluator and a summative evaluation that occurs at the end of the plan, as determined by the evaluator, not to exceed one year in duration.

Figure 2.

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PART FOUR. OTHER CERTIFIED PROFESSIONALS: COUNSELORS, LIBRARIANS, PRESCHOOL TEACHERS

4.1. EVALUATING OTHER PROFESSIONALS—GENERAL Until the official implementation of the Professional Growth and Effectiveness System for Other Professionals, other professionals including counselors, librarians, and preschool teachers shall be evaluated using the procedures specified in this part. Counselors shall be evaluated using locally developed standards attached to this plan (Appendix D-‐1). Counselors are on a one year summative evaluation cycle. Librarians shall be evaluated using locally developed standards attached to this plan (Appendix D-‐2). Librarians are on a three year summative evaluation cycle if tenured and on a one year summative evaluation cycle if not tenured. Preschool teachers shall be evaluated using locally developed standards attached to this plan (Appendix D-‐3). Preschool teachers are on a three year summative evaluation cycle if tenured and on a one year summative evaluation cycle if not tenured. The preschool director shall be the primary evaluator of preschool teachers under this plan. The district preschool coordinator may assist the preschool director in carrying out evaluations. Evidence supporting the professional practice of other professionals includes:

Professional Growth Planning and Self-‐Reflection Work site visit General Performance Checklist Other Products of Practice

4.2. PROFESSIONAL GROWTH PLANNING AND SELF-‐REFLECTION—OTHER PROFESSIONALS Each other professional evaluatee will complete a minimum of three self-‐reflections each year: an initial reflection to be completed by September 30; a midyear reflection to be submitted between November 1 and December 15, and an end of the year reflection to be completed by April 15 for evaluatees in their summative year and by Closing Day for all others. The end of the year reflection will address progress in meeting the goals of the evaluatee’s Professional Growth Plan and will be used in the Summative Evaluation Conference or annual Formative Review. Reflections will be documented in the Reflective Practice and Professional Growth Planning Template appropriate to the position. (Appendices D-‐4, D-‐5, and D-‐6).

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The Professional Growth Plan will be developed during an Initial Planning conference to be held by September 30 using the Reflective Practice and Professional Growth Planning Template appropriate to the position. (Appendices D04, D-‐5, and D-‐6). It may be updated at any time by mutual consent of the other professional evaluatee and evaluator and shall be reviewed and updated as necessary at least once a year for tenured evaluatees during the Annual Formative Review. TIMELINE FOR PROFESSIONAL GROWTH PLANNING AND SELF-‐REFLECTION

SUMMATIVE YEAR Activity Start Date End Date Initial Self-‐

Reflection/Planning Conference

Opening Day September 30

Mid-‐year Self-‐Reflection November 1 December 15 End of year Self-‐Reflection March 15 April 15

New PGP Developed during the summative evaluation

conference TIMELINE FOR PROFESSIONAL GROWTH PLANNING AND SELF-‐REFLECTION

FORMATIVE YEARS Activity Start Date End Date Initial Self-‐

Reflection/Planning Conference

Opening Day September 30

Mid-‐year Self-‐Reflection November 1 December 15 End of year Self-‐Reflection April 1 Closing Day Formative review and

updated PGP April 1 Closing Day

4.3. WORKSITE VISIT Other professionals will receive a minimum of two site visits from the evaluator during the summative year. The purpose of site visits is to give the evaluator insight into the evaluatee’s practice in relation to the standards. . Sites visits can include a formal interview or less structured discussion between the evaluator and the evaluatee and may also include watching how the evaluatee interacts with others, observing programs or lessons, and shadowing the evaluatee. The position-‐specific Site Visit Form (Appendices D-‐7, D-‐8, and D-‐9) serves as a tool for shaping the visit but may be adapted to fit the specific context. The first visit will occur between the Initial Planning Conference and December 15; the second visit will occur between February 1 and April 15. The evaluator will hold a

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formative evaluation conference with the evaluatee within five working days following each site visit to be documented using the Formative Conference Record (Appendix A-‐1) If an evaluatee has a site visit with unsatisfactory results, an additional visit will be scheduled by the evaluator. 4. 4. GENERAL PERFORMANCE CHECKLIST The position-‐specific General Performance Checklist (Appendices D-‐10, D-‐11, D-‐12) provides additional evidence of performance. It is completed by the primary evaluator based on tabulation of relevant data collected for that purpose. The checklist is to be completed in tandem with the second site visit during the summative year. 4.5. PRODUCTS OF PRACTICE/OTHER SOURCES OF EVIDENCE Evaluatees may provide additional evidence to support assessment of their professional practice. The evidence to be provided will be agreed upon by the evaluatee and the primary evaluator. 4.6. DETERMINING THE OVERALL PERFORMANCE CATEGORY The primary evaluator shall review all available evidence and using professional judgment determine the overall category performance for the evaluatee. An evaluatee who is rated Accomplished or Exemplary shall have a professional growth plan with goals set by the evaluatee with evaluator input and a summative evaluation that occurs at the end of the normal summative evaluation cycle. An evaluatee who is rated Developing shall have a professional growth plan with goals set by the evaluator and a summative evaluation that occurs at the end of the normal summative evaluation cycle An evaluatee who is rated ineffective shall be placed on a professional growth plan with goals set by the evaluator and a summative evaluation at the end of the plan, as determined by the evaluator, not to exceed one year in duration. 4.7. SUMMATIVE EVALUATION CONFERENCE At the end of the summative evaluation year, the primary evaluator shall hold a summative evaluation conference with the evaluatee by April 30. During the conference, the Summative Evaluation Report (Appendix A-‐2) containing the overall performance category will be reviewed and a written copy given to the evaluatee. All components and sources of evidence supporting an evaluatee’s overall performance category will be stored in paper format in the administrator’s personnel file until such time as the Kentucky Department of Education may provide an electronic platform for such documentation

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4.8 ANNUAL FORMATIVE REVIEW Other professional evaluatees not in their summative evaluation year shall have an annual formative review by their supervisor with appropriate formative feedback as to their Professional Growth Plan results. This may take the form of direct conferencing or other appropriate methods of communication. The PGP will be updated as part of this review. This review will occur between April 1 and Closing Day and will be documented using the Formative Conference Record (Appendix A-‐1).

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PART FIVE: EVALUATION OF DISTRICT-‐LEVEL ADMINISTRATORS

5.1. EVALUATING DISTRICT-‐LEVEL ADMINISTRATORS OTHER THAN THE SUPERINTENDENT—GENERAL In this section, "Administrator" means a certified staff member other than principal, assistant principal, counselor, or superintendent who devotes the majority of employed time in a position for which administrative certification is required by the Education Professional Standards Board. Administrators will be evaluated using locally developed standards aligned with the ISLCC Educational Leadership Policy Standards 2008 and located in Appendix E-‐1 of this plan. The administrator 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. The Performance Standards provide the structure for feedback for continuous improvement through individual goals that target professional growth, thus supporting overall student achievement and district improvement. Evidence supporting an administrator’s professional practice will be situated within one or more of the standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each 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 administrators 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 district-‐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. 1. Evaluators will use the following categories of evidence in determining overall performance ratings: • Worksite visits • Self-‐Reflections • Professional Growth Plan

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• General Performance Checklist • Stakeholder Review • Other products of practice (e.g., sample documents produced by the

administrator as part of the job, minutes of meetings conducted by the administrator, budgets prepared by the administrator, records of EILA training, parent/community engagement surveys, state monitoring reports

5.2. PROFESSIONAL GROWTH PLANNING AND SELF-‐REFLECTION—ADMINISTRATORS Each administrator shall develop and work to achieve a Professional Growth Plan (Appendix E-‐2). These plans shall reflect the administrator's professional growth needs as identified through self-‐reflection and current evaluation results and shall be coordinated with school and/or district comprehensive improvement and professional development plans. The initial plan is prepared during the first two months of the administrator’s work year at an Initial Planning conference. Progress on the plan will be reviewed during the formative conferences following each site visit. An end of the year review will be held as part of the Summative Evaluation conference. Each administrator will develop an initial self-‐reflection (Appendix E-‐2) to be shared with the evaluator prior to the Initial Planning conference and an end of year self-‐reflection prior to the Summative Evaluation Conference. 5.3. WORKSITE VISITS The purpose of site visits is to give the evaluator insight into the administrator’s practice in relation to the standards. During the site visit, the evaluator may observe the administrator at work and will engage in a professional conversation with the administrator about various aspects of the job and the successes and challenges the administrator has experienced in carrying out his or her responsibilities for school improvement. The Site Visit Form (Appendix E-‐3) serves as a tool for shaping the visit but may be adapted to fit the specific context. Site visits by the evaluator will be conducted twice each year. The first visit will occur between the Initial Planning Conference and December 15. The second will occur between February 1 and April 15. The evaluator will hold a formative evaluation conference with the evaluatee within five working days following each site visit and documented using the Formative Conference Record (Appendix A-‐1). 5.4. GENERAL PERFORMANCE CHECKLIST The General Performance Checklist (Appendix E-‐4) provides additional evidence of performance. It is completed by the primary evaluator based on tabulation of relevant data collected for that purpose. Administrators are to be able to produce documentation if requested by the evaluator for those indicators which are readily documentable on

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paper (e.g., budgets, program plans, conference logs, memos and correspondence). Inability to produce requested documentation may result in a qualification to be removed at a future evaluation conference. The checklist is to be completed in tandem with the second site visit. 5.5. STAKEHOLDER REVIEW The primary evaluator is to arrange annually for completion of the Stakeholder Appraisal of Administrator Effectiveness (Appendix E-‐6) by a representative sampling of persons with whom an administrator works as an instructional leader. The results of this survey are to be shared with the administrator as part of a formative evaluation conference. This survey will provide evidence of professional practice, but will not, in and of itself, be a determining factor in whether the individual continues in a position. The primary evaluator shall arrange for completion of the review forms through a random sampling of at least twenty teachers, building administrators, and other appropriate staff with whom the administrator works on a regular basis. The survey is to be administered during the second semester prior to the administrator’s summative evaluation conference. It may be administered either on paper or electronically but in a manner which respects the anonymity of each respondent. The results will be tallied by the primary evaluator and reported on the survey form. Comments may be transcribed verbatim or summarized. 5.6. PRODUCTS OF PRACTICE/OTHER SOURCES OF EVIDENCE Administrators may provide additional evidence to support assessment of their professional practice. The evidence to be provided will be agreed upon by the evaluatee and the primary evaluator. (Samples of evidence may be found in Appendix E-‐5.) 5.7. DETERMINING THE OVERALL PERFORMANCE CATEGORY The primary evaluator shall review all available evidence and using professional judgment determine the overall category performance for the administrator. An administrator who is rated Accomplished or Exemplary shall have a professional growth plan with goals set by the evaluatee with evaluator input and a summative evaluation that occurs at the end of the school year. An administrator who is rated Developing shall have a professional growth plan with goals set by the evaluator and a summative evaluation that occurs at the end of the school year. An administrator who is rated ineffective shall be placed on a professional growth plan with goals set by the evaluator and a summative evaluation at the end of the plan, as determined by the evaluator, not to exceed one year in duration. 5.8. SUMMATIVE EVALUATION CONFERENCE Each year the primary evaluator shall hold a summative evaluation conference with the administrator by April 30. During the conference, the Summative Evaluation Report (Appendix A-‐2) containing the overall performance category will be reviewed along

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with the administrator’s Professional Growth Plan and Stakeholder Survey results and a written copy given to the evauatee, All components and sources of evidence supporting an administrator’s overall performance category will be stored in paper format in the administrator’s personnel file until such time as the Kentucky Department of Education may provide an electronic platform for such documentation.

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PART SIX: APPEALS

6.1. APPEAL OF INDIVIDUAL EVALUATION 1. Appeal Panel. The District shall establish a panel to hear appeals from summative evaluations as required by law.

2. Election. Two (2) members of the panel shall be elected by and from the certified employees of the district. Two (2) alternates shall also be elected by and from the certified employees, to serve in the event an elected member cannot serve. The Board shall appoint one (1) certified employee and one (1) alternate certified employee to the panel.

3. Terms. All terms of panel members and alternates shall be for one year and run from July 1 to June 30. Members may be reappointed or reelected.

4. Chairperson. The chairperson of the panel shall be the certified employee appointed by the Board.

5. Appeal to Panel. Any certified employee who believes that he or she was not fairly evaluated on the summative evaluation may appeal to the panel within five (5) working days of the receipt of the summative evaluation. The certified employee may review any evaluation material related to him/her. Both the evaluator and the evaluatee shall be given the opportunity to review documents to be given to the hearing committee reasonably in advance of the hearing and may have representation of their choosing.

6. Appeal Form. The appeal shall be signed and in writing on the Evaluation Appeal Form (Appendix F-‐1). The form shall state that evaluation records may be presented to and reviewed by the panel.

7. Conflicts of Interests. No panel member shall serve on any appeal panel considering an appeal for which he/she was the evaluator.

Whenever a panel member or a panel member's immediate family appeals to the panel, the member shall not serve for that appeal. Immediate family shall include father, mother, brother, sister, husband, wife, son, daughter, uncle, aunt, nephew, niece, grandparent, and corresponding in-‐laws.

A panel member shall not hear an appeal filed by his/her immediate supervisor.

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

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9. Hearing. The panel shall hold necessary hearings. The evaluation committee shall develop necessary procedures for conducting the hearings (Appendix F-‐2).

10. Panel Decision. The panel shall deliver its decision to the District Superintendent,

who shall take whatever action is appropriate or necessary as permitted by law. The panel’s written decision shall be issued within fifteen (15) working days from the date an appeal is filed. No extension of that deadline shall be granted without written approval of the Superintendent.

11. Superintendent. The Superintendent shall receive the panel's decision and shall take

such action as permitted by law as s/he deems appropriate or necessary. 6.2. APPEAL OF EVALUATION PLAN IMPLEMENTATION 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 following procedures outlined in KRS 156.557, Section 9, a copy of which is available in the Superintendent's office or on-‐line from the Kentucky Legislative Research Commission at http://www.lrc.ky.gov/Law.htm.

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APPENDICES

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APPENDIX A-‐1. Harlan Independent School District

FORMATIVE CONFERENCE RECORD

Evaluatee Evaluator Date Mode of conferring ____ Face to face ____ Telephone ____ Electronic conferencing tool ____ E-‐mail ____ Other: _____________________________________________________ Purpose ____ Initial planning conference of year ____ Post-‐observation or site visit conference ____ Midyear review ____ End of year review ____ Annual Formative Review ____ Other: __________________________________________________ Items discussed at the conference including summary of feedback, actions taken or to be taken: Evaluator's signature _______________________________________________________ Evaluatee's signature _______________________________________________________

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APPENDIX A-‐2 Harlan Independent School District

SUMMATIVE EVALUATION REPORT (Other Professionals, District-‐Level Administrators)

Name Position Primary Evaluator Date of Report SUMMARY OF RATINGS BY STANDARD (if a standard does not apply to the position, write NA in the box) STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 STANDARD 6 STANDARD 7 OVERALL PERFORMANCE CATEGORY

General Comments of Evaluator: On the basis of supervision and evaluation as outlined in school board policy and summarized in this report, this employee is: Recommended for reemployment without qualifications.

Recommended for reemployment with qualifications (see below)

Not recommended for re employment (see below)

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Qualifications, if any: If not recommended for reemployment and tenured, list reasons in accordance with KRS 161.750: Signature of Primary Evaluator __________________________________________ Date ________________________________________________ I acknowledge receipt of this report: Signature of Evaluatee ______________________________________________ Date _______________________________________________ Evaluatees have the right to submit a response to this summative evaluation, and the response shall become part of the official personnel record.

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APPENDIX B-‐1 TEACHER REFLECTIVE PRACTICE & PROFESSIONAL GROWTH PLANNING TEMPLATE Teacher reflections and growth goals will be entered in CIITS. This form serves as a development tool. Teacher

Grade Level/Subject(s) Part A: Initial Reflection – Establishing Priority Growth Needs

Component: Self-‐Assessment: Rationale: 1A -‐ Demonstrating Knowledge of Content and Pedagogy I D A E 1B -‐ Demonstrating Knowledge of Students I D A E 1C -‐ Selecting Instructional Outcomes I D A E 1D -‐ Demonstrating Knowledge of Resources I D A E 1E -‐ Designing Coherent Instruction I D A E 1F -‐ Designing Student Assessment I D A E 2A -‐ Creating an Environment of Respect and Rapport I D A E 2B -‐ Establishing a Culture for Learning I D A E 2C -‐ Managing Classroom Procedures I D A E 2D -‐ Managing Student Behavior I D A E 2E -‐ Organizing Physical Space I D A E 3A -‐ Communicating with Students I D A E 3B -‐ Using Questioning and Discussion Techniques I D A E 3C -‐ Engaging Students in Learning I D A E 3D -‐ Using Assessment in Instruction I D A E 3E -‐ Demonstrating Flexibility and Responsiveness I D A E 4A -‐ Reflecting on Teaching I D A E 4B -‐ Maintaining Accurate Records I D A E 4C -‐ Communicating with Families I D A E 4D -‐ Participating in a Professional Community I D A E 4E -‐ Growing and Developing Professionally I D A E 4F -‐ Demonstrating Professionalism I D A E 5A -‐ Student Growth I D A E

Overall reflection on practice: Part B: Connecting Priority Growth Needs to Professional Growth Planning

Professional Growth Goal: • What do I want to change about my

instruction that will effectively impact student learning?

• What is my personal learning necessary to make that change?

• What are the measures of success?

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Action Plan Professional Learning Resources/Support Targeted Completion Date

Measures of Goal Attainment (Tools/Instruments):

Expected Student Growth Impact:

Demonstrable: Identify the documentation intended to demonstrate your professional growth.

□ Artifacts □ Self-‐Assessment □ Ongoing Self-‐Reflection □ Certificate of Completion □ Teaming with Colleague □ Observation Data □ Other: (please specify) Teacher Signature: Date:

Administrator Signature: Date:

Part C: On-‐going Reflection – Progress Toward Professional Growth Goal

Date: Status of Professional Growth Goal: Revisions/Modifications:

Part D: Summative Reflection-‐ Level of Attainment for Professional Growth Goal

Date: End of Year Reflection:

Next Steps:

Teacher Signature: Date:

Administrator Signature: Date:

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APPENDIX B-‐2

EXPECTATIONS FOR REFLECTIONS These questions can be used to help shape written reflections at the various points of the year. They do not preclude consideration of others not listed. Initial/beginning of year focuses on assessing how things went previously and where they need to go in the coming year.

1. In terms of the Framework for Teaching, what are my strengths as a teacher? 2. How well satisfied am I with how my students learned last year? What factors

account for their success? What factors were barriers to learning? 3. What did I learn from my students last year? 4. What things do I need to work on to become a more effective teacher? 5. What are my priorities for improvement this year? Why? 6. How will I reshape my practice this year to become more effective? 7.

Midyear reflections relate back to the PGP and the SGG as well as any observations that may have occurred.

1. How am I coming with my PGP? Is it working? Does it need to be modified? Is it making a difference in my practice?

2. How are my students progressing towards achieving expected growth on my SGG? What factors have contributed to progress? What factors have been barriers to learning? How can I overcome the latter?

3. In terms of the Framework for Teaching, what are my most pressing needs at this point in the year?

End of the year reflections assess accomplishment of the PGP and SGG, consider summative evaluation results if any, and look forward to the future.

1. To what degree did I achieve my PGP? What factors played a role in this? 2. What score did I achieve on my SGG? What factors played a role in this? 3. In terms of the Framework of Teaching, which practices should be a priority for me

in the coming school year? Why? 4. What adjustments do I want to make to my courses for the coming year? Why? 5. What do I most need to do at this point in time to grow in my effectiveness as a

teacher?

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APPENDIX B-‐3 STUDENT GROWTH GOAL TEMPLATE

Teacher _________________________________________________________________ Class ________________________________________________________________ Level __________________ Instructional Interval _________________________________________ School Year ________________ 1. Describe the context of the class (number of students, student demographics) 2. Identify the KCAS standard(s) to be addressed along with the associated Enduring Skill(s), Concept(s), or Process(es) to be targeted by the SGG. 3. Describe the assessment process that led to the selection of the targeted skill(s). Identify the instrument(s) used. 4. Identify the process to be used to measure growth (instruments, assessment points). Will you use pre/post, repeated measures, or a combination?

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5. Student Growth Goal 6. How will this SGG be accessible to all students in the class? 7. Baseline data to be used for comparison against end results (record on Student Growth Record) Number % Students with baseline scores 100 Students scoring Novice Students scoring Apprentice Students scoring Proficient Students scoring Distinguished 8. Describe your overall instructional plan for helping students achieve the gains projected in the SGG.

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9. Describe any professional learning you may need to support students’ attainment of the SGG. 10. Peer review completed on ________________________________________________ Peer reviewer’s signature _________________________________________________ We agree to this goal: Teacher’s signature ______________________________________________ Date ____________________ Principals’s signature ___________________________________________ Date ____________________

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APPENDIX B-‐4 STUDENT GROWTH GOAL

COMPARABILITY AND RIGOR CHECKLIST

Teacher __________________________________________________________ Peer Observer ___________________________________________________ Date Reviewed __________________________________________________ GOAL CHECKLIST Criteria Met Needs

work Comments

1. The SGG focuses on a standards-‐based enduring skill, concept, or process

2. The SGG is congruent to KCAS standards appropriate for the course and grade level

3. The SGG is related to a specific area of need supported by data for current students

4. Data analysis provides a rationale for the significance of this goal for students in the designated class

5. The SGG provides an opportunity for all students to demonstrate growth.

6. The SGG is doable but rigorous enough to stretch the outer bounds of what is attainable

7. The SGG is designed to stretch across a stated interval of instruction

8. The interval is of sufficient length to determine goal attainment.

9. Measures that demonstrate where

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students are in meeting or exceeding the intent to the standard(s) are identified.

10. Measures to be used are valid and reliable and aligned with the standard being addressed

11. Measures to be used are those appropriate for similarly situated classrooms.

12. Measures provide access and opportunity for all students to demonstrate learning (e.g. students with disabilities, English Language Learners, gifted and talented students)

Additional comments and suggestions:

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APPENDIX B-‐5 STUDENT GROWTH GOAL SUMMATIVE REPORT

Teacher __________________________________________________________ Date ______________________ STUDENT GROWTH GOAL 1. Describe how summative data was collected. 2. Summative results (In tallying results, use only scores for students with both abaseline and an end of interval scores). #students with baseline scores ______________ #with end of interval scores _____________ #students with LOW growth ________________ % ________________ #students with EXPECTED growth _________________ % __________ #students with HIGH growth ______________ % ________________ Combined % Expected and High _______________ Teacher SGG Rating _________________ Signatures: ____________________________________________ Teacher ___________________________________________ Principal Date: ___________________________________________

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STUDENT GROWTH RECORD Teacher ____________________________________________ Class ______________________________________________ Instructional Interval ___________________________________ School Year _________________ Enter names of all students who had either a baseline or end of interval score. For students without both scores, draw a line across the remaining columns: Student Baseline End of

Interval Change by # levels

√ if proficient or distinguished

Growth Rating

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APPENDIX B-‐6

HARLAN INDEPENDENT SCHOOL DISTRICT STUDENT VOICE SURVEY CONFIDENTIALITY AGREEMENT This confidentiality agreement must be signed by the following: 1) employees who have user security rights or Student Information System – Log In as

User privileges in Infinite Campus 2) employees who have Open Database Connectivity (ODBC) access to the Infinite

Campus database 3) employees who administer the K-2 Student Voice Survey

Students will take the Student Voice Survey in the student portal of Infinite Campus on _____________________________________. The Student Voice Survey is a CONFIDENTIAL online survey. During the survey, students will be asked questions about a teacher and conditions in the classroom. All employees who would potentially have access to the results of the Student Voice Survey must sign this confidentiality agreement. Confidentiality agreement: I am aware that all responses and data from the Student Voice Survey are confidential information. I affirm that I will not share individual student survey responses, teacher results or any other information from the Student Voice Survey with anyone by any form of communication. Violation of this Confidentiality Agreement may result in disciplinary action, up to and including termination of my employment. _________________________________ _________________________ Signature Date

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APPENDIX B-‐7 PLANNING, PREPARATION, AND PROFESSIONAL REPONSIBILITIES RATINGS

FRAMEWORK FOR TEACHING: DOMAINS 1 and 4. Teacher _________________________________________________________________ Ratings are assigned based on the Framework for Teaching Indicators and Critical Attributes Ineffective = 1 Developing = 2 Accomplished = 3 Exemplary = 4 ID Component Rating Comments DOMAIN 1

1A Knowledge of Content and Pedagogy

1B Demonstrating Knowledge of Students

1C Setting Instructional Outcomes

1D Demonstrating Knowledge of Resources1E

1E Designing Coherent Instruction

1F Designing Student Assessments

OVERALL RATING DOMAIN 1

ID Component DOMAIN 4

Rating Comments

4A Reflecting on Teaching

4B Maintaining Accurate Records

4C

Communicating with Families

4D Participating in a Professional Community

4E Growing and Developing Professionally

4F Showing Professionalism

OVERALL RATING DOMAIN 4

Evaluator signature ________________________________________________

Date ________________________________________________

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APPENDIX B-‐8 SUMMATIVE EVALUATION REPORT

(Teachers) Name Position Primary Evaluator Date of Report PROFESSIONAL PRACTICE RATING DOMAIN 1 DOMAIN 2 DOMAIN 3 DOMAIN 4 PROFESSIONAL PRACTICE RATING

STUDENT GROWTH GOAL RATING Overall Evaluation Performance Category ☐ Exemplary ☐ Accomplished ☐ Developing ☐ Ineffective General Comments of Evaluator:

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On the basis of supervision and evaluation as outlined in school board policy and summarized in this report, this employee is: Recommended for reemployment without qualifications.

Recommended for reemployment with qualifications (see below)

Not recommended for re employment (see below)

Qualifications, if any: If not recommended for reemployment and tenured, list reasons in accordance with KRS 161.750: Signature of Primary Evaluator __________________________________________ Date ________________________________________________ I acknowledge receipt of this report: Signature of Evaluatee ______________________________________________ Date _______________________________________________ Evaluatees have the right to submit a response to this summative evaluation, and the response shall become part of the official personnel record.

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APPENDIX C -‐1.

KENTUCKY PRINCIPAL PERFORMANCE STANDARDS AND EVALUATION CRITERIA

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

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* Principals should reference the ten assessment competencies identified in Appendix A.

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 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. Sample Performance Indicators Examples may include, but are not limited to: 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

and student academic progress.

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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

In addition to meeting the requirements for Accomplished...



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.

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 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. Sample Performance Indicators Examples may include, but are not limited to: 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,

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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 In addition to meeting the

requirements for Accomplished...



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.

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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. Sample Performance Indicators Examples may include, but are not limited to: 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




The principal excels at organizational management, demonstrating proactive decision-‐making, coordinating efficient operations, and maximizing available resources.

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

The principal inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources.

The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of resources.

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Performance Standard 5: Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. Sample Performance Indicators Examples may include, but are not limited to: 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




The principal seeks and effectively engages stakeholders in order to promote the success of all students through productive and frequent communication.

The principal fosters the success of all students by 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.

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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. Sample Performance Indicators Examples may include, but are not limited to: 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




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

The principal fosters the 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.

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award(s).

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APPENDIX C-‐2

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

Principal

School

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

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

I D A E

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

I D A E

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

I D A E

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

I D A E

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

I D A E

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

I D A E

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

Part B-‐1: State Student Growth

State Student Growth Goal Statement

(Based on one of the State goals within your CSIP.)

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

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

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

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

Resources/Support What resources will I need to complete my

plan? What support will I need?

Targeted Completion Date

When will I complete each identified strategy/ action?

Part B-‐2: Local Student Growth

Local Student Growth Goal Statement

(Based on School Need

Process or Rubric for Determining High, Expected or Low Growth

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

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

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

Resources/Support What resources will I need to complete my

plan? What support will I need?

Targeted Completion Date

When will I complete each identified strategy/ action?

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Part C: Principal’s TELL Kentucky Working Conditions Goal Target Question(s) from TELL Kentucky Results: Following a review of TELL Kentucky results, the principal, in collaboration with the superintendent, will identify questions that signify areas of growth that the principal can address that will impact school culture and ultimately student success.

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

Working Conditions Growth Goal Statement: The WC Growth Goal statement should be specific to the principal and should identify the specific growth that the principal plans to accomplish in the 2-‐year cycle of TELL Kentucky.

Working Conditions Growth Goal Rubric: The rubric is established when setting the WC Growth Goal in collaboration with the Superintendent. An “Accomplished” result is the expected outcome from the goal. To achieve “Exemplary” the goal must be exceeded.

Ineffective Developing Accomplished Exemplary % and below %-‐% %-‐% % and above

Working Conditions Goal Action Plan Working Conditions

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

Strategies/Actions What will I need to do in order to impact the target

standard and target question(s)? How will I apply what I have learned?

How will I accomplish my goal?

Resources/Support What resources will I need to

complete my plan? What support will I need?

Targeted Completion Date When will I

complete each identified strategy/ action?

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Part D: Professional Growth & Effectiveness Data Reflection What do I need to learn to meet my Student Growth Goal? What do I need to learn to meet my Working Conditions Goal? Other Information on which to Reflect Survey Results VAL-‐ED 360 Other:

Number of Surveys Distributed

Number of Completed Surveys Returned

Percentage of Completed Surveys

Returned

Questions to Consider: What did teachers/staff perceive as major strengths? What did teachers/staff perceive as major weaknesses? List factors that might have influenced the results. Other Data Student Achievement Data Non-‐Academic Data Supervisor Feedback Other Data Selected Results

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

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

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

will effectively impact student learning? • How can I develop a plan of action to address my

professional learning? • How will I know if I accomplished my objective?

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

Action Plan

Professional Learning

What do I want to change about my leadership or role that will effectively impact student learning?

What is my personal learning necessary to make that change?

Strategies/Actions What will I need to do in order to learn my

identified skill or content? How will I apply what I have learned?

How will I accomplish my goal?

Resources/Support What resources will I need to

complete my plan? What support will I need?

Targeted Completion Date When will I

complete each identified strategy/ action?

Administrator’s Signature: Date:

Superintendent’s Signature: Date:

2) On-‐going Reflection: Complete this section at mid-‐year to identify progress toward each Student Growth/Working Conditions/Professional Growth Goal Principal Growth Goals-‐Review (Describe goal progress and other relevant data.)

Mid-‐year review conducted on________ Initials ______ ______ Principal’s Superintendent

Date Status of Growth Goal(s) – SGG,

WC, PGP Revisions/Modifications of Strategies or

Action Plans

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Administrator’s Signature: Date:


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

Date: End of Year Student Growth Reflection: End-‐of-‐Year Data Results (Accomplishments at the end of year.)

Data attached

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

Date: End of Year Professional Growth Reflection:

Next Steps: Administrator’s Signature: Date:


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APPENDIX C-‐3 SITE VISIT FORM: PRINCIPAL

These questions can serve as a starting point for discussion and evidence gathering during the site visit. They are not intended to be all inclusive and it is not necessary to ask them as written. The evaluator may use additional items based on the standards.

STANDARD 1 Instructional Leadership

Sample questions/topics to explore


• Please describe any innovative and effective leadership strategies that you have used this year.

• What opportunities have you created this year for collaboration among teachers?

• How have you strived this year to improve the teachers’ effective instructional practices associated with different subject areas?

• How do you make sure curriculum standards are taught by the teachers and mastered by the students?

• How do you monitor teachers’ performance and provide constructive feedback to them?

• What types of teacher learning and development activities or programs have you participated in this year? What have you learned?

• How do you involve the expertise of teacher leaders?

STANDARD 2 School Climate


• Please give some examples of where you have sought out new opportunities or improved existing programs to create an environment where students and stakeholders thrive.

• Please give some examples of the strategies you used to create and sustain a positive and safe learning environment in your school.

• What are the strategies you use to nurture and sustain a climate of trust in your school?

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• Please provide a few examples of how you model care for children or model other desired characteristics for teachers and staff.

• What are the internal and external factors that you perceive are affecting your school?

• How have you strived this year to make the school environment more academically rigorous?

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. .

Please give examples of ways you have helped your teachers and staff to become more effective this year. Please give examples of professional learning implemented and/or continued this school year to improve teacher performance. In what ways do you support the achievements of high-‐performing teachers? How do you ensure new teachers and staff receive the support they need during their first year? How do you foster an atmosphere of professional learning among staff? What are the most difficult human resources management decisions you have made this year? What aspects went well and what aspects were challenging?

STANDARD 4 Organizational Management

Rationale


• Please explain the ways in which you have demonstrated proactive decision-‐making this year.

• Please provide an example of how you have been able to maximize your available resources.

• How do you establish routines and procedures for the smooth running of the school that staff members understand and follow?

• What information is used to inform the decisions related to organizational management?

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• Instructional time is one of the most essential resources for student success in learning. What are you doing to protect instructional time?

• What are the strengths, weaknesses, opportunities, and challenges you have perceived in your school’s organizational management?

STANDARD 5

Communication and Community Relations


• Please describe how you promote the success of all students through communication.

• How do you engage in open dialogue with multiple stakeholders from the larger school community?

• How do you involve parents and families in student learning?

• How do you disseminate needed information (such as student academic progress) to students, staff, parents, and the greater learning community?

• Please give an example of how you network with individuals and groups outside the school (e.g., business and government organizations) to build partnerships for pursuing shared goals.

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.

• Please give an example of a way in which you have demonstrated your professionalism in activities outside the school district.

• How do you communicate professional beliefs and values to all stakeholders?

• Give an example of a skill that you learned during professional interactions with colleagues that you have used successfully in your school.

• What professional learning have you sought out this year?

• In what ways have you observed a

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change in your role as a school leader and your leadership style?

• In what ways do you take an active role in professional organizations?

General:

1. What do you consider strengths in your work with your school? 2. What are examples of successes within your school this year? 3. What current challenges do you face in carrying out your responsibilities and

in being effective in your job? 4. What progress is being made on your Professional Growth Plan? Does it

support your work effectively?

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APPENDIX C-‐4

SAMPLES OF OTHER PRODUCTS OF PRACTICE/DOCUMENTATION PRINCIPALS

Standard 1 ‒ Instructional Leadership: Comprehensive School Improvement Plan; instructional walk-‐through data; vision/mission/core belief statements; leadership/school improvement team/PLCs agendas; professional growth plan; student growth monitoring data; schedules for students in the alternative education program; faculty meeting agendas/minutes; project-‐specific summaries of a goal; compliance with Standards of Accreditation; program reviews; staff learning plan; school committees, members, and minutes.

Standard 2 ‒ School Climate: Monthly discipline report; Teacher of the Year recommendation; annual report of discipline, crime, and violence; summary of surveys of staff; student recognition; student groups/clubs; student survey form; TELL survey results; VAL-‐ED survey results.

Standard 3 ‒ Human Resources Management: Staff evaluation schedule including observation schedule; evidence of teachers and staff serving as leaders in the school, school district, and school community; staff evaluations; school celebrations; teacher/staff appreciation; staff recognition program; Corrective Action Plans; mentorship program.

Standard 4 ‒ Organizational Management: Building schedules; administrator responsibility chart; master schedule and course compliance; facility use log; physical plant and grounds management schedule; annual financial audits; uncollected debts; inventory records; Career and Technical Education compliance; Special Education compliance; Title I compliance; gifted program compliance; long-‐range goals; short-‐range goals; master schedule; building administrator organizational chart.

Standard 5 ‒ Communication and Community Relations: School council meeting minutes; newsletters; PAC/PTO/PTA agendas/minutes; optional parent/community survey; website link; completion of annual school safety audit; Safe School’s committee agendas and minutes of meetings; School Health Advisory Board agendas and minutes of meetings; media communications; presentation to civic/community groups; FRYSC; parent/community volunteer hours.

Standard 6 ‒ Professionalism: Staff development activity agendas; department/grade level meeting documentation; summary of staff surveys; professional conference attendance; professional organization membership; demonstrating/applying professional learning; results of professional learning on school goals.

Standard 7 ‒ Student Growth: Analysis of grades for the marking period; documentation of meeting established annual goals (e.g., school improvement plan); student growth percentile data; data on student achievement from other valid, reliable sources (e.g., pattern of improvement in advanced pass rate on state assessments, KPREP data, etc). See listing in the Goal Setting section of this document.).

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APPENDIX C-‐5 CROSS WALK BETWEEN VAL-‐ED AND PRINCIPAL PERFORMANCE STANDARDS

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APPENDIX C-‐6

CROSSWALK BETWEEN TELL KENTUCKY AND PRINCIPAL PERFORMANCE STANDARDS

TELL Kentucky Categories Performance Standards

Time Instructional Leadership School Climate

Facilities and Resources Instructional Leadership Organizational Management

Professional Development Instructional Leadership

Instructional Practices and Support Instructional Leadership Human Resources Management

Community Support and Involvement

Communication & Community Relations

Managing Student Conduct School Climate

Teacher Leadership Human Resources Management Organizational Management

School Leadership Instructional Leadership Human Resources Management Organizational Management

New Teacher Support Human Resources Management

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APPENDIX C-‐7 SUMMATIVE EVALUATION REPORT: PRINCIPAL

Principal Date of Report

Performance Standard 1: Instructional Leadership Exemplary




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 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.

☐ Comments Click here to enter text.




Performance Standard 2: School Climate Exemplary




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.


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 Exemplary

In addition to meeting the requirements for



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Accomplished... 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 Exemplary




The principal excels at organizational management, demonstrating proactive decision-‐making, coordinating efficient operations, and maximizing available resources.


The principal inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources.

The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of resources.





Performance Standard 5: Communication and Community Relations Exemplary




The principal seeks and effectively engages stakeholders in order to promote the success of all students through productive and frequent communication.


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 Exemplary

In addition to meeting the requirements for



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Accomplished... 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).

The principal fosters the 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.





Overall Evaluation Summary

Overall Evaluation Performance Category

☐ Exemplary ☐ Accomplished ☐ Developing ☐ Ineffective

Commendations: Click here to enter text. Areas Noted for Improvement: Click here to enter text. Improvement Goals: Click here to enter text. On the basis of supervision and evaluation as based on school board policy and summarized in this report, the evaluatee is:

☐ Recommended for continued employment ☐ Recommended for placement on a Corrective Action Plan ☐ Recommended for removal from principal’s position but not for dismissal from district ☐ Recommended for Dismissal/Non-‐Renewal Evaluator’s Name ______________________________________ Evaluator’s Signature ____________________________________ Date ____________________________ Principal’s Name ___________________________________

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Principal’s Signature ________________________________ (Signature denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.) Date ___________________________

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APPENDIX D-‐1

Harlan Independent School District

PERFORMANCE STANDARDS FOR GUIDANCE COUNSELORS

Standard One: Vision and Mission

1. Participates in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals to support success for all students. Sample indicators:

• Works collaboratively with other members of the school community to develop and achieve school and district initiatives.

• Participates with other members of the school community in evaluation of progress in achieving school and district goals.

• Assists in planning and administering the school assessment program. • Interprets assessment results and other indicators of student progress in meeting

academic expectations and curriculum outcomes to students, faculty, parents, and community.

Aligned with ISLLC#1

Standard Two: Climate for Learning

2. Facilitates a climate conducive to teaching and learning supportive of the success of all students. Sample indicators:

• Displays and applies knowledge of environmental factors that affect student behavior and development.

• Works with staff to implement research-based instructional and behavioral management techniques in the school.

• Facilitates communication among and between teachers, students, and parents.

• Makes self available for conferences with members of the school community including parents.

• Facilitates integration of new students into the life of the school. • Assists teachers in diagnosing students’ instructional levels and needs. • Assists students in appropriate education planning and course selection. • Works cooperatively with teachers and other staff to develop and implement

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appropriate academic and behavioral interventions for students • Reduces barriers to student learning through direct referred services (e.g.,

special education, ESS, gifted education, FRYSC, and community agencies). • Works with principal, teachers, and other staff to provide support for students

in a crisis situation. Aligned with ISLLC#2

Standard Three: Guidance Program Management

3. Develops, manages, and evaluates a comprehensive program of guidance services based on research and compatible with Next Generation Learning goals and expectations. Sample indicators:

• Develops short and long term plans for the guidance program. • Evaluates and adjusts plans as needed. • Establishes and implements a referral process for counseling services and

communicates the process to students and staff. • Coordinates student records and maintains up to date student files. • Follows applicable laws, regulations, and local policies regarding

confidentiality of student information. • Uses technology including state-approved technology platforms in performing

the job. Aligned with ISLLC#3

Standard Four: Counseling Services

4. Uses individual and small group counseling to address mental, physical, and emotional barriers to learning to help each child learn at high levels. Sample indicators:

• Counsels with students individually and in small groups • Conducts class and large group guidance sessions on appropriate topics • Responds positively and in a timely manner to student requests for help • Communicates with students in a manner appropriate to age and

developmental level. • Respects and nurtures the uniqueness of each student, showing sensitivity to

differences in abilities, contributions, and social and cultural backgrounds

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Standard Five: Developmental Preventive Guidance Program

5. Provides a developmental preventive guidance program to all students within the school. Sample indicators:

• Assesses developmental needs of students. • Guides individuals and groups of students through the development of

educational and career plans (e.g., ILP). • Facilitates successful transition from one level of education to the next (e.g.,

preschool to kindergarten, elementary to middle school, middle school to high school, high school to college or adult life).

• Teaches the school developmental guidance curriculum and assists teachers in teaching it.

Standard Six: Collaboration with Parents and Community

6. Develops and maintains positive relationships between the school and district, parents, and community. Sample indicators:

• Communicates effectively in speaking and writing. • Develops and maintains open channels of communication between school and

parents and the community • Facilitates mutually respectful and effective relationships between schools in the

district, • Facilitates mutually respectful and effective relationships between the school and

other educational and community agencies. • Participates in keeping parents and the community informed about the school

program and activities. Aligned with ISLLC#4

Standard Seven: Professionalism

7. Demonstrates positive professional leadership traits and acts in a manner that demonstrates fairness, openness, and ethical behavior. Sample indicators:

• Makes and implements decisions in a timely fashion.

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• Gathers input from affected parties prior to making decisions. • Evaluates effects of decisions and adjusts them when appropriate. • Recognizes sources of potential conflicts or problems and acts to avert them. • Demonstrates conflict resolution skills. • Selects and uses appropriate channels in resolving problems or communicating

information. • Uses discretion in handling confidential or sensitive information. • Demonstrates self-confidence and emotional stability in working with others. • Accepts responsibility for own actions. • Allocates time by priorities rather than by circumstance. • Participates in professional learning activities including required Effective

Instructional Leadership training. • Completes in a timely fashion training mandated for the position by the state. • Develops and works to achieve an Individual Professional Growth Plan. • Improves knowledge of and keeps current in field. • Keeps informed regarding laws, regulations, and policies applicable to the

school and shares pertinent information with appropriate members of the school community including parents.

• Meets required work schedule (e.g. regular in attendance and punctual in meeting scheduled obligations).

• Adheres to the professional code of ethics of the American School Counseling Association and the Kentucky School Personnel Code of Ethics as established by the Kentucky Education Professional Standards Board .

Aligned with ISLLC#5 PERFORMANCE RATINGS Exemplary: the rating for performance that consistently exceeds expectations for effective performance Accomplished: the rating for performance that consistently meets expectations for effective performance Developing: the rating for performance that inconsistently meets expectations for effective performance Ineffective: the rating for performance that consistently fails to meet expectations for effective performance

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APPENDIX D-‐2

Harlan Independent School District

PERFORMANCE STANDARDS FOR LIBRARIAN/MEDIA SPECIALIST

Standard One: Effective Library Media Center

1. Exercises leadership in the development, implementation, and evaluation of an effective library media center program. Sample indicators:

• Engages in short and long term planning for library media center development. • Involves members of the school community in planning and carrying out activities. • Develops and manages budgets to use available financial resources to achieve

goals. • Develops and implements procedures to managing and expanding library media

center collections. • Maintains current collections in useful condition. • Maintains accurate and accessible records of collections. • Evaluates program effectiveness and makes appropriate adjustments as needed. • Uses technology to support operation and management of the library media

center. • Provides leadership for students and staff in use of technology available in the

library media center (e.g., computers, audiovisual devices).



• Works collaboratively with principal, school council, and fellow staff members to assure that support for academic instruction and student learning is the library media center’s first priority.

• Develop and implement procedures and activities which encourage use of the library media center by students and staff.

• Create a physical setting that encourages library media center use.

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Standard Three: Standards of Mutually Respectful Behavior

3. Establishes and maintains standards of mutually respectful behavior, Sample indicators: Interacts with students in a welcoming manner. Recognizes and responds appropriately to individual differences among students. Establishes and maintains an environment that promotes student behavior which is respectful towards the teacher and fellow students.

Standard Four: Instruction in Library Media Center Use

4. Instructs student in library media center use and related skills as needed. Sample indicators:

• Provides instruction in library media center use and related skills. • Structures group instruction to keep students engaged and maximize learning

time. • Use appropriate research-based techniques when instructing students

individually or in groups.

Standard Five: Communication and Collaboration with Others

5. Develops and maintains positive working relationships with school and district staff, with parents and students, and with community partners. Sample indicators:

• Communicates effectively in speaking and writing. • Makes self available to students and parents for conferences at appropriate

times in the school setting. • Demonstrates effective interpersonal skills in working with colleagues. • Accepts and fulfills responsibilities as a member of the faculty to the faculty

(both school and district).

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Standard Six: Professionalism

6. Demonstrates acts in a professional manner that demonstrates fairness, openness, and ethical behavior. Sample indicators:

• Selects and uses appropriate channels in resolving problems or communicating information.

• Uses discretion in handling confidential or sensitive information. • Demonstrates self-confidence and emotional stability in working with others. • Accepts responsibility for own actions. • Participates in professional learning activities including required professional

development training. • Develops and works to achieve an Individual Professional Growth Plan. • Makes and carries out professional decisions in the context of applicable laws

and policies. • Meets required work schedule (e.g. regular in attendance and punctual in

meeting scheduled obligations including completion of paperwork). • Follows the Kentucky School Personnel Code of Ethics as established by the

Kentucky Education Professional Standards Board . PERFORMANCE RATINGS Exemplary: the rating for performance that consistently exceeds expectations for effective performance Accomplished: the rating for performance that consistently meets expectations for effective performance Developing: the rating for performance that inconsistently meets expectations for effective performance Ineffective: the rating for performance that consistently fails to meet expectations for effective performance

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APPENDIX D-‐3 Harlan Independent School District

PRESCHOOL TEACHER PERFORMANCE STANDARDS

Standard One: Planning for Instruction

1. Designs and plans for instruction and assessment that support the developmental needs of preschool students and aligns with the Kentucky Early Childhood Standards. Key indicators: 1.1. Demonstrates knowledge of how young children learn and applies it in instructional planning. 1.2 .Seeks knowledge about students’ cognitive levels and skills, backgrounds, language, special needs, and interests and applies it in instructional planning. 1.3. Sets appropriate learning outcomes and designs coherent instruction to support their achievement. 1.4 .Creates, evaluates, and selects technology, materials, and media to enhance learning. 1.5. Adapts and individualizes curriculum and instruction plans for all children, including those with special needs and disabilities. 1.6. Plans for assessment of learning outcomes and monitoring of progress. Aligns with IECE#1, Framework for Teaching Domain 1

Standard Two: Climate for Learning 2. Creates and maintains a learning environment that is welcoming and developmentally appropriate and promotes mutually respectful behavior. Key indicators: 2.1. Creates the physical, social, and temporal environment to engage children and maximize learning aligned with the Kentucky Early Childhood Standards. 2.2. Maintains a healthy and safe environment. 2.3. Creates environment in which diversity is recognized and valued as a strength in children and families. 2.4. Adapts environment to support children with special needs and disabilities. 2.5. Facilitates positive interaction between children and adults. 2.6. Uses positive guidance techniques to foster children’s self-‐regulation. 2.7. Uses responsive techniques to nurture appropriate social interaction and social competence. 2.8. Plans for the effective involvement of team members including assistants, staff, and volunteers across learning environments. 2.9. Manages classroom procedures to assure efficient use of time and resources and minimize disruptions to learning. Aligns with IECE#2 , Framework for Teaching Domain 2

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Standard Three: Instruction

3. Provides instruction that supports the development and learning of preschool students and assesses learning outcomes. Key indicators: 3.1. Facilitates children’s active involvement in a variety of structured and unstructured learning activities aligned with the Kentucky Early Childhood Standards. 3.2. Implements developmentally appropriate individual and group activities in indoor and outdoor environments. 3.3. Uses instructional strategies that meet the unique needs of each child 3.4 .Provides learning experiences that support and expand the cultural knowledge and behavior of each child. 3.5. Provides guidance, learning cues, and positive feedback to children. 3.6 .Assesses student learning using a variety of developmentally appropriate techniques and uses results to drive instruction. Aligns with IECE#3, 4; Framework for Teaching Domain 3

Standard Four: Connects with Families and Community 4. Collaborates with parents and families, colleagues within the school system, and outside agencies to support the development and learning of preschool students. Key indicators: 4.1. Participates as an effective team member and demonstrates appropriate interpersonal skills to support collaboration in early childhood setting. 4.2. Seeks and encourages the participation of families as partners in promoting the child's development, sharing information, making decisions, and implementing and evaluating program plans for the child. 4.3. Assists families in articulating resources, priorities, and concerns . 4.4. Demonstrates sensitivity to characteristics of each child's family and community and shows respect for cultural preferences and socioeconomic influences. 4.5. Implements a continuum of family-‐centered services which support child development. 4.6. Works with community partners to provide services and resources to support learning. Aligns with IECE#6, 8; Framework for Teaching Domain 4

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Standard Five : Professional Responsibilities 5. Engages in on-‐going professional learning and accepts and carries out professional responsibilities in a manner that demonstrates fairness, openness, and ethical behavior. Key indicators: 5.1. Engages in on-‐going self-‐reflection and professional learning to improve professional practice. 5. 2. Develops and carries out a professional growth plan. 5.3. Uses discretion in handling confidential or sensitive information. 5.4. Meets required work schedule (e.g. regular in attendance and punctual in meeting scheduled obligations including completion of paperwork). 5-‐5. Functions within legal, ethical, and professional guidelines. Aligns with IECE#5,6,7; Framework for Teaching Domain 4 PERFORMANCE RATINGS Exemplary: the rating for performance that consistently exceeds expectations for effective performance Accomplished: the rating for performance that consistently meets expectations for effective performance Developing: the rating for performance that inconsistently meets expectations for effective performance Ineffective: the rating for performance that consistently fails to meet expectations for effective performance

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APPENDIX D-‐4 Guidance Counselor

Reflective Practice and Professional Growth Planning Template

Name

Primary Evaluator Part A: Reflection on the Performance Standards for Guidance Counselor Reflect on the effectiveness and adequacy of your practice in each of the performance standards. Provide a rating (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) on each performance standard and list your strengths and areas for growth.

Standard Self-‐Assessment Strengths and areas for growth

1. Vision and Mission Participates in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals to support success for all students.

I D A E

2. Climate for Learning Facilitates a climate conducive to teaching and learning supportive of the success of all students.

I D A E

3. Guidance Program Management Develops, manages, and evaluates a comprehensive program of guidance services based on research and compatible with Next Generation Learning goals and expectations.

I D A E

4. Counseling Services Uses individual and small group counseling to address mental, physical, and emotional barriers to learning to help each child learn a high levels.

I D A E

5. Developmental Preventive Guidance Program Provides a developmental preventive guidance program to all students within the school.

I D A E

6. Collaboration with Parents and Community Develops and maintains positive relationships between the school and district, parents, and community.

I D A E

7. Professionalism Demonstrates positive professional leadership traits and acts in a manner that demonstrates fairness, openness, and ethical behavior.

I D A E

Overall reflection on professional practice

Growth Plan

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Starting Date __________________________________ Review Date ______________________________________ Areas targeted by this plan: Number of objectives attached to this plan: _____ We agree to work together on this plan: ___________________________________________________ Date _____________________ Counselor Signature ___________________________________________________ Date _____________________ Primary Evaluator Signature Name _____________________________________________________Date ________________________ Objective No. ____

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Objective Action Plan

Activities Timeline Support Needed

Documentation of achievement/

Method of Evaluation End of Year Evaluation (Degree to which the objective has been achieved; next steps, if any)

MIDYEAR REFLECTION

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Frame your reflection using these questions as a guide:

1. How well am I doing in my job this year? In terms of the performance standards, what do I need to do at this point in the year to increase my effectiveness in my job?

2. Am I making progress in meeting the objectives of my Professional Growth Plan? Does it need to be modified? Is it making a difference in my practice?

END OF YEAR REFLECTION Frame your reflection using these questions as a guide:

1. How have things gone with my job this year? What factors have played a role in this? In terms of the performance standards, where am I?

2. To what degree have I achieved my PGP? What would be appropriate next steps?

APPENDIX D-‐5

Librarian/Media Specialist

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Name

Primary Evaluator Part A: Reflection on the Performance Standards for Librarian/Media Specialist Reflect on the effectiveness and adequacy of your practice in each of the performance standards. Provide a rating (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) on each performance standard and list your strengths and areas for growth.

Standard Self-‐Assessment Strengths and areas for growth 1. Effective Library Media Center Exercises leadership in the development, implementation, and evaluation of an effective library media center program.

I D A E


I D A E

3. Standards of Mutually Respectful Behavior Establishes and maintains standards of mutually respectful behavior,

I D A E

4. Instruction in Library Media Center Use Instructs student in library media center use and related skills as needed.

I D A E

5. Communication and Collaboration with Others Develops and maintains positive working relationships with school and district staff, with parents and students, and with community partners.

I D A E


I D A E

Overall reflection on professional practice:

Growth Plan

Starting Date __________________________________ Review Date ______________________________________

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Areas targeted by this plan: Number of objectives attached to this plan: _____ We agree to work together on this plan: ___________________________________________________ Date _____________________ Librarian Signature ___________________________________________________ Date _____________________ Primary Evaluator Signature Name _____________________________________________________Date ________________________ Objective No. ____ Objective

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Action Plan




MIDYEAR REFLECTION Frame your reflection using these questions as a guide:

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1. How well am I doing in my job this year? In terms of the performance standards,

what do I need to do at this point in the year to increase my effectiveness in my job? 2. Am I making progress in meeting the objectives of my Professional Growth Plan?

Does it need to be modified? Is it making a difference in my practice?




APPENDIX D-‐6

Preschool Teacher Reflective Practice and Professional Growth Planning Template

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Name

Primary Evaluator Part A: Reflection on the Performance Standards for Preschool Teacher Reflect on the effectiveness and adequacy of your practice in each of the performance standards. Provide a rating (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) on each performance standard and list your strengths and areas for growth.


1. Planning for Instruction Designs and plans for instruction and assessment that support the developmental needs of preschool students and aligns with the Kentucky Early Childhood Standards.

I D A E

2. Climate for Learning Creates and maintains a learning environment that is welcoming and developmentally appropriate and promotes mutually respectful behavior..

I D A E

3. Instruction Provides instruction that supports the development and learning of preschool students and assesses learning outcomes.

I D A E

4. Connects with Families and Communities Collaborates with parents and families, colleagues within the school system, and outside agencies to support the development and learning of preschool students.

I D A E

5. Professional Responsibilities Engages in on-‐going professional learning and accepts and carries out professional responsibilities in a manner that demonstrates fairness, openness, and ethical behavior.

I D A E

Overall reflection on professional practice

Growth Plan

Starting Date __________________________________ Review Date ______________________________________

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Areas targeted by this plan: Number of objectives attached to this plan: _____ We agree to work together on this plan: ___________________________________________________ Date _____________________ Counselor Signature ___________________________________________________ Date _____________________ Primary Evaluator Signature Name _____________________________________________________Date ________________________ Objective No. ____ Objective

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Action Plan





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APPENDIX D-‐7

SITE VISIT FORM: GUIDANCE COUNSELOR These questions can serve as a starting point for discussion and evidence gathering during the site visit. They are not intended to be all inclusive and it is not necessary to ask them as written. The evaluator may use additional items based on the standards.

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STANDARD 1 Sample questions/topics to explore Participates in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals to support success for all students.

• How have you participated with others in working on school and district Next Generation initiatives?

• What role have you played this year in administering the school assessment program?

• How have you interpreted assessment results to students, parents, and teachers?

STANDARD 2 Facilitates a climate conducive to teaching and learning supportive of the success of all students.

• How have you participated in developing interventions for students and in reducing barriers to learning?

• Describe how you assist students in education planning and course selection

• What role does conferencing with students and parents play in your work? How do you manage conferences?

• What role do you play in creating a safe environment for students?

STANDARD 3 Develops, manages, and evaluates a comprehensive program of guidance services based on research and compatible with Next Generation Learning goals and expectations.

• Do you have a formal guidance plan? • What is your system for managing

student records? • How do you use technology to support

the guidance program? • Describe your referral process for

counseling services and how this is communicated to others.

• What kinds of things bring students to the guidance office?

STANDARD 4 Uses individual and small group counseling to address mental, physical, and emotional barriers to learning to help each child learn at high levels.

• To what extent and in what ways do you counsel individual students?

• What kinds of small and large guidance sessions have you held this year?

• How do you adapt the guidance program to address individual needs and differences?

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STANDARD 5 Provides a developmental preventive guidance program to all students within the school.

• Do you have a formal process for assessing students’ developmental needs?

• How are ILPs developed and monitored? What is your role in this process?

• Describe transition activities you have worked on (e.g. 4th to 5th grade)

• How is the guidance curriculum delivered?

STANDARD 6 Develops and maintains positive relationships between the school and district, parents, and community

• What are ways you communicate key information to parents and students?

• How have you cooperated with outside agencies and community partners this year?

STANDARD 7 Demonstrates positive professional leadership traits and acts in a manner that demonstrates fairness, openness, and ethical behavior.

• How do you maintain confidentiality in providing guidance services?

• Describe a typical day/week in the guidance office. How do you determine what you are going to do?

• What professional learning have you participated in recently? What did you learn? Are you current on your EILA hours?

General:

1. What do you consider some of the strengths of our guidance program? 2. What are examples of successes of the program this year? 3. What current challenges do you face in having a quality program and in being

effective in your job? 4. What progress is being made on your Professional Growth Plan? Does it

support your work effectively? APPENDIX D-‐8

SITE VISIT FORM: LIBRARIAN/MEDIA SPECIALIST

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STANDARD 1 Sample questions/topics to explore Exercises leadership in the development, implementation, and evaluation of an effective library media center program.

• Do you have a planning process for library media center development?

• Describe the procedures you follow in managing and expanding library media center collections?

• How do you use technology in your work and promote effective use of technology by library media center users?


• How do you work with the principal, staff, and school council to make sure support for academic instruction is the library media center’s first priority?

• Give examples of things you have done this year to encourage library media center use.

STANDARD 3 Establishes and maintains standards of mutually respectful behavior,

• Give examples of how you teach and encourage mutually respectful behavior by students.

• How do you support individual needs and differences among students so that all can use the library media center effectively?

STANDARD 4

Rationale

Instructs student in library media center use and related skills as needed.

• What are examples of ways that you teach students to be effective users of the library media center?

• How do you work with students and teachers to develop student capacity for research and support achievement of the Kentucky Core Academic Standards?

STANDARD 5 Develops and maintains positive • What are ways you communicate key

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working relationships with school and district staff, with parents and students, and with community partners.

information about the library media center to staff, students, and families?

• How have you cooperated with outside agencies and community partners this year?

• How have you participated in developing and carrying out school and district initiatives this year?


• Describe a typical day/week in your work as librarian/media specialist? How do you determine what you are going to do?

• What professional learning have you participated in recently? What did you learn?

General:

1. What do you consider some of the strengths of our library/media program? 2. What are examples of successes of the program this year? 3. What current challenges do you face in having a quality program and in being

effective in your job? 4. What progress is being made on your Professional Growth Plan? Does it

support your work effectively?

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APPENDIX D-‐9

SITE VISIT FORM: PRESCHOOL TEACHER


STANDARD 1 Sample questions/topics to explore Designs and plans for instruction and assessment that support the developmental needs of preschool students and aligns with the Kentucky Early Childhood Standards.

• Give examples of how you have assessed students’ cognitive levels and skills, special needs, interests, etc. this year.

• How do you set learning outcomes and design instruction? Please share examples from this year.

• Give examples of resources you use to support learning and how you determine which to use.

• How do you differentiate instruction to meet student needs?

STANDARD 2 Creates and maintains a learning environment that is welcoming and developmentally appropriate and promotes mutually respectful behavior.

• Describe how you create a environment that engages preschool children and maximizes their learning.

• What are examples of things you do to assure a safe and health environment for your students?

• How do you encourage students to respect and value diversity?

• Describe procedures you use to manage use of time, resources including volunteers, and minimize disruptions to learning.

STANDARD 3 Provides instruction that supports the development and learning of preschool students and assesses learning outcomes.,

• Give examples of aligned structured and unstructured activities you provide students.

• How do you assure that learning is developmentally appropriate for all your students?

• How do you assess achievement of

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learning outcomes?

STANDARD 4 Collaborates with parents and families, colleagues within the school system, and outside agencies to support the development and learning of preschool students.

• Give examples of how you have collaborated with other staff members in carrying out the preschool program.

• How do you involve parents and families in your students’ education?

• How do you communicate key information to parents and families?

• Have you networked with any community partners this year to provide services and resources?

STANDARD 5 Engages in on-‐going professional learning and accepts and carries out professional responsibilities in a manner that demonstrates fairness, openness, and ethical behavior.

What professional learning have you participated in recently? What did you learn? How have you used it on the job? How do you assure that individual student and family confidentiality is respected?

General:

1. What do you consider your strengths as a preschool teacher? 2. What are examples of successes within your classroom this year? 3. What current challenges do you face in carrying out your responsibilities and

in being effective in your job? 4. What progress is being made on your Professional Growth Plan? Does it support

your work effectively?

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APPENDIX D-‐10 GENERAL PERFORMANCE CHECKLIST: GUIDANCE COUNSELOR

Counselor _________________________________________________________________

Ineffective = 1 Developing = 2 Accomplished = 3 Exemplary = 4

STANDARD 1 Rating Rationale Participates in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals to support success for all students.


STANDARD 3 Develops, manages, and evaluates a comprehensive program of guidance services based on research and compatible with Next Generation Learning goals and expectations.

STANDARD 4

Uses individual and small group counseling to address mental, physical, and emotional barriers to

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learning to help each child learn at high levels. STANDARD 5 Provides a developmental preventive guidance program to all students within the school.

STANDARD 6 Develops and maintains positive relationships between the school and district, parents, and community


General Comments:

Evaluator signature ________________________________________________ Date _______________________________________________

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APPENDIX D-‐11

GENERAL PERFORMANCE CHECKLIST: LIBRARIAN/MEDIA SPECIALIST

Evaluatee _________________________________________________________________


STANDARD 1 Rating Rationale

Exercises leadership in the development, implementation, and evaluation of an effective library media center program.


STANDARD 3 Establishes and maintains standards of mutually respectful behavior,

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STANDARD 4

Rating Rationale

Instructs student in library media center use and related skills as needed.

STANDARD 5 Develops and maintains positive working relationships with school and district staff, with parents and students, and with community partners.


General Comments:

Evaluator signature ________________________________________________ Date ________________________________________________

APPENDIX D-‐12

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GENERAL PERFORMANCE CHECKLIST: PRESCHOOL TEACHER

Evaluatee _________________________________________________________________


STANDARD 1 Rating Rationale Designs and plans for instruction and assessment that support the developmental needs of preschool students and aligns with the Kentucky Early Childhood Standards.

STANDARD 2 Creates and maintains a learning environment that is welcoming and developmentally appropriate and promotes mutually respectful behavior.

STANDARD 3 Provides instruction that supports the development and learning of preschool students and assesses learning outcomes.,

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STANDARD 4

Rating Rationale

Collaborates with parents and families, colleagues within the school system, and outside agencies to support the development and learning of preschool students.

STANDARD 5 Engages in on-‐going professional learning and accepts and carries out professional responsibilities in a manner that demonstrates fairness, openness, and ethical behavior.

General Comments:


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APPENDIX E-‐1 Harlan Independent School District

PERFORMANCE STANDARDS

FOR DISTRICT-‐LEVEL ADMINISTRATORS

Standard One: Vision and Mission

1. Exercises leadership in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals and coordinated with the district mission and vision. Sample indicators:

• Participates in the development and implementation of a vision and mission for the district.

• Works collaboratively with principals, councils, and school staffs to develop and achieve school and district initiatives.

• Engages stakeholders in development of short and long range plans based on the district mission and initiatives.

• Leads members of the school community in evaluation of progress in achieving school and district goals.

• Sets and communicates high expectations for student and staff achievement and interprets district mission to members of the school community.

• Interprets Next Generation goals and district philosophy and missions to members of the school community.

• Collects and uses data to develop school and district initiatives and engage in short and long term planning.

Aligned with ISLLC#1 and Principal Framework#1



• Works collaboratively with principals, councils, and school staffs to assure support for academic instruction as the first priority.

• Works with staff to implement research-based instructional and behavior management techniques throughout the district.

• Works with stakeholders to evaluate and adjust programs to meet identified needs.

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Standard Three: Human Resources Management

3. Provides effective leadership and supervision for staff assigned to or engaged with his/her program areas. Sample indicators:

• Participates in selection and hiring of staff members when appropriate. • Assures that staff members working with a particular program understand

their roles and responsibilities with regard to that program. • Supervises staff members using procedures that enhance individual

responsibility and decision-making on part of staff members. • Recognizes staff achievements and provides positive feedback to staff. • Works to build staff capacity for job success and leadership. • Promotes professional learning on the part of staff.


Standard Four: Organizational Management

4. Manages programs and resources to support achievement of district and school missions and initiatives. Sample indicators:

• Develops plans, budgets, and procedures for operation of programs for which responsible.

• Monitors implementation of programs to assure compliance with applicable laws, regulations, and policies

• Follows applicable laws, regulations, and policies in administration of his/her assigned programs.

• Completes required paperwork in a timely manner. • Monitors expenditures and reviews program fiscal records on a regular basis. • Develops and implements procedures for acquisition of needed materials and

services in a timely fashion. • Develops and implements appropriate record-keeping procedures for

programs for which responsible. • Evaluates program effectiveness and makes appropriate adjustments. • Interprets programs to members of the school community. • Informs Superintendent of factors significant in program operation. • Uses technology to support instruction and administration (e.g., state-

approved technology platforms).

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Standard Five: Collaboration with Faculty and Community for Student Success

5. Develops and maintains positive working relationships with school and district staff, with parents and students, and with community partners. Sample indicators:

• Communicates effectively in speaking and writing. • Listens interactively. • Develops and maintains open channels of communication between district and

parents and community. • Makes self available for conferences with members of the school community

including parents when appropriate. • Facilitates mutually respectful and effective relationships between schools in

the district. • Facilitates mutually respectful and effective relationships between the district

and other educational and community agencies. • Participates in keeping the community informed about the school program and

activities. • Promotes use of community resources in the schools. • Promotes parent involvement in the schools.


Standard Six: Professionalism

6. Demonstrates positive professional leadership traits and acts in a manner that demonstrates fairness, openness, and ethical behavior. Sample indicators:

Makes and implements decisions in a timely fashion. Gathers input from affected parties prior to making decisions. Evaluates effects of decisions and adjusts them when appropriate. Recognizes sources of potential conflicts or problems and acts to avert them. Demonstrates conflict resolution skills. Selects and uses appropriate channels in resolving problems or communicating information. Uses discretion in handling confidential or sensitive information. Demonstrates self-confidence and emotional stability in working with others. Accepts responsibility for own actions. Allocates time by priorities rather than by circumstance. Participates in professional learning activities including required Effective

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Instructional Leadership training. Completes in a timely fashion training mandated for the position by the state. Develops and works to achieve an Individual Professional Growth Plan. Improves knowledge of and keeps current in field. Keeps informed regarding laws, regulations, and policies applicable to the school and shares pertinent information with appropriate members of the school community including parents. Meets required work schedule (e.g. regular in attendance and punctual in meeting scheduled obligations). Follows the Kentucky School Personnel Code of Ethics as established by the Kentucky Education Professional Standards Board.

Aligned with ISLLC#5 and Principal Framework#6 PERFORMANCE RATINGS Exemplary: the rating for performance that consistently exceeds expectations for effective performance Accomplished: the rating for performance that consistently meets expectations for effective performance Developing: the rating for performance that inconsistently meets expectations for effective performance Ineffective: the rating for performance that consistently fails to meet expectations for effective performance

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APPENDIX E-‐2 District-‐Level Administrator


Administrator

Position Part A: Reflection on District-‐Level Administrator Performance Standards Rate yourself on each standard (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) and list your strengths and areas for growth.


1. Vision and Mission Exercises leadership in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals and coordinated with the district mission and vision.

I D A E


I D A E

3. Human Resources Management Provides effective leadership and supervision for staff assigned to or engaged with his/her program areas.

I D A E

4. Organizational Management Manages programs and resources to support achievement of district and school missions and initiatives.

I D A E

5. Communication and Community Relationship Develops and maintains positive working relationships with school and district staff, with parents and students, and with community partners.

I D A E


I D A E

Overall reflection on professional practice:

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Growth Plan

Starting Date __________________________________ Review Date ______________________________________ Areas targeted by this plan: Number of objectives attached to this plan: _____ We agree to work together on this plan: ___________________________________________________ Date _____________________ Administrator Signature ___________________________________________________ Date _____________________ Primary Evaluator Signature

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Name _____________________________________________________Date ________________________ Objective No. ____ Objective Action Plan




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APPENDIX E-‐3

SITE VISIT FORM: DISTRICT-‐LEVEL ADMINISTRATOR

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These questions can serve as a starting point for discussion and evidence gathering during the site visit. They are not intended to be all inclusive, and it is not necessary to ask them as written. The evaluator may use additional items based on the standards.

STANDARD 1 Sample questions/topics to explore Exercises leadership in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals and coordinated with the district mission and vision.

• Please describe any innovative and effective leadership strategies that you have used this year.

• What opportunities have you created this year for collaboration among stakeholders?

• How have you used data to inform and drive decision-‐making this year? What have you learned?

• How have you been involved in interpreting Next Generation goals and/or the district philosophy and mission to members of the school community?


• Give examples of how you have collaborated with the schools to assure support for academic instruction as the first priority

• What role do you play in implementing research-‐based instructional and behavioral management techniques throughout the district?

• How have you worked with stakeholders to improve the effectiveness of the programs you administer?

STANDARD 3 Provides effective leadership and supervision for staff assigned to or engaged with his/her program areas.

• Describe how you work to assure that staff members understand their roles and responsibilities with regard to initiatives that you manage.

• How do you promote professional learning to build job capacity for staff?

• How do you recognize staff achievements and/or provide positive feedback to staff?

STANDARD 4 Rationale

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Manages programs and resources to support achievement of district and school missions and initiatives.

• Please explain the ways in which you have demonstrated proactive decision-‐making this year.

• Please provide an example of how you have been able to maximize our available resources.

• How do you establish routines and procedures for the smooth running of programs you manage?

• What are the strengths, weaknesses, opportunities, and challenges you have perceived in our district’s organizational management?


• How do you disseminate needed information to those who need it?

• Please give an example of how you network with individuals and groups outside the school (e.g., business and government organizations) to build partnerships for pursuing shared goals.


• Describe a typical day/week in your office. How do you determine what you are going to do?

• What professional learning have you participated in recently? What did you learn? Are you current on your EILA hours?

General:

1. What do you consider strengths within your program areas? 2. What are examples of successes within your program areas this year? 3. What current challenges do you face in carrying out your responsibilities and

in being effective in your job? 4. What progress is being made on your Professional Growth Plan? Does it

support your work effectively? APPENDIX E-‐4

GENERAL PERFORMANCE CHECKLIST: DISTRICT-‐LEVEL ADMINISTRATOR

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Evaluatee _________________________________________________________________


STANDARD 1 Rating Rationale Exercises leadership in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals and coordinated with the district mission and vision.


STANDARD 3 Provides effective leadership and supervision for staff assigned to or engaged with his/her program areas.

STANDARD 4 Rating Rationale

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Manages programs and resources to support achievement of district and school missions and initiatives.



General Comments:


APPENDIX E-‐5

SAMPLES OF OTHER PRODUCTS OF PRACTICE/DOCUMENTATION

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DISTRICT-‐LEVEL ADMINISTRATORS Standard 1 ‒ Instructional Leadership: Comprehensive School Improvement Plan; Accountability data; vision/mission/core belief statements; leadership/school improvement team/PLCs agendas; professional growth plan; student growth monitoring data; schedules for students in the alternative education program; faculty meeting agendas/minutes; project-‐specific summaries of a goal; program reviews external reviews; staff learning plan; district committees, members, and minutes. Standard 2 ‒ District Climate: summary of surveys of staff or other stakeholders; student and staff recognition; TELL survey results; Standard 3 ‒ Human Resources Management: evidence of teachers and staff serving as leaders in the school community; teacher/staff appreciation; staff recognition program; mentorship program; procedures for supervising/working with staff; professional learning presentations made to staff Standard 4 ‒ Organizational Management: administrator responsibility chart; annual financial audits; inventory records; program budgets and financial reports; handbooks for programs; federal state categorical program compliances; long-‐range goals; short-‐range goals; examples of technology used in administration Standard 5 ‒ Communication and Community Relations: advisory committee meetings (e.g., health advisory; SIT teams; media communications; presentation to civic/community groups; parent involvement activities Standard 6 ‒ Professionalism: Staff development activity agendas; summary of staff surveys; professional conference attendance; completion of EILA requirement; professional organization membership; demonstrating/applying professional learning; results of professional learning on district goals.

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APPENDIX E-‐6 Harlan Independent School District

STAKEHOLDER APPRAISAL OF ADMINISTRATOR EFFECTIVENESS

Administrator _______________________________________ Survey Date __________________ This is a confidential survey. It is being given to a sampling drawn from staff with whom this administrator works. The purpose of this survey is to help the administrator become more effective by learning what colleagues see as his/her strengths and his/her areas for improvement. It is not for determining whether an administrator will be retained in a position. Please be as objective in this survey as you would want this individual to be if evaluating you. Please be both candid and fair in your evaluation. All comments will be typed before being shared with the administrator. It is very important if you give a rating other than "Satisfactory" to write a specific comment explaining in what respect improvement is needed. Otherwise it will be hard to the administrator to know how to improve. Ratings: S = Satisfactory. Completes the important components of the indicator and demonstrates control of the skills called for by the indicator. I = Needs improvement. Completes most of the important components of the indicator and demonstrates some control of the skills called for by the indicator. U = Unsatisfactory. Fails to complete most of the important components and/or demonstrates minimal or no control of the skills called for by the indicator. N = Not observed or not applicable. Use this rating if you have not had any direct experience with the administrator as regards the item. Write ratings in the blanks on the left. Use space on right for comments. Rating Standard Comments

1. Interprets Next Generation Learner goals and academic expectations and district philosophy and mission to members of the school community.

2. Sets and communicates high expectations for student and staff achievement.

3. Works collaboratively with principals, councils, and school staffs to assure support for academic instruction as the first priority.

4. Works with staff to implement research-based instructional and behavior management techniques throughout the school or district.

5. Assures that staff members understand their roles and responsibilities with regard to programs he/she supervises.

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6. Supervises staff members using procedures which enhance individual responsibility and decision-making on part of staff members.

7. Communicates effectively in speaking and writing.

8. Listens interactively.

9. Makes and implements decisions in a timely fashion.

10. Demonstrates conflict resolution skills.

11. Uses discretion in handling confidential or sensitive information.

12. Recognizes staff achievements and provides positive feedback to staff.

13. Makes self available for conferences with members of the school community.

14. Demonstrates self-confidence and emotional stability in working with others.

15. Accepts responsibility for own actions.

16. Recognizes and values diversity.

17. Treats people fairly, equitably, and with dignity and respect.

General Comments:

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APPENDIX F-1

Evaluation Appeal Form

This form is to be used by certified employees who wish to appeal their performance evaluations to the Appeal Panel.

Employee’s Name _____________________________________________________________ Home Address ________________________________________________________________

Job Title ________________________

Building ________________________

Grade or Department ________________________

What specifically do you object to or why do you feel you were not fairly evaluated? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ If additional space is needed, attach extra sheet. Date you received the summative evaluation _________________________________________ Name of Evaluator ____________________________________ Date _____________________

I hereby give my consent for my evaluation records to be presented to the members of the Evaluation Appeal Panel for their study and review.

_____________________________________________ _______________________________ Employee's Signature Date

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APPENDIX F-‐2

APPEALS/HEARINGS

PURPOSE An Appeals Panel shall be established in accordance with KRS Chapter 156 and 704 KAR 3:345. This panel shall determine if the evaluation process and guidelines have been followed according to the District’s evaluation plan and to ascertain whether the content of the summative evaluation is substantially correct or incorrect. The burden of proof that an employee was not fairly and/or correctly evaluated on the summative evaluation rests with the employee who appeals to the Panel. APPEALS Pursuant to Board Policy 03.18, any certified employee who believes that s/he was not fairly evaluated on the summative evaluation may appeal to the Evaluation Appeals Panel in accordance with the following procedures:

1. Both the evaluatee and evaluator shall submit three (3) copies of any appropriate documentation to be reviewed by members of the Appeals Panel in the presence of all three (3) members. The members of the Appeals Panel will be the only persons to review the documentation. All documentation will be located in a secure place in the Central Office except during Appeals Panel meetings. Confidentiality will be maintained. Copies of the documentation shall not be carried away from the established meeting by either parties involved or the Panel members.

2. The Panel will meet, review all documents, discuss, and prepare questions to be asked of each party by the Chairperson. Additional questions may be posed by panel members during the hearing.

3. The Panel will set the time and place for the hearing, and the Chairperson will provide written notification to the appealing employee and his/her evaluator of the date, time, and place to appear before the Panel to answer questions.

4. Legal counsel and/or chosen representative may be present during the hearing to represent either or both parties.

5. For official records, the hearing will be audiotaped and a copy provided to both parties if requested in writing.

6. Only Panel members, the evaluatee and evaluator, legal counsel, and the employee’s chosen representative will be present at the hearing.

7. Witnesses may be presented, but will be called one at a time and will not be allowed to observe the proceedings.

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May 29, 2014

HEARINGS

The following procedures will be implemented during the hearings: 1. The Chairperson of the Appeals Panel will convene the hearing, review

procedures, and clarify the panel’s responsibilities. 2. Each party will be allowed to make a statement of claim. The evaluatee will

begin. 3. The Panel may question the evaluatee and evaluator. 4. The Chairperson may disallow materials and/or information to be

presented or used in the hearing when s/he determines that such materials and/or information is not relevant to the appeal.

5. Each party (evaluator and evaluatee) will be asked to make closing remarks.

6. The chairperson of the Panel will make closing remarks. 7. The decision of the Panel, after sufficiently reviewing all evidence, may

include, but not be limited to, the following: a. Upholding all parts of the original evaluation. b. Voiding the original evaluation or parts of it. c. Ordering a new evaluation by a second certified employee. d. Removing the summative evaluation from the personnel file and

placing a copy of the Panel’s written findings in the file. 8. The chairperson of the Panel shall present the Panel’s decision to the

evaluatee, evaluator, and the Superintendent within fifteen (15) working days from the date the appeal is filed.

9. The Superintendent shall act on the recommendation(s) of the Panel. 10. The Superintendent’s decision, the Panel’s recommendation, and the

original summative evaluation form shall be placed in the employee’s evaluation file. In the case of a new evaluation, both evaluations shall be included in the employee’s personnel file.

11. The Panel’s decision may be appealed to the Kentucky Board of Education based on grounds and procedures contained in statute and regulation.

12. Employees may file a grievance/communication if they believe they have been the subject of discrimination or for any other reason covered by applicable policy.

HARLAN!INDEPENDENT! SCHOOLDISTRICT! … · Part!6.!!Appeals!Process!! Appendices! ......

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