Marshall County Schools Certified Personnel Evaluation ... · Marshall County Schools Certified Personnel Evaluation ... Setting Student Growth Goal Rubric ... Sharpe Elementary School

Marshall County Public Schools Certified Evaluation Plan May 2016

1

Learning Today, Leading Tomorrow

Marshall County Schools Certified Personnel Evaluation

Plan and Procedures

2016-2017


2

Marshall County Public Schools Certified Evaluation Plan

Professional Growth and Effectiveness System

Table of Contents Cover Page ................................................................................................................................................................................................ 1 Table of Contents ................................................................................................................................................................................... 2 Assurances ................................................................................................................................................................................................ 3 Certified Evaluation Plan Contact ................................................................................................................................................... 4 2015-2016 Certified Evaluation Committee ............................................................................................................................... 4 Professional Growth and Effectiveness System Introduction Overview ........................................................................ 5 Kentucky Framework for Teaching ................................................................................................................................................ 7 Certified Personnel Evaluation Procedures ............................................................................................................................. 10 Self-Reflection and Professional Growth Planning ............................................................................................................... 12 Observation Model ............................................................................................................................................................................. 16 Observation Schedule ........................................................................................................................................................................ 16 Peer Observation ................................................................................................................................................................................. 17 Student Perception Survey.............................................................................................................................................................. 18 Student Growth .................................................................................................................................................................................... 19 Student Growth Goals Samples ..................................................................................................................................................... 23 Other Professional Growth and Effectiveness System......................................................................................................... 24 Principal Professional Growth and Effectiveness System .................................................................................................. 28 PPGES Components ............................................................................................................................................................................ 31 PPGES Professional Growth Planning and Self-Reflection ................................................................................................. 33 PPGES Working Condition Goals .................................................................................................................................................. 35 PPGES Components, Overview, and Summative Model ...................................................................................................... 36 PPGES Student Growth ..................................................................................................................................................................... 37 PPGES Determining Overall Performance Category ............................................................................................................. 38 KTIP Teachers ...................................................................................................................................................................................... 40 Individual Correction Action Plan ................................................................................................................................................ 41 Evaluation Appeals Process ............................................................................................................................................................ 41 Evaluation Appeals Form................................................................................................................................................................. 43 Appendix ................................................................................................................................................................................................. 44 Setting Student Growth Goal Rubric ........................................................................................................................................... 45 Pre-Observation Document ............................................................................................................................................................ 47 Post-Observation Document .......................................................................................................................................................... 48 Self-Reflection Document ................................................................................................................................................................ 49 Professional Growth Plan Document .......................................................................................................................................... 50 Student Growth Goal Document ................................................................................................................................................... 51 TPGES Evaluation Documents ....................................................................................................................................................... 53 PPGES Evaluation Documents ....................................................................................................................................................... 58 OPGES-Counselor & Social Worker Evaluation Documents .............................................................................................. 63 OPGES-Instructional Specialist Evaluation Documents ...................................................................................................... 64 OPGES-Library Media Specialist Evaluation Documents.................................................................................................... 68 OPGES-School Psychologist Evaluation Documents ............................................................................................................. 72 OPGES-Therapeutic Specialist & Speech Language Evaluation Documents ............................................................... 76 Chief Information Officer Evaluation Documents ................................................................................................................. 80 Other Administrators Evaluation Documents ......................................................................................................................... 84


3

Evaluation Contact Person

The following district employee is designated to serve as the evaluation contact person and act as a liaison

between the district and the Kentucky Department of Education in matters concerning the district’s

evaluation process:

Brian Harper, Instructional Supervisor

86 High School Road

Benton, KY 42025

[email protected]

Phone: (270) 527-8628

Fax: (270) 527-0804

Certified Evaluation Plan Review Committee

Teachers

Luke Inglish, Marshall County Education Association President

Shauna Burkeen, Marshall County High School

Kelly Chumbler, Marshall County High School

Marie McMillen, South Marshall Middle School

Cheryl Jackson, North Marshall Middle School

Rhonda Long, Benton Elementary

Mandy Miller, Jonathan Elementary

Jennifer Harris, Central Elementary

Administrators

Jill Darnall, Benton Middle School Principal

Jackie Reid, Sharpe Elementary School Principal

Billy Thorpe, Marshall County High School Assistant Principal

Shannon Solomon, New South Marshall Middle School

Patricia Greer, Marshall County High School Assistant Principal

Angela Fisk, Director of Human Resources

Abby Griffy, Instructional Supervisor

Brian Harper, Instructional Supervisor

Board Approved

Approved by the Marshall County Board of Education on May 26, 2016


4


5

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

KTIP

New intern teachers (first year to teach) are not required to be evaluated using the PGES system for the

current school year. They will only be required to complete KTIP.

Roles and Definitions 1. Artifact: A product of a certified school personnel’s work that demonstrates knowledge and

skills. 2. Assistant Principal: A certified school personnel who devotes the majority of employed time

in the role of assistant principal, for which administrative certification is required by EPSB. 3. Certified Administrator: A certified school personnel, other than principal or assistant

principal, who devotes the majority of time in a position for which administrative certification is required by EPSB.

4. Certified School Personnel: A certified employee, below the level of superintendent, who devotes the majority of time in a position in a district for which certification is required by EPSB.

5. Conference: A meeting between the evaluator and the evaluate for the purpose of providing feedback, analyzing the results of an observation or observations, reviewing other evidence to determine the evalutee’s accomplishments and areas of growth, and leading to the establishment or revision of a professional growth plan.

6. Evaluatee: a certified school personnel who is being evaluated. 7. Evaluator: the primary evaluator as described in KRS 156.557(5)(c)2. 8. Formative Evaluation: Is defined by KRS 156.557(1)(a). 9. Full Observation: An observation conducted by a certified observer that is conducted for the length

of a full class period or full lesson.

10. Improvement Plan: A plan for improvement up to twelve months in duration for: a. Teachers and other professionals who are rated ineffective in professional practice and have

a low overall student growth rating. b. Principals who are rated ineffective in professional practice and have high, expected, or low

overall student growth rating. 11. Job Category: A group or class of certified school personnel positions with closely related

functions. 12. Local Contribution: A rating based on the degree to which a teacher, other professional,

principal, or assistant principal meets student growth goals and is used for the student growth measure.

13. Local Formative Growth Measures: Is defined by KRS 156.557(1)(b). 14. Mini Observation: An observation conducted by a certified observer for 20-30 minutes in

length. 15. Observation: a data collection process conducted by a certified observer, in person or through

video, for the purpose of evaluation, including notes, professional judgments, and examination of artifacts made during one (1) or more classroom or worksite visits of any duration.

16. Observer Certification: A process of training and ensuring that certified school personnel who serve as observers of evaluatees have demonstrated proficiency in rating teachers for the purposes of evaluation and feedback.


6

17. Observer Calibration: The process of ensuring that certified school personnel have maintained proficiency and accuracy in observing teachers for the purposes of evaluation and providing feedback.

18. Other Professionals: Certified school personnel, except for teachers, administrators, assistant principals, or principals.

19. Overall Student Growth Rating: The rating that is calculated for a teacher or other professional evaluatee pursuant to the requirements of Section 7(9) and (10) of this administrative regulation and that is calculated for an assistant principal or principal evaluatee pursuant to the requirements of Section 10(8) of this administrative regulation.

20. Peer Observation: Observation and documentation by trained certified school personnel below the level of principal or assistant principal.

21. Performance Criteria: the areas, skills, or outcomes on which certified school personnel are evaluated.

22. Performance Rating: the summative description of a teacher, other professional, principal, or assistant principal evaluatee’s performance, including the ratings listed in Section 7(8) of this administrative regulation.

23. Principal: a certified school 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.

24. Professional Growth and Effectiveness System: an evaluation system to support and improve the performance of certified school personnel that meets the requirements of KRS 156.557(1)(c), (2), and (3) and that uses clear and timely feedback to guide professional development.

25. Professional Growth Plan: an individualized plan for a certified personnel that is focused on improving professional practice and leadership skills, aligned with performance standards and the specific goals and objectives of the school improvement plan or the district improvement plan, built using a variety of sources and types of data that reflect student needs and strengths, evaluatee data, and school and district data, produced in consultation with the evaluator as described in Section 9(1), (2), (3), and (4) and Section 12(1), (2), (3), and (4) of this administrative regulation, and includes: (a) Goals for enrichment and development that are established by the evaluatee in consultation with the evaluator; (b) Objectives or targets aligned to the goals; (c) An action plan for achieving the objectives or targets and a plan for monitoring progress; (d) A method for evaluating success; and (e) The identification, prioritization, and coordination of presently available school and district resources to accomplish the goals.

26. Professional Practice: the demonstration, in the school environment, of the evaluatee’s professional knowledge and skill.

27. Professional Practice Rating: the rating that is calculated for a teacher or other professional evaluatee pursuant to Section 7(8) of this administrative regulation and that is calculated for a principal or assistant principal evaluatee pursuant to the requirements of Section 10(7) of this administrative regulation.

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

29. Sources of Evidence: The multiple measures listed in KRS 156.557(4) and in Sections 7 and 10 [8 and 10] of this administrative regulation.

30. State Contribution: The student growth percentiles, as defined in 703 KAR 5:200, Section 1(11), for teachers and other professionals, and the next generation learner’s goal for principals and assistant principals.


7

31. Student Growth: Is defined by KRS 156.557(1)(c). 32. 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.

33. Student Growth Percentile: Each student's rate of change compared to other students with a similar test score history.

34. Student Voice Survey: the student perception survey provided by the department that is administered annually to a minimum of one (1) district-designated group of students per teacher evaluatee or a district designated selection of students and provides data on specific aspects of the [classroom] instructional environment [experience] and professional practice of the teacher or other professional evaluatee.

35. Summative Evaluation: Is defined by KRS 156.557(1)(d). 36. 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.

37. Working Condition’s Survey Goal: A school improvement goal set by a principal or assistant principal every two (2) years with the use of data from the department-approved working conditions survey.

For Additional Definitions and Roles, please see 704KAR 3:370 Professional Growth and Effectiveness System

The Kentucky Framework for Teaching with Specialist Frameworks for Other Professionals

The Kentucky Framework for Teaching is designed to support student achievement and professional practice through the domains of:

Framework for Teaching Specialist Frameworks for Other Professionals Planning and Preparation Planning and Preparation Classroom Environment Environment Instruction Instruction/Delivery of Service Professional Responsibilities Professional Responsibilities

The Frameworks also include themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. They provide structure for feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement. Evidence documenting 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


8

priorities that may drive practice in one domain, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas. Evaluators must use the following categories of evidence in determining overall ratings:

Required Sources of Evidence

Professional Growth Planning and Self-Reflection Observation Student Voice Student Growth Goals and/or Median Student Growth Percentiles (4-8 - Math & ELA)

Local District Decision

Other Measures of Student Learning Products of Practice Other Sources

All components and sources of evidence related supporting an educator’s professional practice and student growth ratings will be completed and documented to inform the Overall Performance Category. All Summative Ratings will be recorded in the department-approved technology platform.


9


10

SOURCES OF EVIDENCE/FRAMEWORK FOR TEACHING ALIGNMENT

FRA

MEW

OR

K f

or

TEA

CH

ING

(Ff

T)

Domain Planning &

Preparation Classroom

Environment Instruction

Professional Responsibilities

Component

1a

-Kn

ow

led

ge o

f co

nte

nt/

ped

ago

gy

1b

-De

mo

nst

rate

kn

ow

led

ge o

f st

ud

en

ts

1c-

Se

ttin

g In

stru

ctio

nal

Ou

tco

me

s

1d

-De

mo

nst

rate

s k

no

wle

dge

of

reso

urc

es

1e

-De

sign

ing

Co

he

ren

t In

stru

ctio

n

1f-

De

sign

ing

Stu

de

nt

Ass

ess

me

nt

2a-

Cre

atin

g En

v. o

f R

esp

ect

& R

app

ort

2b

-Est

ablis

h C

ult

ure

of

Lear

nin

g

2c-

Mai

nta

ing

Cla

ssro

om

Pro

ced

ure

s

2d

-Man

agin

g St

ud

en

t B

eh

avio

r

2e

-Org

aniz

ing

Ph

ysic

al S

pac

e

3a-

Co

mm

un

icat

ing

wit

h S

tud

en

ts

3b

-Qu

est

ion

ing

& D

iscu

ssio

n T

ech

niq

ue

s

3c-

Enga

gin

g St

ud

en

ts in

Le

arn

ing

3d

-Usi

ng

Ass

ess

me

nt

in L

ear

nin

g

3e

-De

mo

nst

rati

ng

Fle

xib

ility

& R

esp

on

sive

4a-

Re

fle

ctin

g O

n T

ea

chin

g

4b

-Mai

nta

inin

g A

ccu

rate

Re

cord

s

4c-

Co

mm

un

icat

ing

Wit

h F

amili

es

4d

-Par

tici

pat

ing

in P

rofe

ss.

Lear

nin

g C

om

m.

4e

-Gro

win

g &

De

velo

pin

g P

rofe

ssio

nal

ly

4f-

Sho

win

g P

rofe

ssio

nal

ism

SOU

RC

ES O

F E

VID

ENC

E

To In

form

Pro

fess

ion

al

Pra

ctic

e

Supervisor Observation

Evidence (pre and post conferences)

Observation Evidence

(pre and post conferences)

Student Voice

Kentucky Student Voice Survey

Professional Growth

Professional Growth Planning and Self Reflection

Procedures The following procedures are organized for the purpose of facilitating and implementing the Certified Personnel Evaluation Program.

A. Reliable evaluators are essential to the Certified Personnel Evaluation Program. Evaluators will be trained in the skills of analyzing effective teaching and in the procedures for implementing the Marshall County Certified Personnel Evaluation Program.

B. Sufficient orientation will be provided to acquaint certified personnel with the Program and with the

specific criteria on which they will be observed and evaluated.

C. The employee’s immediate supervisor is designated as the primary evaluator. Additional trained administrative personnel may be used to observe and provide information to the primary evaluator and/or to serve as the primary evaluator’s designee. If requested by the teacher, observations by another teacher trained in the teacher’s content area or by curriculum content specialists shall be


11

provided. The selection of the third-party observer, shall, if possible, be determined through mutual agreement by evaluator and evaluatee. A teacher who exercises this option shall do so, in writing to the evaluator, by no later than February 15 of the academic year in which the summative evaluation occurs. If the evaluator and evaluatee have not agreed upon the selection of the third-party observer within five (5) working days of the teacher’s written request, the evaluator shall select the third-party observer.

D. The Certified Personnel Evaluation Program includes the following components:

1. Orientation of Administrators – Annual training will be provided by the district to improve the

consistency and quality of the evaluator’s skills. 2. Notification – All certified school personnel shall be made aware no later than the end of the first

month of reporting for employment for each school year of the criteria on which they are to be evaluated.

3. Pre-Observation Conference – Prior to scheduled observations (excludes the Principal Professional Growth and Effectiveness System).

4. Partial Observations (Mini)-Includes both scheduled and unscheduled observations 20-30 minutes in length. They are designed to help the evaluatee improve his/her performance by providing feedback and suggestions for improvement.

5. Formative Observations (Full) –They are designed to help the evaluatee improve his/her performance by providing feedback and suggestions for improvement. These observations focus on the performance criteria listed in each major job category.

6. Post-Observation Conference – Conducted within a reasonable period of time (not to exceed five school days) following each observation. This conference will include a discussion of identified strengths and areas for growth.

7. Summative Evaluation – Composite of information obtained through the formative observations and appropriate Professional Growth and Effectiveness System components; which serve as the basis for administrative decision-making.

8. Growth Plan – Must be aligned with the school/district plan and/or identified areas of growth through the Professional Growth and Effectiveness System. It is to be revised annually.

9. Individual Corrective Action Plan – Completed when an evaluatee receives “does not meet” or “ineffective” rating on the Summative Evaluation or when immediate action is necessary to correct a deficiency.

Additional information related to the formative phase may be found throughout the Certified Personnel Evaluation Plan. Summative Phase: Teachers

A. The summative phase is the review of all data gathered in formative observations and components of the Professional Growth and Effectiveness System during the summative cycle.

B. Summative evaluations will be completed for non-tenured teachers and teachers not recommended for reemployment by May 1. If this falls on a weekend, then the next contracted day. All other summative evaluations must be completed by the last contracted day for the school year. These will be submitted to the Director of Human Resources.

C. Pertinent data will be identified through the summative evaluation; which represents major performance areas and specific criteria statements, and by components of the Professional Growth and Effectiveness System.

D. The summative evaluation will address all performance areas.


12

E. The summative conference will be conducted during which time the evaluator and the teacher review the summative evaluation report.

F. The evaluator and the teacher will sign and date the summative evaluation to indicate that the document has been read and discussed.

G. If the teacher wishes to respond, a statement should be written, signed, and attached to the summative evaluation copy. (See also, Evaluation Appeals Process.)

H. Copies of the summative evaluation will be retained by the evaluator, the teacher, and the Superintendent of Schools. Also, the original copy will go into the individual’s personnel file at the Central Office.

Additional information related to the summative phase may be found throughout the Certified Personnel Evaluation Plan.

Professional Practice Self-Reflection and Professional Growth Planning Reflective practices and professional growth planning are iterative processes. The teacher (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her administrator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps. The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including classroom observation feedback, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. In collaboration with the administrators, teachers will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection.

Required

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

o Self-reflections and Professional Growth Plans should be rooted in evidence/data collected from observations, student voice, peer observations, etc.

o Self-reflections will be documented using the approved district documents, and a signed copy will be kept in the employees records.

Timeline and Monitoring for Self-Reflection Teachers and Other Professionals:

Will complete their initial self-reflection within thirty (30) working days after the first student attendance day each year.

Late hires will complete their initial self-reflection within thirty (30) working days of being hired. Will reflect on targeted areas before the spring semester begins. Will submit their final self-reflection no later than April 15 each year. May reflect more often based on their professional decision and/or that of their supervisor.

Timeline and Monitoring for Professional Growth Planning Teachers and Other Professionals:


13

Will complete their Professional Growth Goal and Action Plan (PGP), and receive principal approval by the 45th day of school, after students report (or within window a forty-five (45) day window if hired during the school year).

Should update their implementation plan and strategies around their PGP as necessary (e.g. development of student growth goal and action plan, observations, student perception survey, and other times based upon their professional judgment and/or that of their supervisor.) Modifications to the PGP shall be reviewed and approved by the supervisor.

Support and guidance around PGPs will be determined by the below chart following summative ratings.

Level 1: Self-Directed Professional Growth Plan (3 year cycle)

Low SGG Rating with Accomplished or Exemplary Professional Practice Rating

Expected SGG Rating with Developing Professional Practice Rating

High SGG Rating with Developing Professional Practice Rating

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

• Goal set by educator with evaluator input • One goal must focus on low student growth outcome • Formative review annually

• Goals set by educator with evaluator input; • One goal must address low performance or outcomes • Plan activities designed by educator with evaluator input. • Formative Review annually

• Goal set by educator with evaluator input • One goal must focus on low outcome • Formative review annually

• Goals set by educator with evaluator input • Plan activities are teacher directed and implemented with colleagues. • Formative review annually

Level 2: One-Year Cycle

Directed Professional Growth Plan

Level 3: Individual Corrective Action Plan(Up to 12 Months)

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

Low SGG Rating with Ineffective Professional Practice Rating

• Goal Determined by Evaluator • Goals focus on low performance/outcome area • Plan activities designed by evaluator with educator input • Formative review at mid-point • Summative at end of plan

• Goal determined by evaluator • Focus on low performance area • Summative at end of plan

Observations (Progressive 3 & 1 Model) The observation process is one source of evidence to determine teacher effectiveness that includes supervisor and peer observation for each certified teacher. Both peer and supervisor observations will use the same instruments. The supervisor observation will provide documentation and feedback to measure the effectiveness of a teacher’s professional practice. Only the supervisor observation will be used to calculate a summative rating. Peer observation will 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. The observation model will follow the following:

All observations will be conducted openly.


14

All observations must be documented on district forms. There will be a minimum of four (4) observations in the summative cycle including at least three

(3) observations conducted by the supervisor and one (1) observation conducted by a peer. The peer mini-observation (20-30 minutes in length) and supervisor full class period observation

must occur in the final year of the summative evaluation cycle. The remaining two (2) observations may be mini-observations. The summative cycle for tenured teachers is a minimum of once every three (3) years; annually for

non-tenured teachers, employees on a corrective action plan, and administrators. Only the summative ratings shall be entered into the state adopted technology platform.

All employees shall be afforded an opportunity to review their evaluations. All written evaluations shall be discussed with the evaluatee, and he/she shall have the opportunity to attach a written statement to the evaluation instrument. Both evaluator and evaluatee shall sign and date the evaluation instrument. All evaluations shall be maintained in the employee’s personnel file. A signature does not denote that the evaluatee agrees with the evaluation. Observer Certification All administrators serving as a primary evaluator must complete the Initial Certified Evaluation Training prior to conducting observations for the purpose of evaluation. To ensure consistency of observations, evaluators must also be trained, tested and approved using the Proficiency Observation Training for the current approved state platform. The system allows observers to develop a deep understanding of how the four domains of the Kentucky Framework for Teaching (FfT) are applied in observation. There are three sections of the proficiency system:

Framework for Teaching Observer Training Framework for Teaching Scoring Practice

Framework for Teaching Proficiency Assessment

The established cycle for observation certification is as follows:

Year 1 Certification Year 2 Calibration Year 3 Calibration Year 4 Recertification

Only supervisors who have passed the proficiency assessment can conduct mini and full observations for the

purpose of evaluation. In the event that a supervisor has yet to complete the proficiency assessment, or if the

supervisor does not pass the assessment, the district will provide the following supports:

Observation data provided by a substitute observer is considered a valid source of evidence only

if the supervisor is present in the observation.

In the event a supervisor suffers an emergency situation such as prolonged illness, death of a

significant other, etc., the Supervisors of Instruction can assign an evaluator.

In cases where the supervisor is not certified though the proficiency system and is therefore unable to conduct

observations during the observation window, the Supervisors of Instruction will determine how to ensure

teachers and other professionals have access to observations by making the following decision:


15

Upon hiring, the district will purchase a license through the state approved certification program.

The supervisor will have forty-five (45) days to take the proficiency assessments via the state

approved certification program.

In the event a supervisor is not successful in completing/passing the assessments.

Supervisor will be assigned a mentor by the Supervisors of Instruction. It shall be someone who

has already passed the state approved certification program if possible.

Mentor will provide guidance and support as requested. It is not permissible for the mentor to take the exam with the supervisor.

The mentor will review assessment results with the supervisor and will target areas of weakness. Go back through appropriate sections of training to establish understanding.

Support for those unable to pass the assessment after the second attempt and are subsequently locked out of the system will be supported by:

Supervisor will be assigned a mentor (from the district office), someone who has already passed

the state approved certification program if possible.

The mentor will review assessment results with the supervisor and will target areas of weakness. Go back through appropriate sections of training to establish understanding. Study sessions focusing on the four domains of the Kentucky Adapted Framework for Teaching,

and the four performance levels. Teachers will have access to certified observers for observations and feedback in cases where their immediate supervisor is not certified through the proficiency system and therefore unable to conduct the observation. Supervisors of Instruction personnel or principals from another building (certified through the proficiency system) and designated by the superintendent, will conduct the observation with the principal, modeling the process and providing mentorship of the proficiency system for the supervisor). Observation data provided by a substitute observer is considered a valid source of evidence only if the supervisor participated (passively) in the observation. Passive involvement will be waived in cases where a supervisor is unable to participate (long-term leave or other extenuating circumstances).

Observer Calibration As certified observers may tend to experience “drift” in rating accuracy, the district will complete a calibration process each year where certification is not required (see chart under Observer Certification). This calibration process will be completed in years two and three after certification. Calibration ensures ongoing accuracy in scoring teaching practice; an awareness of the potential risk for rater bias; and ensures observers refresh their knowledge of the training and scoring practice. All calibration processes must be conducted through the state approved technology platform.

Observer calibration during years two and three of the Observer Certification process based on the

department approved platform.

All building level supervisors must complete calibration by September 1 each year. Successful completion of calibration is determined by obtaining a score of Demonstrated Accuracy

Any supervisor who scores, Needs Practice or Needs Remediation, will be assigned a mentor and have a two week window to successfully complete calibration.

Recertification after year three.

All evaluators will be recertified via KDE approved platform to maintain evaluation certification. o Recertification is to be completed by September 1.


16

o If supervisor fails to complete recertification successfully by September 1, he/she will be

assigned a mentor and have a two week window to successfully complete recertification.

Any late hires throughout the school year who do not have appropriate documentation of ongoing calibration

and recertification must be brought current within the first forty-five (45) days of reporting to work.

Observation Model The observation model must fulfill the following minimum criteria:

Four observations in the summative cycle. A minimum of three observations conducted by the

supervisor and one observation conducted by the peer.

The required peer observation must occur in the final year of the summative cycle.

Final observation is conducted by the supervisor and is a full observation.

Supervisors will record observation data using district approved forms.

Observation Schedule Observations may begin after the evaluation training takes place within thirty (30) calendar days

of reporting for employment each school year.

Observation Schedule: Determined by the PGP and Cycle for teachers and other professionals.

One Year Educator Plan Schedule: First Semester Observation Schedule: Two observations will be conducted in the first semester (may begin after the evaluation training takes place within the first thirty (30) days of reporting for employment and completed by December 20) Options for first semester observations:

Must have one supervisor observation (mini). The other observation shall be a peer observation.

Second Semester Observation Schedule: The final two observations will be conducted from January 1 through May 1.

The first observation shall be a supervisor observation (mini). Final observation must be a full observation conducted by the supervisor. The summative evaluation conference must be conducted by May 1. If May 1 falls on a weekend,

then it must be conducted the next contracted day.

Three Year Educator Plan Schedule: Defined by the PGP and Cycle for teachers and other professionals. The observation schedule for teachers on a three-year summative cycle will follow the following schedule:

Observations may begin after the evaluation training takes place within the first thirty (30) calendar days of reporting for employment

It is recommended that the observation schedule follows: o One formal observation (mini) by supervisor in year one (Must occur by May 1).


17

o One formal observation (mini) by supervisor in year two (Must occur by May 1). o One peer observation in year three (Must occur by the end of the first semester). o One formal observation (full) by supervisor in year three by May 1.

The summative evaluation conference shall be conducted by the last contracted day.

LATE HIRES/ABSENTEEISM All late hire teachers will be placed on a one-year cycle. Any teacher hired before the 60th day of instruction will have all observations conducted. Please see observation schedule in the above section. A Supervisor may eliminate one of the required observations on a teacher hired after the 60th day of instruction. If a teacher misses sixty (60) consecutive school days throughout the year then the supervisor may eliminate one of the required mini-observations.

Peer Observation A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will not score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. A peer observer is a trained certified school personnel.

All teachers and other professionals will receive a peer observation in their summative year.

All Peer Observers participating during the summative year observations will complete the

department approved training once every three years.

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

Observation data is recorded in district approved data tool.

All teachers will be placed in the pool as potential peer observers. Principals may utilize peer

observers to serve within or across departments. They may also decide to utilize peer observers

in more of a mentoring capacity where teachers with identified weaknesses observe other teachers

who are strong in those areas.

All teachers will complete the department approved observation training at least every three

years. The training is to be completed prior to participating in any peer observations. (This is for

the observer and the observee.) Failure to complete training will result in a professional growth

goal developed in this area.

Peer observers will be assigned at the school level by the building administrator in consultation with the observee. The maximum caseload that can be assigned to one peer is five (5).


18

Observation Conferencing Observers will adhere to the following observation conferencing requirements for teachers and other professionals:

Prior to all observations a pre-observation conference form will be submitted, at least the day prior to the scheduled observation. Appendix: Pre-Observation Conference Document. Alternative forms are provided for educators who do not fit in TPGES, PPGES, or OPGES.

All post-conferences must be face to face and must take place within five (5) working days of each observation.

Post-conferences will, at a minimum, address the questions and topics of the post-observation conferencing form. Appendix: Post-Observation Conference Document. Alternative forms are provided for educators who do not fit in TPGES, PPGES, or OPGES.

Post-observation conferencing, after a mini observation, may target particular area(s) of focus for future walkthroughs, observations, professional growth goals, etc.

The summative evaluation conference shall be conducted at the end of the summative evaluation cycle (no later than May 1 for non-tenured teachers and by the last contracted day for tenured teachers).

Student Perception Survey The Student Perception Survey is a confidential, online survey collecting student feedback on specific aspects of the classroom experience and teaching practice.

All teachers will participate in the state-approved Student Perception Survey annually with a

minimum of one identified group of students.

Students in grades 3 through 12 will participate in the Student Voice survey

There must be a minimum of 10 students from the same school and assigned to the same teacher

for that particular group and/or class to participate in the survey.

o Teachers with multiple classes at the same school may combine numbers to meet the

minimum requirement.

Student selection for participation must be consistent across the district.

Students in alternative schools will take the survey.

o Supervisors of Instruction will determine the survey process for alternative settings.

Students must have been scheduled in a course section for no less than 15 instructional days.

o Non-traditional days (weather related) are to be counted toward the 15 instructional day

requirement.

Results will be used as a source of evidence for Professional Practice.

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

All teachers and appropriate administrative staff will read, understand, and sign the district’s

Student Perception Survey Ethics Statement.

The survey will be administered by no later than February 28.

The Student Perception Survey will be administered between the hours of 7:00 AM and 5:00 PM local time.

The survey will be administered in the school.

The District Student Perception Survey Point-of-Contact is the Instructional Supervisor who will also ensure the district meets the ethics requirements for the survey. For teachers with multiple classes or sections (3 or more), one class/section will be assigned by the principal or assistant principal to take the Student


19

Perception Survey and one class/section will be chosen by the teacher. Note: This is the minimum requirement for teachers who have three (3) or more classes/sections. For teachers who only have one or two classes/sections, the principal or assistant principal will choose the class to participate in the student voice survey. The principal or designee will schedule a specific time for each class/section that is participating to have access to a computer lab or a mobile device during the Student Perception Survey state window. Caseload teachers will provide accommodations on the survey for students who normally have accommodations such as listed on PSP, IEP, and 504 Plans.

Student Growth The student growth measure is comprised of two possible contributions: a state contribution and a local contribution. The state contribution pertains to teachers of the following content areas and grade levels participating in state assessments:

4th – 8th Grade Reading Math

The state contribution is reported using Student Growth Percentiles (SGP). The local contribution uses the Student Growth Goal Setting Process and applies to all teachers in the district, including those who receive SGP. The following graphic provides a roadmap for determining which teachers receive which contributions:

State Contribution – Median Student Growth Percentiles (SGP) The state contribution for student growth is a rating based on each student’s rate of change compared to other students with a similar test score history (“academic peers”) expressed as a percentile. The median SGP for a teacher’s class is compared to that of the state. The scale for determining acceptable growth will be determined by the Kentucky Board of Education and provided to the district by the Kentucky Department of Education.

Local Contribution – Student Growth Goals (SGG) The local contribution for the student growth measure is a rating based on the degree to which a teacher meets the growth goal for a set of students over an identified interval of instruction (i.e. trimester, semester, year-long) as indicated in the teacher’s Student Growth Goal (SGG). All teachers, regardless of grade level and

Do you teach students in grades 4-8?

Do you teach in the math or

reading content areas?

Do your students participate in the Math or Reading

K-PREP Assessment?

LOCAL & STATE

CONTRIBUTION

LOCAL CONTRIBUTION

ONLY

YES

YES

YES

NO

NO

NO


20

content area, will develop a SGG for inclusion in the student growth measure. All SGG will be determined by the teacher in collaboration with the principal and will be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement). Student Growth Goal Criteria The district adopted a rubric that addresses both rigor and comparability of criteria. Teachers and administrators will apply the rubric to assist them in creating teacher-developed rubrics and SGGs. Teachers may consult with district/other support staff/documents to ensure the rubric assesses the following:

The SGG is congruent with Kentucky Core Academic Standards and appropriate for the grade level and content area for which it was developed.

The SGG represents or encompasses an enduring skill, process, understanding, or concept that students are expected to master by taking a particular course (or courses) in school.

The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge. The SGG provides access and opportunity for all students, including students with disabilities,

ELLs, and gifted/talented students. OPGES and alternative certified staff who deliver instruction to students will operate using the same process. However, due to the variations in services provided by other professionals and the variance in the amount of regular contact they have with a consistent group of students, how the student growth component is implemented will be collaboratively decided between evaluatee and evaluator. Rigor and Comparability of Student Growth Goals Comparability: Each teacher will use uniform district provided student growth goal setting resources to develop a student growth goal with two components (growth & proficiency). Rigor: The teacher will self-score their student growth goal and a list of assessments using the adopted rigor rubric (see Appendix) and submit the student growth goal to their evaluator. The evaluator may approve the student growth goal and assessments or work with the teacher to revise. Quality Assurance will come from district provided goal setting tools, ongoing training and support, opportunities for teacher collaboration, and the utilization of a rigor rubric. Determining Growth All teachers of grades 4-8 who teach reading and math will have a state growth goal. The state goal will count 1% of the overall student growth rating. Teachers in grades 4-8 who teach only reading or math will have a state student growth goal from that specific subject. Teachers in grades 4-8 who teach both reading & math will have a state student growth goal equally weighted for math and reading. The remaining 99% will be determined by a local student growth goal(s).

For teachers without a state student growth goal, the overall student growth rating is determined solely by local student growth goals and illustrated below. Local Student Growth Goals

All teachers will develop at least one local student growth goal each year. A teacher with the approval of the supervisor may add additional Local Student Growth Goals (not

to exceed three (3) total). Each local student growth goal will include two components: growth and proficiency. Growth & proficiency components will be equally weighted.


21

Each component will include a target. Growth ratings will be determined by meeting the target within the components. Three levels of rating are: high (3), expected (2), low (1).

o Please see “Rigor Rubric” in the Appendix. For a sample, see Local Growth Goal Sample 1 on Page 23.

State Student Growth Goals All teachers’ grades 4-8 who teach reading and/or math will have a state student growth goal and

a local student growth goal each year. Reading and math will be equally weighted if a teacher teaches both. Up to three years of data are combined. A minimum number of ten (10) students are required to receive Student Growth Percentile. It is a lagging indicator (state data from spring assessment will be used for the following year’s

State Growth Goals. The local and state student growth goals will be equally weighted. Three levels of rating are: high (3), expected (2), low (1).

State Growth Goal Ratings

Median Student Growth Percentiles are used. Teachers will receive a rating of High, Expected, or Low. The following chart determines the Student Growth Percentile Ratings:

Growth Rating Median Student Growth Percentile

High Above 65

Expected Between 30 and 65

Low Less than 30

Teachers who teach reading and or math, grades 4-8, see below for required state student growth goal.

State Student Growth Goal Required of Reading &/or Math Grades 4-8

Local Student Growth Goal Required of All Teachers Grades K-12

3 (High) 2 (Expected) 1 (Low) Reading Math If One Goal If Two Goals

(Optional) If Three Goals (Optional)

Rating of 3 Rating of 3 2/2 Targets=3 4/4 Targets = 3 (5-6)/6 Targets=3 Rating of 2 Rating of 2 1/2 Targets=2 (2-3)/4 Targets= 2 (3-4)/6 Targets=2 Rating of 1 Rating of 1 0/2 Targets=1 (0-1)/4 Targets= 1 (0-2)/6 Targets= 1

If a teacher teaches both reading & math, the two content areas will be averaged together to determine the state rating. If a teacher only teaches reading or math, the state rating will be determined by that area. For a sample, see State Growth Goal Sample 1 on Page 23.


22

Student Growth Goal Ratings for Summative Evaluation Summative - In compiling the rating of the teachers, data will be weighted equally. Please see below to outline the processes for each teacher to follow. Final averages will be applied to the following scale to determine their overall ranking. Overall Growth Rating

Three Years of Data Will be Weighted as Follows

One Year Summative Cycle

Two Year Summative Cycle

Three Year Summative Cycle

Year 1=100% Most Recent Data

Year 1 Data=50% Year 1 Data=33.3%

Year 2=50% Most Recent Data

Year 2 Data=33.3%

Year 3 Data=33.3% Most Recent Data

The Summative Student Growth Goal Rating will be determined by:

If the summative cycle is a one-year cycle, that year’s rating will be the rating. If the summative cycle is a multi-year cycle, the rating will be calculated using the above percentages.

Each rating will be given a numerical weighting based on the following after multiple years have been averaged.

Ranking Average Score

Low 1.0 – 1.49 Expected 1.50 – 2.49 High 2.50 -3.0


23

Sample Local Growth Goal 1: For the 2015-2016 school year, 100% of my students will make measureable progress in writing arguments to support claims. On the district 8th grade writing assessment:

Each student will improve by at least one performance level in three or more scoring elements of argumentation rubric. (growth component with target)

80% of my students will score an average of a 3 or higher on a summative rating of the argumentation rubric. (proficiency component with target)

Teacher Rating Based on the Above Sample Goal: Rating of 3 (high) – Each student improved by at least one performance level (growth). Over 80% of students scored a 3

or higher on summative. (Proficiency) 2/2 targets met. Rating of 2 (expected) – One of the two targets was not met. 1 / 2 targets met. Rating of 1 (low) – Neither target was met. 0 / 2 targets met.

If multiple local student growth goals are developed (not to exceed three) please refer to the tiered chart below.

Growth Ratings

Local Student Growth Goal Required of All Teachers Grades K-12 If One Goal If Two Goals

(Optional) If Three Goals (Optional)

2/2 Targets= 3 4/4 Targets = 3 (5-6)/6 Targets = 3 1/2 Targets= 2 (2-3)/4 Targets = 2 (3-4)/6 Targets = 2 0/2 Targets= 1 (0-1)/4 Targets= 1 (0-2)/6 Targets = 1

Sample State Growth Goal 1: Self-contained elementary teacher who teaches reading & math with one local student growth goal (using the sample local growth goal above): State: Reading state growth: Student median Student Growth Percentile in reading is 68. (3/High rating). Student median Student Growth Percentile in math is 52. (2/Expected rating). Reading and Math State growth scores will be averaged to calculate the overall state student growth score. (rating of 3 in reading + rating of 2 in math = 5 divided 2 = 2.5) This sample teacher would have a state growth goal rating of 2.5. Local:

Growth Component: Each student improved by one performance level in three or more elements of the argumentation rubric. Teacher met the target. 1 Target=Met

Proficiency Component: 87% of students scored an average of three or higher on the argumentation rubric. Teacher met the target. 1 Target=Met Local Growth Goal:

2 of 2 Targets Met=Local Growth Goal Rating if High (3) Overall Student Growth Goal Rating for Teacher with Local and State Growth Goals: The teacher above had a Local Growth Goal rating of 3 and a State Growth Goal Rating of 2.5. The overall rating is an average of the Local and State ratings. State score of 2.5 + local score of 3 = 5.5 divided by 2 = 2.75

Ranking Average Score

Low 1.0 – 1.49 Expected 1.50 – 2.49 High 2.50 -3.0


24

Other Professionals Growth and Effectiveness System The following categories have been identified by KDE as Other Professionals:

Library Media Specialist Therapeutic Specialist/Speech School Guidance Counselor School Psychologist School Instructional Specialist/Coach

Other Professionals who work with classes of students on a daily, weekly, or other reoccurring schedule must follow the protocols of the TPGES Student Growth. Other Professionals who are in a role that does not work with students on a regular basis or are administrative in nature will follow the OPGES Student Growth Guidance. Rating Overall Student Growth The overall Student Growth Rating is a result of a combination of professional judgment and the district-developed instrument for summative student growth ratings. The designed instrument aids the supervisor in applying professional judgment to multiple evidences of student growth over time. The Student Growth Rating must include data from SGG and SGP (where available), and will be considered in a three-year cycle (when available). All ratings must be recorded in the department-approved technology platform.

Determining the Overall Performance Category Supervisors are responsible for determining an Overall Performance Category for each teacher at the conclusion of their summative evaluation year. The Overall Performance Category is informed by the educator’s ratings on professional practice and student growth. The evaluator determines the Overall Performance Category based on professional judgment informed by evidence that demonstrates the educator's performance against the Domains, district-developed rubrics (see local contribution for student growth), and decision rules that establish a common understanding of performance thresholds to which all educators are held.

STATE

• MSGPs • State Predefined Cut

Scores LOCAL

• SGG • Maintain current

process • Rate on H/E/L

S

T

U

D

E

N

T

G

R

O

W

T

H

STUDENT GROWTH RATING

STUDENT GROWTH [H,E,L]

SOURCES OF EVIDENCE TO INFORM

STUDENT GROWTH

PROFESSIONAL

JUDGMENT

AND DISTRICT-

DETERMINED

RUBRICS


25

Rating Professional Practice The Kentucky Framework for Teaching stands as the critical rubric for providing educators and evaluators with concrete descriptions of practice associated with specific domains. Each element describes a discrete behavior or related set of behaviors that educators and evaluators can prioritize for evidence-gathering, feedback, and eventually, evaluation. Supervisors will organize and analyze evidence for each individual educator based on these concrete descriptions of practice. Supervisors and educators will be engaged in ongoing dialogue throughout the evaluation cycle. The process concludes with the evaluator’s analysis of evidence and the final assessment of practice in relation to performance described under each Domain at the culmination of an educator’s cycle. All ratings must be based on evidence and recorded on district approved forms. Overall summative ratings must be documented in the state adopted technology platform. The following charts depict sources of evidence and minimum criteria for determining the professional practice rating. Supervisors will provide a summative rating for each domain based on evidence. All summative ratings must be recorded in the department-approved technology platform.

REQUIRED

• Observation • Student Voice • Professional Growth

Plans and Self Reflection

OPTIONAL

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

PROFESSIONAL PRACTICE

DOMAIN RATINGS

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

SOURCES OF EVIDENCE TO

INFORM PROFESSIONAL

PRACTICE

PROFESSION

AL

JUDGMENT

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

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

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


26

. This chart is used to determine the Overall Performance Category from both the Professional Practice Rating and the Student Growth Trend Rating:


27

This chart is used to determine Professional Growth Plans and the Summative Cycle for tenured teachers during the year in which they are due for a summative evaluation:

Student Growth Trend Rating


28

Principal Professional Growth and Effectiveness System (Principal and Assistant Principal) The vision for the Principal Professional Growth and Effectiveness System (PPGES) is to have every school led by an effective principal. The goal is to create a fair and equitable system to measure principal effectiveness and act as a catalyst for professional growth. Roles and Definitions

1. Administrator: means an administrator who devotes the majority of employed time in the role of principal, for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050

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

3. Superintendent/Superintendent’s Designee: means an administrator who devotes the majority of employed time in the role of Superintendent/Assistant Superintendent, for which Superintendent certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050. The Superintendent is the primary evaluator for principals, but may assign an Assistant Superintendent to be the primary evaluator as the Superintendent’s Designee.

4. Evaluatee: district/school personnel that is being evaluated 5. Professional Growth Plan: An individualized plan that is focused on improving professional

practice and leadership skills and is aligned with educator performance standards and student performance standards, is built using a variety of sources and types of student data that reflect student needs and strengths, educator data, and school/district data, is produced in consultation with the evaluator

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

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

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


29


30


31

Principal Professional Growth and Effectiveness System Components Overview and Summative Model The following graphic outlines the summative model for the Principal Professional Growth and Effectiveness System.

Professional Growth

Plans and Self-

Reflection

Site-Visits

Val-Ed 360°

Working Conditions

Growth Goal

STANDARD 4: Organizational

Management

OVERALL

PERFORMANCE

CATEGORY

P

R

O

F

E

S

S

I

O

N

A

L

P

R

A

C

T

I

C

E

S

T

U

D

E

N

T

G

R

O

W

T

H

PROFESSIONAL

JUDGMENT

STANDARD RATINGS

STANDARD 3: Human

Resource Management

STANDARD 2: School Climate

STANDARD 1: Instructional

Leadership

SOURCES OF

EVIDENCE TO

INFORM

PROFESSIONAL

PRACTICE

State Contribution –

ASSIST/NGL Goal

SOURCES OF

EVIDENCE TO

INFORM STUDENT

GROWTH

Local Contribution –

Student Growth Goals

(SGGs) based on school need

AND

PERFORMANCE

TOWARD

TRAJECTORY

STUDENT GROWTH

RATINGS

LOCAL CONTRIBUTION: High,

Expected, Low Growth Rating

PROFESSIONAL

JUDGMENT

AND DISTRICT-

DETERMINED

RUBRICS

STATE CONTRIBUTION: High,

Expected, Low Growth Rating

PROFESSIONAL

JUDGMENT &

STATE-

DETERMINED

DECISION RULES establishing a

common

understanding of

performance

thresholds to

which all

educators are held

STANDARD 5:

Communication &

Community Relations

STANDARD 6: Professionalism


32

Evaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional judgment based on this evidence when evaluating a principal. The role of evidence and professional judgment in the determination of ratings on standards and an overall rating is paramount in this process. However, professional judgment must be grounded in the common framework identified: The Principal Performance Standards.

Principal Performance Standards The Principal Performance Standards are designed to support student achievement and professional best-practice through the standards of Instructional Leadership; School Climate; Human Resource Management; Organizational Management; Communication & Community Relations; and Professionalism. Included in the Performance Standards are Performance Indicators that provide examples of observable, tangible behaviors that provide evidence of each standard. The Performance Standards provide the structure for feedback for continuous improvement through individual goals that target professional growth, thus supporting overall student achievement and school improvement. Evidence supporting a principal’s or assistant principal’s professional practice will be situated within one or more of the 6 standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. It is projected that most principals or assistant principals will maintain an Accomplished rating, but will occasionally have exemplary performance on standards at any given time. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each standard. The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how principals respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual principal performance. These factors may include school-specific priorities that may drive practice in one standard, an educator’s number of goals, experience level and/or leadership opportunities. Contextual variables may also impact the learning environment, such as unanticipated outside events or traumas. Evaluators must use the following categories of evidence in determining overall ratings:

Professional Growth Planning and Self-Reflection

Site-Visits

Val-Ed 360°

Working Conditions Goal

State and Local Student Growth Goal data Evaluators may use the following categories of evidence in determining overall ratings:

Other Measures of Student Learning

Products of Practice

Other Sources


33

Professional Practice The following sections provide a detailed overview of the various sources of evidence used to inform Professional Practice Ratings.

Professional Growth Planning and Self-Reflection Completed by principals and assistant principals The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including site-visit conferences, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. Self-reflection improves principal practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement.

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

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

year.

Principals and assistant principals will submit their self-reflection within thirty (30) working days of reporting for work.

Principals and assistant principals will submit their Professional Growth Goal and Professional Growth Plan within forty-five (45) working days of reporting to work.

Late hires will be addressed using the same timelines stated above. Principal and assistant principals will submit their self-reflection and professional growth plans

via the district approved form. At a minimum the progress toward meeting the professional growth plan will be monitored during

each site visit conducted by the superintendent/designee. Additional monitoring protocols may be put in place if the principal is not progressing adequately.

It is the responsibility of the building level principal to monitor and track the attainment of the assistant principal.

Self-reflections and professional growth plans will be documented on district approved forms.

Timeline for Self-Reflection/PGP/Site Visits

Timeline Action First 30 working days Evaluation criteria and process used to evaluate shall be explained By the 45th day of school, after students report

Develop PGP and SGG Administrator reflects on his/her current growth needs and collaborates with supervisor to develop growth plan. This will be documented on the approved district form. *New hires will complete PGP and SGG within 30 calendar days of employment.

Fall semester Site visit(s), ongoing self-reflection Mid-Year review Review progress/reflections on growth and modify plan as appropriate Spring semester Site visit(s), ongoing self-reflection By the last contract day or June 15, whichever comes first

Summative reflection and evaluation-annual summative evaluation submitted for official personnel record, copy provided to employee who may include written response.


34

Site-Visits Completed by supervisor of principal – formal site visits are not required for assistant principals Site visits are a method by which the superintendent may gain insight into the principal’s practice in relation to the standards. During a site visit, the superintendent will discuss various aspects of the job with the principal, and will use the principal’s responses to determine issues to further explore with the faculty and staff. Additionally, the principal may explain the successes and trials the school community has experienced in relation to school improvement. Required:

Conducted at least twice each year. (Formal site-visits are not required for the assistant principal.) One site visit must occur prior to December 31. The second site visit must occur between January

first and the end of the school year. Following each site visit a post observation conference must be conducted within five (5) working

days. During this post conference the following topics must be addressed if available o Self-Reflection o PGP Progress o SGG Progress o Working Conditions Goal Progress o Evidences relevant to the six (6) principal standards o TELL and/or ValED results

Any administrator hired after January 1 will be required to have two formal site visit completed. Evidences from site visit may be recorder using one of the following two options

o State approved technology platform o District approved forms/documents

Val-Ed 360° Completed for principals – not completed for assistant principals The VAL-ED 360° is an assessment that provides feedback on a principal’s learning-centered behaviors by using input from the principal, his/her supervisor, and teachers. All teachers will participate in the Val-Ed 360°. The results of the survey will be included as a source of data to inform each principal’s professional practice rating.

Conducted at least once every two years in the school year that TELL Kentucky is not administered. The District Assessment Coordinator (or superintendent designee if they cannot fulfill the duty)

will oversee the administration of Val-Ed 360°. Identify the timeline for administration of Val-Ed 360°. Val-Ed 360° will be used as a formative piece of evidence that will provide data for the

administration to use in self-reflection, goal setting, and monitoring improvement/declines. Val-Ed 360° results will be shared with all district and school level administrators. A principal who is hired must be in position for at least 60 working days in order to have the Val-

Ed survey completed.


35

Working Conditions Goal Goal inherited by Assistant Principal Principals are responsible for setting a two-year Working Conditions Growth Goal based on the most recent TELL Kentucky Survey. The principal’s effort to accomplish the Working Conditions Growth Goal is a powerful way to enhance professional performance and, in turn, positively impact school culture and student success.

Developed following the completion of the TELL Kentucky Survey. Minimum of one two-year goal.

Local District Decision:

Must complete a minimum of one Working Conditions Goal. Once the goal has been completed the administrator must complete a rubric outlining percentages

representing low, expected, and high growth using the rubric below. This must be submitted to the superintendent/designee for approval.

Working Conditions Goal GOAL: Be sure to include the main question of focus, what your current percentage is, and what you want your resulting percentage to be. Working Conditions Goal Rubric

Goal Low Growth Expected Growth High Growth

____ %

Below ____ %

___% - ___ %

Above____ %

The administrator will complete an action plan that outlines specific steps and processes that will

be implemented in working toward reaching the goal. This must be submitted to the superintendent/designee for approval.

Progress of working condition goal will be addressed in each site visit conference. Principal should be prepared with formative data to show how he/she is progressing toward goal attainment.

Principals may take into consideration feedback form their Val-Ed surveys as well as other local surveys administered through the school’s council, PTA, etc. However, the final goal must be rooted and reflect specifically on the TELL survey.

Working condition goals will be documented in the state-approved technology platform or district approved document.

Products of Practice/Other Sources of Evidence Faculty Meeting Agendas and Minutes Department/Grade Level Agendas and Minutes PLC Agendas and Minutes Leadership Team Agendas and Minutes Instructional Round/Walk-through documentation Budgets EILA/Professional Learning experience documentation Surveys Professional Organization memberships Parent/Community engagement surveys Parent/Community engagement events documentation


36

School schedules School web pages School Plans such as 30/60/90, assist, program reviews, etc. State Assessment data Local benchmark data Additional sources deemed relevant

Principal Professional Growth and Effectiveness System Components, Overview, and Summative Model The following graphic outlines the summative model for the Principal Professional Growth and Effectiveness System.

Evaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional judgment based on this evidence when evaluating a principal. The role of evidence and professional judgment in the determination of ratings on standards and an overall rating is paramount in this process. However, professional judgment is grounded in a common framework: the Principal Performance Standards. Administrator and Superintendent/Designee will work together to implement the steps for self-reflection/PGP as indicated on the timeline below. *At any time, when significant deficiencies in work performance have been observed, an employee may be placed in Intensive Support. At that time, the district-designed process will be instituted which includes a specific timeline for observations/site visits, support, and conferences. At the end of the specified timeline, the evaluator will provide a written summary of the conferences to the employee.

REQUIRED

• Professional Growth Plans and Self-Reflection

• Site-Visit • Val-Ed 360°/Working

Conditions OPTIONAL

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

PR

OFE

SSIO

NA

L P

RA

CTI

CE

STANDARD RATINGS

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

SOURCES OF EVIDENCE TO INFORM

PROFESSIONAL PRACTICE

PROFESSIONAL

JUDGMENT







37

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

IF… Then… Principal or Assistant Principal is rated Exemplary in at least four of the standards and no standard is rated Developing or Ineffective

Professional Practice Rating shall be Exemplary

Principal or Assistant Principal is rated Accomplished in at least four standards and no standard is rated Ineffective

Professional Practice Rating shall be Accomplished

Principal or Assistant Principal is rated Developing in at least five standards

Professional Practice Rating shall be Developing

Principal or Assistant Principal is rated Ineffective in two or more standards

Professional Practice Rating shall be Ineffective

Student Growth The following sections provide a detailed overview of the various sources of evidence used to inform Student Growth Ratings. At least one of the Student Growth Goals set by the principal must address gap populations. Assistant principals will inherit the SGG (both state and local contributions) of the Principal. State Contribution ASSIST/Next Generation Learners (NGL) Goal Based on Trajectory - Goal inherited by Assistant Principal Principals are responsible for setting at least one Student Growth Goal that is tied directly to the Comprehensive School Improvement Plan located in ASSIST. The superintendent and the principal will meet to discuss the trajectory for the goal and to establish the year’s goal that will help reach the long-term trajectory target. New goals are identified each year based on the ASSIST goals. The goal should be customized for the school year with the intent of helping improve student achievement and reaching the long term goals through on-going improvement.

State Student Growth Goal Rating Rubric

(Based on ASSIST/Next Generation Learners (NGL) Trajectory-Applies to Gap and Non-Gap Goals)

Goal Inherited by Assistant Principal

Low Expected High

Does not meet identified increase target within 10%

Meets identified increase target within 10%

Exceeds identified increase target

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

Each Principal will create a minimum of one local growth goal, developed in collaboration with, and approved by, his/her supervisor. If the school does not receive state level data, the principal will construct two local student growth goals. The process of determining high, expected, or low growth will be set by the superintendent or designee and the principal.


38

Local Student Growth Goal Rating Rubric

(Based on School Need-Apples to Gap and Non-Gap Goals) Goal Inherited by Assistant Principal

Low Expected High <70% of identified increase

target met 70% - <85% of identified

increase target met ≥ 85% of identified increase

target met

Determining the Overall Performance Category Superintendents are responsible for determining an Overall Performance Category for each principal at the conclusion of their summative evaluation year. The Overall Performance Category is informed by the principal’s ratings on professional practice and student growth. The rating should be recorded in the state approved technology platform. Criteria for Determining a Building Level Administrator’s Overall Performance Category

Principal and Assistant Principal Overall Performance Category Professional Practice Rating Student Growth Rating Overall Performance Rating

Exemplary

High Exemplary

Expected Exemplary

Low Developing

Accomplished

High Exemplary

Expected Accomplished

Low Developing

Developing

High Accomplished

Expected Developing

Low Developing

Ineffective

High Ineffective

Expected Ineffective

Low Ineffective

Rating Overall Student Growth Overall Student Growth Rating results from a combination of professional judgment and the district-developed instrument.

The Student Growth Rating shall be determined using both state and local growth. The state and local growth goals are to be averaged to determine a numerical rating.

o Local Goal: 2 of 2 Targets Met=High (3) o State Goal: 1 of 2 Targets Met=Expected (2) o The average would determine the Combined Goal Rating to be 2.5

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


39

Weighted Overall Growth Rating

Three Years of Data Will Be Weighted As Follows: One Years Available Data Two Years Available Data Three Years Available Data Year 1=100% Year 1 Data=50% Year 1 Data=33% Year 2=50%

Most Recent Data Year 2 Data=33%

Year 3 Data=33% Most Recent Data

Student Growth Rating is to be recorded in district approved platform. Determining the Overall Performance Category A principal’s Overall Performance Category is determined by the evaluator based on the principal’s ratings on each standard, as well as student growth. Evaluators will use the following decision rules for determining the Overall Performance Category:

Criteria for determining a principal’s overall Performance Category:

Professional Growth Plan and Summative Cycle Based on the overall Professional Practice rating and Student Growth rating, supervisors will determine the type of Professional Growth Plan required of the Principal.


40

Kentucky Teacher Internship Program Teachers (KTIP) All state mandated procedures will be followed as part of the KTIP evaluation process. Procedures: The following procedures are organized for the purpose of facilitating and implementing the Certified Personnel Evaluation Program. A. Reliable evaluators are essential to the Certified Personnel Evaluation Program. Evaluators will be

trained in the skills of analyzing effective teaching and in the procedures for implementing the Marshall County Certified Personnel Evaluation Program.

B. Sufficient orientation will be provided to acquaint certified personnel with the Program and with the

specific criteria on which they will be observed and evaluated. C. The employee's immediate supervisor is designated as the primary evaluator. Additional trained

administrative personnel may be used to observe and provide information to the primary evaluator. If requested by the teacher, observations by another teacher trained in the teacher's content area or by curriculum content specialists shall be provided. The selection of the third-party observer shall, if possible, be determined through mutual agreement by evaluator and evaluatee. A teacher who exercises this option shall do so, in writing to the evaluator, by no later than February 15 of the academic year in which the summative evaluation occurs. If the evaluator and evaluatee have not agreed upon the selection of the third-party observer within five (5) working days of the teacher's written request, the evaluator shall select the third-party observer.

D. The Certified Personnel Evaluation Program includes the following components:

1. Orientation of Administrators – Annual training will be provided by the district to improve the consistency and quality of the evaluator's skills.

2. Notification – All certified school personnel shall be made aware no later than the end of the first month of reporting for employment for each school year of the criteria on which they are to be evaluated.

3. Pre-observation Conference – Prior to scheduled observations. 4. Formative Observations – It includes the observations designed to help the evaluatee

improve his/her performance by providing feedback and suggestions for improvement. These observations focus on the performance criteria listed in each major job category.

5. Post Observation Conference – Conducted within a reasonable period of time (not to exceed five days) following each observation. This conference will include a discussion of identified strengths and needs for improvement.

6. Summative Evaluation – Composite of information obtained through the formative observations which serve as the basis for administrative decision making.

7. Growth Plan – Must be aligned with the school/district improvement plan and revised annually.

8. Individual Corrective Action Plan – Completed when an evaluatee receives a "does not meet" rating(s) on the Summative Evaluation or when immediate action is necessary to correct a deficiency.


41

Individual Corrective Action Plans An Individual Corrective Action Plan must be developed when an evaluatee receives a “does not meet” or “Ineffective” rating on the Summative Evaluation Form or when immediate action is necessary to correct a deficiency. The evaluatee will continue to work toward the goals specified in the plan until such time that the evaluator determines that the goals have been met and the evaluatee’s performance rating on a Summative Evaluation Form is above “does not meet” or “Ineffective.”

Evaluation Appeals Process The Marshall County Evaluation Appeals Process shall comply with KRS 156.101, KRS 156.557, 704 KAR 3:345, and Board Policy 03.18. Certified Employee Evaluation Advisory Appeals Panel The Evaluation Advisory Appeals Panel shall consist of three members. Two (2) members and alternates shall be elected to the panel by the total certified staff through nominations and voting by the certified staff. One (1) certified staff member and one (1) certified employee alternate shall be appointed by the Board of Education. Terms shall be for one year and begin on October 1 and run through September 30. The Board-appointed member shall be appointed by the Board. Appeals Procedure The following are the steps of the appeals procedure:

1. Certified employees who believe they have received an unfair summative evaluation can appeal within ten (10) working days of receipt of the evaluation.

2. Appeals shall be on a form formulated by the Superintendent. No member of the panel shall serve on any appeal in which he/she was the evaluator.

3. No member of the panel shall serve on any appeal brought by the member’s immediate family as defined in Board Policy 03.18.

4. Within three (3) working days of receiving written notification of the appeal, the chairman of the appeals panel shall notify other members of the panel and schedule a meeting to review the appeal. The review shall occur within five (5) working days of receipt of appeal notification by the appeals panel chairman. Additionally, the chairman will request documentation from the evaluator to support his/her evaluation decisions.

5. By mutual written consent the appeals process may be terminated at any points. 6. Copies of all supporting documentation (from the evaluator and the appealing employee) shall be

made available to all panel members for screening prior to the review. All original documentation will be held in a secure location in the Central Office. All documents will be handled with the utmost confidentiality.

7. If, by a majority vote, the appeals panel agrees that a hearing is needed, the following procedures shall be followed:

a. A hearing will occur within five (5) working days of the appeals panel review meeting. b. Only the appeals panel, the appealing employee, the appealing employee’s chosen

representative (optional), and the evaluator will be present during the hearing. c. The appealing employee and the evaluator will be allowed to make statements in his/her own

behalf. The appeals panel may ask questions of either party. Cross-examination by the appealing employee or the evaluator will not be permitted.


42

d. The appeals panel chairman will be responsible for the audio recording of the hearing. A recording of the hearing will be made available to the appealing employee and the evaluator upon request.

e. After statements have been made by the parties involved and questions of the appeals panel answered, the appeals panel shall meet in closed session to prepare a written response to submit to the Superintendent, the appealing employee and the evaluator. The panel’s response shall be delivered to all parties within two (2) working days of the hearing.

8. The panel shall make a recommendation to the Superintendent within five (5) working days from the date of filing the appeal. If the Superintendent is the evaluator, the recommendation of the panel shall go directly to the Board of Education

9. The Superintendent shall file the panel’s recommendation in the employee’s personnel file with the original evaluation form.

10. The Superintendent shall be allowed to hold a conference with parties concerned or order a new evaluation by a second certified evaluator. If a new evaluation is made, both evaluations shall be placed in the employee’s personnel file or the Superintendent may choose to uphold the original. A third party evaluator may be appointed.

11. The appealing employee may appeal the panel’s recommendation to the Superintendent and/or the Kentucky Board of Education appeals panel.


43

PERSONNEL 03.18 AP.21

- CERTIFIED PERSONNEL -

Evaluation Appeal Form

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

I, ________________________________________________, have been evaluated by _________________________________during the

current evaluative cycle. My disagreements with the findings of the summative evaluation have been

thoroughly discussed with my evaluator.

I respectfully request the District Evaluation Appeals Panel to hear my appeal.

This appeal challenges the summative findings on:

_____ substance

_____ procedure

_____ both substance and procedure

______________________________________________________ ___________________ Signature Date

Date of Summative conference _______________________________

Date evaluator notified of intent to appeal ______________________

This form shall be presented in person or by mail to any member of the Evaluation Appeals Panel within ten (10) working days of completion of the summative conference.

RELATED PROCEDURES:

03.18 AP.11, 03.18 AP.12 Review/Revised:3/10/2003

*This form may be found in the Marshall County Public Schools Policy and Procedure manual.


44

APPENDIX

(All evaluation documents can be found on the Marshall County School District’s website)

Click here to access District Forms

http://www.edline.net/pages/MarshallCountySchools/Faculty_Staff/Certified_Evaluation_Plan_and_/Evaluation_Documents


45


46


47


48


49


50


51


52


53


54


55


56


57


58


59


60


61


62


63


64


65


66

Marshall County School District OPGES Counselor & Social Worker Summative Rating


67


68


69


70


71

Marshall County School District OPGES Instructional Specialist Summative Rating


72


73


74


75

Marshall County School District OPGES Library Media Specialist Summative Rating


76


77


78


79

Marshall County School District OPGES School Psychologist Summative Rating


80


81


82


83

Marshall County School District OPGES Theraputic Specialist and Speech Language Summative Rating


84

MARSHALL COUNTY SCHOOLS CHIEF INFORMATION OFFICER EVALUATION STANDARDS AND DESCRIPTORS

Used for Certified staff not using PGES system

STANDARDS/PERFORMANCE CRITERIA Standard 1: The Chief Information Officer demonstrates professional responsibility and leadership

1.1 Builds positive relationships within and between school and community.

1.2 Promotes leadership potential in colleagues.

1.3 Participates in professional organizations and activities.

1.4 Writes and speaks effectively.

1.5 Contributes to the professional knowledge and expertise about teaching and learning.

1.6 Guides the development of curriculum and instructional materials.

1.7 Participates effective listening, conflict resolutions, and group-facilitation skills as a team member.

1.8 Initiates and develops educational projects and programs; exhibits strong leadership, self-management, and project management skills.

1.9 Practices effective listening, conflict resolution and group-facilitation skills as a team member.

1.10 Meets timelines, demonstrates punctuality and good attendance for all duties.

1.11 Adheres to the state Code of Ethics, school board policies and administrative procedures.

1.12 Maintains web access to the district improvement plan to communicate it with the schools many publics.

1.13 Demonstrates technical and financial planning skills, forecasts financial impact of future technology needs, communicates these with all stakeholders and keeps superintendent and board informed.

1.14 Manages, oversees, and works individually on district wide projects (e.g. Infinite Campus), following all guidelines and initiatives set forth by KETS.

Standard 2: The Chief Information Officer demonstrates proficiency in the management and administration of all district information systems

2.1 Plans long-range goals of the technology and information systems, and KETS initiatives with administration, support staff, and schools.

2.2 Plans the budget with the administration, school-based administration, school councils and/or advisory committees, based on the needs and objectives of school and district plans.

2.3 Administers the budget according to the goals and objectives of the program as well as work within strong knowledge of public education funding sources, guidelines and parameters.

2.4 Meets periodically with support staff, principals, administration, STC’s TRT, and administration to evaluate and discuss short and long range goals and accomplishments for improving the district’s information systems.

2.5 Develops, implements, and monitors policies and plans for all information initiatives, security of information systems, monitor and maintain: servers and workstations operating systems support structure, E-mail services design and support structure, internet services and design support structure, KETS system, and STI/Infinite Campus.

2.6 Solicits suggestions from and communicates with all stakeholders about services, materials, programs, hardware, software, etc.

2.7 Evaluates programs, services, facilities, hardware, software, and materials informally


85

and formally on a continuous basis—identifying strengths and weaknesses.

Standard 3: The Chief Information Officer provides exemplary resources through collection of data and research trends on technology and information systems

3.1 Implements and effective selection policy regarding curriculum based software, productivity based software, and assistive/adaptive technology.

3.2 Demonstrates ability to integrate technology into curriculum and to communicate effectively to others how to use technology tools.

3.3 Possesses broad knowledge of the school curriculum and plans with teachers and administration for development of collection of materials and programs to support the curriculum.

3.4 Demonstrates competency in overseeing the maintaining inventory of all components of the district’s information system, maintaining accurate records and inventories (e.g. fixed assets inventory, bar codes, etc.)

3.5 Facilitates a process for general repairs to the components of the district’s information system.

Standard 4: The Chief Information Officer is a member of learning communities 4.1 Collaborates to support learning by consulting with others for resources to address student needs.

4.2 Collaborates and consults with school staff to facilitate the success of: Student Technology Leadership Program and Technology Resource Teacher Program.

4.3 Works to facilitate the design of lessons that use available technology to address diverse student needs

4.4 Works with staff to implement CATS, ensuring all have access to the data and that it is disaggregated to school community so results may be utilized to increase student achievement.

4.5 Oversees, instructs and supervises staff in ensuring students are in compliance with the ethical and legal use of technology.

4.6 Experience in planning and leading professional development programs, and community education programs.

4.7 Chairs the District Technology Committee to gain insight into meeting needs of students and staff in all schools.

Standard 5: The Chief Information Officer engages in professional development

5.1 Establishes priorities for professional growth.

5.2 Analyzes student performance to help identify professional development.

5.3 Solicits input from others in the creation of individual professional development plans.

5.4 Implements knowledge and skills acquired through on-going professional development.

5.5 Modifies own professional development plan to improve performance and to promote student learning.

5.6 Participates in local, state, and national professional organizations (e.g. WKATC, KYSTE, etc.)

Rubric for Formative Evaluation Ratings Distinguished – All indicators are met and are exceeded Proficient – Majority of indicators are met Apprentice – Majority of indicators are progressing or above Novice – Majority of indicators are not met


86

MARSHALL COUNTY SCHOOLS CHIEF INFORMATION OFFICER FORMATIVE EVALUATION INSTRUMENT


NAME ________________________________________________ DATE____________ SCHOOL ____________________________________ SUBJECT OR GRADE LEVEL____________ EVALUATOR’S NAME __________________________________________ D- Distinguished A – Apprentice P – Proficient N- Novice Any standard rating of novice must be accompanied by appropriate evidence documentation.

STANDARD 1: Demonstrates professional responsibility and leadership o Distinguished o Proficient o Apprentice o Novice

STANDARD 2: Demonstrates proficiency in the management and administration of all district information systems

o Distinguished o Proficient o Apprentice o Novice

STANDARD 3: Provides exemplary resources through collection of data and research trends on technology and information systems


STANDARD 4: Is a member of a learning community


STANDARD 5: Engages in professional development o Distinguished o Proficient o Apprentice o Novice

______________ Evaluatee request additional observation _________________________________ ___________________________________________ Evaluatee Signature Evaluator Signature and Date

White Copy – School Yellow Copy – Central Office Pink Copy – Teacher


87

Tenured _____ Non-Tenured_____

MARSHALL COUNTY SCHOOLS SUMMATIVE EVALUATION FOR CHIEF INFORMATION OFFICER


This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, and other documentation. Evaluatee ____________________________ Grade/Content Area ______________________________ School _______________________________ Position ________________________________________ Date(s) of Observation(s) 1st ________ 2nd _________ 3rd _________ 4th ____________ Date(s) of Conferences(s) 1st ________ 2nd _________ 3rd _________ 4th ____________ STANDARDS MET PROGRESSING NOT MET

1. Demonstrates professional responsibility and leader. 2. Demonstrates proficiency in the management and administration of

all district information systems. 3. Provides exemplary resources through collection of data and research

trends on technology and information systems. 4. Is a member of a learning community. 5. Engages in professional development.

Overall Rating: _____Distinguished _____Proficient _____Apprentice _____Novice Individual professional growth plan reflects a desire (D) or need (N) to acquire further knowledge and/or skills in the standard number(s) indicated below: 1.________ 2.________ 3.________ 4.________ 5.________ Evaluatee’s Comment: ____________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________ Evaluator’s Comment: ____________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________ To be signed after all information above has been completed and discussed: Appeals shall be made to the Director of Personnel within ten (10) work days of receipt of this evaluation as described in the Certified Evaluation Handbook. I understand that signing this form indicates that I have met with the principal/evaluator and have received a copy of this form and attachments, if applicable. _________________________________________ ___________________________________________ Evaluatee Signature and Date Evaluator Signature and Date

White copy – School Yellow Copy – Central Office Pink Copy - Teacher


88

MARSHALL COUNTY SCHOOLS ADMINISTRATOR DATA COLLECTION INSTRUMENT


ISLLC Standard 1: Vision An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all the stakeholders. Performances- The administrator facilitates processes and engages in activities ensuring that:

Met Progressing Not Met A. Collaboratively develop and implement a shared

vision and mission

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

C. Create and implement plans to achieve goals D. Promote continuous and sustainable

improvement

E. Monitor and evaluate progress and revise plans

Comments: ISLLC Standard 2: School Culture and Learning An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Performances- The administrator facilitates processes and engages in activities ensuring that:

Met Progressing Not Met A. Nurture and sustain a culture of collaboration,

trust, learning, and high expectations

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

C. Create a personalized and motivating learning environment for students

D. Supervise instruction E. Develop assessment and accountability systems

to monitor student progress

F. Develop the instructional and leadership capacity of staff

G. Maximize time spent on quality instruction H. Promote the use of the most effective and

appropriate technologies to support teaching and learning

I. Monitor and evaluate the impact of the instructional program

Comments:


89

ISLLC Standard 3: Management An education leader promotes the success of every student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Performances- The administrator facilitates processes and engages in activities ensuring that:

Met Progressing Not Met A. Monitor and evaluate the management and

operational systems

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

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

D. Develop the capacity for distributed leadership E. Ensure teacher and organizational time is

focused to support quality instruction and student learning

Comments:

ISLLC Standard 4: Collaboration An education leader promotes the success of all students by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Performances- The administrator facilitates processes and engages in activities ensuring that:

Met Progressing Not Met A. Collect and analyze data and information

pertinent to the educational environment

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

C. Build and sustain positive relationships with families and caregivers

D. Build and sustain productive relationships with community partners

Comments:


90

ISLLC Standard 5: Integrity, Fairness, Ethics An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical Performances- The administrator facilitates processes and engages in activities ensuring that:

Met Progressing Not Met A. Ensure a system of accountability for every

student’s academic and social success

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

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

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

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

Comments: ISLLC Standard 6: Political, Economic, Legal An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Performances- The administrator facilitates processes and engages in activities ensuring that:

Met Progressing Not Met A. Advocate for children, families, and caregivers B. Act to influence local, district, state, and

national decisions affecting student learning

C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

Comments:


91

ADDITIONAL PERFORMANCE AREAS PERFORMANCE AREA: Professional Responsibility

Met Progressing Not Met A. Is punctual and attends required functions B. Completes and maintains accurate records,

meeting required timelines.

C. Adheres to board policies, state statutes, Educational Professional Standards, and Professional Code of Ethics.

D. Relates well with other staff and administrators

E. Demonstrates competence in written and verbal communication.

F. Seeks out opportunities for, and demonstrates professional growth, including leadership and instructional

Comments:


92


WORK PLAN GOALS

Professional Goal: ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Strategies: ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Progress: ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Personal Goal: ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Strategies: ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Progress: _____________________________________________________________________________________

_____________________________________________________________________________________

______________________________________________


93

MARSHALL COUNTY SCHOOLS ADMINISTRATOR SUMMATIVE EVALUATION REPORT


_________________________________ _____________________________ Name School PERFORMANCE AREAS: INSTRUCTIONAL LEADERSHIP

ISLLC Standard 1: Vision ISLLC Standard 2: School Culture, Learning

SCHOOL MANAGEMENT

ISLLC Standard 3: Management INTERPERSONAL RELATIONSHIPS

ISLLC Standard 4: Collaboration PROFESSIONAL RESPONSIBILITIES

ISLLC Standard 5: Integrity, Fairness, Ethics ISLLC Standard 6: Political, Economic, Legal

EVALUATOR’S COMMENTS: EVALUATEE’S COMMENTS: _____________________________________ ______________________________ Evaluatee Signature Date

_____________________________________ ______________________________ Evaluator Signature Date Signatures do not necessarily reflect agreement, only that the information was discussed. If the evaluate is dissatisfied with the whole or any part of the summative evaluation, an appeal may be written and given to the District’s Evaluation Contact Person within five (5) school days immediately following receipt of the summative form. The letter shall include the rationale and the suggested solution for the appeal in detail.

Met Progressing Not Met