Montgomery County Public Schools · Pre-Observation Form POF 1 . Individual Corrective Action ... of the summative report. ... will be conducted in compliance with the Kentucky Teacher

Montgomery County Schools

Certified Staff Evaluation Plan

2009

Certified School Personnel Evaluation Plan

Name of District: Montgomery County

Telephone Number: (859) 497-8760 (859) 497-8780 (Fax)

Address: 700 Woodford Drive Mt. Sterling, KY 40353

Superintendent: Dr. Daniel Freeman

Evaluation Contact Person: Rick Mattox

Evaluation Plan Committee Members

Rick Mattox, Principal McNabb

Jacqui Johnston, Administrator Central Office Melody Claypoole, Principal Mapleton Elementary Todd Wilson, Principal Montgomery County High School

Dawn Cockrell, Director of Instruction Central Office Kelly Foster, Director of Secondary Instruction Central Office Sarah Woodford, Teacher Mapleton Elementary Penny Queen, Teacher McNabb Middle School Anita Hendricksen, Teacher Montgomery County High School Michelle Slone, Teacher Mt. Sterling Elementary Lydia Hood, Teacher Camargo Elementary Michelle Rogers, Teacher Preschool/Early Learning Center

Table of Contents

Purposes of Evaluation of Certified Personnel 1 Orientation 1 Individual Professional Growth Plan 2 Formative Data Collection 2 Summative Evaluation 3 Frequency of Evaluation 3 Performance Criteria 3 Correction Action Plan 4 Responsibilities for Evaluation 4 Evaluation Training 5 Certified Evaluation Appeals Process 5 Appeals Panel Composition and Selection of Members 5 Appeal Procedures 5 Procedures for Conducting a Certified Evaluation Appeals Hearing 6 Standards of Performance 7 Evaluation Plan Timeline 8

Evaluation Forms Teacher Evaluation T1 – T 10 Teacher Standards/Criteria Evidence/Data TS 1 – TS 8 Administrator Evaluation ADM 1 - ADM 5 Media Specialists MS 1 – MS 7 Certified Non-Teaching/Non-Administrative C/NA 1 – C/NA 7 Guidance Counselors GC 1 – GC 8 Speech/Language Pathologists SLP 1 – SLP 10

Forms Evaluation Orientation Verification EOV 1 Individual Professional Growth Plan (2 pages) IPGP 1 – IPGP 2 Pre-Observation Form POF 1 Individual Corrective Action Plan (3 pages) ICAP 1– ICAP 3 Certified Employee Appeals Form EA 1

Montgomery County Schools Certified Personnel Evaluation Plan

ASSURANCES

The Montgomery County Schools hereby assures the Commissioner of Education that:

1. This evaluation plan was developed by an evaluation committee composed of an equal number of teachers and administrators.

2. The evaluation process, evaluation standards, and performance criteria will be explained to and discussed

with all certified personnel annually within one month of reporting for employment. This shall occur prior to the implementation of the plan. The evaluation of each certified staff member will be conducted or supervised by the immediate supervisor or designee, of the employee.

3. All certified employees shall develop an Individual Professional Growth Plan (IPGP) that shall be aligned

with the school/district comprehensive plan and will comply with requirements of 704 KAR 3:345. The Individual Professional Growth Plan shall be reviewed annually.

4. All administrators, to include the superintendent, and non-tenured certified staff, shall be evaluated

annually.

5. All tenured certified non-administrative support staff shall be evaluated a minimum of once every three years.

6. Each evaluator shall be trained and certified in the Kentucky Department of Education Evaluation of

Certified Personnel Training Program. Evaluators shall also receive training in the use of all appropriate local evaluation techniques and evaluation forms and documents.

7. Each evaluatee will have both formative and summative conferences with the evaluator, with regard to

work related performance.

8. Each evaluatee shall be given a copy of his/her Summative Evaluation and a copy of the summative evaluation shall be filed with the official personnel records.

9. Each evaluatee will be provided with the opportunity for a review of the summative evaluation by the

Montgomery County Schools Certified Evaluation Appeals Panel. Provisions are made for the right to review all documentation presented to the Appeals Panel and the right to be represented by counsel at the appeals hearing.

10. The Certified Personnel Evaluation Plan will not discriminate on the basis of race, national origin, religion,

marital status, gender, or disability.

11. This Certified Personnel Evaluation Plan will be reviewed as needed and any substantive revisions shall be submitted to the Kentucky Department of Education for approval.

The Montgomery County Schools Board of Education approved the revisions to the Certified Personnel Evaluation Plan as recorded in the official board minutes of the meeting held on Signature & Date, Superintendent, Montgomery County Schools Signature & Date, Chairperson, Board of Education

1

THE EVALUATION PROCESS HOW IT WORKS

PURPOSES OF EVALUATION OF CERTIFIED PERSONNEL The Montgomery County Board of Education recognizes the importance of a systematic evaluation plan for its instructional and administrative personnel. By participating in an evaluation process that includes communication, appraisal, guidance, and encouragement, certified staff members are given opportunities for professional growth and improvement of performance. Additionally, the Board of Education anticipates that staff members will develop a better understanding of effective teacher and administrative behaviors and management techniques that improve teaching and learning. As a result of employee evaluation procedures, the Board of Education fulfills its responsibility for accountability of teacher and administrators to the pupils, the school system, and the community. Furthermore, an evaluation system will provide support and documentation to the teacher and administrator when individual personnel decisions are necessary. Therefore, the Montgomery County Board of Education reaffirms its commitment to an evaluation system, conducted in a professional, positive climate, developed and supported by teachers and administrators, and directed toward the improvement of educational opportunities for the pupils of Montgomery County. Evaluation is an integral component of growth and development. It is the philosophy of Montgomery County Schools that staff evaluation is a vehicle for professional growth. The following statements address the policy and procedural issues associated with this process: GENERAL STATEMENTS

• The evaluation program will include all certified employees and will not discriminate on the basis of race, national origin, religion, marital status, sex, or handicap.

• Administrators and non-tenured teachers will be evaluated each year.

• Evaluation of tenured personnel is an ongoing three-year process that culminates in a formal evaluation.

• The immediate supervisor of the certified school employee is designated as the primary evaluator.

• The monitoring and observation of the performance of a teacher or administrator will be conducted openly and with

full knowledge of the evaluatee.

• All summative evaluations will be in writing on appropriate evaluation forms.

• Formal observations, informal observations, and anecdotal records may be used to form summative evaluations.

• The evaluator must provide written recommendations for improvement if he or she rates any performance areas as “Needs Improvement” or “Unsatisfactory”. These recommendations may include, but not be limited to, attending workshops, visiting other schools and classrooms, reading relevant materials from professional literature, and/or discussing and planning with the instructional supervisors.

Each certified staff member evaluated shall have a conference with the evaluator regarding his or her evaluation and will be given a copy of the summative report. Upon request, the teacher or administrator may obtain a copy of the entire completed evaluation instrument. ORIENTATION An orientation session to provide explanation to and discussions with all certified employees on the evaluation process will be conducted by administrators within the first month of reporting for employment each year. All employees who are newly hired during the school year will receive training within their first month of employment. This annual review shall be an explanation of the contents of the evaluation plan handbook, including the Evaluation Standards, and Performance Criteria. Each building principal is also responsible for explaining to building personnel those Indicators (or “Look-Fors”) for Performance Criteria that are building-specific, based on the school’s comprehensive plan goals, professional development training the staff has taken, or other factors.

2

The immediate supervisor shall be designated as the primary evaluator. However, a principal or other administrator may appoint another properly trained and certified administrator to serve as primary evaluator with approval of the superintendent. Additional trained administrative personnel may be used to observe and provide information to the primary evaluator. All monitoring or observations of performance of a certified employee shall be conducted openly and with the full knowledge of the teacher or administrator. PROCEDURE Individual Professional Growth Plan (IPGP) An individual growth plan for all evaluatees shall be developed and/or reviewed annually. Plans must be completed and approved by the evaluator by October 1. Development of the professional growth plan is the responsibility of both the evaluator and the evaluatee. Plans shall be aligned with school and district improvement plans as well as improvement needs identified in most recent Summative Evaluation. Activities shall be designed to help the employee achieve improvement goals and objectives identified by the employee and/or his/her supervisor. Provisions will be made for the Superintendent’s professional growth plan pursuant to KRS156.111. Formative Data Collection Non-tenured teachers (excluding intern teachers) shall have a minimum of two (2) formative observations each year. Observations shall be scheduled at least 1 week (5 working days) in advance of the formal observation. A Pre-Observation form shall be completed by the evaluatee and submitted to the evaluator at least one work day in advance of the observation. It is recommended that one formative conference occur each semester for non-tenured teachers. Formative observations for intern teachers will be conducted in compliance with the Kentucky Teacher Internship Program. Data and observation notes from each formative observation shall be recorded on a separate formative data collection form, prior to each formative evaluation. Copies shall be provided to the evaluatee. A conference shall be held to discuss each completed formative observation. A post-observation conference shall occur within five working days following the formal observation. These conferences will focus on formative data collected (including but not limited to lesson plans, samples of student products, records, student achievement data of the employee’s current or former students, or other appropriate materials) as well as the Individual Professional Growth Plan (IPGP). During a conference, recommendations for growth will be formulated. The evaluator and evaluatee shall sign the Formative Evaluation Report Form indicating that the conference is complete. Additional observations and conferences shall be conducted as needed. During the formative evaluation process, if the evaluator and evaluatee are in a state of disagreement about the evaluatee’s performance, the evaluator may exercise the option to ask for a second opinion from an outside source as outlined in 704 KAR 3:345 Section 4 (2) (a). The evaluatee may then be observed by other administrators, who have completed the KDE approved Evaluation of Certified Personnel Training. This is in accordance with 704 KAR 3:345; Section 4; (2) (a) which reads, “The immediate supervisor shall be designated the primary evaluator. Additional trained administrative personnel may be used to observe and provide information to the primary evaluator. Tenured teachers shall have a minimum of one formal classroom observation prior to or during the year their summative evaluation is due. Tenured teachers may have a formal observation each year with the pre-observation form and post-observation conference being part of the evaluation process. A post-observation conference shall occur within five working days following the formative observation. During a conference, recommendations for growth will be formulated. The evaluator and evaluatee shall each sign the Formative Evaluation Report Form indicating that the conference is complete. Additional observations and conferences shall be conducted in accordance with 704 KAR 3:345; Section 4; (f), which reads, “Multiple observations shall be conducted with a tenured, certified employee whose observation results are unsatisfactory”. If requested by the teacher, either tenured or non-tenured, 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 working days of the teacher’s written request, the evaluator shall select the third party observer.

3

In cases where an employee is shared between two or more schools, each principal/designee of the involved schools will conduct a minimum of one formative observation and conference. The principal/designee of the home-based school will write the summative evaluation and have a conference with the employee. The evaluator conducting the summative evaluation will be responsible for obtaining and including input from the other evaluator(s) involved. Administrators, including program supervisors, shall be evaluated annually. The evaluator, at his/her discretion, may utilize various means of collecting data, as he/she deems appropriate. Summative Evaluation The summative evaluation is a summary of, and conclusion from, all evaluation data collected by the evaluator including the Formative Data Collection Form, written documentation, other observation notes, letters, memos, IPGP, and data information collected through walk-throughs. During the summative evaluation conference, the evaluator shall review and discuss each Evaluation Standard and indicate whether the performance criteria have been met, not met, or if growth is needed. A copy of the Summative Evaluation Form shall be provided to the evaluatee. The results from the Summative Conference shall be noted on the Summative Evaluation Form, with each standard being marked as Satisfactory, Needs Improvement, or Unsatisfactory. A Corrective Action Plan shall be developed for any standard marked as “Needs Improvement” or “Unsatisfactory”. Both the evaluator and evaluatee shall sign the Summative Evaluation Form. The evaluatee may attach additional comments to the evaluation, with these comments becoming a part of the official personnel file. The Summative Evaluation Forms are submitted to the Director of Personnel by April 30. The Summative Evaluation Forms for administrators shall be completed and submitted to Director of Personnel by June 30. Summative Evaluation Forms shall become part of the official personnel file. Frequency of Evaluation Non-tenured teachers shall have a summative evaluation annually. Intern teachers shall be evaluated according to the Kentucky Teacher Intern Program (KTIP) in lieu of the Montgomery County Schools Certified Evaluation Plan. Intern teachers involved in KTIP must participate in and have on file the Montgomery County Schools Individual Professional Growth Plan. Tenured teachers, librarians, and certified non-teaching/non Administrative staff shall have a summative evaluation a minimum of once every three years. Administrators shall have a summative evaluation annually (principals, assistant principals, counselors, directors, and coordinators). The evaluator at his/her discretion may use various formative collection processes, as he/she deems appropriate. A Final Summative Evaluation Form shall be completed by the primary evaluator and will be reviewed during a summative conference. Additional summative evaluations may be conducted as needed. Employees whose performance warrants more frequent evaluations shall be notified in writing of their supervisor’s intent to evaluate outside the normal evaluation cycle. Performance Criteria The performance criteria on which teachers and administrators shall be evaluated shall include, but not be limited to:

(a) Performance of professional responsibilities related to his or her assignment, including attendance and punctuality and evaluating results;

(b) Demonstration of effective planning of curricula, classroom instruction, and classroom management, based on research-based instructional practices, or school management skills based on validated managerial practices;

(c) Demonstration of knowledge and understanding of subject matter content or administrative functions and effective leadership techniques;

(d) Promotion and incorporation of instructional strategies or management techniques that are fair and respect diversity and individual differences;

(e) Demonstration of effective interpersonal communication, and collaboration skills among peers, students, parents, and others;

(f) Performance of duties consistent with the goals for Kentucky students and mission of the school, the local community, laws, and administrative regulations;

(g) Demonstration of the effective use of resources, including technology; (h) Demonstration of professional growth;

4

(i) Adherence to the professional code of ethics; and (j) Attainment of the teacher standards of the administrator standards as established by the Education Professional

Standards Board that are not reference in paragraphs (a) to (i) of this subsection.

Corrective Action Plan (CAP) A corrective action plan may be written at any time during the school year if an immediate change in behavior, practice or performance is needed, but shall be written if evaluatee receives a “Needs Improvement or Unsatisfactory” on the Final Summative Form. Specific instructions for completing a Corrective Action plan are detailed in the district’s Evaluation Procedures Manual. Corrective action plans shall be reviewed continuously until performance is judged to meet the evaluation standards. Review of corrective action plans shall be documented on the Corrective Action Plan Form. The Corrective Action Plan is a plan developed by the evaluator, at any time during the school year, in collaboration with the evaluatee, when documented unsatisfactory performance is observed, or when a “Needs Improvement or Unsatisfactory” rating is indicated on any final Summative Evaluation Standard. Specific assistance and activities are identified in the Corrective Action Plan and progress towards identified goals is monitored. The evaluator and the evaluatee shall specifically identify and list, in writing

1. Corrective Action Plan measurable goals and objectives

2. Procedures and activities designed to achieve Corrective Action Plan goals and objectives

3. Targeted dates for appraising the evaluatee’s accomplishment of the identified Corrective Action Plan goals and objectives

The evaluator shall document all actions taken to assist the employee in improving performance and meeting CAP goals and objectives. Employees who fail to make sufficient progress to meet Evaluation Standards identified for them will not be recommended to the Superintendent for rehire. If the Superintendent chooses to dismiss the employee, the employee will be notified by May 15. A corrective action plan may be developed for two purposes: (1) when improvement is needed to correct critical deficiencies in performance criteria that cannot wait for the formal observation and summative conference; (2) after the formal observation and/or during the summative evaluation conference when steps to improve performance are called for. RESPONSIBILITIES for EVALUATION The Montgomery County Board of Education will evaluate the superintendent. The superintendent’s evaluation process shall be developed and adopted by the local board of education. The superintendent or designee will evaluate directors, assistant directors, coordinators, principals, central office administrators, and other central office support personnel. Principals or designee will evaluate assistant principals and other certified and classified employees assigned to his/her supervision. All Summative Evaluations for non-teaching/non-administrative support staff shall be completed by April 15. Summative Evaluations of Administrators and certified district support personnel shall be completed and submitted to the Director of Personnel by June 30. EVALUATION TRAINING All Montgomery County Evaluators shall be trained, tested and certified according to KDE guidelines for the evaluation of certified personnel. Continued certification as an evaluator shall be contingent upon the completion of evaluation training as required by statute or regulation. This training shall be in any one, or combination, of the following skill areas:

1. Use of the local evaluation process and instrument

2. Identification of effective teacher/management practices

5

3. Effective observation and conferencing techniques

4. Establishing and assisting with certified employee improvement plans

5. Summative evaluation techniques

6. Completion of initial or update training in the Kentucky Teacher Internship Program or Kentucky Principal Internship

Program The Montgomery County Board of Education has designated the Assistant Superintendent responsible for evaluation training and the contact person for the submitted evaluation plan. CERTIFIED EVALUATION APPEALS PROCESS Any certified employee who believes that he or she was not fairly evaluated on the summative evaluation may file an appeal with the district’s Evaluation Appeals Panel no later than five (5) working days of receipt of the summative evaluation. Employees may appeal the summative evaluation on grounds the employee was not fairly evaluated or failure to implement the evaluation plan according to the way it was approved by the Kentucky Board of Education. APPEALS PANEL COMPOSITION AND SELECTION OF MEMBERS The district’s Evaluation Appeals Panel is composed of two (2) certified employees elected by the district’s certified employees and one (1) certified employee appointed by the Montgomery County Board of Education (MCBE policy 03.18). The certified employees shall elect two (2) members and two (2) alternates to serve on the Evaluation Appeal Panel. Ballots listing candidates nominated by certified employees shall be distributed to all certified employees. The panel member appointed by the Board of Education shall tally the votes. The two (2) candidates receiving the greatest number of votes will be named primary panel members. The employees receiving the third and fourth largest total votes shall be named alternates to the panel. Appeal Procedures 1. The employee completes an Evaluation Appeal Form (03.18AP.21) and submits it to the panel member appointed by the

Board within five (5) working days of receiving a copy of the summative evaluation form. If the appeal is mailed, it shall be postmarked on a date prior to the expiration of the 5 day period.

2. The evaluatee’s written request shall include the specific, detailed and complete grounds and reasons for the appeal and a

list of witnesses who will testify for the evaluatee at the hearing. 3. THE APPEALS PROCEDURE DOES NOT INVOLVE CONTRACTUAL STATUS RECOMMENDATIONS MADE

TO THE SUPERINTENDENT OR ACTIONS BY THE SUPERINTENDENT REGARDING CONTRACTUAL STATUS. THE JURISDICTION OF THE PANEL IS LIMITED TO THE REVIEW OF THE SUMMATIVE EVALUATION ONLY.

4. The members of the Certified Employee Appeals Panel, the certified employee, and the evaluator shall be notified of the

time and date of the hearing by the chairperson within 5 workings days of receiving the Evaluation Appeal Form. The hearing must take place not less than fifteen (15) working days or more than twenty five (25) working days from the date an appeal is filed.

5. The certified employee may appeal both the substance of, and any procedural issues involved in, the evaluation process.

The certified employee and the evaluator have the right to present relevant evidence and expert testimony and to be represented and assisted at the hearing by legal counsel, at their own expense.

6. Within five (5) working days of their receipt of the notice of the date and time of the hearing, both the evaluatee and

evaluator shall submit four (4) copies of any appropriate documentation including, but not limited to, a brief summary of the testimony of each witness to the panel member appointed by the Board. Only panel members and counsel will be permitted to review the documentation. All documentation will be stored in a secure place in the Central Office except during panel meetings. Confidentiality will be maintained.

6

7. The certified employee appealing to the panel has the burden of proof. The evaluator may respond to any statements made

and evidence presented by the certified employee and may present any evidence that supports the Summative Evaluation. 8. Prior to the hearing, the panel will meet, review all documents, discuss and prepare questions to be asked of each party by

members of the Panel. Additional questions may be posed by panel members during the hearing. 9. Five (5) workdays in advance of the hearing, both parties shall have the right to preview a copy of all documents and

exhibits that will be offered in evidence of the hearing. 10. Only Panel members, the evaluatee, evaluator, legal counsel, and the employee’s chosen representative will be present at

the hearing unless the evaluatee asks to have a public hearing. 11. All hearings will be confidential and will follow the written procedures of the Panel. 12. Pursuant to KRS 156.557 – Standards for Improving Performance of Certified School Personnel, and 704 KAR 3:345 –

Evaluation Guidelines, any certified employee who feels that the local district is not properly implementing the evaluation plan according to the way it was approved by the Kentucky Department of Education shall have the opportunity to appeal to the Kentucky Board of Education. Its jurisdiction shall be limited to procedural matters already addressed by the local appeals panel required by KRS 156.557(5). The panel shall have no jurisdiction relative to complaints involving the professional judgmental conclusions of evaluations, and the panel’s review shall be limited to the record of proceedings at the local district level.

Procedures for Conducting a Certified Evaluation Appeals Hearing 1. The hearing panel shall elect a chairperson to preside at the appeal hearing. 2. The chairperson will convene the hearing, review procedures, and clarify the panel’s responsibilities. 3. The evaluatee and the evaluator shall both be present at the hearing. 4. The hearing shall be tape recorded by the chairperson of the Panel. 5. No additional written documents or exhibits are permitted to be presented at the hearing that were not submitted within

five (5) working days of receipt of notification of the date and time of the hearing. (Panel members, evaluatee, and evaluator have been given the opportunity to review all written documents or exhibits to be considered five working days prior to the hearing day.)

6. Both the certified employee and the evaluator may present relevant evidence and expert testimony and may be represented

and assisted at the hearing by a chosen representative including a legal counsel, at their own personal expense. 7. The evaluator and evaluatee shall make arrangements to have their witnesses present to testify at the hearing. The

Board/Appeals Panel does not have statutory authority to issue subpoenas for witnesses. Witnesses will be called one at a time and will not be allowed to observe the proceedings.

a) Witnesses shall be sworn by a person authorized to administer oaths under the statutory law of Kentucky.

b) Witnesses shall be interrogated on direct examination, cross-examination, redirect, examination, and recross-

examination. 8. A tentative agenda will be presented to each party at the beginning of the hearing. Each party will be allocated a

reasonable amount of time in which to present relevant information and evidence pertinent to the appeal. 9. Panel members may ask questions during or after each presentation for clarification. 10. The certified employee and evaluator may make both opening and closing statements. 11. The Chairperson may disallow materials and/or information to be presented or used in the hearing when he/she determines

that such materials or information is not relevant to the appeal.

7

12. The certified employee and the evaluator will be dismissed in order for the Panel to deliberate. 13. The decision of the Panel, after sufficiently reviewing all evidence, may include, but not be limited to, the following:

a) Upholding all parts of the original evaluation b) Voiding the original evaluation or parts of it.

c) Ordering a new evaluation for the upcoming school year if evaluatee is an employee of the school district.

d) Removing the summative evaluation from the personnel file and placing a copy of the Panel’s written findings in

the file. 14. Within two (2) working days after the conclusion of the appeal hearing, the appeals panel shall by a majority vote render a

written decision. The chairperson of the Panel shall furnish to the evaluator, the evaluatee and the Superintendent a copy of the panel’s finding of fact and decision.

15. The Superintendent shall act on the recommendation (s) of the Panel. 16. The Superintendent’s decision, the Panel’s recommendation, and the original summative evaluation form shall be placed in

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

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

statue and regulation. Standards of Performance Performance effectiveness in each area shall be rated as follows:

S Satisfactory Meets standard NI Needs Improvement Area to be targeted for professional growth U Unsatisfactory Immediate mandatory follow-up with a plan of corrective action

Employees shall be expected to receive a minimum rating of “Satisfactory” for each standard on the summative evaluation. Ratings of “Unsatisfactory” or “Needs Improvement” will result in the development of an Individual Corrective Action Plan and may result in dismissal or non-renewal.

8

MONTGOMERY COUNTY SCHOOLS EVALUATION PLAN TIMELINE

1. Training – end of 1st month of reporting for employment

2. IPGP – complete by October 1 3. Summative Evaluation:

a. For tenured teachers – minimum of one (1) every three (3) years b. For administrators – annually c. For non-tenured teachers – annually

4. Formative observation – for non-tenured teachers – minimum of two (2) each year (one each semester)

5. Pre-observation form– at least one (1) work day prior to any formal observation

6. Post observation conference – within five (5) working days following the formal observation

7. Appeals Evaluation:

a. A certified employee may file evaluation appeal within five (5) working days of receipt of summative evaluation. b. Chairperson of Appeals hearing will notify panel of time and date of appeals hearing

within five (5) working days of receiving Evaluation Appeal form. c. Appeals hearing takes place not less than fifteen (15) working days or more than twenty-five (25) working days from the date an appeal is filed.

d. Four (4) copies of documentation of evaluatee and evaluator will be submitted within five (5) working days of receipt of the notice of the date and time of the appeals hearing.

e. Both parties shall preview documentation, etc. five (5) working days in advance of hearing.

f. At the conclusion of appeal hearing, the Appeals Panel shall render a written decision within two (2) working days. 8. April 30 – Completion date for Summative Evaluation of certified/non-teaching/non- administrative staff

9. April 30 – Completion date for Summative Evaluation forms to be submitted to Director of Personnel 10. June 30 – Completion date for Summative Evaluation of Administrators

T 1

MONTGOMERY COUNTY SCHOOLS Summative Teacher Evaluation Form

Teacher Date School

Date(s) of Observations First Second Other Date(s) of Conferences First Second Other RATING SCALE: S Satisfactory NI Needs Improvement U Unsatisfactory

STANDARD S NI U 1 The Teacher Demonstrates Applied Content Knowledge 2 The Teacher Designs and Plans Instruction 3 The Teacher Creates and Maintains Learning Climate 4 The Teacher Implements and Manages Instruction 5 The Teacher Assesses and Communicates Learning Results 6 The Teacher Demonstrates the Implementation of Technology 7 Reflects On and Evaluates Teaching and Learning 8 Collaborates with Colleagues/Parents/Others 9 Evaluates Teaching and Implements Professional Development

10 Provides Leadership within School/Community/Profession 11 Professional Responsibilities

Evaluator comments: Teacher comments: Agree with Summative evaluation Disagree with Summative evaluation Teacher Signature Evaluator Signature Professional Growth/Performance Objectives for upcoming school year: 1. 2. 3. 4. 5. Certified employees must make their appeals to this summative evaluation within the time frames, mandated in 704 KAR 3:345 Sections 7, 8, 9, and the local district plan.

T 2

MONTGOMERY COUNTY SCHOOLS Formative Evaluation Report Form

Evaluatee: Date Observed: Evaluator: Position: Evaluator’s Comments: Evaluatee’s Comments: I am knowledgeable about the content of this Formative Evaluation and have had an opportunity to discuss it in a conference with my immediate supervisor. My signature does not imply agreement or disagreement with the content of this evaluation. Signature of Evaluatee Date I have discussed the content of this report in a conference with the evaluatee. Signature of Evaluator Date

T 3

MONTGOMERY COUNTY SCHOOLS Formative Teacher Data Collection Form

Teacher Date of Observation School Subject Area Observed Type of Classroom Ages/Grades Total Number of Students Number of students of students in class having IEP Time Beginning Time Ending Length of Observation

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT S NI U KNOWLEDGE The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

1.1 Communicates concepts, processes, and knowledge Accurately and effectively communicates an in-depth understanding of concepts, processes, and/or knowledge in ways that contribute to the learning of all students.

1.4 Guides students to understand content from various perspectives. Regularly guides students to understand content from appropriate diverse, multicultural, or global perspectives.

1.2 Connects content to life experiences of student Effectively connects content to students’ life experiences including, when appropriate, prior learning in the content area or other content areas.

1.5 Identifies and addresses students’ misconceptions of content Consistently anticipates misconceptions related to content and addresses them by using appropriate instructional practices.

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. Consistently uses instructional strategies that are appropriate for content and contribute to the learning of all students.

Data from observation

T 4

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION S NI U The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge 2.1 Develops significant objectives aligned with standards Develops challenging and appropriate learning objectives that are aligned with local/state/national standards and are based on students’ needs, interests and abilities.

2.4 Plans instructional strategies and activities that address learning objectives for all students. Plans a learning sequence using instructional strategies and activities that build on students’ prior knowledge and address learning objectives.

2.2 Uses contextual data to design instruction relevant to students. Plans and designs instruction that is based on significant contextual and pre-assessment data.

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. Plans a learning sequence using strategies and activities that foster the development of higher-order thinking.

2.3 Plans assessments to guide instruction and measure learning objectives. Develops well-designed assessments that align with learning objectives, guide instruction, and measure learning results.

Data from observation STANDARD 3: THE TEACHER CREATES AND MAINTAINS S NI U LEARNING CLIMATE The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge. 3.1 Communicates high expectations. Consistently Sets significant and challenging behavioral and learning expectations for all students and communicates confidence in their ability to achieve those expectations.

3.4 Fosters mutual respect between teacher and students and among students. Consistently treats all students with respect and concern and actively encourages students to treat each other with respect and concern.

3.2 Establishes a positive learning environment. Maintains a fair, respectful, and productive classroom environment conducive to learning.

3.5 Provides a safe environment for learning. Maintains a classroom environment that is both emotionally and physically safe for all students.

3.3 Values and supports student diversity and addresses individual needs. Consistently uses appropriate and responsive instructional strategies that address the needs of all students.


T 5

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES S NI U INSTRUCTION The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge 4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. Consistently provides a well-planned sequence of appropriate instructional strategies that actively engage students in meeting learning objectives.

4.4 Uses space and materials effectively Makes optimal use of classroom space and uses a variety of instructional resources and technologies to enhance student learning.

4.2 Implements instruction based on diverse student needs and assessment data. Implements instruction based on contextual information and assessment data, adapting instruction to unanticipated circumstances.

4.5 Implements and manages instruction in ways that facilitates higher order thinking. Consistently uses a variety of appropriate strategies to facilitate higher-order thinking.

4.3 Uses time effectively. Makes thoughtful choices about the organization and implementation of both instructional and non-instructional tasks to maximize time for student learning.


T 6

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES S NI U

LEARNING RESULTS The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 5.1 Uses pre-assessments. Consistently uses student baseline data from appropriate pre-assessments to promote the learning of all students.

5.4 Describes, analyzes, and evaluates student performance data. Consistently describes, analyzes, and evaluates student performance data to determine student progress, identify differences among student groups, and inform instructional practice.

5.2 Uses formative assessments. Consistently uses appropriate formative assessments to determine student progress, guide instruction, and provide feedback to students.

5.5 Communicates learning results to students and parents. Clearly communicates to students and parents in a timely manner the evidence of student performance and recommends future actions.

5.3 Uses summative assessments. Consistently uses appropriate summative assessments aligned with the learning objectives to measure student achievement.

5.6 Allows opportunity for student self-assessment.Provides on-going opportunities for students to assess and reflect on their own performance in order to identify strengths and areas for future learning.


T 7

STANDARD 6: THE TEACHER DEMONSTRATES THE S NI U IMPLEMENTATION OF TECHNOLOGY The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research. 6.1 Uses available technology to design and plan instruction. Uses appropriate technology to design and plan instruction that supports and extends learning of all students..

6.4 Uses available technology to assess and communicate student learning. Uses technology to assess student learning, manage assessment data, and communicate results to appropriate stakeholders.

6.2 Uses available technology to implement instruction that facilitates student learning. Designs and implements research-based, technology-infused instructional strategies to support learning of all students.

6.5 Demonstrates ethical and legal use of technology. Provides and maintains a safe, secure, and equitable classroom environment that consistently promotes discerning and ethical use of technology.

6.3 Integrates student use of available technology into instruction. Provides varied and authentic opportunities for all students to use appropriate technology to further their learning.

Data from observation STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND S NI U

LEARNING The teacher reflects on and evaluates specific teaching/learning situations and/or programs. 7.1 Uses data to reflect on and evaluate student learning. Uses formative and summative performance data to determine the learning needs of all students.

7.3 Uses data to reflect on and identify areas for professional growth. Reflects on the evaluations of student learning and instructional practices to identify and develop plans for professional growth.

7.2 Uses data to reflect on and evaluate instructional practice. Uses performance data to conduct an in-depth analysis and evaluation of instructional practices to inform future teaching.


T 8

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS S NI U The teacher collaborates with colleagues, parents, and other agencies to design, implement and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 8.1 Identifies students whose learning could be enhanced by collaboration. Describes an on-going process for identifying situations in which student learning could be enhanced by collaboration.

8.3 Implements planned activities that enhance student learning and engage all parties. Explains how the collaboration to enhance student learning has been implemented.

8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort. Designs a plan that involves parents, colleagues, and others in a collaborative effort to enhance student learning.

8.4 Analyzes data to evaluate the outcomes of collaborative efforts. Uses appropriate student performance data to describe, analyze, and evaluate the impact of the collaborative activities on student learning and to identify next steps.

Data from observation STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS S NI U PROFESSIONAL DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan. 9.1 Self assesses performance relative to Kentucky’s Teacher Standards. Thoroughly and accurately assesses current performance related to the Kentucky Teacher Standards and any school/district professional development initiatives.

9.3 Designs a professional growth plan that addresses identified priorities. Designs a clear, logical professional growth plan that addresses all priority areas..

9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues. Reflects on data from multiple sources (i.e., self-assessment, student performance, feedback from colleagues, school/district initiatives) and identifies priority areas for growth.

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning. Shows clear evidence of the impact of professional growth activities on instructional effectiveness and student learning.


T 9

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/ S NI U COMMUNITY/PROFESSION The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being. 10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school. Identifies leadership opportunities within the school, community, or professional organizations to advance learning, improve instructional practice, facilitate professional development of colleagues, or advocate positive policy change; and selects an opportunity to demonstrate initiative, planning, organization, and professional judgment.

10.3 Implements a plan for engaging in leadership activities. Effectively implements the leadership work plan.

10.2 Develops a plan for engaging in leadership activities. Develops a leadership work plan that clearly describes the purpose, scope, participants involved, timeline of events/actions, and plan for assessing progress and impact.

10.4 Analyzes data to evaluate the results of planned and executed leadership efforts. Uses data from the leadership effort to describe, analyze, and evaluate the impact on student learning.


T 10

STANDARD 11: PROFESSIONAL RESPONSIBILITIES S NI U 11.1 Professional Conduct and Ethics Adheres to professional code of ethics and all other standards prescribed by the EPSB; complies fully with Code of Ethics as developed by the Kentucky Education Professional Standards Board as well as other standards relative to Kentucky’s performance or behavioral expectations for professional educators; complies with all district policies relative to conduct and performance.

11.4 Response to Intervention Identifies academically struggling students. Works with staff and parents in developing and implementing strategies for meeting the remedial needs of students. Monitors student performance, collecting and maintaining performance records and data.

11.2 Attendance/punctuality Reports to assigned job site as scheduled; has regular attendance.

11.5 Professional dress and appearance Complies with district policy relative to dress and appearance.

11.3 Professional/cooperative influence Works cooperatively with administration in developing and implementing school improvement plans designed to meet local, state and federal academic performance goals; Assumes additional responsibilities such as supervision of after school events, sponsors student groups or activities, works with school or community committees formed to address school-related issues.


TS 1

TEACHER STANDARDS/CRITERIA EVIDENCE/DATA

Standard 1: Demonstrates Applied Content Knowledge: The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas. 1.1 Communicates concepts, processes, and

knowledge. • Lesson plans, unit plans, curriculum maps,

copies of presentations, lecture notes • Overhead transparencies • Power point presentations • Copies or summaries of current articles in

professional publications • Copies of summaries of current books,

workbooks used in teaching

1.2 Connects content to life experiences of student.

• Demonstrates during formal and informal observations multi-disciplinary, interdisciplinary and/or cross-disciplinary content delivery

• Lesson plans showing real-world applications

• Hands-on activities, projects, learning demonstrations by students

• Learning applied outside the school context

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning.

• Lesson plans • Instructional materials • Use of multiple learning styles,

instructional strategies for all ability levels • Demonstrates during formal and informal

observations strategies appropriate to the identified ability level of the students observed

1.4 Guides students to understand content from various perspectives.

• Lesson plans showing use of age-

appropriate and developmentally appropriate materials

• Identifies and explains multicultural and global perspectives during formative observation visit

• Instructional materials reflect multicultural/global perspectives

1.5 Identifies and addresses students’ misconceptions of content. • Notes or reviews of textbooks and other

documents that identify inaccuracies • Letters, memoranda explaining flaws in

accuracy • Lesson plans showing real-world

applications • Hands-on activities, projects, learning

demonstrations by students • Learning applied outside the school

context

TS 2

TEACHER STANDARDS/CRITERIA EVIDENCE/DATA Standard 2: Designs/Plans Instruction: The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge. 2.1 Develops significant objectives aligned with

standards. • Lesson plans with learning goals and

academic expectations clearly identified • Pre-observation form • Pre/Post conference

2.2 Uses contextual data to design instruction relevant to students. • Audio-tapes, videotapes of learning

experiences • Formal and informal observations • Feedback from students regarding

motivation and active involvement in learning

2.3 Plans assessments to guide instruction and measure learning objectives. • Teacher designed assessments • Student products/work samples • Lesson plans, units of study & curriculum

maps • Assessment files that include teacher-

made, commercial assessments • Evidence of multiple assessments • Evidence of authentic assessment

activities (real world writings)

2.4 Plans instructional strategies and activities that address learning objectives for all students. • Lesson plans with learning goals and

academic expectations clearly identified • Formal and informal observations • Lesson plans that identify school and

community resources • Literature, publications provided by the

school and community • Guest speakers • Field trips that support learning

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. • Lesson plans with learning goals and

academic expectations clearly identified • Formal and informal observations • Assessments • Student products/work/performance • Student work samples demonstrating

application • Activities, products with student

explanations of processes and concepts, skill and critical thinking

TS 3


Standard 3: Creates/Maintains Learning Climate: The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge. 3.1 Communicates high expectations. • Written communication to students and/or

parents • Evaluator inclusion in disciplinary conferences • Formal and informal classroom observations • Classroom rules posted and consistently

followed

3.2 Establishes a positive learning environment. • Classroom rules posted and consistently

followed • Written rule and procedures given to

students and parents • Written communication to parents

outlining expectations and keeping parents aware of behavior

• Activities, products with student explanations of processes and concepts, skill and critical thinking

3.3 Values and supports student diversity and

addresses individual needs. • Lesson plans identifying individual or

group inquiry • Activities, materials used in inquiry • Rituals, routines and structures observed

both formally and informally • Lesson plans identifying accommodations • Materials using a variety of instructional

strategies • Teacher inventory of personal instructional

strategies • Formal and informal classroom

observations

3.4 Fosters mutual respect between teacher and students and among students. • Written disciplinary referrals and notes

about referrals • Disciplinary conferences involving

administrator/evaluator • Absence of complaints about lack of

objectivity • Evidence of discipline plan enforced • Teacher list of various management

techniques • Certificates of training in classroom

management • Audio-tape or videotape classroom

interaction during instruction 3.5 Provides a safe environment for learning.

• Demonstrates flexibility in handling disciplinary process

• Letters, notes, email to parents showing flexibility, creativity

• Written disciplinary plan • Classroom rules and procedures

consistently followed

TS 4


Standard 4: Implements/manages Instruction: The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge. 4.1 Uses a variety of instructional strategies that

align with learning objectives and actively engage students. • Class syllabus • Lesson plans with specific goals and clear

expectations • Wall charts outlining goals and expectations • Letters, notes, email to parents/students regarding

high expectations • Rubrics, assessments with specific goals and high

expectations

4.2 Implements instruction based on diverse student needs and assessment data.

• Journals • Diaries • Student learning logs • Lesson plans with multiple viewpoints

addressed • Audio-tapes/videotapes of presentation of

viewpoints • Handouts reflecting multiple viewpoints • Demonstrates use of media and technology • Lesson plan or log of activities using

media/technology 4.3 Uses time effectively.

• Facilitates class or group discussions • Uses Paideia seminar • Time flowchart • Scripting from evaluator or observer • Implementation and Impact reports

4.4 Uses space and materials effectively. • List of instructional items in personal

repertoire • Artifacts used in strategies • Audio-tapes/videotapes of strategies in

action 4.5 Implements and manages instruction in ways

that facilitate higher order thinking • List of questioning strategies • Audio-tapes/videotape of questioning • Higher order thinking skills inventory

(Bloom’s taxonomy) • Proficient samples and models provided

for students prior to assignment • Examples and non-examples cited:

handouts, lesson guides

TS 5


Standard 5: Assesses and Communicates Learning Results: The teacher assesses learning and communicates results of student sot others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

5.1 Uses pre-assessments. 5.2 Uses formative assessments • Teacher file of assessments with

rubric/scoring guides • STAR assessments • Think-Link Assessments • Accelerated Reader Tests

• Copies of criteria • Copies of scoring guides and rubrics • Copies of authentic assessments • Grade correlations between classroom and

CATS 5.3 Uses summative assessments. 5.4 Describes, analyzes, and evaluates student

performance data. • IEP’s with accommodations • Adaptations needed for physical limitations • Individual education plans • Written plan to improve performance

• ESS referrals • Notes of conferences with student/parents

regarding assessments results • Written plan to improve performance • Multiple assessments showing development of

skills and improvement in learning • STI/IC reports • KPR analysis with grade level/content area

plans • CSIP and CDIP committee reports • Student work analysis with class profiles

5.5 Communicates learning results to students and parents.

5.6 Allows opportunity for student self-assessment.

• Letters, notes, email to students and parents • Dated progress reports • Individual education plans

• Copies of criteria • Copies of scoring guides and rubrics • Notes of conferences with student/parents

regarding assessments results • Written plan to improve performance • Multiple assessments showing development of

skills and improvement in learning

TS 6


Standard 6: Demonstrates Implementation of Technology: The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents and the community and conduct research.

6.1 Uses available technology to design and plan

instruction • Lesson plan annotation for use of technology • Documents created • Informal and formal observations

6.2 Uses available technology to implement instruction that facilitates student learning. • Products • Creations • Lesson plan annotation for use of technology • Documents created • Informal and formal observations

6.3 Integrates student use of available technology into instruction. • Products • Lesson plan annotation for use of technology • Documents created

6.5 Demonstrates ethical and legal use of technology

• Verification from Technology Coordinator of proficiency

• Informal and formal observations

6.4 Uses available technology to assess and communicate student learning. • Verification from Technology Coordinator of

proficiency • Informal and formal observations


Standard 7: Reflects/Evaluates Teaching/Learning: The teacher reflects on and evaluates specific teaching/ learning situations and/or programs.

7.1 Uses data to reflect on and evaluate student learning.

7.2 Uses data to reflect on and evaluate instructional practice.

• Reviews grading period results • Calculates percentage of students at each grade

category • Identifies learning needs of sub-populations • Reviews test areas, concepts and skills where

students performed poorly • Written reflections, journal entries and self-

reflection on practice • Accepts responsibility for student success and

failure

• CDIP committee reports • Curriculum/instruction committee reports • Written recommendation with rationale

7.3 Uses data to reflect on and identify areas for professional growth.

• Copies of redesigned assessments due to reflection showing a problem

• Annotated lesson plans marking changes as a result of feedback, reflection

TS 7

TEACHER STANDARDS/CRITERIA EVIDENCE/DATA Standard 8: Collaborates with colleagues/Parents/Others: The teacher collaborates with colleagues, parents and other agencies to design implement and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 8.1 Identifies students whose learning could be

enhanced by collaboration. 8.2 Designs a plan to enhance student learning that

includes all parties in the collaborative effort. • Letters, notes, email showing initiation of

collaboration • Any written evidence of collaboration

• Written description of collaborative effort • Copy of IEP and/or SBARC conference summary

with confidential information deleted • Notes from discussions with students and others

8.3 Implements planned activities that enhance student learning and engage all parties.

8.4 Analyzes data to evaluate the outcomes of collaborative efforts.

• Written timelines for collaboration (e.g., KTIP cycles, unit planning cycle, CSIP review)

• Written outline of expectations • Letters, notes, email to colleagues, parents,

representatives outlining a collaborative project

• Copies of letters of responses to initiatives

• Written agreements with signatures showing a collaborative venture

• Notes of meetings • Committee reports • Notes, memoranda, written reflections on previous

experiences • Team teaching meetings minutes • Vertical alignment committee meeting

minutes/reports • Copies of plans developed to meet needs • Copies of letters requesting services or assistance

from agencies • Copies of responses from school personnel or

community agencies


Standard 9: Evaluates Teaching and Implements Professional Development: The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learner goals refines the skills and processes necessary, and implements a professional development plan. 9.1 Self assesses performance relative to

Kentucky’s Teacher Standards. 9.2 Identifies priorities for professional development

based on data from self-assessment, student performance and feedback from colleagues.

• Written IPGP with current dates, activities, conferences, observations, goals & strategies

• Copies of needs assessment

• Copies of analysis used to identify needs • Written rationale for identifying needs

9.3 Designs a professional growth plan that addresses identified priorities.

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning.

• Formative evaluation data • Summative evaluation documents • Letters, notes, email from colleagues

identifying possible PD • Professional Growth Plans

• Annotated lesson plans showing implementation/application of knowledge, skills gained from PD experiences

TS 8


Standard 10: Provides Leadership Within School/Community/Profession: The teacher provides professional leadership within the school, community, and education profession to improve student

learning and well- being.

10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school.

10.2 Develop a plan for engaging in leadership activities

• Mentoring of colleagues. • Participation in State and National professional

organizations, cadres, and academics • Recommendations of colleagues for emerging

leadership opportunities • Encouragement of professional reading • Copies of presentations with handouts

constructed • Minutes of committee meetings • Audio tapes/videotapes of teaching/learning

• Letters, notes, email messages to/from parents, community members, community groups

• Class newsletters • Audio tapes/videotapes of messages sent/received • Premier agenda • Home/school notebooks • Email alert on weather closings • School notes.com

10.3 Implements a plan for engaging in leadership activities

10.4 Analyzes data to evaluate the results of planned and executed leadership efforts.

• Membership cards and plaques • Copies of travel reimbursement forms with

activities identified • Certificates of attendance or ELIA credit • Sharing of new learning with other colleagues • Sign in sheets with signature and times • Evaluation forms signed by administrator or

leader • Absence of letters, notes, email documenting

lack of punctuality or poor attendance

• Lesson plans, unit plans • Curriculum maps • Instructional materials • Letters, notes, email identifying

policies/procedures followed • Absence of letters, notes, email documenting

failure to adhere • Records corresponding to specific items in the

policies/procedures

ADM 1

SUMMATIVE EVALUATION FOR ADMINISTRATORS

(This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, work samples, reports developed, and other documentation.)

Evaluatee _______________________________________________ Position ______________________________ Evaluator _______________________________________________ Position _____________________________ School/Work Site ______________________________________________________________________________ Date(s) of Conference(s)

1st ____________ 2nd __________ 3rd _____________ 4th ___________

Ratings:

Administrator Standards: Satisfactory Needs Improvement Unsatisfactory*

1. Vision ___________ ___________ ___________ 2. School Culture and Learning ___________ ___________ ___________ 3. Management ___________ ___________ ___________ 4. Collaboration ___________ ___________ ___________ 5. Integrity, Fairness, Ethics ___________ ___________ ___________ 6. Political, Economic, Legal ___________ ___________ ___________

Overall Rating ___________ ___________ __________

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

1. _________ 2. _________ 3. _________ 4. __________ 5. __________ 6. _________ Evaluatee's Comments: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Evaluator's Comments: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ______________________________________________________________________________________________ To be signed after all information above has been completed and discussed: Evaluatee:

__ Agree with this summative evaluation __ Disagree with this summative evaluation

__________________________________

Signature

___________

Date Evaluator:

__________________________________

Signature

___________

Date

======================================================================================================================================================= Certified employees must make their appeals to this summative evaluation within the time frames, mandated in 704 KAR 3:345 Sections 7, 8, 9, and the local district plan. *Any rating in the “unsatisfactory” column requires the development of an Individual Corrective Action Plan.

ADM 2

FORMATIVE EVALUATION INSTRUMENT FOR ADMINISTRATORS

EVALUATEE____________________________________ POSITION___________________________________

EVALUATOR’S NAME____________________________ POSITION___________________________________

SCHOOL/WORK SITE_____________________________ DATE OF CONFERENCE______________________

1. VISION: Facilitates the development, articulation, _____SATISFACTORY implementation, and stewardship of a vision of learning that is shared and supported _____NEEDS IMPROVEMENT by the community.

_____UNSATISFACTORY

2. SCHOOL CULTURE AND LEARNING : Advocates _____SATISFACTORY nurtures, and sustains a school culture and instructional program conducive to student learning and staff _____NEEDS IMPROVEMENT professional growth. _____UNSATISFACTORY

3. MANAGEMENT: Ensures management of the organization, _____SATISFACTORY operations, and resources for a safe, efficient and effective learning environment. _____NEEDS IMPROVEMENT

_____UNSATISFACTORY

4. COLLABORATION: Collaboration with families and _____SATISFACTORY community members, responding to diverse community interests and needs and mobilizes community resources. _____NEEDS IMPROVEMENT _____UNSATISFACTORY

5. INTEGRITY, FAIRNESS, ETHICS: Acts with integrity, _____SATISFACTORY fairness, and in an ethical manner. _____NEEDS IMPROVEMENT _____UNSATISFACTORY

6. POLITICAL, ECONOMIC, LEGAL: Understands, _____SATISFACTORY responds to, and influences the larger political, social, economic, legal, and cultural context. _____NEEDS IMPROVEMENT _____UNSATISFACTORY Evaluatee’s Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Evaluator’s Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I am knowledgeable of the content of this Formative Evaluation and have had an opportunity to discuss it in a conference with my immediate supervisor. My signature does not imply agreement or disagreement with the content of this evaluation. ______________________________________ ______________________________________ Evaluatee’s Signature Date Evaluator’s Signature Date

ADM 3

ADMINISTRATOR PERFORMANCE STANDARDS

Standards/Performance Criteria

1: Vision - The education administrator facilitates processes and engages in activities ensuring that: 1.1 The vision and mission of the school are effectively communicated to staff, parents, students, and community 1.2 The vision and mission are communicated through the use of symbols, ceremonies, stories, and similar

activities 1.3 The core beliefs of the school vision are modeled for all stakeholders

1.4 The vision is developed with and among stakeholders 1.5 The contributions of school community members to the realization of the vision are recognized and celebrated

1.6 Progress toward the vision and mission is communicated to all stakeholders

1.7 The school community is involved in school improvement efforts

1.8 The vision shapes the educational programs, plans, and actions

1.9 Provides opportunities that encourage collaboration among others in the use of resources

1.10 Assessment data related to student learning issued to develop the school vision and goals

1.11 Relevant demographic data pertaining to students and their families are used in developing the school mission and goals

1.12 Barriers to achieving the vision are identified, clarified, and addressed 1.13 Needed resources are sought and obtained to support the implementation of the school mission and goals

1.14 Existing resources are used in support of the school vision and goals

1.15 The vision and implementation plans are regularly monitored, evaluated, and revised

2: School Culture and Learning - The education administrator facilitates processes and engages in activities ensuring that: 2.1 All individuals are treated with fairness, dignity, and respect 2.2 Professional development promotes a focus on student leaning consistent with the school vision and goals

2.3 Students and staff feel valued and important

2.4 The responsibilities and contributions of each individual are acknowledged

2.5 Barriers to student learning are identified, clarified and addressed

2.6 Diversity is considered in developing learning experiences

2.7 Life long learning is encouraged and modeled

2.8 There is a culture of high expectations for self, student, and staff performance

2.9 Technologies are used in teaching and learning

2.10 Student and staff accomplishments are recognized and celebrated

2.11 Multiple opportunities to learn are available to all students

2.12 The school is organized and aligned for success

2.13 Curriculum, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined

2.14 Curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies

2.15 The school culture and climate are assessed on a regular basis

2.16 A variety of sources in information is used to make decisions

2.17 Student learning is assessed using a variety of techniques

2.18 Multiple sources of information regarding performance are used by staff and students

ADM 4

ADMINISTRATOR PERFORMANCE STANDARDS

2: School Culture and Learning (Cont.) 2.19 A variety of supervisory and evaluation models is employed

2.20 Pupil personnel programs are developed to meet the needs of students and their families

2.21 Demonstrates appropriate professional growth activities

3: Management - The education administrator facilitates processes and engages in activities ensuring that: 3.1 Knowledge of learning, teaching, and student development is used to inform management decisions

3.2 Operational procedures are designed and managed to maximize opportunities for successful learning

3.3 Emerging trends are recognized, studied, and applied as appropriate

3.4 Operational plans and procedures to achieve the vision and goals of the school are in place

3.5 Collective bargaining and other contractual agreements related to the school are effectively managed

3.6 The school plant, equipment, and support systems operate safely, efficiently, and effectively

3.7 Time is managed to maximize attainment of organizational goals

3.8 Potential problems and opportunities are identified

3.9 Problems are confronted and resolved in a timely manner.

3.10 Financial, human, and material resources are aligned to the goals of schools

3.11 The school acts entrepreneurally to support continuous improvement

3.12 Organizational systems are regularly monitored and modified as needed

3.13 Stakeholders are involved in decisions affecting schools

3.14 Responsibility is shared to maximize ownership and accountability

3.15 Effective Problem-framing and problem-solving skills are used

3.16 Effective conflict resolution skills are used

3.17 Effective group-process and consensus-building skills are used

3.18 Effective communication skills are used

3.19 There is effective use of technology to manage school operations

3.20 Fiscal resources of the school are managed responsibly, efficiently, and effectively

3.21 A safe, clean, and aesthetically pleasing school environment is created and maintained

3.22 Human resource functions support the attainment of school goals

3.23 Confidentiality and privacy of school records are maintained

4: Collaboration - The education administrator facilitates processes and engages in activities ensuring that:4.1 High visibility, active involvement, and communication with the larger community is a priority 4.2 Relationships with community leaders are identified and nurtured

4.3 Information about family and community concerns, expectations, and needs is used regularly

4.4 There is outreach to different business, religious, political, and service agencies and organizations

4.5 Credence is given to individuals and groups whose values and opinions may conflict

4.6 The school and community serve one another as resources

4.7 Available community resources are secured to help the school solve problems and achieve goals

ADM 5

4: Collaboration (Cont.)

4.8 Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals

4.9 Community youth family services are integrated with school programs

4.10 Community stakeholders are treated equitably

4.11 Diversity is recognized and valued

4.12 Effective media relations are developed and maintained

4.13 Comprehensive program of community relations is established

4.14 Public resources and funds are used appropriately and wisely

4.15 Community collaboration is modeled for staff

4.16 Opportunities for staff to develop collaborative skills are provided 5: Integrity, Fairness, Ethics - The education administrator facilitates processes and engages in activities ensuring that: 5.1 Examines personal and professional values 5.2 Demonstrates a personal and professional code of ethics

5.3 Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance

5.4 Serves as a role model

5.5 Accepts responsibility for school operations

5.6 Considers the impact of one’s administrative practices on others

5.7 Uses the influence of the office to enhance the educational program rather than for personal gain

5.8 Treats people fairly, equitably, and with dignity and respect

5.9 Protects the rights and confidentiality of students and staff

5.10 Demonstrates appreciation for the sensitivity to the diversity in the school community

5.11 Recognized and respects the legitimate authority of others

5.12 Examines and considers the prevailing values of the diverse school community

5.13 Expects that others in the school community will demonstrate integrity and exercise ethical behavior

5.14 Opens the school to public scrutiny

5.15 Fulfills legal and contractual obligations

5.16 Applies laws and procedures fairly, wisely, and considerately

5.17 Demonstrates punctuality and good attendance

5.18 Adheres to district policies with regard to dress and appearance

5.19 Adheres to the professional code of ethics

6: Political, Economic, Legal - The education administrator facilitates processes and engages in activities ensuring that: 6.1 The environment in which schools operate is influenced on behalf of students and their families 6.2 Communications occurs among the school community concerning trends, issues, and potential changes in the

environment in which schools operate 6.3 There is ongoing dialogue with representatives of diverse community groups 6.4 The school community works within the framework of policies, laws, and regulations enacted by local, state,

and federal authorities 6.5 Public policy is shaped to provide equality education for students 6.6 Lines of communication are developed with decision makers outside the school community

MS 1

MONTGOMERY COUNTY SCHOOLS Summative Evaluation Form

(Media Specialist) Media Specialist Date School Date(s) of Observations First Second Other Date(s) of Conferences First Second Other RATING SCALE S Satisfactory NI Needs Improvement U Unsatisfactory

STANDARD S NI U 1 Implementation 2 Resources 3 Technology 4 Environment 5 Staffing 6 Provides for Information Literacy Through Integration into the

curriculum

7 Governance/Management 8 Implementation of Technology 9 Demonstrates Professional Leadership

Evaluator comments: Media Specialist comments: Agree with Summative evaluation Disagree with Summative evaluation Media Specialist Signature Evaluator Signature Professional Growth/Performance Objectives for upcoming school year: 1. 2. 3. 4. 5. Certified employees must make their appeals to this summative evaluation within the time frames, mandated in 704 KAR 3:345 Sections 7, 8, 9, and the local district plan.

MS 2

Formative Evaluation Report Form

Montgomery County Public Schools Evaluatee: Date Observed: Evaluator: Position: Evaluator’s Comments: Evaluatee’s Comments: I am knowledgeable about the content of this Formative Evaluation and have had an opportunity to discuss it in a conference with my immediate supervisor. My signature does not imply agreement or disagreement with the content of this evaluation. Signature of Evaluatee Date I have discussed the content of this report in a conference with the evaluatee. Signature of Evaluator Date

MS 3

Montgomery County Schools

Formative Media Specialist Data Collection Form

Media Specialist Date of Observation School STANDARD 1: IMPLEMENTATION S NI U 1.1 Plans cooperatively to establish instructional needs and

provide curricular-related LMC activities


STANDARD 2: RESOURCES S NI U 2.1 Coordinates request to expend funding through a written collection development plan

2.3 Utilizes online databases to provide current resources

2.2 Catalogs or inventories all resources and equipment to provide more cost effective purchasing and to provide

access for all teachers and LMSs

2.3 Collaborates in selecting and sharing resources with other libraries and the community


MS 4

STANDARD 3: TECHNOLOGY S NI U

3.1 Provides leadership in the long-range planning for the use of technology as the information technology specialist in the school

3.3 Facilitates production and distribution facilities and equipment

3.2 Establishes networks with school, public and academic libraries to utilize telecommunications to access on-line services


STANDARD 4: ENVIRONMENT S NI U 4.1 Arranges the LMC in an attractive and efficient way to

provide a welcoming and enriching environment 4.3 Seeks student input to create an inviting environment in

order to promote student ownership 4.2 Promotes interest in utilization of the LMC with

motivational activities and displays of student work 4.4 Uses a variety of management techniques that foster

individual responsibility and cooperation Data from observation

STANDARD 5: STAFFING S NI U 5.1 Provides input for selection, training and supervision of

clerical staff, including community and student volunteers


MS 5

STANDARD 6: PROVIDES FOR INFORMATION LITERACY THROUGH INTEGRATION INTO THE CURRICULUM S NI U 6.1 Recommends innovative activities and varied resources

to integrate information skills into the curriculum

6.2 Remains abreast of current professional issues by participating in appropriate professional development activities and implements strategies as evidenced on the Reflection Log.


STANDARD 7: GOVERNANCE/MANAGEMENT S NI U 7.1 Organizes a school LMC Advisory Committee that

includes administration and teachers which develops immediate and long-range goals and evaluates the LMC program. As an option, these responsibilities could be assigned to the SBDM curriculum committee

7.5 Requests, with supporting rationale, appropriate funding and staffing from administration

7.2 Supports the school’s mission and goals 7.6 Serves on School-Based Decision Making Council and/or participates in the decision-making

process at the local school 7.3 Demonstrates accountability through written reports to

administration/SBDM

7.4 Plans the budget to effectively utilize funds


MS 6

STANDARD 8: IMPLEMENTATION OF TECHNOLOGY S NI U 8.1 Operates a multimedia computer and peripherals to

install and use a variety of software. 8.8 Requests and uses appropriate assistive and adaptive

devices for students with special needs. 8.2 Uses terminology related to computers and technology appropriately in written and verbal communication.

8.9 Designs lessons that include technology and human issues to address diverse students needs and different learning styles.

8.3 Demonstrates knowledge of the use of technology in business, industry, and society.

8.10 Practices equitable, and legal use of district computers and technology in both professional and personal activities.

8.4 Demonstrates basic knowledge of computer/peripheral parts and attends to simple connections and installations.

8.11 Facilitates the lifelong learning of self and others through the use of technology.

8.5 Creates multimedia presentations using scanners, digital camera, and video cameras.

8.12 Explores, uses, and evaluates technology resources: software, applications, and related documentation.

8.6 Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the Internet, make presentations, and use other emerging technologies to enhance professional productivity and support instruction.

8.13 Applies research-based instructional practices that use computer and other technology.

8.7 Uses computers and other technologies such as interactive instruction, audio-video conferencing, and other distance learning applications to enhance professional productivity and support instruction.


MS 7

STANDARD 9: DEMONSTRATES PROFESSIONAL LEADERSHIP S NI U 9.1 Builds positive relationships within and between school

and community. 9.9 Practices effective listening, conflict resolution, and group facilitation skills as a team leader.

9.2 Promotes leadership potential in colleagues. 9.10 Adheres to professional code of ethics. 9.3 Participates in professional organizations and activities.

9.11 Demonstrates punctuality and good attendance.

9.4 Writes and speaks effectively. 9.12 Performs duties consistent with the goals for Kentuckystudents and the mission of the school, local community, laws and administrative regulations.

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

9.13 Nurtures and demonstrates respect for student diversity and individual differences.

9.6 Guides the development of curriculum and instructional materials.

9.14 Demonstrates knowledge and understanding of the role of Media Specialist.

9.7 Participates in policy design and development at the local school, within professional organizations, and/or within community organizations with educationally related activities.

9.15 Adheres to district policy with regard to dress and appearance.

9.8 Initiates and develops educational projects and programs.


C/NA 1


(Certified/Non Teaching/Non Administrative Personnel)

Employee Date School/Location Position


STANDARD S NI U 1 Program Management, Research, and Evaluation 2 Assessment 3 Adheres to Professional Standards 4 Demonstrates Professional Leadership 5 Engages in Professional Development 6 Consultation/Collaboration 7 Program Coordination 8 Governance/Management 9 Implementation of Technology

Evaluator comments: Employee comments: Agree with Summative evaluation Disagree with Summative evaluation Employee Signature Evaluator Signature Professional Growth/Performance Objectives for upcoming school year: 1. 2. 3. 4. 5. Certified employees must make their appeals to this summative evaluation within the time frames, mandated in 704 KAR 3:345 Sections 7, 8, 9, and the local district plan.

C/NA 2

Montgomery County Schools Formative Evaluation Report Form


C/NA 3

Montgomery County Schools Formative Certified/Non Teaching/Non Administrative Personnel

Data Collection Form

Employee Date of Observation School

STANDARD 1: PROGRAM MANAGEMENT, RESEARCH, AND EVALUATION S NI U

1.1 Defines needs and priorities

1.4 Organizes personnel, physical resources, and activities to accomplish needs, priorities and objectives specified by school plans

1.2 Determines objectives 1.5 Evaluates the program to assure its contribution to the school’s mission and goals

1.3 Communicates with the stakeholders, including school councils, about the design, importance, and effectiveness of the program

1.6 Uses information systems and technology


STANDARD 2: ASSESSMENT S NI U 2.1 Participates in the planning and evaluation of the

district/school testing program

2.3 Uses assessment results and other sources of student data in formulating program plans

2.2 Collaborates with staff concerning assessment of special needs students

2.4 Provides orientation sessions for faculty, students, and parents regarding available programs and services


C/NA 4

STANDARD 3: ADHERES TO PROFESSIONAL STANDARDS S NI U 3.1 Adheres to federal/state laws and regulations related to

education and child protection

3.5 Performs duties consistent with school, community goals, and administrative regulations

3.2 Accepts responsibility for on-going professional development

3.6 Complies with district policy governing dress and appearance

3.3 Knows and understands the position statements of job related national professional organizations

3.7 Adheres to the professional Code of Ethics adopted by the Kentucky Education Professional Standards Board

3.4 Demonstrates punctuality and good attendance

3.8 Adheres to district policies

Data from observation STANDARD 4: DEMONSTRATES PROFESSIONAL LEADERSHIP S NI U 4.1 Builds positive relationships within and between

school and community 4.8 Practices effective listening, conflict resolution, and group facilitation skills as a team member

4.2 Promotes leadership potential in colleagues 4.9 Presents program in a manner that reflects sensitivity to a multicultural and global perspective

4.3 Participates in professional organizations and activities 4.10 Writes for publications, presents at conferences and provides professional development

4.4 Writes and speaks effectively 4.11 Works with colleagues to administer an effective learning climate within the school

4.5 Assists with the development of curriculum and instructional materials

4.12 Respects diversity and nurtures the uniqueness of each student

4.6 Participates in policy design and development at the local school, within professional organizations, and/or within community organizations with educationally related activities

4.13 Demonstrates professional knowledge and understanding of job functions and responsibilities

4.7 Initiates and develops educational projects and programs based on research and proven professional practice

4.14 Performs responsibilities related to assignment


C/NA 5

STANDARD 5: ENGAGES IN PROFESSIONAL DEVELOPMENT S NI U 5.1 Establishes priorities for professional growth 5.4 Implements knowledge and skills required through

on-going professional development

5.2 Analyzes student performance to help identify professional development needs

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

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


STANDARD 6: CONSULTATION/COLLABORATION S NI U 6.1 Consults with parents, faculty, staff, administrators,

and others to enhance their work with students

6.5 Facilitates successful communication between and among teachers, parents, teacher and student

6.2 Interprets relevant information concerning the developmental needs of students

6.6 Works with teachers and administrators relevant to behavior management to promote and support intervention strategies

6.3 Reduces barriers to student learning through direct/referred services

6.7 Consults with external community and professional resources

6.4 Interacts with school councils, school boards, Family Resource/Youth Service Center Advisory Councils, and/or school committees


C/NA 6

STANDARD 7: PROGRAM COORDINATION S NI U 7.1 Coordinates with school and community personnel, including school councils, to provide resources for students

7.3 Identifies community agencies for referral of students

7.2 Uses an effective referral process for assisting students and others to use special programs and services

7.4 Maintains cooperative working relationships with community resources

Data from observation STANDARD 8: GOVERNANCE/MANAGEMENT S NI U 8.1 Supports the school’s mission and goals 8.4 Requests, with supporting rationale, appropriate

funding and staffing from administration

8.2 Demonstrates accountability through written reports to administration/SBDM

8.5 Serves on School-Based Decision Making Council and/or participates in the decision-making process at the local school

8.3 Plans the budget to effectively utilize funds


C/NA 7

STANDARD 9: IMPLEMENTATION OF TECHNOLOGY S NI U 9.1 Operates a multimedia computer and peripherals to install and use a variety of software

9.7 Requests and uses appropriate assistive and adaptive devices for students with special needs

9.2 Uses terminology related to computers and technology Appropriately in written and verbal communication

9.8 Designs presentations that include technology and human issues to address diverse students needs and different learning styles

9.3 Demonstrates knowledge of the use of technology in business, industry, and society

9.9 Practices equitable, and legal use of district computers and technology in both professional and personal activities

9.4 Demonstrates basic knowledge of computer/peripheral parts and attends to simple connections and installations

9.10 Facilitates the lifelong learning of self and others through the use of technology

9.5 Creates multimedia presentations using scanners, digital camera, and video cameras

9.11 Explores, uses, and evaluates technology resources, software applications, and related documentation

9.5 Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the internet, make presentations, and use other emerging technologies to enhance professional productivity and support instruction

9.12 Applies research-based instructional practices that use computer and other technology

9.6 Uses computers and other technologies such as interactive instruction, audio/video conferencing, and other distance learning applications to enhance professional productivity and support instruction

9.13 Integrates computers and other technology to create effective groupings to meet the needs of diverse audiences


GC 1


(Guidance Counselor)

Guidance Counselor Date School


STANDARD S NI U 1 Program Management, Research, and Evaluation 2 Developmental Guidance Curriculum 3 Individual/Small Group Counseling 4 Consultation/Collaboration 5 Coordination 6 Assessment 7 Adheres to Professional Standards 8 Demonstrates Professional Leadership 9 Engages in Professional Development

10 Implementation of Technology Evaluator comments: Counselor comments: Agree with Summative evaluation Disagree with Summative evaluation Counselor Signature Evaluator Signature Professional Growth/Performance Objectives for upcoming school year: 1. 2. 3. 4. 5. Certified employees must make their appeals to this summative evaluation within the time frames, mandated in 704 KAR 3:345 Sections 7, 8, 9, and the local district plan.

GC 2

Formative Evaluation Report Form Montgomery County Public Schools


GC 3

Montgomery County Schools Formative Guidance Counselor Data Collection Form

Guidance Counselor Date of Observation School STANDARD 1: PROGRAM MANAGEMENT, RESEARCH, AND EVALUATION S NI U 1.1 Defines needs and priorities 1.4 Organizes personnel, physical resources, and activities

to accomplish needs, priorities and objectives specified by school plans

1.2 Determines objectives 1.5 Evaluates the program to assure its contribution to the school’s mission and goals

1.3 Communicates with the stakeholders, including school councils, about the design, importance, and effectiveness of the program

1.6 Uses information systems and technology


GC 4

STANDARD 2: DEVELOPMENTAL GUIDANCE CURRICULUM S NI U 2.1 Assesses the developmental need of students 2.6 Guides individuals and groups of students through

the development of educational and career plans 2.2 Addresses academic expectations and school-to-work

initiatives 2.7 Provides guidance for maximizing personal growth

and development 2.3 Prepares students for successful transitions 2.8 Teaches the school developmental guidance

curriculum 2.4 Evaluates the results of the curriculum’s impact 2.9 Assists teachers in the teaching of the guidance

curriculum 2.5 Modifies the curriculum as needed to continually meet

the needs of students

Data from observation STANDARD 3: INDIVIDUAL/SMALL GROUP COUNSELING S NI U 3.1 Provides a safe, confidential setting in which students present their needs and concerns

3.9 Mediates classroom and student conflict

3.2 Promotes wellness 3.10 Empowers students to develop and use their resources

3.3 Responds to crises 3.11 Counsels with students individually 3.4 Communicates empathy and understanding 3.12 Counsels with students in small groups 3.5 Knows, understands, and utilizes a broad range of

techniques and accepted theories appropriate to school counseling

3.13 Conducts class/large group sessions on appropriate topics

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

3.14 Assists in appropriate educational planning and and placement with/for students

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

3.15 Systematically contacts students who need assistance

3.8 Respects diversity and nurtures the uniqueness of each student

3.16 Identifies academically “at-risk” students and develops and implements plans to address students needs


GC 5

STANDARD 4: CONSULTATION/COLLABORATION S NI U 4.1 Consults with parents, faculty, staff, administrators, and

others to enhance their work with students 4.7 Facilitates successful communication between and among teachers, parents, teachers and student

4.2 Interprets relevant information concerning the developmental needs of students

4.8 Works with teachers and administrators relevant to behavior management to promote and support intervention strategies

4.3 Reduces barriers to student learning through direct/referred services

4.9 Consults with external community and professional resources

4.4 Facilitates new student integration into the school environment

4.10 Provides/conducts training workshops for staff and parents on appropriate topics as needed

4.5 Works with teachers to provide support for students in a crisis situation

4.11 Works with teachers and support staff to remove barriers to academic success for individual

students 4.6 Interacts with school councils, school boards, Family

Resource/Youth Service Center Advisory Councils, and/or school committees

Data from observation STANDARD 5: COORDINATION S NI U 5.1 Coordinates with school and community personnel,

including school councils, to provide resources for students

5.4 Maintains cooperative working relationships with community resources

5.2 Uses an effective referral process for assisting students and others to use special programs and services

5.5 Facilitates successful transition from one level of education to the next (i.e. elementary to middle)

5.3 Identifies community agencies for referral of students.


GC 6

STANDARD 6: ASSESSMENT S NI U 6.1 Participates in the planning and evaluation of the

district/school testing program 6.4 Uses assessment results and other sources of student data in formulating student career/ graduation plans

6.2 Assesses, interprets and communicates learning results to students, faculty, parents, and community with respect to aptitude, achievement, interests, temperaments and learning styles

6.5 Coordinates student records to ensure the confidentiality of assessment data

6.3 Collaborates with staff concerning assessment of special needs students

6.6 Provides orientation sessions for faculty, students, and parents regarding the assessment program

Data from observation STANDARD 7: ADHERES TO PROFESSIONAL STANDARDS S NI U 7.1 Adheres to the professional code of ethics of American

Counseling Association, American School Counseling Association, and the Code of Ethics adopted by the Kentucky Education Professional Standards Board.

7.6 Identifies activities that would be in conflict with the primary role of the school counselor and to advocates for the best practices of the profession.

7.2 Adheres to federal/state laws and regulations related to education and child protection.

7.7 Demonstrates punctuality and good attendance.

7.3 Accepts responsibility for the on-going professional development

7.8 Performs duties consistent with school, community goals, and administrative regulations.

7.4 Acts in a role that clearly distinguishes him or her from any professional who administers disciplinary action.

7.9 Adheres to district policy with regard to dress and appearance.

7.5 Knows and understands the position statements of the American School Counselor Association

7.10 Uses time effectively


GC 7

STANDARD 8: DEMONSTRATES PROFESSIONAL LEADERSHIP S NI U 8.1 Builds positive relationships within and between

school and community 8.7 Initiates and develops educational projects and

programs based on research and proven professional practice

8.2 Promotes leadership potential in colleagues 8.8 Practices effective listening, conflict resolution, and group facilitation skills as a team member

8.3 Participates in professional organizations and activities

8.9 Presents program in a manner that reflects sensitivity to a multicultural and global perspective

8.4 Writes and speaks effectively 8.10 Writes for publications, presents at conferences and provides professional development

8.5 Guides the development of curriculum and instructional materials

8.11 Works with colleagues to administer an effective learning climate within the school

8.6 Participates in policy design and development at the local school, within professional organizations, and/or within community organizations with educationally related activities

8.12 Presents a positive attitude toward the school, school district, and their mission in both

professional and social settings

Data from observation STANDARD 9: ENGAGES IN PROFESSIONAL DEVELOPMENT S NI U 9.1 Establishes priorities for professional growth 9.4 Implements knowledge and skills required

through on-going professional development 9.2 Analyzes student performance to help identify

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

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

9.6 Participates in professional growth activities on school and personal time


GC 8

STANDARD 10: IMPLEMENTATION OF TECHNOLOGY S NI U 10.1 Operates a multimedia computer and peripherals to

install and use a variety of software 10.9 Requests and uses appropriate assistive and adaptive devices for students with special needs.

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

10.10 Designs lessons that include technology and human issues to address diverse students needs and different learning styles.

10.3 Demonstrates knowledge of the use of technology in business, industry, and society

10.11 Practices equitable, and legal use of district computers and technology in both professional and personal activities.

10.4 Demonstrates basic knowledge of computer/peripheral parts and attends to simple connections and installations

10.12 Facilitates the lifelong learning of self and others through the use of technology.

10.5 Creates multimedia presentations using scanners, digital camera, and video cameras

10.13 Explores, uses, and evaluates technology resources; software, applications, and related documentation.

10.6 Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the Internet, make presentations, and uses other emerging technologies to enhance professional productivity and support instruction

10.14 Applies research-based instructional practices that use computer and other technology.

10.7 Uses computers and other technologies such as interactive instruction, audio/video conferencing, and other distance learning applications to enhance professional productivity and support instruction

10.15 Integrates computers and other technology to create effective groupings to meet the needs of diverse audiences.

10.8 Uses technology to support multiple assessments of student learning

10.16 Designs lessons that ask students to practice the equitable, ethical, and legal use of technology.

Data for observation

SLP 1

MONTGOMERY COUNTY SCHOOLS Summative Speech/Language Pathologist Evaluation Form

SLP Date School


STANDARD S NI U 1 The SLP Demonstrates Applied Content Knowledge 2 The SLP Designs and Plans Instruction 3 The SLP Creates and Maintains Learning Climate 4 The SLP Implements and Manages Instruction 5 The SLP Assesses and Communicates Learning Results 6 The SLP Demonstrates the Implementation of Technology 7 Reflects On and Evaluates Teaching and Learning 8 Collaborates with Colleagues/Parents/Others 9 Evaluates Teaching and Implements Professional Development

10 Provides Leadership within School/Community/Profession 11 Professional Responsibilities

Evaluator comments: SLP comments: Agree with Summative evaluation Disagree with Summative evaluation SLP Signature Evaluator Signature Professional Growth/Performance Objectives for upcoming school year: 1. 2. 3. 4. 5. Certified employees must make their appeals to this summative evaluation within the time frames, mandated in 704 KAR 3:345 Sections 7, 8, 9, and the local district plan.

SLP 2

MONTGOMERY COUNTY SCHOOLS Formative Evaluation Report Form


SLP 3

MONTGOMERY COUNTY SCHOOLS Formative SLP Data Collection Form

SLP Date of Observation School Subject Area Observed Type of Classroom Ages/Grades Total Number of Students Number of students of students in class having IEP Time Beginning Time Ending Length of Observation

STANDARD 1: THE SLP DEMONSTRATES APPLIED CONTENT S NI U KNOWLEDGE The SLP demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

1.1 Communicates concepts, processes, and knowledge Accurately and effectively communicates an in-depth understanding of concepts, processes, and/or knowledge in ways that contribute to the learning of all students.

1.4 Guides students to understand content from various perspectives. Regularly guides students to understand content from appropriate diverse, multicultural, or global perspectives.

1.2 Connects content to life experiences of student Effectively connects content to students’ life experiences including, when appropriate, prior learning in the content area or other content areas.

1.5 Identifies and addresses students’ misconceptions of content Consistently anticipates misconceptions related to content and addresses them by using appropriate instructional practices.

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. Consistently uses instructional strategies that are appropriate for content and contribute to the learning of all students.


SLP 4

STANDARD 2: THE SLP DESIGNS AND PLANS INSTRUCTION S NI U The SLP designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge 2.1 Develops significant objectives aligned with standards Develops challenging and appropriate learning objectives that are aligned with local/state/national standards/IEP goals and objectives and are based on students’ needs, interests and abilities.

2.4 Plans instructional strategies and activities that address learning objectives for all students. Plans a learning sequence using instructional strategies and activities based on evaluation of students’ progress toward meeting therapy objectives and re-teaches as necessary to help all students master IEP objectives.

2.2 Uses contextual data to design instruction relevant to students. Plans and designs instruction that is based on address IEP objectives.

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. Collaborates with others (teachers, parents) to develop, design, and deliver an IEP to meet the identified needs of students.

2.3 Plans assessments to guide instruction and measure learning objectives. Incorporates various assessment results to plan/improve/revise instruction.

Data from observation STANDARD 3: THE SLP CREATES AND MAINTAINS S NI U LEARNING CLIMATE The SLP creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge. 3.1 Communicates high expectations. Consistently sets significant and challenging behavioral and learning expectations for all students and communicates confidence in their ability to achieve those expectations.

3.4 Fosters mutual respect between SLP and students and among students. Consistently treats all students with respect and concern and actively encourages students to treat each other with respect and concern.

3.2 Establishes a positive learning environment. Maintains a fair, respectful, and productive classroom environment that motivates and minimizes barriers to learning.

3.5 Provides a safe environment for learning. Maintains a classroom environment that is both emotionally and physically safe for all students.

3.3 Values and supports student diversity and addresses individual needs. Consistently uses appropriate and responsive instructional strategies that address the needs of all students.


SLP 5

STANDARD 4: THE SLP IMPLEMENTS AND MANAGES S NI U INSTRUCTION The SLP introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge 4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. Consistently provides a well-planned sequence of appropriate instructional strategies that actively engage students in meeting learning objectives.

4.4 Uses space and materials effectively Makes optimal use of classroom space and uses a variety of instructional resources and technologies to enhance student learning.

4.2 Implements instruction based on diverse student needs and assessment data. Implements instruction based on contextual information and assessment data, adapting instruction to unanticipated circumstances.

4.5 Implements and manages instruction in ways that facilitates higher order thinking. Poses therapy-related and essential questions during instruction and emphasizes/repeats essential ideas, concepts, and procedures throughout instruction.

4.3 Uses time effectively. Makes thoughtful choices about the organization and implementation of both instructional and non-instructional tasks to maximize time for student learning.


SLP 6

STANDARD 5: THE SLP ASSESSES AND COMMUNICATES S NI U

LEARNING RESULTS The SLP assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 5.1 Uses pre-assessments. Consistently uses student baseline data from appropriate pre-assessments to promote the learning of all students.

5.4 Describes, analyzes, and evaluates student performance data. Consistently describes, analyzes, and evaluates student performance data to determine student progress and to improve/revise instruction to determine whether therapy conditions support student learning.

5.2 Uses formative assessments. Consistently uses appropriate formative assessments to determine student progress, guide instruction, and provide feedback to students.

5.5 Communicates learning results to students and parents. Clearly communicates to students and parents in a timely manner the evidence of student progress toward meeting therapy goals.

5.3 Uses summative assessments. Consistently uses appropriate summative assessments aligned with IEP objectives to measure student achievement.

5.6 Allows opportunity for student self-assessment.Provides on-going opportunities for students to assess and reflect on their own performance in order to identify strengths and areas for future learning.


SLP 7

STANDARD 6: THE SLP DEMONSTRATES THE S NI U IMPLEMENTATION OF TECHNOLOGY The SLP uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research. 6.1 Uses available technology to design and plan instruction. Uses appropriate technology to design and plan instruction that supports and extends learning of all students..

6.4 Uses available technology to assess and communicate student learning. Uses technology to assess student learning, manage assessment data, develop IEPs, and communicate progress data to appropriate stakeholders.

6.2 Uses available technology to implement instruction that facilitates student learning. Designs and implements research-based, technology-infused instructional strategies to support learning of all students.

6.5 Demonstrates ethical and legal use of technology. Provides and maintains a safe, secure, and equitable classroom environment that consistently promotes discerning and ethical use of technology.

6.3 Integrates student use of available technology into instruction. Provides varied and authentic opportunities for all students to use appropriate technology to further their learning.

Data from observation STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND S NI U

LEARNING The SLP reflects on and evaluates specific teaching/learning situations and/or programs. 7.1 Uses data to reflect on and evaluate student learning. Uses formative and summative performance data to determine the learning/therapy needs of all students and make IEP recommendations.

7.3 Uses data to reflect on and identify areas for professional growth. Reflects on the evaluations of student progress and instructional practices to identify and develop plans for professional growth.

7.2 Uses data to reflect on and evaluate instructional practice. Makes appropriate changes to instruction based upon feedback, reflections, progress data, and assessment results.


SLP 8

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS S NI U The SLP collaborates with colleagues, parents, and other agencies to design, implement and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 8.1 Communicates effectively with parents. Communicates with parents in keeping track of student progress toward meeting therapy goals.

8.3 Implements planned activities that enhance student learning and engage all parties. Makes use of computer and word processing software to foster the development of communication skills. Shares instructional materials, information, and ideas with colleagues.

8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort. Collaborates with others (teachers, parents, ARC team members) to develop, design, and deliver an IEP to meet the identified needs of students.

8.4 Analyzes data to evaluate the outcomes of collaborative efforts. Share student expectations, criteria for assessment, and student progress with students and parents in meetings, conferences, written progress reports, etc.

Data from observation STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS S NI U PROFESSIONAL DEVELOPMENT The SLP evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan. Self assesses performance Analyzes student performance to help identify professional development needs.

9.3 Designs a professional growth plan that addresses identified priorities. Designs a clear, logical professional growth plan that addresses all priority areas..

9.1 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues. Reflects on data from multiple sources (i.e., self-assessment, student performance, feedback from colleagues, school/district initiatives) and identifies priority areas for growth.

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning. Shows clear evidence of the impact of professional growth activities on instructional effectiveness and student learning.


SLP 9

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/ S NI U COMMUNITY/PROFESSION The SLP provides professional leadership within the school, community, and education profession to improve student learning and well-being. 10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school. Identifies leadership opportunities within the school, community, or professional organizations to advance learning, improve instructional practice, facilitate professional development of colleagues, or advocate positive policy change; and selects an opportunity to demonstrate initiative, planning, organization, and professional judgment.

10.3 Implements a plan for engaging in leadership activities. Effectively implements the leadership work plan.

10.2 Develops a plan for engaging in leadership activities. Develops a leadership work plan that clearly describes the purpose, scope, participants involved, timeline of events/actions, and plan for assessing progress and impact.

10.4 Analyzes data to evaluate the results of planned and executed leadership efforts. Uses data from the leadership effort to describe, analyze, and evaluate the impact on student learning.


SLP 10

STANDARD 11: PROFESSIONAL RESPONSIBILITIES S NI U 11.1 Professional Conduct and Ethics Adheres to professional code of ethics and all other standards prescribed by the EPSB; complies fully with Code of Ethics as developed by the Kentucky Education Professional Standards Board as well as other standards relative to Kentucky’s performance or behavioral expectations for professional educators; complies with all district policies relative to conduct and performance.

11.4 Response to Intervention Works with staff and parents in developing and implementing speech/language strategies for meeting the needs of students.

11.2 Attendance/punctuality Reports to assigned job site as scheduled; has regular attendance.

11.5 Professional dress and appearance Complies with district policy relative to dress and appearance.

11.3 Professional/cooperative influence Works cooperatively with administration in developing and implementing school improvement plans designed to meet local, state and federal academic performance goals; Assumes additional responsibilities such as supervision of after school events, sponsors student groups or activities, works with school or community committees formed to address school-related issues.


Evaluation Orientation Verification

I verify that I attended/participated in an evaluation orientation session during which the contents of the evaluation plan, including the following topics, were discussed:

Evaluation Standards

Performance Criteria

Procedure for Conducting Observations and Conferences

Appeals Process Name of staff member (printed): Signature of staff member: Date: EOV 1

MONTGOMERY COUNTY SCHOOLS Individual Professional Growth Plan

Name: Date: School Year: Identified School/District Improvement Plan Goal and/or Objective:

Present Professiona

l Developme

nt Stage

Growth Goal(s)/Objective(s)

(Individual Growth Plan must align with specific goals and objectives of school/district improvement plan.)

Procedures and Activities for achieving Goal(s)/Objective(s)

Expected Impact Target Dates for Completion/Review

Employee’s Comments: Supervisor’s Comments: Individual Growth Plan Developed: Annual Review: Achieved; Revised; Continued (Employee’s Signature) (Date)

(Employee’s Signature) (Date)

(Supervisor’s Signature) (Date)

(Supervisor’s Signature) (Date)

O = Orientation/Awareness A = Preparation/Application I = Implementation/Management R = Refinement/Impact IPGP 1

Instructions for Completing the INDIVIDUAL PROFESSIONAL GROWTH PLAN

This is to be completed by the employee with assistance from the immediate supervisor. 1. Identified School/District Improvement Plan Goal and/or Objective

(704 KAR 3:345 Section 4 (2) (c) states, “The evaluation system shall include a professional growth plan for all certified personnel below the level of superintendent aligned with specific goals and objectives of the school improvement plan or the district improvement plan and shall be reviewed annually.

Does your growth plan goal(s) align with one of the school/district improvement goals or objectives? 2. Present Professional Development (PD) Stage (Select one of the following PD stages that matches your personal stage of growth.) O/A = Orientation/Awareness P/A = Preparation/Application I/M = Implementation/Management R/I = Refinement/Impact

Is your growth plan individualized to meet the particular level or stage of present professional development?

3. Growth Goal(s)/Objective(s) Identify the specific goal(s) or objective(s) that you plan to develop. For example: If increasing the percentage of students scoring in the proficient level in mathematics is a school improvement goal, an individualized growth plan might be to incorporate measurable performance-based assessment items in mathematics lessons, or to utilize computer software/technologies in mathematics instruction. It is also appropriate to review your summative evaluation for any identified professional growth needs. Does your growth plan meet your individualized goal(s)/objective(s)? 4. Procedures and Activities for Achieving Goal(s) and Objective(s)

List the specific activities you plan to do in order to meet your goal(s) and objective(s). For example: attending specific staff development workshops; soliciting input from peer/colleague who has mastered the goal for objective; enrolling in a seminar; collaborating with other support personnel, etc. Will participation in the identified activities assist you in accomplishing your identified goal(s)/objective(s)?

5. Expected Impact

Describe the Expected Impact in terms of improved student performance, change in teacher practice, or completion of finished product.

6. Target Dates for Completion/Review Identify the date that you plan to accomplish/review your individualized goal(s)/objective(s).

IPGP 2

Montgomery County Schools Pre-observation Form

(To be completed by the teacher and observer before the classroom observation visit.) _____________________________ ________________________________________ Teacher Observer Position _____________________________ ____________________ __________________ School Date Time _____________________________ ____________________ _________________ Content Area/Grades No. Students w/IEP’s No. of Students ------------------------------------------------------------------------------------------------------------ (To be completed by teacher and provided to the observer before the classroom observation.) Academic Expectations Targeted #________ #________ #________ #________ Major Lesson Content or (Unit Study) _________________________________________ Assessment of Lesson or (Culminating Performance) ____________________________ Special/unique situations or circumstances of which observer should be aware: Other comments/concerns: Professional Growth (Area of Concentration) __________________________________ _________________________ ________ _____________________ ________ Observee’s Signature Date Observer’s Signature Date POF 1

MONTGOMERY COUNTY SCHOOLS Individual Corrective Action Plan

The Individual Corrective Action Plan is developed when an evaluatee receives “unsatisfactory” or “needs improvement” rating(s) on the Summative Evaluation or at any time an immediate change in behavior, practice or performance is needed. Name School Year Work Site Date Standard

No. Present Stage

Growth Objective/Goal(s) (describe desired outcomes)

Procedures and Activities for Achieving Goals and Objectives (including support personnel)

Appraisal Method and Target Dates

(attach more pages if necessary)

Evaluatee’s Comments: Evaluator’s Comments: Individual Corrective Action Plan Developed: Status: Achieved Revised Continued (Evaluatee’s Signature) (Date)

Evaluatee’s Signature) (Date)

(Evaluator’s Signature) (Date)

(Evaluator’s Signature) (Date)

*Professional Growth Plan Stages: O= Orientation/Awareness P= Preparation/Application I= Implementation/Management R =Refinement/Impact ICAP 1

Instructions for Completing the INDIVIDUAL CORRECTIVE ACTION PLAN

This plan is to be completed by the evaluator (with discussion and assistance from the evaluatee) as it relates to a “Needs Improvement or Unsatisfactory” rating on any one Standard or more from the Summative Evaluation or at any time an immediate change in behavior, practice or performance is needed. The evaluator and evaluatee must identify corrective action goals and objectives; procedures and activities designed to achieve the goals; and targeted dates for appraising the evaluatee’s improvement of the standard. It is the evaluator’s responsibility to document all actions taken to assist the evaluatee in improving his/her performance. 1. Standard Number Identify the specific standard(s) from the Summative Evaluation Form that has a “does-not-meet” rating assigned. 2. Present Professional Development Stage (Select the stage of professional development that best reflects the evaluatee’s level.) O = Orientation/Awareness A = Preparation/Application I = Implementation/Management R = Refinement/Impact 3. Growth/Objective(s) Goals Growth objectives and goals must address the specific standard(s) rated as “does not meet” on the Summative Evaluation document. The evaluatee and the evaluator work closely to correct the identified weakness(es). 4. Procedures and Activities for Achieving Goal(s) and Objective(s) Identify and design specific procedures and activities for the improvement of performance. Include support personnel, when appropriate. 5. Appraisal Method and Target Dates List the specific target dates and appraisal methods used to determine improvement of performance. Exact documentation and recordkeeping of all actions must be provided to the evaluatee. 6. Documentation of all reviews, corrective actions, and evaluator’s assistance must be provided

periodically (as they occur) to the evaluatee (Evaluators must follow the local district professional development growth and evaluation plan processes, and procedures for implementing an Individual Correction Action Plan.)

ICAP 2

Stages of Development Related to Outcomes and Professional Development

Stages of Professional Development

Desired Practitioner Outcomes for Training

Appropriate Training Strategies & Staff Development

Processes for Maximum Growth

1. Orientation/Awareness Stage at which practitioners develop knowledge and understanding of key concepts, processes, and organizational structures of the program.

♦ Be able to describe the general characteristics of the program and the requirements for use.

♦ Analyze his/her role in the program based upon program characteristics and requirements and the program’s demands on the user and the school.

♦ Be able to identify the knowledge/skills needed for program implementation.

♦ Provide information on key concepts.

♦ Address personal concerns. ♦ Present exemplars and non

exemplars. ♦ Define competencies and

requirements to implement program.

♦ Provide opportunities for exploration.

2. Preparation/Application Stage at which practitioners develop the skills and processes to begin program implementation.

♦ Develop the knowledge and skills needed for initial implementation of the program.

♦ Identify the logistical requirements, necessary resources, and training for initial use of the programs.

♦ Analyze existing resources to determine resources which need to be ordered.

♦ Organize activities, events, and resources for initial use of the program.

♦ Model skills and processes. ♦ Simulate tasks and processes. ♦ Provide coaching and feedback. ♦ Observation of exemplary

programs.

3. Implementation/Management Stage at which practitioners learn to master the required tasks for implementation of the program in their workplace.

♦ Develop the knowledge and skills needed to organize and manage resources, activities, and events related to day-to-day use of the program.

♦ Analyze his/her use of the program with regard to problems of logistics, management, time, schedules, resources, and reactions of the student.

♦ Make appropriate adaptations and/or modifications in program needed to address local managerial and/or logistical issues.

♦ Develop a knowledge of long term requirements for the use of the program.

♦ Mentoring ♦ Technical Assistance ♦ Coaching ♦ Networking of Resources ♦ Visitations of successful

programs in operation

4. Refinement/Impact Stage at which practitioners vary the use of practices to achieve maximum impact on student achievement.

♦ Analyze cognitive and affective effects of program on students.

♦ Develop immediate and long range plans which address possible needed changes in the program to enhance student outcomes.

♦ Networking with consultants and other practitioners operating at impact stage.

♦ Regional and national sharing conferences

♦ Serving as training facilitators to other programs.

♦ Professional Growth Plan Stages: O = Orientation/Awareness A = Preparation/Application I = Implementation/Management

ICAP 3

Montgomery County Schools Certified Employee Appeals Form

TO: Certified Employee Appeals Panel FROM: Name School or Worksite I hereby appeal the summative growth assessment of my professional performance for the 20 - 20 school year. My Evaluator was He/She reviewed my summative growth assessment with me on I am appealing my evaluation on one or both of the following grounds: I was not fairly evaluated on summative evaluation My supervisor failed to implement the evaluation plan according to the way it was approved procedurally by the Kentucky Board of Education I have filed a formal appeal of the assessment of my performance by my immediate supervisor, , which was conducted during the school year. I understand that in order for the Appeals Panel to review my case, it will be necessary for them to have access to all forms, correspondence, anecdotal records, or other information in my file, which is related to my performance. I hereby grant the Montgomery County Schools Certified Employee Appeals Panel members access to all information in my personnel file pertinent to the assessment of my professional performance. In the space below (and on additional sheets, if necessary) I have explained what I feel was unfair about the substance of or procedures concerning my growth assessment. Copies to: Superintendent Signature Date Appeals Panel Evaluator EA 1