SELECTION PROCEDURES - Kentucky Department … › docs › Clay County CEP 2014 … · Web viewst Observation Window: Begins 30 days after school starts – October 31 Mini 2 nd

Clay County Public SchoolsProfessional Growth and

Certified Personnel Evaluation Plan

Clay County Public Schools

Dr. Amon Couch, Superintendent128 Richmond Road

Manchester, KY 40962

Approved by the Clay County School’s Evaluation of Certified Personnel Committee May 1, 2014Approved by the Clay County Board of Education on May 5, 2014

2014-2015

Clay County Public SchoolsCertified Evaluation Plan 1

Table of Contents I. Professional Growth and Effectiveness System – Certified Teacher

A. Roles and Definitions…………………………………………………………………………………………………………………………….. 9B. The Kentucky Framework for Teaching……………………………………………………………………………………………….. 11C. Professional ractice………………………………………………………………………………………………………………………………… 12

1. Professional Growth Planning and Self-Reflection …………………………………………………………………… 122. Observation ……………………………………………………………………………………………………………………………. 123. Observation Model …………………………………………………………………………………………………………………. 134. Observation Conferencing ………………………………………………………………………………………………………. 135. Observation Schedule ……………………………………………………………………………………………………………… 136. Observer Certification ……………………………………………………………………………………………………………… 147. Observer Calibration ……………………………………………………………………………………………………………….. 158. Peer Observation …………………………………………………………………………………………………………………….. 159. Student Voice ………………………………………………………………………………………………………………………….. 16

D. Student Growth ……………………………………………………………………………………………………………………………………. 171. State Contribution – Student Growth Percentiles (SGPs) …………………………………………………………. 182. Local Contribution – Student Growth Goals (SGGs) …………………………………………………………………. 18

a. Rigor of SGGs …………………………………………………………..………………………………………………….. 18b. Comparability of SGGs ……………………………………………..…………………………………………………. 18c. Determining Growth for a Single SGG ……………………..………………………………………………….. 19

3. Products of Practice/Other Sources of Evidence …………………..………………………………………………… 21E. Determining the Overall Performance Category …………………..………………………………………………………………. 21

1. Rating Professional Practice …………………..………………………………………………………………………………. 212. Rating Student Growth …………………..……………………………………………………………………………………… 233. Determining the Overall Performance Category …………………..………………………………………………… 23

F. Professional Growth Plan and Summative Cycle …………………..……………………………………………………………… 26G. Appeals Process …………………..……………………………………………..……………………………………………………………….. 27

II. Professional Growth and Effectiveness System – Principal and Assistant PrincipalA. Roles and Definitions ……………………..……………………………………………………………………………………………………… 45B. Principal Professional Growth and Effectiveness System Components – Overview and Summative 46C. Principal Performance Standards …………………..……………………………………………………………………………………… 47D. Professional Practice …………………..……………………………………………………………………………………………………….. 47

1. Professional Growth Plan and Self-Reflection …………………..…………………………………………………….. 472. Site-Visits …………………..………………………………………………………………………..…………………………………. 493. Val-Ed 360º …………………..………………………………………………………………………………………………………… 494. Working Conditions Goal …………………..……………………………………………………………………………………. 495. Products of Practice …………………..…………………………………………………………………………………………… 506. Student Growth …………………..………………………………………………………………………………………………….. 507. State Contribution – School Report Cards (Accountability) …………………..……………………………….… 508. Local Contribution – ASSIST (School Improvement Plan) …………………..………………………………….… 51

E. Determining the Overall Performance Category …………………..………………………………………………………………. 511. Rating Overall Professional Practice …………………..…………………………………………………………………… 522. Rating Overall Student Growth……………………..………………………………………………………………………….. 53

F. Sample Principal PGES Cycle …………………..……………………………………………………………………………………………. 56

III. Appendix …………………………………………….. 57

OPGES – Other Professionals Growth and Effectiveness System …. SEE FORMS IN APPENDIX PAGE 72The current evaluation standards and procedures for “Other” (Occupational Therapists, Speech Language Pathologists, Counselors, Psychologist, Administrators other than principals and asst. principals, Media Specialist, etc...) included in this evaluation plan will remain in effect until the OPGES is fully implemented in Kentucky. OPGES is scheduled to be piloted in Kentucky during the 2014/15 school year.


ASSURANCESCERTIFIED EVALUATION PLAN

The Clay County School District hereby assures the Commissioner of Education that:

An evaluation committee composed of an equal number of teachers and administrators developed this evaluation plan.

The evaluation process and criteria for evaluation will be explained to and discussed with all certified personnel annually within one month of reporting for employment. This shall occur prior to the implementation of the plan. The evaluation of each certified staff member will be conducted by the immediate supervisor of the employee.

All certified employees shall develop an Professional Growth Plan (PGP) that shall be aligned with the school/district improvement plan and comply with the requirements of 704 KAR 3:345. The PGP will be reviewed annually.

All administrators, to include the superintendent, and non-tenured teachers will be evaluated annually.

All tenured teachers will have a summative evaluation a minimum of once every three years.

Each evaluator will be trained and certified in the use of state approved evaluation techniques and the use of local instruments and procedures.

Each person evaluated will have both formative and summative conferences with the evaluator regarding his/her performance.

CIITS will house all records of evaluation. Summative evaluations shall be filed in personnel records at central office.

The Local District Evaluation Appeals Panel will provide each person evaluated the opportunity for a review of the summative evaluation. Provision is made for the right to review all documentation presented to the Appeals Panel and to the represented at the appeals.

The evaluation plan process will not discriminate on the basis of race, national origin, religion, marital status, sex, or disability.

This evaluation plan will be reviewed as needed and any substantive revisions will be submitted to the Department of Education for approval.

The local board of education approved the evaluation plan as recorded in the minutes of the meeting held on April 5, 2014.

______________________________________ Signature of District Superintendent

_____________________________________ Signature of Chairperson of Board of Education


Certified Personnel Evaluation PlanCommittee Members 2014-2015

Administrators:Amon Couch, SuperintendentDenva Smith, Supervisor of InstructionJudy Smith, Supervisor of InstructionDwight Harris, Principal Nadine Couch, PrincipalSteve Burchfield, PrincipalMike Gregory, Principal

Teachers:Heather Melton, Big Creek ElementaryMelissa Robinson, Manchester ElementaryJimmy Dezarn, Clay County Middle SchoolElisha Sester, Clay County Middle SchoolMartina Bray, Clay County High SchoolMitch Hawkins, Clay County High SchoolRenee Smith, Clay County Public Schools


CLAY COUNTY PUBLIC SCHOOLSDistrict Professional Growth and Effectiveness

Certified Evaluation PlanOverview

Educational evaluation is a professional activity that individual educators need to undertake if they intend to continuously review and enhance the learning they are endeavoring to facilitate. The standards are for promoting professional competence; identify areas for professional growth, and to assist in making the best decisions for students. With the purpose of improving instruction, curriculum, assessment and other professional responsibilities, the ultimate goal of the Clay County Public School’s Certified Evaluation Plan is to educate all students and give those experiences through effective teaching for life-long learning.Effective teaching and school leadership depend on clear standards and expectations, reliable feedback, and the tools, resources and support for professional growth and continuous improvement. The Kentucky Department of Education, with the guidance and oversight of various steering committees, has designed, developed, field tested and piloted a new statewide Professional Growth and Effectiveness System (PGES).

With the passage of Senate Bill 1 in 2009, Kentucky embarked on a comprehensive system of education reform integrating:

• Relevant and rigorous standards • Aligned and meaningful assessments • Highly effective teaching and school leadership • Data to inform instruction and policy decisions • Innovation • School improvement

All are critical elements of student success, but it is effective teaching supported by effective leadership that will ensure all Kentucky students are successful and graduate from high school college/career-ready.

The PGES is designed to measure teacher and leader effectiveness and serve as a catalyst for professional growth and continuous improvement, and is a key requirement of Kentucky’s Elementary and Secondary Education Act (ESEA) flexibility waiver and the state’s Race to the Top grant.

District Mission Statement (Our Purpose): ALL Students Will Learn and Be College and Career Ready Because of What WE Do.

District Vision Statement (Where We’re Going): CCPS: Where children are our #1 priority, where schools and community are active partners, where they receive the world-class education and experiences they deserve every day, where they receive the support they need when they need it, so that ALL students will graduate being college and career ready.

Contacts:Denva Hibbard Smith, Instructional Supervisor [email protected] Smith, Instructional Supervisor [email protected]


mailto:[email protected]

mailto:[email protected]

Clay County Public SchoolsCertified Evaluation Plan

6

SOURCES OF EVIDENCE/FRAMEWORK FOR TEACHING ALIGNMENTFR

AMEW

ORK

for T

EACH

ING

(FfT

)

Domain Planning & PreparationClassroom

Environment Instruction Professional Responsibilities

Component

1a -K

now

ledg

e of

cont

ent/

peda

gogy

1b-D

emon

stra

te k

now

ledg

e of

stud

ents

1c- S

etting

Ins

truc

tiona

l Out

com

es

1d-D

emon

stra

tes

know

ledg

e of

reso

urce

s

1e-D

esig

ning

Coh

eren

t Ins

truc

tion

1f- D

esig

ning

Stu

dent

Ass

essm

ent

2a-C

reati

ng E

nv. o

f Res

pect

& R

appo

rt

2b-E

stab

lish

Cultu

re o

f Lea

rnin

g

2c-M

aint

aing

Cla

ssro

om P

roce

dure

s

2d-M

anag

ing

Stud

ent B

ehav

ior

2e-O

rgan

izing

Phy

sical

Spa

ce

3a-C

omm

unic

ating

with

Stu

dent

s

3b-Q

uesti

onin

g &

Disc

ussi

on T

echn

ique

s

3c-E

ngag

ing

Stud

ents

in L

earn

ing

3d-U

sing

Asse

ssm

ent i

n Le

arni

ng

3e-D

emon

stra

ting

Flex

ibili

ty &

Res

pons

ive

4a-R

eflec

ting

On

Teac

hing

4b-M

aint

aini

ng A

ccur

ate

Reco

rds

4c-C

omm

unic

ating

With

Fam

ilies

4d-P

artic

ipati

ng in

Pro

fess

. Lea

rnin

g Co

mm

.

4e-G

row

ing

& D

evel

opin

g Pr

ofes

sion

ally

4f-S

how

ing

Prof

essio

nalis

m

SOU

RCES

OF

EVID

ENCE

To In

form

Pro

fess

iona

l Pra

ctice

Supervisor Observation

Evidence(pre and post conferences) Observation Evidence

(pre and post conferences)

Student Voice Kentucky Student Voice Survey

Professional Growth

Professional Growth Planning and Self ReflectionSelf-

Reflection

Peer Observation Observation


Timeline

Training of all certified staff including an explanation of the plan and discussion is required within 30 days of reporting for employment.

May Presentation of Revised Evaluation Plan to Clay County Board of Education and to the

Department of Education. Evaluators make schedules for evaluation cycle Peer Observer Resume or Application submitted by May 31.

June District Contacts review evaluations to assure that all scheduled evaluations have been

completed.August

Superintendent reviews expectations of PPGES by August 1.September

Principal makes final Peer Observer assignments by September 1. Certified staff shall complete Self-Reflection and Professional Growth Plan recorded in the

Educator Development Suite (EDS) housed within the Continuous Instructional Improvement Technology System (CIITS) by September 15.

Elect Appeals Panel Principal/Assistant Principal collaboratively develop Student Growth Goal, Working

Conditions, Goal, and Professional Growth Goal/Plan by September 30.October

Principals approve Student Growth Goals after Rigor and Comparability have been established.

Principals submit Student Growth Goals from respective schools for District Level Rigor and Comparability check by October 1.

Principals begin observations of certified staff and post observation conferences of non-tenured staff

November Principals begin observations of tenured certified staff and post observation conferences. Superintendent Site Visit – Must be completed by November 30.

December Mid-Year Conference with Principal to review On-going Reflection due December 31.

February Deadline to request Third Party Observation February 15.

March Completion of TELL or VAL-ED Survey

April End of Year Conference with Principal to review Summative Reflection Due April 30 Summative Evaluations are filed in CIITS and in personnel files at central office.


8

I. Professional Growth and Effectiveness System – Certified Teacher

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

A. Roles and Definitions

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

2. Appeals: a process whereby any certified personnel employee who feels that the local school district failed to properly implement the approved evaluation system can formally disagree with their evaluation.

3. CIITS: “The Continuous Instructional Improvement Technology System (CIITS) will connect standards, electronically stored instructional resources, curriculum, formative assessments, instruction, professional learning and evaluation of teachers and principals in one place, thereby improving instructional outcomes, teacher effectiveness and leadership.”

4. Conference: is a meeting involving the evaluator and the certified employee evaluated for the purpose of providing feedback from the evaluator, analyzing the results of observation(s) and other information to determine accomplishments and for identifying areas for growth leading to establishment or revision of a professional growth plan.

5. Corrective action plan: a plan developed by the evaluator through consultation with the evaluatee as a result of an unsuccessful standard rating(s) on the summative evaluation. Specific assistance and activities are identified and progress monitored.

6. Educator Development Suite (EDS): a component housed within CIITS for the purpose of compiling information relating to the evaluation cycle of certified employee.

7. Evaluation plan: includes evaluation forms and procedures. The procedures shall provide for both formative evaluation and summative evaluation components. The Kentucky Board of Education must approve both the plan and the procedures.

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

9. Evaluatee: District/School personnel that is being evaluated10. Local Contribution: a rating based on the degree to which a teacher meets the growth goal for a set of

students over an identified interval of instruction( i.e., trimester, semester, year-long) as indicated in the teacher’s Student Growth Goal (SGG).

11. Monitoring: to supervise; to check systematically or scrutinize for the purpose of collecting specified categories of data. (For example: principals monitor teacher’s lesson plans, units of study, interactions with students, parents, and each other.)

12. Observation: documentation and feedback on a teacher’s professional practices and observable behaviors.

13. Observee: one who is observed by the observer.


9

14. Peer Observer: Observation and documentation by a trained colleague, selected as described in the district’s Professional Growth and Effectiveness System plan, who observes and documents another teacher’s professional practice and provides supportive and constructive feedback that can be used to improve professional practice.

15. Peer Observer Modules: three modules designed to provide training for peer observers before completion of peer observations.

16. Post-conference: is a meeting between the evaluator and the certified personnel employee to provide feedback from the evaluator. The evaluator and the certified personnel employee analyze the results of observation(s) and other information to determine accomplishments and areas of growth leading to the establishment or revision of a professional growth plan.

17. Pre-conference: is a meeting between the evaluator and the certified personnel to discuss and plan the schedule, date, content, time, etc. of the observation(s).

18. Professional Growth: increased effectiveness resulting from experiences that develop an educator’s skills, knowledge, expertise and other characteristics.

19. Professional Growth Plan: An individualized plan that is focused on improving professional practice and leadership skills and is aligned with educator performance standards and student performance standards, is built using a variety of sources and types of student data that reflect student needs and strengths, educator data, and school/district data, is produced in consultation with the evaluator

20. Ratings: teachers will be assigned the rating of Ineffective, Developing, Accomplished, or Exemplary based on The Kentucky Framework for Teachers and other established criteria.

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

22. SMART Goal Criteria: acronym/criteria for developing student growth goals. (Specific, Measurable, Attainable, Realistic, Time-bound)

23. State Contribution: a rating based on each student’s rat of change compared to other students within a similar test score history (“academic peers”) expressed as a percentile. Student Growth Percentiles are measured for grades 4-8 in Reading and Mathematics.

24. Student Growth: Quantitative measure of the impact a teacher has on a student (or set of students) as measured by student growth goal setting and student growth percentiles.

25. Student Growth Goal: measurable goal(s) written by the certified employee who measures student growth over time following the SMART criteria format and developed by using established criteria checklist.

26. Student Growth goal Ratings: ratings assigned to student growth based on a rubric indicating high, expected, or low growth.

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

28. Supervisor: Principal or Assistant Principal responsible for implementing all components of CEP.29. For additional definitions and roles, please see 704KAR 3:370 Professional Growth and Effectiveness

System.


10

B. The Kentucky Framework for Teaching

The Framework for Teaching is designed to support student achievement and professional practice through the domains of Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The Framework also includes themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. It provides structure for feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement. Evidence supporting a teacher’s professional practice will be situated within one or more of the four domains of the framework. Performance will be rated for each component according to four performance levels: Ineffective, Developing, Accomplished, and Exemplary. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each domain.

The Framework for Teaching can be found at:http://education.ky.gov/teachers/PGES/Pages/Framework-for-Teaching.aspx


11

http://education.ky.gov/teachers/PGES/Pages/Framework-for-Teaching.aspx

C. Professional Practice

1. Professional Growth Planning and Self-Reflection

The Professional Growth Plan will address realistic, focused, and measurable professional goals aligned to district/school improvement plans. The plan will connect data from multiple sources including classroom observation feedback, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. In collaboration with the administrators, teachers will identify explicit goals, which will drive the focus of professional growth activities, support, and on-going reflection.

Reflective practices and professional growth planning are iterative processes. The teacher (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her administrator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps.

All teachers will participate in self-reflection and professional growth planning each year using district approved template. See Appendix A.

All teachers will complete self-reflection and professional growth planning in Educator Development Suite (EDS) housed within the Continuous Instructional Improvement Technology System (CIITS).

Self-Reflection /PGP will be submitted in EDS using CIITS for approval by September 15. Mid-Year Conference with Principal to review On-going Reflection Due December 31 End of Year Conference with Principal to review Summative Reflection Due April 30 In case of inclement weather, Superintendent may allow modification to the Mid and End Year

Conference dates. Multiple sources will include but are not limited to the following:

o Content standards and skillso School Improvement Plano Formative and Summative Assessmentso Student Growth Goal-setting processo Principal Evaluationo Peer Observationo Program Review Datao Student Voice Results o Kentucky Framework for Teaching

2. Observation

The observation process is one source of evidence to determine teacher effectiveness that includes supervisor and peer observation for each certified teacher. Both peer and supervisor observations will use the same instruments. The primary evaluator will be the immediate supervisor. The supervisor observation will provide documentation and feedback to measure the effectiveness of a teacher’s professional practice. Only the supervisor observation will be used to calculate a summative rating. Peer observation will only be used for formative feedback on teaching practice in a collegial atmosphere of trust and common purpose. NO


12

summative ratings will be given by the peer observer. The rationale for each type of observation is to encourage continued professional learning in teaching and learning through critical reflection.

3. Observation Model

The observation model must fulfill the following minimum criteria:

Four (4) observations in the summative cycle. A minimum of 3 observations conducted by the supervisor and 1 observation conducted by the peer.

The required peer observation must occur in the final year of the cycle. Final observation is conducted by the supervisor and is a full observation. All observations must be documented in EDS using CIITS.

CCPS will use the following observation model:

The Progressive Model (3&1 model) See Appendix B Observers will conduct three mini observations of approximately 20-30 minutes each. Because

these are shorter sessions, the observer will make note of the components observed in order to identify "look fors" in the next mini observation session. The final observation is a formal observation consisting of a full class or lesson observation.

Additional unannounced/announced observations may be conducted at any time.

4. Observation Conferencing

Observers will adhere to the following observation conferencing requirements:

Intern teachers will be evaluated using the Kentucky Teacher Internship Program (KTIP). Clay County Public Schools will conduct pre and post conferences for each observation whether

MINI or FORMAL. Formal observations will be announced and timely feedback will be provided to the teachers by

their evaluator. Pre-conferences may be completed through written electronic correspondence or in person, while post-conferences MUST be done in person.

In the summative evaluation year, a peer observer will complete one of the three mini-observations. Tenured Teachers – every third year. Non-Tenured – annually.

Pre-conferencing must be completed within FIVE school days of the scheduled observation. Post-conferencing must be completed within FIVE school days of the scheduled observation.

The summative evaluation conference shall be held at the end of the summative evaluation cycle and shall include all applicable Professional Growth and Effectiveness data.

5. Observation Schedule

Observations may begin after the evaluation training takes place within the first month of employment. Timeline for when observations must be completed Schedule for Non-Tenured Staff:

1st Observation Window: Begins 30 days after school starts – October 31 Mini2nd Observation Window: Begins November 1 – December 31 Mini (PEER)3rd Observation Window: Begins January 2 – February 28 Mini


13

4th Observation Window: Begins March 1 – April 30 FORMAL

In case of inclement weather, Superintendent may allow modifications to the Observation Schedule. The last observation must be completed by April 30th in order to plan Professional Learning for upcoming school year.

Schedule for Tenured Staff: Year 1: Principals complete MINI observation before April 30Year 2: Principals complete MINI observation before April 30Summative Year: Peer Completes MINI; Principal completes FORMAL before April 30.

See Appendix B: Observation Schedules for Non-Tenured and Tenured Staff. (Page 60)

6. Observer Certification

To ensure consistency of observations, evaluators must complete the Teachscape Proficiency Observation Training or the current approved state platform. The system allows observers to develop a deep understanding of how the four domains of the Kentucky Framework for Teaching (FfT) are applied in observation. There are 3 sections of the proficiency system:

Framework for Teaching Observer Training Framework for Teaching Scoring Practice Framework for Teaching Proficiency Assessment

The cycle for observation certification established is as follows [NOTE: This evaluation certification cycle mirrors the existing 704 KAR 3:370 related to initial and update training for certified evaluators]:

Year 1 CertificationYear 2 CalibrationYear 3 CalibrationYear 4 Recertification

Only supervisors who have passed the proficiency assessment can conduct mini and full observations for the purpose of evaluation. In the event that a supervisor has yet to complete the proficiency assessment, or if the supervisor does not pass the assessment, the district will provide the following supports:

The district will use a scaffold approach beginning with initial supports to ensure success during the first administration of the assessment, supports who do not pass after one attempt, and supports for those unable to pass after the second attempt and are locked out of the system for 90 days.o Initial Support for Principal or Assistant Principal without certification:

Assign peer Principal mentor with Proficiency Certification by superintendent or designee.

Assign district level mentor with Proficiency Certification by superintendent or designee.

o Additional Support: Study Sessions with central office mentor


14

Shadow principal mentoro Critical Support if locked out for 90 days:

District level mentor will create a study plan to be reviewed weekly by Superintendent

For Principals/Assistant Principals that have not passed after three attempts:

Employment Status will be reviewed by Superintendent.

The district will ensure teachers will have access to certified observers in cases where the supervisor is not certified through the proficiency system and therefore unable to conduct the observation.

o District-level personnel certified through the proficiency system will conduct the observation with the principal (modeling the process).

Observation data provided by a substitute observer (district level observer) is considered a valid source of evidence when the supervisor conducts the observation.

7. Observer Calibration

As certified observers may tend to experience “drift” in rating accuracy, the district will establish a calibration process to be completed each year where certification is not required (see chart under Observer Certification). This calibration process will be completed in years two (2) and three (3) after certification. Calibration ensures ongoing accuracy in scoring teaching practice; an awareness of the potential risk for rater bias; and that observers refresh their knowledge of the training and scoring practice.

Observer calibration during years 2 & 3 of the Observer Certification process based on Teachscape, the current state approved technology.

Re-certification after year 3. The district will provide yearly calibration training using the state approved platform. The district will provide resources and support for individuals who need re-certification after year 3. Certificates must be submitted to Professional Development Coordinator upon completion.

8. Peer Observation

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

All teachers will receive a peer observation in their summative year. All Peer Observers will complete the state developed training once every three (3) years. All required peer observations must be documented in CIITS. Pre-conferencing must be completed within FIVE school days of the scheduled observation. Post-conferencing must be completed within FIVE school days of the scheduled observation. The district will have a pool of qualified peer observers. Application or resume must be submitted

by May 31 to Superintendent or District Contact. o Qualifications Include:

4 years of experience teaching Good communication skills and respect by staff members Effective technology skills


15

o The expectations of Peer Observers are to: Complete SIX hours of training which include the Framework for Teaching, Peer

Observation Training, and conducting Pre- and post- conference conversations. After first year of training, Peer Observers will complete update training as

determined by the district. Complete PGES requirements of peer observation for teachers in their summative

year.o Compensation:

Each peer observer will be paid for the SIX hours of training ($15 per hour) Each peer observer will be given ONE day of release time for each teacher on his or

her caseload.

Teachers will select their top three choices for Peer Observer from the district pool. The principal will make the final Peer Observer assignment by September 1.

Each Peer Observer will have no more than THREE teachers assigned to his/her observation caseload in a school year.

Each Peer Observer will be allocated appropriate release time to complete the observation process.

9. Student Voice

The Student Voice Survey is a confidential, on-line survey that collects student feedback on specific aspects of the classroom experience and teaching practice.

All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students.

Student selection for participation must be consistent across the district. Results will be used to inform Professional Practice. Formative years’ data will be used to inform Professional Practice in the summative year. All teachers and appropriate administrative staff read, understand, and sign the district’s Student Voice

Ethics Statement. The Student Voice Survey will be administered between the hours of 7 AM and 5 PM local time. The survey will be administered in the school. Survey data will only be considered when 10 or more students are respondents. Instructional Supervisors are District Student Voice Survey Points-of-Contact. Process for Student Voice Survey:

o All teacher will participate in the Student Voice Survey annually with ONE identified group of students.

o Student Voice Survey will be completed by the first group of TEN or more students. If unique circumstances arise, please contact one of the district level contacts.

o Special Education teachers will survey their FIRST resource class of the day. If this class has fewer than 10 students, they will survey additional sections to meet the minimum of 10.

o Special Education Teacher who only have collaborative classes, will be surveyed by their first class of the day.

o Students are permitted accommodations according to IEP. The district will adhere to the state approved window for student voice administration. Principals will

submit school Student Voice Administration Schedule before the window opens.


16

A confidentiality agreement must be signed by the following: o Employees who have system administrative rightso Employees who have open data base connectivity access to the Infinite Campus database.o Employees who administer the K-2 Student Voice Survey.o All employees who would potentially have access to the Student Voice Survey.

See Appendix C Confidentiality Agreement (Page 64)

See Appendix D Parent Permission Form (Page 65)

D. Student Growth

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

4th – 8th Grade Reading Math

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


17

Do you teach students in grades

4-8?

Do you teach in the math or reading content areas?

Do your students participate in the

Math or Reading K-PREP Assessment?

LOCAL & STATE CONTRIBUTION

LOCAL CONTRIBUTION

ONLY

NO

NO

NO

YES

YES

YES

1. State Contribution – Student Growth Percentiles (SGP)

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

2. Local Contribution – Student Growth Goals (SGG)

The local contribution for the student growth measure is a rating based on the degree to which a teacher meets the growth goal for a set of students over an identified interval of instruction (i.e. trimester, semester, year-long) as indicated in the teacher’s Student Growth Goal (SGG). All teachers, regardless of grade level and content area, will develop a SGG for inclusion in the student growth measure. All SGG will be determined by the teacher in collaboration with the principal and will be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement). All teachers will use the Think and Plan Tool to develop local student growth goals. See Appendix F on page 67.

Student Growth Goal Criteria

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

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

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

gifted/talented students.

a. Rigor and Comparability of Student Growth Goals

To fulfill the criteria of measuring student growth at the local level, a protocol must be established to ensure rigorous and comparable growth measures used for all teachers.

All teachers will write a student growth goal based on the criteria Protocol for ensuring rigor Protocol for ensuring comparability

Rigor - Rigor means congruency to the Kentucky Core Academic Standards. In other words, the sources of evidence are defensible in terms of their suitability to allow students to meet or exceed the true intent of the standards being assessed.

Rigor Rubric - The district adopted a rubric for assessing the rigor of all SGG. See Clay County Rigor Rubric Appendix E (Page 66)

To ensure rigor of Student Growth Goals:


18

1. Teachers will meet with their Professional Learning Community (PLC) when developing their goals.

2. Teachers will utilize the Rigor Rubric (Appendix E) when working with their PLC to analyze and adjust the goal as dictated by the rubric.

3. Principals will meet with individual teachers to further analyze their completed SGG for rigor.

Comparability – Comparability means that data generated from similar classrooms would be interpreted in a comparable way (i.e., the use of common success criteria/rubric, performance expectations/performance levels) with respect to the intent of the standard. Data collected for the student growth goal must use comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills. Examples of similar classrooms might be 6th grade science classrooms, 3rd grade classrooms, English I classrooms, band or art classes. For similar classrooms, teachers would be expected to use common measures or rubrics to determine competency in performance at the level intended by the standards being assessed. Although specific assessments may vary, the close alignment to the intent of the standard is comparable.

Comparability of SGGs The following list is acceptable for measuring student growth:o Pre-Post testo Research based assessmentso Performance taskso Repeated measures

Teachers will work within their PLC, using the Rigor/Comparability Rubric, to ensure comparability.

o Teachers will work collaboratively in teams to determine the enduring skills, concepts and processes to be measured, then develop appropriate assessment items for demonstrating mastery that are approved by the district.

Principal will then review the SGG to ensure assessments used are comparable. Assessments are comparable in terms of the criteria used to determine progress toward attainment of the standard.

District Level Rigor and Comparability Principals will submit SGGs from respective schools by October 1. District led jurying process including all principals will be utilized to ensure rigor and

comparability across the district. The link below will direct you to District Guidance for Assessments Used in Student Growth Goal Setting.

http://education.ky.gov/teachers/HiEffTeach/Documents/Assurances to Guide District Assessment Selection SGGs 10-24-13.docx

Principals will approve SGGs in CIITS for their respective school after rigor and comparability has been established. b. Determining Growth for a Single Student Growth Goal

The process for determining the result of student growth (high, expected, low) requires districts to explain how they will use rigorous and comparable (see above) goals and assessments for that rating.


19

http://education.ky.gov/teachers/HiEffTeach/Documents/Assurances%20to%20Guide%20District%20Assessment%20Selection%20SGGs%2010-24-13.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Assurances%20to%20Guide%20District%20Assessment%20Selection%20SGGs%2010-24-13.docx

Districts have several options to consider – none of which are mutually exclusive – for determining student growth.

Districts will create a process for determining student growth ratings as low, expected, and high. This process will apply to students who have been in the teacher’s classroom for 59% of the course-long interval of instruction.

Measures will be identified as indicators of determining growth. Acceptable evidence sources for measuring the progress and attainment of Student Growth Goals:

o Pre-Post testso Common Assessmentso Research Based Assessments o Performance Taskso Repeated Measures

*At least three evidence sources must be used. All teachers will utilize the following matrix for determining student growth as high, expected, or low.

Clay County Local Student Growth Goal Matrix

Every local goal will be comprised of a proficiency and growth component.

PRO

FICI

ENCY

High

(abo

ve 1

0%

set)

Expected High

Expe

cted

(1

0% st

retc

h)

Expected Expected

Low

(bel

ow %

10%

stre

tch)

Low Expected

Low Growth

(Less than 100%)

Expected Growth (100%)

GROWTH


20

3. Products of Practice/Other Sources of Evidence

Teachers may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the teacher’s practice within the domains.

Observations conducted by certified supervisor observer(s) Student voice survey(s) Self-reflection and professional growth plans Other sources of evidence that can be used to support educator practice include the following: (not a

comprehensive list)

Program Review evidence Team-developed curriculum units Lesson plans Communication logs Timely, targeted feedback from mini or informal observations Student data records Student work Student formative and/or summative course evaluations/feedback Minutes from PLCs Teacher reflections and/or self-reflections Teacher interviews Teacher committee or team contributions Parent engagement surveys Records of student and/or teacher attendance Video lessons Engagement in professional organizations Action research Other: Describe

E. Determining the Overall Performance Category

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

Step 1: Rating Professional PracticeThe Kentucky Framework for Teaching stands as the critical rubric for providing educators and evaluators with concrete descriptions of practice associated with specific domains. Each element describes a discrete behavior or related set of behaviors that educators and evaluators can prioritize for evidence gathering, feedback, and eventually, evaluation. Supervisors will organize and analyze evidence for each individual educator based on these concrete descriptions of practice.

Supervisors and educators will be engaged in ongoing dialogue throughout the evaluation cycle. The process Clay County Public Schools

Certified Evaluation Plan21

concludes with the evaluator’s analysis of evidence and the final assessment of practice in relation to performance described under each Domain at the culmination of an educator’s cycle. A summative rating for each domain based on evidence will be recorded in CIITS.

Decision Rules for Determining a Teacher’s Professional Practice RatingIF… THEN…Domains 2 AND 3 are rated INEFFECTIVE Professional Practice Rating shall be INEFFECTIVEDomains 2 OR 3 are rated INEFFECTIVE Professional Practice Rating shall be DEVELOPING OR

INEFFECTIVEDomains 1 OR 4 are rated INEFFECTIVE Professional Practice Rating shall NOT be EXEMPLARYTwo Domains are rated DEVELOPING, and two Domains are rated ACCOMPLISHED

Professional Practice Rating shall be ACCOMPLISHED

Two Domains are rated DEVELOPING, and two Domains are rated EXEMPLARY


Two Domains are rated DEVELOPING, and two Domains are rated EXEMPLARY

Professional Practice Rating shall be EXEMPLARY


22

Step 2: Rating Overall Student Growth

The overall Student Growth Rating is a result of a combination of professional judgment and the district-developed instrument for summative student growth ratings. The designed instrument aids the supervisor in applying professional judgment to multiple evidences of student growth over time. The Student Growth Rating must include data from SGG and SGP (where available), and will be considered in a three-year cycle (when available).

SGG and SGP (when available) will be used to determine overall Student Growth Rating Three years of student growth data (when available) will be used to determine overall Student Growth

Rating for teachers. If a teacher does not qualify for a SGP from state, their SGG (local) will be their only SGG rating. See

Clay County Local Student Growth Goal Matrix. You will proceed to Step 3 to determine the teacher’s overall performance level.

If a teacher has a SGP from state, KDE will supply the rating of Low, Expected or High. Use the following matrix to determine the teacher’s overall Student Growth Rating Clay County Combined Overall Student Growth Matrix to apply in Step 3.

The Clay County Combined Overall Student Growth Matrix below reflects local goal ratings being more impactful for overall Student Growth rating.


23

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

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

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

JUDGMENT

SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE

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

DOMAIN RATINGS

PROFESSIONAL PRACTICE

REQUIRED• Observation• Student Voice• Professional Growth Plans

and Self ReflectionOPTIONAL

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

• Other Teacher Evidence

PROFESSIONAL JUDGMENT AND

DISTRICT-DETERMINED

RUBRICS

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH

STUDENT GROWTH [H,E,L]

STUDENT GROWTH RATING

STUDENT GROWTH

STATE• SGPs• State Predefined Cut Scores

LOCAL• SGG• Maintain current process• Rate on H/E/L

Clay County Combined Overall Student Growth Matrix (Combining local and state)

In addition to a local contribution, teachers in grades 4-8 in Reading and Math will have a state contribution for student growth expressed as a percentile. The scale for determining growth will be provided by the Kentucky Board of Education. The following decision rules will be used to rate overall growth as low, expected, or high for teachers who have a state and local growth goal.

LOCA

L GO

AL R

ATIN

G

HIGH

High High Expected

EXPE

CTED

Expected Expected Expected

LOW

Expected Low Low

HIGH EXPECTED LOWSTATE GOAL RATING


24

Step 3: Apply Decision Rules to Determine Overall Performance Category

1. Determine the individual domain ratings through the use of sources of evidence and professional judgment.

2. Apply State Decisions Rules for determining an educator’s Professional Practice. 3. Use Clay County Combined Overall Student Growth Matrix or Clay County Local Student Growth Goal

Matrix to determine overall Student Growth Rating. 4. Implement the Overall Performance Category process for determining effectiveness.

PROFESSIONAL PRACTICE RATING

STUDENT GROWTH RATING OVERALL PERFORMANCE CATEGORY

EXEMPLARYHIGH OR EXPECTED EXEMPLARY

LOW ACCOMPLISHED

ACCOMPLISHED

HIGH EXEMPLARY

EXPECTED ACCOMPLISHED

LOW DEVELOPING

DEVELOPINGHIGH ACCOMPLISHED

EXPECTED OR LOW DEVELOPING

INEFFECTIVEHIGH DEVELOPING

EXPECTED OR LOW INEFFECTIVE

Summative Evaluations will become part of the official personnel file located at Clay County Central Office.


25

F. Professional Growth Plan and Summative Cycle

Based on the overall Professional Practice rating and Student Growth rating, supervisors will help tenured teachers determine the type of Professional Growth Plan and the length of the summative cycle.


26

THREE-YEAR SELF-DIRECTED CYCLE• Goal(s) set by educator with

evaluator input• Formative review annually

PROFESIONAL PRACTICE RATING

THREE-YEAR CYCLESELF-DIRECTED GROWTH PLAN

• Goals set by teacher with evaluator input• Plan activities are teacher directed and implemented with colleagues.• Formative review annually• Summative occurs at the end of year 3.

STUDENT GROWTH RATING

EXEMPLARY

ACCOMPLISHED

DEVELOPING

INEFFECTIVEUP TO 12-MONTH IMPROVEMENT PLAN

• Goal(s) determined by evaluator

• Focus on low performance area

• Summative at end of plan

THREE-YEAR CYCLESELF-DIRECTED GROWTH PLAN

• Goal(s) set by teacher with evaluator input; one must address professional practice or student growth.

• Formative review annually.

ONE-YEAR CYCLEDIRECTED GROWTH PLAN

• Goal(s) Determined by Evaluator

• Goals focus on professional practice and student growth

• Plan activities designed by evaluator with teacher input

• Summative review annually

THREE-YEAR CYCLE SELF-DIRECTED GROWTH PLAN

Goal set by teacher with evaluator input

One goal must focus on low student growth outcome

Formative review annually

HIGHEXPECTEDLOW

RATING

PROFESSIONAL GROWTH PLAN AND CYCLE FOR TENURED TEACHERS

ONE-YEAR DIRECTED GROWTH PLANGoal Determined by EvaluatorGoals focus on low performance/outcome areaPlan activies designed by educator with educator inputFormative review at mid-pointSummantive at end of plan

G. Appeals

THE APPEALS STATUTE:

According to 156.557 Section 9,

Section 9. (1) A certified employee who feels that the local district is not properly implementing the evaluation plan according to the way it was approved by the Kentucky Department of Education shall have the opportunity to appeal to the Kentucky Board of Education. (2) The appeal procedures shall be as follows: (a) The Kentucky Board of Education shall appoint a committee of three (3) state board members to serve on the State Evaluation Appeals Panel. Its jurisdiction shall be limited to procedural matters already addressed by the local appeals panel required by KRS 156.557(5). The panel shall not have jurisdiction relative to a complaint involving the professional judgmental conclusion of an evaluation, and the panel's review shall be limited to the record of proceedings at the local district level. (b) No later than thirty (30) days after the final action or decision at the local district level, the certified employee may submit a written request to the chief state school officer for a review before the State Evaluation Appeals Panel. An appeal not filed in a timely manner shall not be considered. A specific description of the complaint and grounds for appeal shall be submitted with this request. (c) A brief, written statement, and other document which a party wants considered by the State Evaluation Appeals Panel shall be filed with the panel and served on the opposing party at least twenty (20) days prior to the scheduled review. (d) A decision of the appeals panel shall be rendered within fifteen (15) working days after the review. (e) A determination of noncompliance shall render the evaluation void, and the employee shall have the right to be reevaluated. (11 Ky.R. 1107; Am. 1268; eff. 3-12-85; 12 Ky.R. 1638; 1837; eff. 6-10-86; 15 Ky.R. 1561; 1849; eff. 3-23-89; 17 Ky.R. 116; eff. 9-13-90; 19 Ky.R. 515; 947; 1081; eff. 11-9-92; 20 Ky.R. 845; eff. 12-6-93; 23 Ky.R. 2277; 2732; eff. 1-9-97; 27 Ky.R. 1874; 2778; eff. 4-9-2001.)


27

THE APPEALS PANEL

The evaluation appeals panel for certified staff shall consist of two (2) members elected by the certified staff of the district and one (1) member appointed by the board of education who is certified employee of the board. (Reference: KRS 156.101 and 704 KAR: 345). Each certified employee has the right to be nominated and to vote in the process. (Intern teachers are not fully certified until the end of the internship)

In the election of the appeals panel members, the persons receiving the first and second greatest number of votes shall be members of the appeals panel. The persons receiving the third and fourth greatest number of votes shall be designated as alternates. The board will also appoint an alternate. Release time shall be provided for panel members if the need to meet arises. Funding for panel expenses will be provided from the general fund.

The committee shall elect the chairperson of the panel for each appeal.

The length of term for an appeals panel member shall be two years. Panel members may be re-elected for the position. The panel members shall assume their responsibilities as soon as the election results are announced. Elections shall be conducted and appointments made during the month of September.

The election shall be conducted by the District Contact Person using the following Criteria:

Open Nomination

Secret Ballot

One person/one vote

All certified employees given the opportunity to vote.

Panel Members may require training through the Superintendent or designee.


28

SELECTION PROCEDURES

Each school will nominate one person from the district roster of certified personnel.

Each school will submit the name of nominees to Central Office.

Ballots containing the names of school nominees will be prepared by Central Office and returned to school

for voting.

Ballots will be returned to Central Office for tabulation.

Ballots will be submitted to a tabulation committee.


29

APPEALS/HEARINGSCertified Personnel (03.18 AP.11)

PURPOSE

An Appeals Panel shall be established in accordance with KRS Chapter 156 and 704 KAR 3:345. This panel shall determine if the evaluation process and guidelines have been followed according to the District’s evaluation plan and to ascertain whether the content of the summative evaluation is substantially correct or incorrect.

The burden of proof that an employee was not fairly and/or correctly evaluated on the summative evaluation rests with the employee who appeals to the Panel.

APPEALS

Pursuant to Board Policy 03.18, any certified employee who believes that she/he was not fairly evaluated on the summative evaluation may appeal to the Evaluation Appeals Panel within five (5) working days of the receipt of the summative evaluation. The certified employee may review any evaluation material related to him/her. Both the evaluator and the evaluate shall be given the opportunity to review documents to be given to the hearing committee reasonably in advance of the hearing and may have representation of their choosing.

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

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

3. The panel, evaluator, and the evaluatee will agree on a time and place for the hearing within five days of the preliminary meeting.

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

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

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

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


30

APPEALS/HEARINGS

Certified Personnel (03.18 AP.11) (CONTINUED)

HEARINGS

The following procedures will be implemented during the hearings:

1. The Chairperson of the Appeals Panel will convene the hearing, review procedures, and clarify the panel’s responsibilities.

2. Each party will be allowed to make a statement of claim. The evaluatee will begin.

3. The Panel may question the evaluatee and the evaluator.

4. The Chairperson may disallow materials and/or information to be presented or used in the hearing when she/he determines that such materials and/or information is not relevant to the appeal.

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

6. The Chairperson of the Panel will make closing remarks.

7. The decision of the Panel, after sufficiently reviewing all evidence, may include, but not be limited to, the following:

a. Upholding all parts of the original evaluation.b. Voiding the original evaluation or parts of it.c. Ordering a new evaluation by a second certified employee.d. Removing the summative evaluation from the personnel file and placing a copy of the Panel’s

written findings in the file.8. The Chairperson of the Panel shall present the Panel’s decision to the evaluatee, evaluator, and the

Superintendent within fifteen (15) working days of the review.

9. The Superintendent shall act on the recommendation(s) of the Panel.

10. The Superintendent's, the panel's recommendation, the Panel’s recommendation, and the original summative evaluation form shall be placed in the employee’s evaluation file. In the case of a new evaluation, both evaluations shall be included in the employee’s personnel file.

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

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


31

EVALUATION APPEAL FORM

Certified Personnel (3.18 AP .21)

INSTRUCTIONS

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

Employee 's Name__________________________________________________________________________

Home Address_____________________________________________________________________________

Job Title Building Grade or Department

What specifically do you object to or why do you feel you were not fairly evaluated?

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________

If additional space is needed, attach extra sheet.

Date you received the summative evaluation_________________________________________________________

Name of Evaluator____________________________________________ Date_____________________________

I hereby give my consent for my evaluation records to be presented to the members of the Evaluation Appeal Panel

for their study and review. I will appear before the Panel if requested.

___________________________________ _______________________________

Employee's Signature Date


32

RELATED PROCEDURES:

0318 AP .11, 3.18 AP.12 Reviewed/Revised 6/29/09

Evaluation Appeals Process

(KRS 156.101 -- “Instructional Leader” Defined)Section 7 Department of Education shall visit school districts within the Commonwealth as needed to review and insure implementation of the evaluation system by the local school district. The department shall establish an appeals procedure for certified school employees for review of the judgmental conclusions of their personnel evaluations.

(704 KAR 3:345 -- Evaluation Guidelines)

Section 7 (1) Right to a hearing as to every appeal; and

Section 7 (2) Opportunity reasonably in advance of the hearing for the evaluator and the evaluatee to adequately review all documents that are to be presented to the evaluation appeals panel; and

Section 7 (3) Right to presence of evaluatee’s chosen representative.

Section 8 (1) The local board of education shall annually review the evaluation plan to ensure compliance with KRS 156.101 and these administrative regulations.

Section 8 (2) If substantive changes are made to the evaluation plan, the local board of education shall utilize the evaluation committee in formulating the revisions.

Section 8 (3) Examples of substantive change include:

(a) Change in cycle

(b) Observation frequency

(c) Forms; and

(d) Appeals procedures

Section 8 (4) Revisions to the plan shall be reviewed and approved by the local board of education and submitted to the Kentucky Board of Education for approval.


33

Section 9 (1) 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 Board of Education shall have the opportunity to appeal to the Kentucky Board of Education.

Section 9 (2) The appeal procedures as follows:

(a) The Kentucky Board of Education shall appoint a committee of three (3) state board members to serve on the State Evaluation Appeals Panel. Its jurisdiction shall be limited to procedural matters already addressed by the local appeals panel required by KRS 156.101 (10). The panel shall have no jurisdiction relative to complaints involving the professional judgmental conclusions of evaluations.

(b) The certified employee shall submit a written request to the chief of state school officer for a hearing before the State Evaluation Appeals Panel. A specific description of the complaint and grounds for appeals shall be submitted with this request.

(c) The State Evaluation Appeals Panel, or the Department of Education at its direction, shall review the complaint and investigate to determine if a hearing should be granted.

(d) If a hearing is granted, all involved parties shall have the opportunity to speak before the appeals panel.

(e) Any briefs, written statements, and other documents which a party wants to be considered by the State Evaluation Appeals Panel shall be filed with the panel and served on the opposing party at least ten (10) days prior to the scheduling hearing.

(f) A decision of the appeals panel shall be rendered within fifteen (15) working days after the hearing.

(g) A determination of noncompliance shall render the evaluation void, and the employee shall have the right to be reevaluated.

For further information, refer to 701 KAR 5:090 (Teacher Disciplinary Hearings) in the Appendix.


34

THIRD PARTY OBSERVATION

______________________________________

Evaluatee

__________________________________

Evaluator

I do hereby request a third party observation by another teacher from my content area or by a curriculum content specialist.

Evaluatee Signature _______________________________________________

Date received by Evaluator: ________________________________

Third Party Observer: ________________________________

Selected by: Consensus Evaluator Decision

____________________________________________________________________________________________________________________

Evaluatee Signature Date

____________________________________________________________________________________________________________________

Evaluator Signature Date

704 KAR 3:345 Section 4 (2) (a) … If requested by a teacher, observations by another teacher trained in the teacher’s content area or by curriculum content specialists shall be provided. The selection of the third party observer shall, if possible, be determined through mutual agreement by evaluator and evaluatee. A teacher who exercises this option shall do so in writing to the evaluator, by no later than February 15 of the academic year in which the summative evaluation occurs. If the evaluator and evaluatee have not agreed upon the selection of the third party observer within five working days of the teacher’s written request, the evaluator shall select the third party observer.


35

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 an inadequate or “does not meet” rating on any standard(s). The evaluator and the 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 No.Identify the specific area(s) from the Summative Evaluation Form that has a “INEFFECTIVE” rating assigned.

2. Present Professional Development Stage

(Select the stage of professional development that best reflects the evaluatee’s level)

I = INEFFECTIVE

D = DEVELOPING

A = ACCOMPLISHED

E = EXEMPLARY

3. Growth/Objective(s) Goals

Growth objectives and goals must address the specific area(s) rated as “INEFFECTIVE” OR “DEVELOPING” 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 Targeted Dates

List the specific target dates and appraisal methods used to determine improvement of performance. Exact documentation and record keeping of all actions must be provided to the evaluatee.

6. Documentation of all reviews, corrective actions, and the 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.)


36

NOTICE OF DEFICIENCY IN EVALUATION STANDARDS

Employee __________________________ Position __________________________

Supervisor __________________________ Position __________________________

Date of Notice _______________________ School/Work Site __________________

STANDARD:

PERFORMANCE CRITERIA:

Nature of Deficiency:

*Any notice of deficiency requires that a corrective action plan be completed.


37

CLAY COUNTY PUBLIC SCHOOLSCorrective Action Plan

Name ___________________________________ Date ____________________

Employee Work Station(s) __________________________________________________

SUMMARY OF FINDINGS (Be specific about changes to be made):

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

GROWTH AREA # 1

OBJECTIVES

PROCEDURES AND ACTIVITIES DESCRIPTION (WITH COMPLETION DATE)Date for next formative observation:

Meeting with Mentor Shadowing Coaching from Other Professionals Conducting Action Research Graduate Course District, State or National Workshop, Conference, or Seminar (List) Job-Embedded Learning Study Groups for Specific Learning Purpose Independent Reading (List Book(s)) Other


38

GROWTH AREA # 2

OBJECTIVES

PROCEDURES AND ACTIVITIES DESCRIPTION (WITH COMPLETION DATE)Date for next formative observation:

Meeting with Mentor Shadowing Coaching from Other Professionals Conducting Action Research Graduate Course District, State or National Workshop, Conference, or Seminar (List) Job-Embedded Learning Study Groups for Specific Learning Purpose Independent Reading (List Book(s)) Other

Corrective Action Plan Developed Achieved; Not Achieved

___________________________________________________________

Employee Signature/Date

___________________________________________________________

Employee Signature/Date

___________________________________________________________

Supervisor’s Signature/Date

___________________________________________________________

Supervisor’s Signature/Date

If necessary, use the back of this page for comments.

*It is recommended that the follow up formative observation be conducted within two months regarding this corrective action plan.


39

PERSONNEL 03.18

- CERTIFIED PERSONNEL -

Evaluation

DEVELOPMENT OF SYSTEM

The Superintendent shall recommend for approval of the Board and the Kentucky Department of Education an evaluation system, developed by an evaluation committee, for all certified employees below the level of District Superintendent, which is in compliance with applicable statute and regulation.1

PURPOSES

The purposes of the evaluation system shall be to: improve instruction, provide a measure of performance accountability to citizens, foster professional growth, and support individual personnel decisions.NOTIFICATION

The evaluation criteria and evaluation process to be used shall be explained to and discussed with certified school personnel no later than the end of the first month of reporting for employment for each school year.REVIEW

All employees shall be afforded an opportunity for a review of their evaluations. All written evaluations shall be discussed with the evaluatee, and he/she shall have the opportunity to attach a written statement to the evaluation instrument. Both the evaluator and evaluatee shall sign and date the evaluation instrument.All evaluations shall be maintained in the employee's personnel file.2

APPEAL PANEL

The District shall establish a panel to hear appeals from summative evaluations as required by law.1

ELECTION

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

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

The chairperson of the panel shall be the certified employee appointed by the Board.APPEAL TO PANEL

Any certified employee who believes that he or she was not fairly evaluated on the summative evaluation may appeal to the panel within five (5) working days of the receipt of the summative


40

evaluation. The certified employee may review any evaluation material related to him/her. Both the evaluator and the evaluatee shall be given the opportunity to review documents to be given to the hearing committee reasonably in advance of the hearing and may have representation of their choosing.APEAL FORMThe appeal shall be signed and in writing on a form prescribed by the District evaluation committee. The form shall state that evaluation records may be presented to and reviewed by the panel.CONFLICTS OF INTERESTS

No panel member shall serve on any appeal panel considering an appeal for which s/he was the evaluator.Whenever a panel member or a panel member's immediate family appeals to the panel, the member shall not serve for that appeal. Immediate family shall include father, mother, brother, sister, husband, wife, son, daughter, uncle, aunt, nephew, niece, grandparent, and corresponding in-laws.A panel member shall not hear an appeal filed by his/her immediate supervisor.BURDEN OF PROOF

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

The panel shall hold necessary hearings. The evaluation committee shall develop necessary procedures for conducting the hearings.PANEL DECISION

The panel shall deliver its decision to the District Superintendent, who shall take whatever action is appropriate or necessary as permitted by law. The panel’s written decision shall be issued within fifteen (15) working days from the date an appeal is filed. No extension of that deadline beyond April 25th shall be granted without written approval of the Superintendent.SUPERINTENDENT

The Superintendent shall receive the panel's decision and shall take such action as permitted by law as s/he deems appropriate or necessary. REVISIONS

The Superintendent shall submit proposed revisions to the evaluation plan to the Board for its review to ensure compliance with applicable statute and regulation. Upon adoption, all revisions to the plan shall be submitted to the Kentucky Department of Education for approval.REFERENCES:

1KRS 156.557, 704 KAR 3:345 OAG 92-135, Thompson v. Board of Educ., Ky., 838 S.W.2d 390 (1992)

RELATED POLICIES: 203.15, 03.16, 02.14


41

PRINCIPAL AND ASSISTANT PRINCIPAL PROFESSIONAL GROWTH AND EFFECTIVENESS

SYSTEM


42


43


44

II. Professional Growth and Effectiveness System – Principal and Assistant Principal

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

A. Roles and Definitions

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

2. Documentation: Artifacts created in the day-to-day world of running a schools that can provide evidence of meeting the performance standard.

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

4. Evaluatee: District/School personnel that is being evaluated5. Observation/School Site Visits: Provides information on a wide range of contributions made by

principals. Observations/school site visits may range from watching how a principal interacts with others, to observing programs and shadowing the administrator.

6. Performance Levels: General descriptors that indicate the principal’s performance. Principal can be rated Ineffective, Developing, Accomplished, or Exemplary on this scale.

7. Performance Rubrics: A behavioral summary scale that describes acceptable performance levels for each of the seven performance standards.

8. Performance Standards: Guiding standards that provide for a defined set of common purposes and expectations that guide effective leadership. Those standards include: Instructional Leadership, School Climate, Human Resources Management, Organizational Management, Communication and Community Relations, Professionalism and Student Growth.

9. Professional Growth Plan: An individualized plan that is focused on improving professional practice and leadership skills and is aligned with educator performance standards and student performance standards, is built using a variety of sources and types of student data that reflect student needs and strengths, educator data, and school/district data, is produced in consultation with the evaluator

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

11. SMART Criteria: Acronym used to develop a goal(s) Specific, Measurable, Appropriate, Realistic, Time-Bound.

12. Site Visit: Methods by which superintendents may gain insight into whether principlas are meeting the performance standards.

13. Surveys: Tools used to provide information to principals about perception of job performance

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

B. Principal Professional Growth and Effectiveness System Components – Overview and Summative Model

The following graphic outlines the summative model for the Principal Professional Growth and Effectiveness System.

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


46

PROFESSIONAL JUDGMENT &

STATE-DETERMINED

DECISION RULES establishing a common

understanding of performance thresholds

to which all educators

are held

STATE CONTRIBUTION: High, Expected, Low Growth Rating

PROFESSIONAL JUDGMENT AND

DISTRICT-DETERMINED

RUBRICS

LOCAL CONTRIBUTION: High, Expected, Low Growth Rating

STUDENT GROWTH RATINGS

PERFORMANCE TOWARD

TRAJECTORYAND

Local Contribution –

Student Growth Goals

(SGGs) based on school need

SOURCES OF EVIDENCE TO

INFORM STUDENT GROWTH

State Contribution – ASSIST/NGL Goal

SOURCES OF EVIDENCE TO

INFORM PROFESSIONAL

PRACTICE

STANDARD 1:Instructional LeadershipSTANDARD 2: School Climate

STANDARD 3: Human Resource Management

STANDARD RATINGS

PROFESSIONAL JUDGMENT

STUDENT GROWTH


OVERALL PERFORMANCE

CATEGORY

STANDARD 4: Organizational Management

Professional Growth Plans and Self- ReflectionSite-VisitsVal-Ed 360°Working Conditions Growth Goal STANDARD 5:

Communication & Community Relations

STANDARD 6:

Professionalism

C. Principal Performance Standards

The Principal Performance Standards are designed to support student achievement and professional best-practice through the standards of Instructional Leadership; School Climate; Human Resource Management; Organizational Management; Communication & Community Relations; and Professionalism. Included in the Performance Standards are Performance Indicators that provide examples of observable, tangible behaviors that provide evidence of each standard. The Performance Standards provide the structure for feedback for continuous improvement through individual goals that target professional growth, thus supporting overall student achievement and school improvement. Evidence supporting a principal’s professional practice will be situated within one or more of the 6 standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. It is important to note that the expected performance level is “Accomplished,” but a good rule of thumb is that it is expected that a principal will “live in Accomplished but occasionally visit Exemplary”. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each standard.

The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how principals respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual principal performance. These factors may include school-specific priorities that may drive practice in one standard, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas.

Evaluators must use the following categories of evidence in determining overall ratings: Required Sources of Evidence

o Professional Growth Planning and Self-Reflectiono Site-Visitso Val-Ed 360°o Working Conditions Goal (Based on TELL KY)o State and Local Student Growth Goal datao

Evaluators may use the following categories of evidence in determining overall ratings: Other Measures of Student Learning Products of Practice Other Sources (e.g. surveys)

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

1. Professional Growth Planning and Self-Reflection – completed by principals & assistant principals


47

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

Reflective practices and professional growth planning are iterative processes. The principal (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her supervisor to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps.

Self-reflection improves principal practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement. The Professional Growth Plan is the vehicle through which the outcomes of self-reflection are organized, articulated as specific goals, contextualized in a support framework, and monitored through pre-determined methods. Together, the multiple measures of self-reflection and professional growth planning provide critical information in determining a rating for each standard.

All principals and assistant principals will participate in self-reflection and professional growth planning each year. All principals will participate in self-reflection and professional growth planning each year. All assistant principals will participate in self-reflection and professional growth planning each year. Self-Reflection /PGP will be submitted in CIITS for approval by October 1. Mid-Year Conference with Superintendent to review On-going Reflection (Part C) Due December 31 End of Year Conference with Superintendent to review Summative Reflection (Part D) Due April 15

Principal /Assistant Principal PGP TimelineAugust 1 Superintendent reviews expectations of PPGESSeptember 30 Principal/Assistant Principal collaboratively develop

Student Growth Goal, Working Conditions Goal, Self-Reflection and Professional Growth Goal/Plan

October/November

Superintendent Site Visit – Must be completed by November 30

Mid-Year Conference with principal/assistant principal to review/reflect upon all goals and modify any strategies as needed.

February/March Superintendent Site Visit – Must be completed by March 31March Completion of TELL or VAL-ED SurveyApril 15 End of Year Conference with SuperintendentJune 30 Conference with principal/assistant principal to review their

Student Growth Goal, Working Condition Goal as well as modify any strategies.


48

2. Site-Visits – completed by supervisor of principal – formal site visits are not required for assistant principals

Site visits are a method by which the superintendent may gain insight into the principal’s practice in relation to the standards. During a site visit, the superintendent will discuss various aspects of the job with the principal, and will use the principal’s responses to determine issues to further explore with the faculty and staff. Additionally, the principal may explain the successes and trials the school community has experienced in relation to school improvement. The superintendent or designee conducts site visits.

First formal site visit must be completed by November 30. Second formal site visit must be completed by March 31. Site visits should have a minimum duration of one hour with a recommended half to full day. A conference between the superintendent and/or designee and the principal will occur within 10

working days of each site visit. Feedback should include reference to the performance indicators for each principal standard to

find examples of behaviors that support a degree of effectiveness for that standard.

3. Val-Ed 360° - completed for principals – not completed for assistant principals

The VAL-ED 360° is an assessment that provides feedback on a principal’s learning-centered behaviors by using input from the principal, his/her supervisor, and teachers. All teachers will participate in the Val-Ed 360°. The results of the survey will be included as a source of data to inform each principal’s professional practice rating.

Conducted at least once every two years in the school year that TELL Kentucky is not administered. Instructional Supervisors will be the points of contact for overseeing and administering Val-Ed 360°. Val-Ed 360° will be administered each year during the fall semester. Val-Ed 360° results will be used as self-reflection (embedded throughout the system) as a purpose

of self-improvement. This will enable the principal to target areas for professional learning. Superintendent and designees will have access to Val-Ed 360°.

4. Working Conditions Goal (Goal inherited by Assistant Principal)

Principals are responsible for setting a 2-year Working Conditions Growth Goal based on the most recent TELL Kentucky Survey. The principal’s effort to accomplish the Working Conditions Growth Goal is a powerful way to enhance professional performance.

Connecting TELL Kentucky data to principal performance involves building the capacity for principals and their superintendents to interpret and use TELL Kentucky data to set a target goal for Working Conditions improvement that connects to the Principal Performance Standards and impacts the working conditions within their building. Setting goals—not just any goals, but goals based on whole staff feedback—is a powerful way to enhance professional performance and, in turn, positively impact school culture and student success. Principals are responsible for setting a 2-year Working Conditions Growth Goal that is based on the most recent TELL Kentucky Survey.

Developed following the completion of the TELL Kentucky Survey. Minimum of one 2-year goal. A minimum of ONE Working Conditions Goals is required.


49

Working Conditions Goal rubric will be established in collaboration with the Superintendent and/or other designated supervisors according to the criteria below.

Working Conditions Goal Rubric CriteriaExemplary Exceed GoalAccomplished Expected OutcomeIneffective or Developing Goal has not been met

Formative data will be reviewed with the Superintendent or designee at the mid-year review before December 31st.

Principals may use anonymous staff surveys or other evidence to inform the Working Conditions Goal(s).

5. Products of Practice/Other Sources of Evidence

Principals/Assistant Principals may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the principal’s/assistant principal’s practice within the domains.

SBDM Minutes Faculty Meeting Agendas and Minutes Department/Grade Level Agendas and Minutes PLC Agendas and Minutes Leadership Team Agendas and Minutes Instructional Round/Walk-through documentation Budgets EILA/Professional Learning experience documentation Surveys Professional Organization memberships Parent/Community engagement surveys Parent/Community engagement events documentation School schedules

6. Student Growth

The following sections provide a detailed overview of the various sources of evidence used to inform Student Growth Ratings. At least one (1) of the Student Growth Goals set by the Principal must address gap populations. Assistant Principals will inherit the SGG (both state and local contributions) of the Principal.

a. State Contribution – ASSIST/Next Generation Learners (NGL) Goal Based on Trajectory (Goal inherited by Assistant Principal)

Principals are responsible for setting at least one student growth goal that is tied directly to the Comprehensive School Improvement Plan located in ASSIST. The superintendent and the principal will meet to discuss the trajectory for the goal and to establish the year’s goal that will help reach the long-term trajectory target. New goals are identified each year based on the ASSIST goals. The goal should


50

be customized for the school year with the intent of helping improve student achievement and reaching the long term goals through on-going improvement.

Selection based on ASSIST/NGL trajectory. Based on Gap population unless Local goal is based on Gap population. Interim trajectory goals are based on the Delivery Targets from School Report Card. Growth Rating and Criteria

o Low Growth – Greater than 10% below the SGGo Expected Growth – Meets the SGG or within 10% points below the SGGo High Growth – Exceeds the SGG

b. Local Contribution – Based on School Need (Goal inherited by Assistant Principal)

The local goal for Student Growth should be based on school need. It may be developed to parallel the State Contribution or it may be developed with a different focus.

Based on Gap population unless State goal is based on Gap population. A principal MUST have a minimum of one local goal. The local goal for Student Growth should be based on school need. The principal may use

researched based assessments, pre/post-test data, performance data, or repeated measures data when giving interim trajectory predictions for growth.

Growth Rating and Criteriao Low Growth – Greater than 10% below the SGGo Expected Growth – Meets the SGG or within 10% points below the SGGo High Growth – Exceeds the SGG

E. Determining the Overall Performance Category Superintendents are responsible for determining an Overall Performance Category for each principal at the conclusion of their summative evaluation year. The Overall Performance Category is informed by the principal’s ratings on professional practice and student growth.

1. Rating Overall Professional Practice Use decision rules to determine an overall rating. Record ratings in CIITS Evaluators and principals will be engaged in ongoing dialogue throughout the evaluation cycle. The process

concludes with the evaluator’s analysis of evidence and the final assessment of practice in relation to performance described under each Standard at the culmination of an educator’s cycle. Each standard shall be scored in CIITS by the superintendent or designee by April 15th of each year.

Each standard after receiving an overall rating will be assigned a numeric value. The scores will be added to give an overall score. The two charts below will be used in conjunction to determine and Overall Professional Practice Score:

Overall Professional

Practice Rating

Total of Points for

Domain 1-6Ineffective 0-4Developing 5-8


51

Accomplished 9-14Exemplary 15-18

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

IF… THEN…Principals or Assistant Principal is rated EXEMPLARY in at least four of the standards and no standard is rated DEVELOPING or INEFFECTIVE

Professional Practice Rating shall be EXEMPLARY

Principals or Assistant Principal is rated ACCOMPLISHED in at least four of the standards and no standard is rated INEFFECTIVE


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

Professional Practice Rating shall be DEVELOPING

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

Professional Practice Rating shall be INEFFECTIVE

2. Rating Overall Student Growth

Overall Student Growth Rating results from a combination of professional judgment and the district-developed instrument. The instrument is designed to aid the evaluator in applying professional judgment to multiple evidences of student growth over time. Student growth ratings must include data from both the local and state contributions.

Required:

Determine the rating using both state and local growth. Determine the rating using 3 years of data (when available).


52

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


STANDARD 2: [I,D,A,E]PROFESSIONAL

JUDGMENT

SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE


STANDARDS RATINGS


REQUIRED• Professional Growth Plans

and Self-Reflection• Site-Visit• Val-Ed 360°/Working

ConditionsOPTIONAL

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



Record ratings in CIITS. Evaluators will use the following chart to use ratings obtained from both the state and local growth

goals to determine an Overall Student Growth Rating:


53

Loca

l Goa

l Rati

ng

High High High Expected

Expe

cted

Expected Expected Expected

Low

Expected Low Low

High Expected Low

State Goal Rating

E. Determining the Overall Performance Category

The Overall Performance Category for a principal or assistant principal is determined by the evaluator based on ratings from each standard, as well as student growth. Evaluators will use the following decision rules for determining the Overall Performance Category:

PROFESSIONAL PRACTICE RATING

STUDENT GROWTH RATING OVERALL PERFORMANCE CATEGORY

EXEMPLARYHIGH OR EXPECTED EXEMPLARY

LOW DEVELOPING

ACCOMPLISHED

HIGH EXEMPLARY

EXPECTED ACCOMPLISHED

LOW DEVELOPING

DEVELOPINGHIGH ACCOMPLISHED

EXPECTED OR LOW DEVELOPING

INEFFECTIVEHIGH INEFFECTIVE

EXPECTED OR LOW INEFFECTIVE


54

Professional Growth Plan and Summative Cycle

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


55

F. Sample Principal PGES Cycle

The following chart shows the required components for principals and assistant principals over the two year process. All principals and assistant principals will be evaluated every year.

Two Year Cycle of the PPGES


56

Review Accountability and ASSIST Goal Results & Set SGG/PGP/Working Conditions 2-year Goal

Administer Summative Val-Ed

2013-14

End-of-Year Review with Superintendent

Site-Visit by Superintendent

Mid-Year Review with Superintendent

Site-Visit by Superintendent

Administer Formative Val-Ed

Appendix

A. Reflective Practice and Professional Growth Planning Template………….…….……………………………… 58B. Clay County Observation Schedule for Non-Tenured and Tenured Staff……...……………………………. 62C. Student Voice Survey Confidentiality Agreement ……………..………………………………………………………. 64D. Student Voice Survey Parent Permission Letter ……………..…………………………………………………………. 65E. Clay County Student Growth Rubric …………..……………………………………………………………………………… 66G. Other Professionals Observation Forms …………………………………………………………………………………… 72

1. Instructional Supervisor…………..………………………………………………………………………………… 722. Psychologist…………..…………………………………………………………………………………………………… 773. Director of Pupil Personnel…………..…………………………………………………….……………………… 844. Technology Coordinator…………..…………………………………………………………..…………………… 905. Speech Language Pathologist…………..……………………………………………………..………………… 956. Library Media Specialist…………..………………………………………………………………..……………… 1017. Curriculum Coach…………..……………………………………………………………………………………..…… 1088. Guidance Councelor…………..………………………………………………………………………………………. 115


57

Administer TELL Kentucky

Review Accountability and ASSIST Goal

Results & Set SGG/PGP & Update Working

Conditions 2-year Goal

July 2014

2014-15

End-of-Year Review with Superintendent

Mid-Year Review with Superintendent

Site-Visit by SuperintendentSite-Visit by Superintendent

Appendix A: Clay County SchoolsReflective Practice & Professional Growth Planning Template

Teacher

School

Grade Level/Subject(s)

DateThe Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including classroom observation feedback, student voice results if available, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. In collaboration with the administrators, teachers will identify explicit goals that will drive the focus of professional growth activities, support, and on-going reflection.

Reflective practices and professional growth planning are iterative processes. The teacher (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her administrator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps.

Part A: Initial Reflection- Framework for Teaching Component: Self-Assessment: Rationale:

1A - Demonstrating Knowledge of Content and Pedagogy I D A E1B - Demonstrating Knowledge of Students I D A E1C - Selecting Instructional Outcomes I D A E1D - Demonstrating Knowledge of Resources I D A E1E - Designing Coherent Instruction I D A E1F - Designing Student Assessment I D A E2A - Creating an Environment of Respect and Rapport I D A E2B - Establishing a Culture for Learning I D A E2C - Managing Classroom Procedures I D A E2D - Managing Student Behavior I D A E2E - Organizing Physical Space I D A E3A - Communicating with Students I D A E3B - Using Questioning and Discussion Techniques I D A E3C - Engaging Students in Learning I D A E3D - Using Assessment in Instruction I D A E3E - Demonstrating Flexibility and Responsiveness I D A E4A - Reflecting on Teaching I D A E4B - Maintaining Accurate Records I D A E4C - Communicating with Families I D A E4D - Participating in a Professional Community I D A E4E - Growing and Developing Professionally I D A E4F - Demonstrating Professionalism I D A E


58

Part B: Student Voice Survey (if available)

SURVEY DATA ANALYSIS PRIORITY NEED(S) CONNECTION(S) TO FfT AREA(S) OF OVERLAPFROM PART A & PART B?

Area(s) of Strength:

Area(s) of Need:

2A 2B 2C 2D 2E3A 3B 3C 3D 3E

RATIONALE:

Part C: Other Evidence Sources to Consider

______Content standards and skills_____School Improvement Plan_____Formative & Summative Assessments_____Principal Observation_____Peer Observation_____Program Review Data_____Other

Part D: Connection to Student Growth Goal

STUDENT NEED- Identify the enduring skill/concept/process you are focusing on for your Student Growth Goal:

What do I need to improve about my instruction that will increase student learning? Decision is grounded in the needs of the identified group of students the teacher has targeted for Student Growth.

What professional learning do I need to support my improvement? What do I need to learn more about so that I can support my students in goal attainment?

Connection(s) to FfT:

Area(s) of overlap from Part A, Part B, Part C & Part D?


59

Rationale:

Connection(s) to FfT:

Area(s) of overlap from Part A, Part B, & Part C?

Part E: Determining a Focus Area for Professional Growth

Domain:

Component:Circle Professional Growth Priority

Components based on Parts A, B, C & D

Select a component(s) from those circled for focused professional growth goal

development

Planning & Preparation 1A 1B 1C 1D 1E 1F

The Classroom Environment 2A 2B 2C 2D 2E

Instruction 3A 3B 3C 3D 3E

Professional Responsibilities 4A 4B 4C 4D 4E 4F

Part F: Connecting Priority Focus Area(s) to Professional Growth Planning

What do I want to improve about my instruction that will increase student learning? Decision is grounded in evidence.

Action Plan: What professional learning is needed to support my improvement efforts? How can I develop a plan of action to assist in attainment of professional learning? This plan should include new learning and application of that learning unique to the individual teacher.

Professional Learning Resources/Support Targeted Completion Date

Demonstrable: What are the measures of success? How will I know if I accomplished my objective? The teachers must be able to show evidence to prove a change in practice has occurred.Identify the documentation intended to demonstrate your professional growth.□ Artifacts □ Self-Assessment/Reflection □ Study Group/PLC□ Certificate of Completion □ Teaming with Colleague □ Observation Data□ Other: (please specify)


60

Part G: On-going Reflection – Progress Toward Professional Growth Goals (mid-year conf)

Date: Status of Professional Growth Goal(s) Revisions/Modifications:

Teacher Signature: Date:

Administrator Signature: Date:

Part H: Summative Reflection- Level of Attainment for Professional Growth Goal(s) (end of year conference)

Date: End of Year Reflection:

Next Steps:


61

PROFESSIONAL GOAL: (based on Parts A,B,C, D, E, & F)

Teacher Signature: Date:

Administrator Signature: Date:

Appendix B: Clay County Observation Schedule for Non-Tenured Staff

3 and 1 Model: THREE mini observations (one of which must be a peer) and one formal observation at the end of the school year.

1st Window

30 days after school begins – October

31st

2nd Window

November 1-December 31

3rd Window

January 2-February 28

4th Window

March 1 – April 30

Principal completes MINI observation

Pre-Conference Observation Post-Conference Observation

inputted in EDS

Peer completes MINI observation


inputted in EDS Mid Year

Conference with Principal



inputted in EDS

Principal completes FORMAL observation


inputted in EDS End of Year



62

Clay County Observation Schedule for Tenured Staff

Tenured Staff will be evaluated on a THREE-YEAR cycle.

Year 1 Year 2 Year 3

Summative Year

Principal completes MINI

observation

Pre-Conference

Observation Post-

ConferenceObservation

inputted in EDS


Pre-Conference Observation Post-

Conference Observation

inputted in EDS

Peer completes MINI observation

Pre-Conference

Observation Post-


inputted in EDS Mid Year


Principal completes FORMAL observation

Pre-Conference

Observation Post-


inputted in EDS End of Year



63

Appendix C: STUDENT VOICE SURVEY CONFIDENTIALITY AGREEMENT

This confidentiality agreement must be signed by the following:

1) Employees who have user security rights or Student Information System – Log In as User privileges in Infinite Campus

2) Employees who have Open Database Connectivity (ODBC) access to the Infinite Campus database

3) Employees who administer the K-2 Student Voice Survey

Students will take the Student Voice Survey in the student portal of Infinite Campus in March of 2014. The Student Voice Survey is a CONFIDENTIAL online survey. During the survey, students will be asked questions about a teacher and conditions in the classroom.

All employees who would potentially have access to the results of the Student Voice Survey must sign this confidentiality agreement.

Confidentiality agreement:

I am aware that all responses and data from the Student Voice Survey are confidential information. I affirm that I will not share individual student survey responses, teacher results or any other information from the Student Voice Survey with anyone by any form of communication. Violation of this Confidentiality Agreement may result in disciplinary action, up to and including termination of my employment.

__________________________ _____________________________Signature Date


64

Appendix D


65

Clay County Board of EducationAmon W. Couch, Ed. D, Superintendent

128 Richmond Road

Manchester, KY 40962

Director of Pupil PersonnelJeff Woods

Instructional SupervisorsDr. Deann Stivers AllenDenva HoskinsDenva SmithJudy K. Smith

Director of Special EducationVickie Nicholson

Finance DirectorMelanie Gilbert

Procurement SupervisorKaren C. Lawson

School Food SupervisorBethany Corum

Transportation Director

Ronnie Mathis

Dear Parent or Guardian,

During the period of March 19 – April 2, your child will have the chance to complete an online survey at school called the Kentucky Student Voice Survey. This confidential survey allows students the opportunity to give feedback on specific aspects of his or her classroom experience. The purpose of this survey is to provide valuable information for educators who are working to improve classroom and learning conditions.

Thank you for allowing your child to participate in this important survey. The survey will be conducted during school hours only. If you do not want your child to take this survey, please sign and return this form to your child’s school by March 18, 2014.

Only Return this Form If you Do Not Want Your Child to Participate.______________________________ ______________________________

parent signature date

_____________________________ ______________________________

print student name teacher

Appendix E: Clay County Student Growth RubricStructure of the Goal Acceptable Needs Revision Insufficient

The student growth goal: Focuses on a standards-based enduring skill

which students are expected to master Identifies an area of need pertaining to current

students’ abilities Includes growth and proficiency targets that

establish and differentiate expected performance for ALL students

Uses appropriate measures for base-line, mid-course, and end of year/course data collection

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

The student growth goal: Focuses on a standards-based enduring

skill Identifies a specific area of need

supported by data for current students Includes a growth target that establishes

growth for ALL students; a proficiency target that establishes the mastery expectation for students

Uses measures for collecting baseline, mid-course, and end of year/course data that matches the skill being assessed

Specifies a year-long/course-long interval of instruction

The student growth goal: Focuses on a standards-based skill that

does not match enduring skill criteria Identifies a specific area of need, but lacks

supporting data for current students Includes both a growth target and a

proficiency target, but fails to differentiate expected performance for one or both targets

Uses measures that fail to clearly demonstrate performance for the identified skill

Specifies less than a year-long/course-long interval of instruction

The student growth goal: Is not standards-based Is not focused on a specific area of need Includes only a growth or a proficiency

target Uses no baseline data or uses irrelevant

data Fails to specify an interval of instruction

Rigor of the Goal Acceptable Needs Revision InsufficientThe student growth goal: Is congruent to KCAS grade level standards and

appropriate for the grade level and content area for which it was developed

Identifies measures that demonstrate where students are in meeting or exceeding the intent of the standard(s) being assessed

Includes growth and proficiency targets that are challenging for students, but attainable with support

The student growth goal: Is congruent and appropriate for grade

level/content area standards Identifies measures that allow students to

demonstrate their competency in performing at the level intended in the standards being assessed

Includes growth and proficiency targets that are doable, but stretch the outer bounds of what is attainable

The student growth goal: Is congruent to content, but not to grade

level standards Identifies measures that only allow

students to demonstrate competency of part, but not all aspects of the standards being assessed

Includes targets that are achievable, but fail to stretch attainability expectation

The student growth goal: Is not congruent or appropriate for

grade level/content area standards Identifies measures that do not assess

the level of competency intended in the standards

Includes targets that do not articulate expectations AND/OR targets are not achievable

Comparability of Data Acceptable Needs Revision InsufficientData collected for the student growth goal: Uses comparable criteria across similar

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

For similar classrooms, data collected for the student growth goal: Reflects use of common measures/rubrics

to determine competency in performance at the level intended by the standard(s) being assessed

N/A

For similar classrooms, data collected for the student growth goal: Does not reflect common criteria used

to determine progress


66

Appendix F: Think and Plan Guidance for Developing Student Growth GoalsPurpose: This document is a summary form a teacher completes for conferencing with their administrator. The column to the right provides guidance, detail, and hyperlinks for completing the process and the template.

Identify the context of the identified class, as selected by teacher in collaboration with principal, including student population.

Identify the course-long interval of instruction (e.g., trimester, semester, one school year).

Identify the content area enduring skills*, concepts, and/or processes that your goal will target. (In the KCAS for Mathematics, the “Enduring Understandings” reflect the enduring learning advocated in the goal-setting for student growth process.) Content area examples: Reading, Writing, Speaking and Listening, Social Studies, Science, Reading Foundational Skills, PE, Health, World Language, Music, Art

Guiding Questions

In collaboration with colleagues, identify the enduring skills*, concepts, and processes for my content area (facilitator’s guide, process pptx, example). Based on my content standards, what are the enduring skills*, concepts and

processes students should master by the end of the school year/course? Do the identified skills, concepts and processes represent essential learning that:

ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom, is worthy of embedded, course-long focus, and may necessary for the next level of instruction (next grade or future course)?

What does it look like for students to be performing at proficiency level on these skills, concepts and processes? How do I know?


67

Step 1: DETERMINE NEEDS

List the sources of evidence you will use to establish baseline data and measure student growth.

Pinpoint areas of need based on my current students' abilities. Are there any enduring skills*, concepts or processes my students lack overall?

What are the biggest areas of need? What are my students’ abilities? How have I collected and analyzed evidence/data

to determine patterns, trends, strengths and weaknesses for all students? (e.g., formative processes, analysis of student work, anecdotal notes, last year's data, previous teachers)

Are the areas of need identified appropriate for a year-long/course-long student growth goal?

Decide on sources of evidence. After identifying an area or areas of need, choose the sources of evidence (e.g., rubrics, classroom assessments, performances, products, portfolios, projects, district learning checks) for collecting baseline, mid-term, and end of year/course data for the student growth goal.Note: At least three sources of evidence are recommended for contributing to baseline data. Do the sources of evidence provide the data needed to demonstrate proficiency for

the identified area(s) of need? Can the sources of evidence be used to provide baseline data, comparable mid-term

data, and end of year/course data? Do the sources of evidence require students to meet or exceed the true intent of

the standards being assessed? (This addresses both rigor of the evidence and comparability.)

Is there a good match between the rigor of the standard to be assessed and the method used to collect evidence? (For instance, if the best way to determine if students are meeting the rigor of a standard is a performance, then the task should be a performance that demonstrates where students are in meeting mastery of that standard. See Classroom Assessment for Student Learning resources on Target-Method Match.)

Use baseline data to determine area(s) of need for the goal What did I learn from collection of data? How will I combine data to determine a baseline for my SGG?


68

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20-A%20Process%20for%20Identifying%20-Final.pptx

http://education.ky.gov/teachers/HiEffTeach/Documents/FACILITATOR%20GUIDE%20for%20Enduring%20Skills%20Process-%20Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20blank%20organizer%20-%20Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20initial%20list%20for%20Visual%20Arts-Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20for%20Music%20-%20Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20for%20World%20Language%20-%20Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20for%20World%20Language%20-%20Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20Health%20-%20Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20PE-%20Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20%20Foundational%20Skills%20K-5%20Reading%20-%20Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20for%20Science%20-%20Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20for%20Social%20Studies%20-%20Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20Speaking%20and%20Listening%20-Final.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20for%20Writing.docx

http://education.ky.gov/teachers/HiEffTeach/Documents/Enduring%20Skills%20Initial%20List%20for%20Reading%20-%20Final.docx

Specify the expected growth and proficiency.Include a growth target that expresses the growth you expect your students to make.

Include a proficiency target.

Write your student growth goal statement that meets the SMART criteria. Include both growth and proficiency.

Explain the rationale for the goal. Include reference to baseline data and explanation of how targets meet the expectation for rigor.

Decide on a student growth goal (SGG) that meets the SMART criteria.SPECIFIC Is the identified area of need significant enough for year-

long/course-long instructional focus? Does the goal address learning that is representative of the

enduring skills*, concepts and/or processes that:o ENDURES beyond a single test date,o is of value in other disciplines,o is relevant beyond the classroom,o is worthy of embedded, course-long focus,o may be necessary for the next level of

instruction?MEASURABLE Does the goal identify the sources of evidence/measures

that will be used to show how all students will demonstrate growth?

Do the sources of evidence provide the data needed to accurately measure where students are in mastering the grade level standards for the identified areas(s) of need?

Which criteria were used for determining what amount of growth is rigorous for students? Why was this criteria selected?

Does the goal include a growth target and proficiency target?

APPROPRIATE Is the goal standards-based and directly related to the

subject and students taught? Is there a good match between the goal and the level of

rigor expected in the identified standards?REALISTIC Is the goal doable, but rigorous enough to stretch the outer

bounds of what is attainable?TIMEBOUND Is the goal designed to stretch across the interval of

instruction (e.g., trimester, semester, one school year)? Is there sufficient time within the interval of instruction to

determine goal attainment?Sample Student Growth Goals 2014


69

Step 2: CREATE A SPECIFIC LEARNING GOAL

http://education.ky.gov/teachers/PGES/Documents/Handouts%20-%20Establishing%20a%20Baseline.pptx

http://education.ky.gov/teachers/PGES/Documents/Sources%20of%20Evidence%20to%20Establish%20Baseline%20for%20the%20SGG%20FINAL-2.pptx

http://education.ky.gov/teachers/PGES/Documents/Sources%20of%20Evidence%20to%20Establish%20Baseline%20for%20the%20SGG%20FINAL-2.pptx

Determine the measure for identifying H, E, L growth and for identifying proficiency. (Rubric, etc.) Define H, E, L growth and proficiency based on the identified measure.

High, Expected, Low determination Has the teacher identified “expected” as the desired

outcome? How will the teacher address achievement of growth but

not proficiency? How will the teacher address the achievement of

proficiency but not growth?

Describe professional learning (PL) needed to support students’ attainment of the student growth goal. (Include any PL needs in your Professional Growth Plan.)

Describe the instructional strategies for goal attainment, specifically what you will do instructionally to assure your students make gains projected in your student growth goal.

Determine professional learning What professional learning is needed to support the SGG? How can a professional learning community/colleagues’

expertise provide support? Does the Professional Growth Plan (PGP) reflect the

support needed to meet the goal?

Decide on instructional strategies for goal attainment How do I identify the instructional strategies that will most

effectively support students in attaining the SGG? What resources and supports do I need to implement

these strategies with my students?


70

Step 3: CREATE AND IMPLEMENT TEACHING AND LEARNING STRATEGIES

http://education.ky.gov/teachers/PGES/Documents/Sample%20Student%20Growth%20Goals%202014.docx

Describe your plan to monitor students’ progress toward goal attainment. Plan for progress monitoring

How and when will I monitor progress towards the SGG throughout the year/course?

What formative assessment processes will I use for progress monitoring?

How will I involve students in progress monitoring? How will I provide all students multiple opportunities

and/or assessment types to demonstrate learning of the selected standards?

How will specific feedback occur regularly to move students forward in their learning?

Do not complete this box until the end of the growth goal timeline. Analyze results: Analyze the summative/post-assessment data to determine goal attainment and reflect on next steps. What does the data reveal about student growth? What does the data show about instructional practices? How can these results inform professional growth?

(Connect this back to Step 3.)

*In the KCAS for Mathematics, the “Enduring Understandings” reflect the enduring learning advocated in the goal-setting for student growth process. Consult the Enduring Skills Initial List for your content area for examples.


71

Step 4: MONITOR STUDENT PROGRESS THROUGH ONGOING FORMATIVE ASSESSMENT

Step 5: DETERMINE WHETHER THE STUDENTS ACHIEVED THE GOAL

CLAY COUNTY SCHOOLS CERTIFIED EMPLOYEE’SFORMATIVE DATA COLLECTION

Instructional Supervisor

Name_________________________________________________School__________________________________Observation Date(s)________________ Date ____________ Date __________ Date ___________

Instruction: The following performance criteria shall be considered a responsibility of the Instructional Supervisor in so far as they are possible. The usage of all criteria may not be appropriate on a daily basis.Information completed on this form should be gathered from specific products and behaviors such as observations, work samples, extra-curricular activities, professional development activities, etc.

Evaluation Descriptions: 4= Exemplary Performance is noticeably outstanding on the identified indicator.3= Commendable Performance is strong on the identified indicator. 2 = Satisfactory There is evidence that the employee fulfills identified indicator.1= Needs Improvement Performance needs improvement on the identified indicator. N/A = Not Applicable Impossible to observe through observation, work samples, extra-curricular activities,

professional development activities, etc. due to job assignment.

STANDARD AREAS AND INDICATIONSStandard 1: Vision Overall Performance Rating 4 3 2 1The school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

___1. 1 Facilitates the development of curriculum, projects, reports, goals and plans that reflect district, state, and federal goals and objectives.___ 1.2 Analyzes and shares the results of district/schools’ progress toward meeting district goals.___ 1.3 Promotes and assists in implementing instructional activities that accommodate the needs of all students and increase schools’ performance.___ 1.4 Facilitates a system of regular curriculum analysis, data disaggregation, and works with the schools and district to make revisions based upon assessment results to promote continuous school improvement.___ 1.5 Models effective teaching and leadership techniques when conducting meetings and presentations.___ 1.6 Supports the district vision/mission/goals.___ 1.7 Supports/Assist with development of the district improvement plan based on review of performance data.___ 1.8 Collaborates with staff in professional development activities.___ 1.9 Ensures the school community is involved in school improvement efforts.___ TOTAL (Divide this number by 9 for overall performance rating___)

COMMENTS____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 2: School Culture and Learning Overall Performance Rating 4 3 2 1The school administrator is an educational leader who promotes the success of all students by advocating nurturing, and sustaining a school and instructional program conducive to student learning and staff professional growth.

___ 2.1 Listens to others, showing an interest in and sensitivity to their ideas, answers and opinions.___ 2.2 Speaks so others can understand, using correct grammar and pronunciations.___ 2.3 Writes letters, reports, etc. in a timely, clear, and effective manner.


72

___ 2.4 Communicates through appropriate/designated channels.___ 2.5 Uses conflict-resolution procedures.___ 2.6 Conducts meetings and conveys essential information in an open manner.___ 2.7 Ensures all individuals are treated with fairness, dignity and respect.___ 2.8 Ensures professional development promotes a focus on student learning consistent with the school vision and goals.___2.9 Promotes a culture of high expectations for self, student, and staff performance.___ 2.10 Ensures curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined.___ TOTAL (Divide this number by 10 for overall performance rating___) COMMENTS____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 3: Management Overall Performance Rating 4 3 2 1A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

___ 3.1 Uses district, state, and federal guidelines (and staff input) when developing and implementing instructional and administrative plans/procedures.___ 3.2 Maintains and supervises budgets for all appropriate programs/activities by involving appropriate personnel and resources.___ 3.3 Maintains a record keeping system for appropriate programs/ activities that is effective/efficient and in compliance with local, state and federal policies.___ 3.4 Utilizes technologies when developing/organizing/revising plans, schedules, procedures, and record

keeping.___ 3.5 Develops personal schedule of duties, including appropriate time frames, throughout calendar year.___ 3.6 Provides opportunities that encourage collaboration among others in the use of resources.___ 3.7 Provides opportunities that encourage the use of the Teacher Conference Center and professional library for educational purposes.___ 3.8 Ensures knowledge of learning, teaching, and student development is used to inform management decisions.___ 3.9 Ensures responsibility is shared to maximize ownership and accountability.___3.10 Ensures organizational systems are regularly monitored and modified as needed and respect diversity and individual differences.___ TOTAL (Divide this number by 10 for overall performance rating___)

COMMENTS _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 4: Collaboration Overall Performance Rating 4 3 2 1 A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

___ 4.1 Evaluates effectiveness of programs and procedures and makes recommendations based on evaluation results.

___ 4.2 Assist staff in prioritizing assignments/responsibilities.___ 4.3 Establishes realistic time frame(s) for completion of assignments/duties.


73

___ 4.4 Secures and encumbers resources to support improvement activities based on instructional priorities.___ 4.5 Involves families and other stakeholders in school decision making process.___ 4.6 Provides opportunities for staff to develop collaborative skills.___ TOTAL (Divide this number by 6 for overall performance rating___)

COMMENTS _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 5: Integrity, Fairness, Ethics Overall Performance Rating 4 3 2 1A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

___ 5.1 Adheres to and models Kentucky’s School Professional Code of Ethics.___ 5.2 Uses a variety of sources to evaluate self and to identify needs/managerial improvement.___ 5.3 Develops/Reviews professional growth plan congruent with district/sate goals and missions.___ 5.4 Reviews professional growth plan annually revises plan as needed based on annual evaluation.___ 5.5 Participates in focused professional development activities (continuing education, workshops, seminars, etc.)___ 5.6 Shares educational material, information, and ideas with colleagues.___ 5.7 Maintains appropriate confidentiality regarding employees and students.___ 5.8 Maintains certification/requirements for the effective instructional leadership program.___ 5.9 Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.___ 5.10 Treats people fairly, equitably and with dignity and respect.___ 5.11 Protects the rights and confidentiality of students and staff.___ 5.12 Demonstrates appreciation for and sensitivity to the delivery in the school community.___ 5.13 Demonstrates professional growth.___ TOTAL (Divide this number by 13 for overall performance rating___)COMMENTS _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 6: Political, Economic, Legal Overall Performance Rating 4 3 2 1A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

___ 6.1 Analyzes /Monitors programs and recommends improvements based on district/state/federal guidelines and/or current educational research.___ 6.2 Ensures the school community works within the framework of policies, laws and regulations enacted by local, state and federal authorities.___6.3 Works with schools to ensure they recognize a variety of ideas, values, and cultures.___ 6.4 Promotes that the environment in which schools operate is influenced on behalf of students and their families.___ 6.5 Implements/Follows district policies and procedures.___ 6.6 Adheres to district expectations/criteria outlined in job description of assigned duties.___ 6.7 Serves as an active participation on district committees/councils.___6.8 Prepares agenda and materials for both regularly scheduled and other necessary meetings.___6.9 Maintains regular/punctual attendance___6.10 Recommends instructional change(s) as needed.___6.11 Performs other assignments consistent with contract/job expectations.___ TOTAL (Divide this number by 11 for overall performance rating___)COMMENTS _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


74

______________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 7: Technology Integration Overall Performance Rating 4 3 2 1

___ 7.1 Integrates available technological resources that support effective management functions.___ 7.2 Uses technology to increase professional effectiveness through products such as charts, graphs, lists, spread sheets, databases, presentations, reports, letters, etc.___ 7.3 Uses appropriate hardware and software for large groups, small groups, and individualized reports.___ 7.4 Uses technology for research and communication to improve professional performance.___ 7.5 Troubleshoots basic technical problems.___ 7.6 Practices ethical and legal use of technology.___ TOTAL (Divide this number by 6 for overall performance rating___)

COMMENTS _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluator’s Comments-____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluatee’s Comments-____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This data was discussed in a conference held on _______________________________________________

Evaluator Signature__________________________________________ Date_________________________Evaluatee Signature__________________________________________ Date_________________________


75

SUMMATIVE EVALUATION FOR INSTRUCTIONAL SUPERVISORS

(This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, and other documentation.)Evaluatee______________________________________Grade/Content Area___________________________Evaluator______________________________________Position______________________________________School______________________________________________________________________________________

Date(s) of Observations 1st____________ 2nd_____________ 3rd____________ 4th________________

Date(s) of observations 1st____________ 2nd_____________ 3rd____________ 4th_______________ Supervisor Standards: Ratings: Meets * Does Not Meet1. Standard 1 Vision _____ _____2. Standard 2 School Culture and Learning _____ _____3. Standard 3 Management _____ _____4. Standard 4 Collaboration _____ _____5. Standard 5 Integrity, Fairness, Ethics _____ _____6. Standard 6 Political, Economic, Legal _____ _____7. Standard 7 Technology Integration _____ _____

Overall Rating _____ _____Individual professional growth plan reflects a desire/need to acquire further knowledge/skills in the standard(s) checked below:

1. ____ 2. ____ 3. ____ 4. ____ 5. ____ 6. ____ 7. ____

Evaluatee’s Comments: _________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

Evaluator’s Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________To be signed after all information above has been completed and discussed:

Evaluatee: ___ Agree with this summative evaluation ____________________________ _________ Signature Date

___ Disagree with this summative evaluation

Evaluator: ____________________________ _________ Signature Date

Opportunities for appeal process at both the local and state level are a part of Clay County School District Evaluation Plan.Employment Recommendation to Central Office:

__________ Meets Supervisor standard for re-employment

__________ Does not meet teacher standards for re-employment

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 evaluation plan.

*Any rating in the “does not meet” column requires the development of an Individual Corrective Action Plan.


76


PSYCHOLOGISTName _________________________________________ School ______________________________________Observation Date (s) ______________ Date _____________ Date ____________ Date _________________Instruction: The following performance criteria shall be considered a responsibility of the Psychologist in so far as they are possible. The usage of all criteria may not be appropriate on a daily basis.Information completed on this form should be gathered from specific products and behaviors such as observations, work samples, extra- curricular activities, professional development activities, etc.



STANDARDS AREAS AND INDICATIONS Standard 1: Demonstrates Professional Leadership Overall Performance Rating 4 3 2 1The psychologist provides professional leadership within the school, community, and education profession to improve student learning and well-being.___ 1.1 Listens to others, showing an interest in and sensitivity to their ideas, answers, and opinions.___ 1.2 Practices effective listening, conflict resolution, and group facilitation skills as a team member.___ 1.3 Builds positive relationships within and between school and community.___ 1.4 Writes and speaks effectively.___ 1.5 Works with the development of curriculum and instructional materials.___ 1.6 Follows proper channels to address issues and problems.___ 1.7 Meets assigned time frames as stipulated.___ 1.8 Serves on various school/district committees.___ 1.9 Follows school/district policies and procedures including employee time and attendance.___ 1.10 Performs other duties consistent with contract/job expectations.___ 1.11 Maintains appropriate confidentiality regarding students’ behavior and performance.___ 1.12 Adheres to and models Kentucky’s School Personnel Code of Ethics.___ 1.13 Adheres to professional codes of ethics of the Kentucky Association for Psychology in Schools (KAPS),

National Association of School Psychologist (NASP), and the Code of Ethics adopted by the Kentucky Education Professional Standards Board.___ 1.14 Adheres to federal/state laws and regulations pertaining to due process, non-discriminatory assessment,

least restrictive environment, and service provisions.___ 1.15 Being knowledgeable of the position statements of the KAPS, NASP, and American Psychological

Association (APA).___ Total: (Divide this number by 15 for overall performance rating___)COMMENTS__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 2: Demonstrates Knowledge of Content Overall Performance Rating 4 3 2 1 The psychologist demonstrates content knowledge within own discipline(s) and in application(s) to other disciplines.___ 2.1 Collaborates with others (students, teachers, parents) to deliver an aligned curriculum to meet the

identified needs of students.___ 2.2 Demonstrates and enhances subject knowledge by providing examples and illustrations of accurate, up-to-

date information/practices/procedures.


77

___ 2.3 Demonstrates a general knowledge that allows for integration of ideas and information across the disciplines.

___ 2.4 Collaborates with teachers in other disciplines to analyze and structure cross-disciplinary approaches to instruction.

___ 2.5 Presents content in a manner that reflects sensitivity to diversity, multi-cultural, and a global perspective.___ 2.6 As a member of the multi-disciplinary team, completes assessment(s) within the specified time lines of

state and federal regulations.___ 2.7 Reports assessment results to the Admissions and Release Committee and assists in the development of

the child’s Individualized Educational Program (IEP) based on the evaluation data according to local policies and procedures.___ 2.8 Acts as advocate for the child by ensuring that due process rights of the child and his/her family are

protected by advocating that a disabled child be served in the least restrictive environment.___ Total: (Divide this number by 8 for overall performance rating___)

COMMENTS__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 3: Designs / Plans Instruction Overall Performance Rating 4 3 2 1The psychologist 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.___ 3.1 Selects activities that are developmentally appropriate and academically challenging.___ 3.2 Incorporates various assessment results to plan / improve / revise instruction.___ 3.3 Designs or uses technology, projects, manipulatives, and simulations to provide real life experiences.___ 3.4 Communicates / Displays specific learner expectations and desired results.___ 3.5 Uses appropriate questioning and response techniques to assist students in problem solving, in developing

critical thinking, and in formulating accurate responses.___ 3.6 Brings closure to unity / activity that reinforces learning.___ 3.7 Secures and uses a variety of appropriate school and community resources to support learning.___ 3.8 Develops and incorporates learning experiences that encourage students to be adaptable, flexible,

resourceful, and creative.___ 3.9 Arranges the physical classroom to support the types of teaching and learning that are to occur.___ 3.10 Creates and utilizes learning experiences that challenge, motivate, and actively involve the learner.___ 3.11 Uses appropriate assessment instruments to evaluate a child’s current strengths and weaknesses.___ 3.12 Incorporates instructional strategies and management techniques that respect diversity and individual

differences.___ Total divide this number by 12 for overall performance rating ___ Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 4: Creates / Maintains Learning Climate Overall Performance Rating 4 3 2 1The psychologist 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.___ 4.1 Analyzes and changes the classroom environment to accommodate individual, small-group, and large-

group activities.___ 4.2 Maintains a safe/functional environment that motivates and minimizes barriers to learning.___ 4.3 Interacts positively and displays sensitivity when dealing with students, colleagues, parents, and

community members.


78

___ 4.4 Establishes/Maintains student behavior according to local school/district policies and procedures.___ 4.5 Uses classroom management techniques that foster self-control and self-discipline.___ 4.6 Manages disruptive behavior constructively while maintaining instructional momentum.___ 4.7 Uses gestures, facial expressions, verbal cues, and proximity control to direct and redirect student behavior.___ 4.8 Communicates with and challenges students in a supportive manner and provides students with

constructive feedback.___ 4.9 Maintains positive classroom interaction by establishing appropriate expectations during group activities.___ 4.10 Locate and organizes materials and equipment to create an enriched multimedia environment.___ 4.11 Uses a variety of classroom management techniques that foster individual responsibility and cooperation.___ Total: (Divide this number by 11 for overall performance rating___)

COMMENTS_________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 5: Implements/Manages Instruction Overall Performance Rating 4 3 2 1 The psychologist 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.___ 5.1 Selects variety of materials/technologies for lesson presentation.___ 5.2 Includes student activities that address various student learning styles/intelligence/skills.___ 5.3 Plans activities to make effective use of class/instructional time.___ 5.4 Makes creative and appropriate uses of media and technologies.___ 5.5 Provides connections to student activities that are based upon prior learning, students’ background and

experiences and future aspirations. ___ 5.6 Makes smooth, clear transitions between activities.___ 5.7 Provides time and activities for all students to apply knowledge/practice skills.___ 5.8 Poses academically-relevant and essential questions during instruction.___ 5.9 Provides opportunities for individual and cooperative learning experiences.___ 5.10 Involves all students in learning opportunities.___ 5.11 Emphasizes/Repeats essential ideas, concepts, and procedures throughout instruction.___ 5.12 Models/demonstrates the skills, concepts, attributes, and/or thinking processes to be learned.___ 5.13 Provides opportunities to students to increase their knowledge of cultural similarities and differences.___ 5.14 Stimulates students to reflect on their own ideas and those of others.___ 5.15 Makes efficient use of physical and human resources and time.___ 5.16 Identifies student misconceptions; provides guidance; and offers students continuous feedback on

progress toward expectations.___ Total: (Divide this number by 16 for overall performance rating___)COMMENTS__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 6: Assesses and Communicates Learning Results Overall Performance Rating 4 3 2 1The psychologist 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.___ 6.1 As a member of the multi-disciplinary team, completes assessment(s) within the specified time lines of

state and federal regulations.___ 6.2 Reports assessment results to the Admissions and Release Committee and assists in the development of

the child’s Individualized Educational Program (IEP) based on the evaluation data according to local policies and procedures.___ 6.3 Acts as an advocate for the child by ensuring that due process rights of the child and his/her family are

protected by advocating that a disabled child be served in the least restrictive environment.___ 6.4 Coordinates student records to ensure the confidentiality of assessment data.


79

___ 6.5 Provides feedback that is meaningful and timely.___ 6.6 Incorporates comprehension checks of understanding by circulating throughout the room, asking questions,

observing students, and guiding student’ practices/activities.___ 6.7 Uses a variety of assessment techniques to evaluate student performance (technology, open-response

items, performance events, portfolio entries, standardized test, group participation, etc.)___ 6.8 Makes adjustments in assessment and instructional techniques for diversities.___ 6.9 Provides opportunities for student analysis of unit/lesson activities (journal, reflections, developing scoring

guides, etc.)___ 6.10Assesses student performance using the established criteria and scoring guides consistent with Kentucky’s

assessment program.___ 6.11 Provides opportunities for students to assess and improve their performance based on prior assessment

results.___ 6.12Collects and analyzes assessment data and maintains up-to-date records of student progress, using

technologies as appropriate.___ 6.13 Communicates expectations, criteria for assessment, student progress, and student strengths and

weaknesses to parents and students.___ 6.14 Uses appropriate assessment instruments to evaluate a child’s current strengths and weaknesses.__ 6.15 Coordinates student records to ensure the confidentiality of assessment data.___ Total: (Divide this number by 15 for overall performance rating___)COMMENTS__________________________________________________________________________________ _____________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 7: Reflects/Evaluates Teaching/Learning Overall Performance Rating 4 3 2 1The psychologist reflects on and evaluates teaching/learning.___ 7.1 Assesses and analyzes self to identify needs for instructional improvement.___ 7.2 Makes appropriate changes to instruction based upon feedback, reflections, and assessment results.___ 7.3 Assesses programs and curricula; proposes appropriate recommendations and needed adjustments.___ Total: (Divide this number by 3 for overall performance rating___)COMMENTS ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 8: Collaborates with Colleagues/Parents/Others Overall Performance Rating 4 3 2 1The psychologist 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 Practices effective listening, conflict resolution, and group facilitation skills as a team member.___ 8.2 Works with colleagues to administer an effective learning climate within the school.___ 8.3 Consults with parents, faculty, staff, administrators, and others to enhance their work with students.___ 8.4 Interprets and communicates to staff relevant information concerning the developmental needs of

students.___ 8.5 Reduces barriers to student learning through direct referred services.___ 8.6 Interacts with school councils, school boards, Family Resource/Youth Service Center advisory councils,

and/or school committees.___ 8.7 Facilitates successful communication between and among teachers, parents, and students.___ 8.8 Works with teachers and administrators to promote and support intervention strategies.___ 8.9 Consults with external community and professional resources.___ 8.10 Coordinates with school and community personnel, including school councils, to provide resources for

students.___ 8.11 Uses an effective referral process for assisting students and others to use special programs and services.


80

___ 8.12 Identifies community agencies for referral of students.___ 8.13 Maintains cooperative working relationships with community resources.___ 8.14 Facilitates successful transition from one level of education to the next (e.g., elementary to middle).___ Total: (Divide this number by 14 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 9: Engages in Professional Development Overall Performance Rating 4 3 2 1The psychologist evaluates own overall performance in relation to Kentucky’s learner goals and implements a professional development plan.___ 9.1 Establishes priorities for professional growth.___ 9.2 Analyzes student performance to help identify professional development needs.___ 9.3 Applies to instruction the knowledge, skills, and processes through professional development.___ 9.4 Modifies own professional development plan to improve instructional performance and to promote student

learning.___ 9.5 Develops/Reviews a professional growth plan annually congruent with school, district, and state goals and

missions.___ 9.6 Participants in professional development activities (continuing education, workshops, seminars, action-

based research, teacher networks, etc.)___ 9.7 Provides professional development as related to psychologists’ responsibilities.___ 9.8 Demonstrates professional growth.___ Total: (Divide this number by 8 for overall performance rating___)COMMENTS__________________________________________________________________________________ _____________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 10: Demonstrates Implementation of Technology Overall Performance Rating 4 3 2 1The psychologist uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and research.___ 10.1 Integrates available technological resources into regular classroom lessons to improve effectiveness of

instruction and assessment using real-world application.___ 10.2 Uses technology to increase professional effectiveness through products such as lesson plans, charts,

graphs, lists, spread sheets, databases, presentations, reports, letters, etc.___ 10.3 Uses appropriate hardware and software for large groups, small groups, individualized instruction and

appropriate assistive devices for students with special needs.___ 10.4 Uses technology for research and communication to improve professional performance and student

learning.___ 10.5 Troubleshoots basic technical problems.___ 10.6 Instructs, supervises, and models ethical and legal use of technology.___ Total: (Divide this number by 6 for overall performance rating___)COMMENTS__________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluator’s Comments ______________________________________________________________________________________________________________________________________


81

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evaluatee’s Comments ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This data was discussed in a conference held on_____________________________________________________________________Evaluator Signature ________________________________________ Date _________________Evaluatee Signature _________________________________________ Date _________________


82

SUMMATIVE EVALUATION FOR PSYCHOLOGIST(This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, and other documentation.) Evaluatee______________________________________Grade/Content Area___________________________

Evaluator______________________________________Position______________________________________

School______________________________________________________________________________________


Date(s) of observations 1st____________ 2nd_____________ 3rd____________ 4th_______________ Psychologist Standards: Ratings: Meets * Does Not Meet1. Demonstrates Professional Leadership _____ _____2. Demonstrates Knowledge of Content _____ _____3. Designs/Plans Instruction _____ _____4. Creates/Maintains Learning Climate _____ _____5. Implements/Manages Instruction _____ _____6. Assesses and Communicates Learning Results _____ _____7. Reflects and Evaluates Teaching and Learning _____ ____8. Collaborates with Colleagues/Parents/Others _____ _____9. Engages in Professional Development _____ _____10. Demonstrates Implementation of Technology _____ _____


1. ____ 2. ____ 3. ____ 4. ____ 5. ____ 6. ____ 7. ____ 8. ____ 9. ____ 10. ____

Evaluatee’s Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluator’s Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________To be signed after all information above has been completed and discussed:





__________ Meets Psychologist standards for re-employment





83


DIRECTOR OF PUPIL PERSONNEL

Name_________________________________________ School____________________________________Observation Date(s)_______________ Date__________ Date___________________ Date_______________Instruction: The following performance criteria shall be considered a responsibility of the Director of Pupil Personnel in so far as they are possible. The usage of all criteria may not be appropriate on a daily basis.Information completed on this form should be gathered from specific products and behaviors such as observations, work samples, extra-curricular activities, professional development activities, etc.Should a decimal of .5 or greater occur when averaging total points to determine the overall performance rating on each standard, it will be necessary to round to the next whole number.Evaluation Descriptors:



STANDARD AREAS AND INDICATING

Standard 1: Overall Performance Rating 4 3 2 1A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implantation, and stewardship of a vision of learning that is shared and supported by the school community.

___1.1 Enforces the compulsory attendance and census laws /policies of the state and district.___1.2 Ascertains the cause of irregular attendance and truancy and seeks the elimination of these causes.___ 1.3 Secures the enrollment in school if all children who should be enrolled and keeps all enrolled children in

reasonably regular attendance.___ 1.4 Initiates policies and procedures to facilitate good attendance by all students.___1.5 Conducts a continuous audit of pupil accounting records including recording of daily attendance

and monthly enrollment by schools and districts.___ 1.6 Distributes information to assist parents and school personnel in understanding how students

can improve attendance habits, get help when needed, and meet attendance expectations.___ 1.7 Assists principals /school councils in training of attendance clerks.___ 1.8 Ensures the vision shapes the educational programs, plans, and actions.___ 1.9Ensures relevant demographic data pertaining to students and their families are used in developing the school

mission and goals. ___ TOTAL (Divide this number by 9 overall performance rating_____)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 2: Overall Performance Rating 4 3 2 1All school administrators is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conductive to student learning and staff professional growth.


84

___ 2.1 Adheres to and models Kentucky’s School Professional Code of Ethics.___ 2.2 Participates in focused professional development activities (counting education, workshops,

seminars, etc.)___ 2.3 Shares educational materials, information, and ideas with colleagues.___ 2.4 Maintains appropriate confidentiality regarding student demographics.___ 2.5 Demonstrates a respect for people of all groups (gender, race, religion, etc.)___ 2.6 Implements / Follows district policies and procedures.___ 2.7 Adheres to district expectations / criteria outlines in job description of assigned duties.___ 2.8 Serves as an active participant on district committees.___ 2.9 Prepares reports in an organized and timely manner as stipulated by district policy / state

statues. ___ 2.10 Maintains regular/punctual attendance.___ 2.11 Keeps Superintendent / Board informed as to pupil demographic data.___ 2.12 Attends all meetings and other school-related programs or activities as necessary and required.___2.13 Formulates policies and procedures for pupil personnel services.___ 2.14 Assumes and completes duties promptly and effectively.___ 2.15 Works with the Superintendent to make the pupil personnel services an integral part of the total

school program.___ 2.16 Assists in the development of the school calendar and is liaison with State on school calendar

issues. ___ 2.17 Performs other assignments consistent with contract / job title expectations.___ 2.18 Ensures life-long learning is encouraged and modeled.___ 2.19 Ensures there is a culture of high expectations for self, student, and staff performance___ 2.20 Ensures student and staff accomplishments are recognized and celebrated.___ 2.21 Ensures a variety of sources of information is used to make decisions.___ 2.22 Ensure pupil personnel programs are developed to meet the needs of students and their families.___2.23 Demonstrates professional growth.___ TOTAL (Divide this number by 23 for overall performance rating____)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 3: Overall Performance Rating 4 3 2 1A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operates, and resources for a safe, efficient, and effective learning environment,

___ 3.1 Acquaints the school with home conditions of the child.___ 3.2 Works with all school personnel (i.e., teachers, principals, service center directors) to develop

programs that promote the health and educational improvement of the child. ___ 3.3 Serves as a liaison between the school and agencies offering services to children and their

families.___ 3.4 Works directly with the FRYSC Directors to promote the welfare of all children of the district’s

attendance area.___ 3.5 Supervises the FRYSC’s (activities and personnel) to ensure that the resources of the Centers are

expended in a way that will contribute to meeting the goals / mission of the district/ state.___ 3.6 Provides accessible parent / family information and resources of the Centers are expended in a

way that will contribute to meeting the goals / mission of the district / state.___ 3.7 Ensures operational procedures are designed and managed to maximize opportunities for

successful learning and respect diversity and individual differences.


85

___ 3.8 Ensures the school plant, equipment, and support systems operate safely, efficiently, and effectively.

___ 3.9 Ensures potential problems and opportunities are identified.___ 3.10 Ensures potential problems are confronted and resolved in a timely manner.___ 3.11 Ensures financial, human, and material resources are aligned to the goals of the schools.___ 3.12 Ensures effective problem-framing and problem-solving skills are used.___ 3.13 Ensures effective conflict resolution skills are used.___ 3.14 Ensures a safe, clean, and aesthetically pleasing school environment is created and maintained.___ TOTAL (Divide this number by 14 for overall performance rating___)

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

Standard 4: Overall Performance Rating 4 3 2 1 A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

___ 4.1 Listens to others, showing an interest in and sensitivity to their ideas, questions, answers, and opinions.

___ 4.2 Writes letters, reports, etc. in a timely, clear, and effective manner.___ 4.3 Provides open lines of communication with others.___ 4.4 Communicates through appropriate / designed channels.___ 4.5 Conducts meetings and conveys essential information in an open manner.___ 4.6 Acts and reacts in a positive, constructive, and mutually respectfully manner when dealing with

others.___ 4.7 Ensures information about family and community concerns, expectations, and needs is used

regularly.___ 4.8 Ensures available community resources are secured to help the school solve problems and

achieve goals.___ 4.9 Ensures community stakeholders are treated equitably.___ 4.10 Ensures diversity is recognized and valued.___ 4.11 Ensures effective media relations are developed and maintained.___ 4.12 Ensures public resources and funds are used appropriately and wisely.___ TOTAL (Divide this number by 12 for overall performance rating_____)

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

Standard 5: Overall Performance Rating 4 3 2 1A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

___ 5.1 Conducts research studies involving pupil personnel information and records and provides data needed by the Board for strategic planning.

___ 5.2 Oversees the coding of students in attendance as to proper transportation coding, etc.___ 5.3 Serves as the district collection point of receiving information from schools as to student

attendance, disciplinary actions, and reports same to Superintendent / Board on a timely basis.___ 5.4 Maintains records as to out-of-districts /private schools, etc. attendance of all students in the

school census area.Clay County Public Schools


___ 5.5 Provides statistical information needed on student population in order to make application to various governmental and/or private agencies for funding carious educational programs, (e.g.,

Title I, Preschool, etc.)___ 5.6 Provides records as requested by present and former students needed to verify attendance, age, etc.___ 5.7 Prepares work permits and maintains records of all such actions.___ 5.8 Maintains current records as to the movement of students among schools and is able to provide

the Superintendent a day-by-day enrollment for each school if requested to do so.___ 5.9 Maintains an accurate record of student dropouts which include specific reasons that such

dropouts occur.___ 5.10 Maintains tacking system for reporting to stakeholders percentages of dropouts, high school

graduates rates, successful transition rates, etc.___ 5.11 Demonstrates a personal and professional code of ethics.___ 5.12 Accepts responsibility for school operations.___ 5.13 Treats people fairly, equitably, and with dignity and respect.___ 5.14 Protects the rights and confidentiality of students and staff.___ 5.15 Demonstrates appreciation for and sensitivity to the diversity in the school community.___ 5.16 Fulfills legal and contractual obligations.___ 5.17 Applies laws and procedures fairly, wisely, and considerably.___ TOTAL (Divide this number by 17 for overall performance rating____)

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

Standard 6: Overall Performance Rating 4 3 2 1A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

___ 6.1 Visits homes of children who are not enrolled in school or who are absent /truant to ascertain if there is a need of books, clothing, parental care, etc. or if the absence/ truancy is a fault of the

school. ___ 6.2 Disseminates information on school enrollment, attendance, curricular, and co-curricular

opportunities, discipline procedures, etc. to parents and community.

___ 6.3 Conducts conferences with parents as needed to clarify pupil personnel policies and procedures.___ 6.4 Reaches out to all families of all students, not just those who voluntarily stop by the office or call due to

truancy problems___ 6.5 Tactfully discourages alternatives to public education based upon uniformed decisions or when t

he educational welfare of the student is in jeopardy.___ 6.6 Shows tolerance for parents of truant students in an attempt to “win their support” rather than

alienate them.___ 6.7 Ensures communication occurs among the school community concerning trends, issues, and

potential changes in the environment in which schools operate.___ 6.8 Ensures there is on-going dialogue with representatives of diverse community groups.___ 6.9 Ensures the school community works within the framework of policies, laws, and regulations

enacted by local, state, and federal authorities.___ 6.10 Ensures public policy is shaped to provide quality education for students.___ 6.11 Ensures lines of communication are developed with decision makers outside the school community. ___ TOTAL (Divide this number by 11 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


87

___________________________________________________________________________________________________________ _____________________________________________________________________________________________

Standard 7: Overall Performance Rating 4 3 2 1

___ 7.1 Integrates available technological resources that support effective management functions.___ 7.2 Uses technology to increase professional effectiveness through products such as charts, graphs,

lists, spread sheets, databases, presentations, reports, letters, etc.___ 7.3 Uses appropriate hardware and software for large groups, small groups and individualized reports. ___ 7.4 Uses technology for research and communication to improve professional performance.___ 7.5 Troubleshoots basic technical problems.___ 7.6 Practices ethical and legal use of technology.___ TOTAL (Divide this number by 6 for overall performance rating____)

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________ Evaluator’s Comments ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evaluatee’s Comments ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This data was discussed in a conference held on ______________________________________________________

Evaluator Signature ___________________________________________________ Date_____________________

Evaluatee Signature ___________________________________________________ Date_____________________


88

SUMMATIVE EVALUATION FOR PUPIL PERSONNEL

(This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, and other documentation.) Evaluatee______________________________________Grade/Content Area___________________________

Evaluator______________________________________School________________________________________


Date(s) of observations 1st____________ 2nd_____________ 3rd____________ 4th_______________ Pupil Personnel Standards: Ratings: Meets * Does Not Meet1. STANDARD 1 _____ _____2. STANDARD 2 _____ _____3. STANDARD 3 _____ _____4. STANDARD 4 _____ _____5. STANDARD 5 _____ _____6. STANDARD 6 _____ _____7. STANDARD 7 _____ _____

OVERALL RATING _____ _____Individual professional growth plan reflects a desire/need to acquire further knowledge/skills in the standard(s) checked below:

1. ____ 2. ____ 3. ____ 4. ____ 5. ____ 6. ____ 7. ____


____________________________________________________________________________________________________________________________________Evaluator’s Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________To be signed after all information above has been completed and discussed:





__________ Meets Pupil Personnel standards for re-employment





89


TECHNOLOGY COORDINATOR

Name _______________________________ School _________________________

Observation Date(s) _____________ Date __________ Date___________ Date_______________

Instructions: The following performance criteria shall be considered a responsibility of the Technology Coordinator in so far as they are possible. The usage of all criteria may not be appropriate on a daily basis.

Information completed on this form should be gathered from specific products and behaviors such as observations, work samples, extracurricular activities, professional development activities, etc.

Should a decimal of .5 or greater occur when averaging total points to determine the overall performance rating on each standard, it will be necessary to round to the next whole number. Evaluation Descriptions: 4= Exemplary Performance is noticeably outstanding on the identified indicator.3= Commendable Performance is strong on the identified indicator. 2 = Satisfactory There is evidence that the employee fulfills identified indicator.1= Needs Improvement Performance needs improvement on the identified indicator. N/A = Not Applicable Impossible to observe through observation, work samples, extra-curricular activities,


STANDARDS AREAS AND INDICATIONS

Standard 1: Organizes Use of Resources Overall Performance of Rating 4 3 2 1

____ 1.1 Uses district, state, and federal guidelines (and staff input) when developing and implementing technology instruction and administrative plans/procedures.

____ 1.2 Works with the purchasing and financial officer to develop and maintain a budget for technology

____ 1.3 Maintains a record of keeping system for appropriate programs/activities that is effective/efficient and in compliance with local, state, and federal policies.

____1.4 Utilizes technologies when developing/organizing/revising plans, schedules, procedures, and record keeping.

____ 1.5 Develops personal schedule of duties, including appropriate time frames, throughout the calendar year.

____ 1.6 Provides opportunities that encourage collaboration among others in the use of resources.

____ 1.7 Uses management techniques that are fair and respect diversity and individual differences.

____ TOTAL ( Divide this number by 7 for overall performance rating ___ )

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________ Standard 2: Facilitates Use of Resources to Achieve Technology Instructional Goals of the District

Overall Performance Rating 4 3 2 1_


90

___ 2.1 Evaluates effectiveness of instructional technology and procedures and makes recommendations based on evaluation results.

___ 2.2 Provides on-going support and assistance to classroom teachers in implementing the technology plans in the curriculum.

___ 2.3 Establishes realistic time frame(s) for completion of assignments/ duties.

___ 2.4 Analyzes/Monitors programs and recommends improvements based on district/state/ federal guidelines and/or current educational research.

___ 2.5 Secures and encumbers resources to support improvement activities based on technology instructional priorities.

____ TOTAL ( Divide this number by 5 for overall performance rating ___ )

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

Standard 3: Communicates Effectively Overall Performance Rating 4 3 2 1

____ 3.1 Listens to others, showing an interest in and sensitivity to their ideas, answers, and opinions.

____ 3.2 Speaks so others can understand, using correct grammar and pronunciations.

____ 3.3 Writes letters, reports, etc. in a timely, clear, and effective manner.

____ 3.4 Communicates through appropriate/designated channels.

____ 3.5 Uses conflict-resolution procedures.

____ 3.6 Conducts meetings and conveys essential information in an open manner.

____TOTAL (Divide this number by 6 for overall performance rating ___ )

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

Standard 4: Serves as a District Technology Instructional Leader Overall Performance Rating 4 3 2 1

___ 4.1 Provides leadership and assistance in formulation of instructional objectives, curriculum content, and organization of the technology education program.

___ 4.2 Analyzes and shares in all aspects of developing, implementing, and periodically evaluating a district plan for instructional technology.

___ 4.3 Promotes and assists in implementing instructional technology activities that accommodate the needs of all students and increase schools’ performance/ achievement.

___ 4.4 Evaluates the technology education program through the collection and analysis of data from a variety of sources.

___ 4.5 Models effective teachings and leadership techniques when conducting meetings and presentations.

___ 4.6 Supports the district vision/ mission/goals.


91

___ 4.7 Supports/Assists with development of the district improvement plan based on review of performance data.

___ 4.8 Assists with technology staff development/in-service in utilization of technology in both administrative and educational practices.

___ TOTAL ( Divide this number by 8 for overall performance rating ___ )

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

Standard 5: Exhibits Professionalism Overall Performance Rating 4 3 2 1

___ 5.1 Adheres to and models Kentucky’s School Personnel Code of Ethics.

___ 5.2 Uses a variety of sources to evaluate self and to identify needs/ managerial improvement.

___ 5.3 Develops/Reviews a professional growth plan congruent with district / state goals and missions.

___ 5.4 Reviews professional growth plan annually and revise plan as needed based on annual evaluation.

___ 5.5 Participates in focused professional development activities (continuing education, workshops, seminars, etc.)

___ 5.6 Shares educational material, information, and ideas with colleagues.

___ 5.7 Maintains appropriate confidentiality regarding employee employees and students.

___ 5.8 Maintains certifications/requirements for the effective instructional leadership program.

___ 5.9 Demonstrates professional growth.

____ TOTAL ( Divide this number by 9 for overall performance rating ____ )

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

Standard 6: Meets Job Expectations Overall Performance Rating 4 3 2 1

___ 6.1 Implements/Follows district policies and procedures.

___ 6.2 Adheres to district expectations/ criteria outlined in job description of assigned duties.___ 6.3 Serves as an active participant on district committees/ councils.

___6.4 Prepares agendas and materials for both regularly scheduled and other necessary meetings.

___ 6.5 Maintains regular/punctual attendance.

___ 6.6 Recommends instructional technology change(s) as needed.

___ 6.7 Follows school/district policies and procedures including employee time and attendance.


92

___ 6.8 Performs other assignments consistent with contract/ job expectants.

___ TOTAL (Divide this number by 8 for overall performance rating ___ )

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

Standard 7: Technology Integration Overall Performance Rating 4 3 2 1

___ 7.1 Integrates available technological resources that support effective management functions.

___ 7.2 Uses technology to increase professional effectiveness through products such as charts, graphs, lists, spread sheets, databases/presentations/reports/letters, etc.

___ 7.3 Uses appropriate hardware and software for large groups, small groups, and individualized reports.

___ 7.4 Uses technology for research and communication to improve professional performance.

___ 7.5 Troubleshoots basic technical problems.

___ 7.6 Practice ethical and legal use of technology.

___ TOTAL (Divide this number by 6 for the overall performance rating ___)

COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

Evaluator’s Comments ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evaluatee’s Comments ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This data was discussed in a conference held on ______________________________________________________

Evaluator Signature ___________________________________________________ Date_____________________

Evaluatee Signature ___________________________________________________ Date_____________________


93

SUMMATIVE EVALUATION FOR TECHNOLOGY COORDINATOR

(This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, and other documentation.) Evaluatee______________________________________Grade/Content Area___________________________

Evaluator______________________________________Position______________________________________

School______________________________________________________________________________________


Date(s) of observations 1st____________ 2nd_____________ 3rd____________ 4th_______________ Technology Coordinator Standards: Ratings: Meets * Does Not Meet1. Organizes Use of Resources _____ _____2. Facilities Use of Resources to Achieve _____ _____ Technology Instructional Goals of the District 3. Communicates Effectively _____ _____4. Serves as a District Technology Instructional Leader _____ _____5 Exhibits Professionalism _____ _____6. Meets Job Expectations _____ _____7. Technology Intergration _____ ____

Overall Rating _____ _____

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

1. ____ 2. ____ 3. ____ 4. ____ 5. ____ 6. ____ 7. ____ 8. ____ 9. ____ 10. ____







__________ Meets Technology Coordinator standards for re-employment


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 evaluation plan.*Any rating in the “does not meet” column requires the development of an Individual Corrective Action Plan.


94


95


SPEECH / LANGUAGE PATHOLOGIST

Name__________________________________________ School_______________________________________Observation Date_______________ Date____________ Date_________________ Date________________

Instructions: The following performance criteria shall be considered a responsibility of the Speech / Language pathologist in so far as they are possible. The usage of all criteria may not be appropriate on a daily basis.

Information completed in this form should be gathered from specific products and behaviors such as observation, work samples, extra-curricular activities, professional development activities, etc.

Should a decimal of .5 or greater occur when averaging total points to determine the overall performance rating on each standard, it will be necessary to round to the next whole number. STANDARDS AREAS AND INDICATIONS

Standard 1: Demonstrates Professional Leadership Overall Performance Rating 4 3 2 1Provides professional leadership within the school, community, and education profession to improve student learning and well-being.

___ 1.1 Listen to others, showing an interest in and sensitivity to their ideas, answers, and opinions.___ 1.2 Practices effective listening, conflict resolution, and group facilitation skills as a team member. ___ 1.3 Builds positive relationships within and between school and community.___ 1.4 Writes and speaks effectively.___ 1.5 Works with the development of curriculum and instructional materials.___ 1.6 Follows proper channels to address issues and problems. ___ 1.7 Meets assigned time frames as stipulated.___ 1.8 Serves on various school/district committees.___ 1.9 Follows school /district policies and procedures including employee time, attendance, and evaluating

results. ___ 1.10 Performs other duties consistent with contract/job expectations.___ 1.11 Maintains appropriate confidentiality regarding students’ behavior and performance.___ 1.12 Adheres to and models Kentucky’s School Professional Code of Ethics.___ 1.13 Exhibits an understanding of indicators of effective schools and contributes to the realization of the school’s effectiveness.___ TOTAL (Divide this number by 13 for overall performance rating____)COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

S tandard 2: Demonstrates Knowledge of Content Overall Performance Rating 4 3 2 1Demonstrates content knowledge within own discipline(s) and in applicant(s) to other disciplines.

___ 2.1 Identifies targeted learning goals, academic expectations, and core content/standards in lesson/unit.___ 2.2 Designs instructional units and student activities that integrate knowledge and skills from more than one discipline.___ 2.3 Collaborates with others (students, teachers, parents,) to deliver an aligned curriculum to meet the identified needs of students. ___ 2.4 Connects student activities/lesson objectives to “real-live” applications that are fair and respect diversity and individual differences.____2.5 Demonstrates and enhances subject knowledge by providing examples and illustration of accurate, up-to date information/practices/procedures.___ 2.6 Demonstrates a general knowledge that allows for integration of ideas and information across the disciplines.


96

___ 2.7 Collaborates with teachers in other disciplines to analyze and structure cross-disciplinary approaches to instruction.___ 2.8 Presents content in a manner that reflects sensitivity to a multi-cultural and global perspective.___ 2.9 Plans and develops instructional material that reflect knowledge of current curriculum and principles of discipline(s) being taught.___ 2.10 Demonstrates an overall knowledge of one’ discipline(s) that allows the teacher to teach to the students’ ability levels and learning styles.___ TOTAL (Divide this number by 10 for overall performance rating____)COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

Standard 3: Designs / Plans Instruction Overall Performance Rating 4 3 2 1Designs / 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.

___ 3.1 Selects activities that are developmentally appropriate and academically challenging.___ 3.2 Incorporates various assessment results to plan/improve/revise instruction.___ 3.3 Designs or uses technology, projects, manipulatives, and simulations to provide “real-life” experiences when appropriate.___ 3.4 Communicates/Displays specific learner expectations and desired results.___ 3.5 Uses appropriate questioning and response techniques to assist students in problem-solving, in developing critical thinking, and formulating accurate responses.___ 3.6 Brings closure to unit/activity that reinforce learning.___ 3.7 Secures and uses a variety of appropriate school and community resources to support learning.___ 3.8 Develops and incorporates learning experiences that encourage students to be adaptable, flexible, resourceful, and creative.___ 3.9 Arranges the physical classroom to support the types of teaching and learning that are to occur.___ 3.10 Creates and utilizes learning experiences that challenge, motivate, and actively involve the leaner.___ 3.11 Matches activities/learning experiences to IEP objectives.___ 3.12 Involves students, when appropriate, in designing student activities.___ 3.13 Collaborates with others (teachers, parents) to develop, design, and deliver an IEP to meet the identified needs of students.___ 3.14 Formulates relevant and essential questions based on IEP goals and objectives.___ 3.15 Provides computer-assisted instructional activities for students who need an alternative to traditional learning methods.___ 3.16 Analyzes assessment results to improve / revise instruction to determine whether therapy conditions support student learning.___ 3.17 Evaluates students’ progress toward meeting therapy objectives and re-teaches as necessary to help all students master IEP objectives.___ 3.18 Strives to improve instruction on a consistent basis.___ 3.19 Studies and applies current research to discover and implement new and better instructional strategies in order to meet the needs of all students. ___ 3.20 Incorporates instructional strategies and management techniques that reflect diversity and individual differences.___ TOTAL (Divide this number by 20 for all overall performance rating______)

COMMENTS____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 4: Creates / Maintains Learning Climate Overall Performance Rating 4 3 2 1 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.

___ 4.1 Analyzes and changes the classroom environment to accommodate individual, small-group, and large-group activities.


97

___ 4.2 Maintains a safe/functional environment that motivates and minimizes barriers to learning.___ 4.3 Interacts positively and displays sensitivity when dealing with students, colleagues, parents, and community members.___ 4.4 Establishes/Maintains student behavior according to local school/district policies and procedures.___ 4.5 Uses classroom management techniques that foster self-control and self-discipline and incorporates instructional

strategies that are fair and respect diversity and individual differences.___ 4.6 Manages disruptive behavior constructively while maintaining instructional momentum.___ 4.7 Uses gestures, facial expressions, verbal cues, and proximity control to direct and redirect student behavior.___ 4.8 Communicates with and challenges students in a supportive manner and provides students with constructive feedback.___ 4.9 Maintains positive classroom interaction by establishing appropriate expectations during group activities___ 4.10 Locates and organizes materials and equipment to create an enriched multimedia environment.___ 4.11 Uses a variety of classroom management techniques that foster individual responsibility and cooperation.___ 4.12 Identified targeted IEP objectives.___ TOTAL (Divide this number by 12 for overall performance rating_____)COMMENTS____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 5: Implements / Manages Instruction Overall Performance Rating 4 3 2 1Introduces / 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.

___ 5.1 Plans activities to make effective use of class/instructional time.___ 5.2 Provides connections to student activities that are based upon prior learning, students’ background and

experiences and future aspirations.___ 5.3 Makes smooth, clear transitions between activities.___ 5.4 Provides time and activities for all students to apply knowledge/practice skills.___ 5.5 Poses therapy-related and essential questions during instruction.___ 5.6 Provides opportunities for individual and cooperative learning experiences.___ 5.7 Involves all students in learning opportunities.___ 5.8 Emphasis/Repeats essential ideas, concepts, and procedures throughout instruction.___ 5.9 Models/demonstrate the skills, concepts, attributes, and / or thinking processes to be learned.___ 5.10 Stimulates students to reflect on their own ideas and those of others.___ 5.11 Identifies students misconceptions; provides guidance; and offers students continuous feedback on progress toward

expectations. ___ 5.12 Keeps students on task and provides help as needed in therapy situation.___ 5.13 Participates in training to enable them to use computer-assisted instruction effectively.___ 5.14 Uses computer-assisted instruction as a supplement to –not as a replacement for – teacher-directed instruction.___ 5.15 Presents content in a manner that reflects sensitivity to all areas of communication disorders.___ 5.16 Shows evidence of improvement in performance and evidence of an increased capacity to facilitate student learning.___ 5.17 Make use of computers and word processing software to foster the development of communication skills.___ 5.18 Provides computer-assisted instructional activities for students who need an alternative to traditional

learning methods.___ TOTAL (Divide this number by 18 for overall performance rating____)

COMMENTS____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 6: Assesses and Communicates Learning Results Overall Performance Rating 4 3 2 1Assesses 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.


98

___ 6.1 Provides feedback that is meaningful and timely.___ 6.2 Incorporates comprehension checks of understanding by asking questions, observing students, and guiding

students’ practices/activities’.___ 6.3 Makes adjustments in assessments and instructional techniques for diversities.___ 6.4 Provides opportunities for students to assess and improve their performance based on prior assessment results.___ 6.5 Collects and analyzes assessment data and maintains up-to-date records of students progress, using technologies as appropriate.___ 6.6 Communicates with parents in keeping track of students progress toward meeting therapy goals.___ 6.7 Maintains appropriate confidentiality regarding schools’ activities, personnel concerns, student behaviors, and performances. ___ 6.8 Analyzes assessment results to improve/revise instruction to determine whether therapy conditions support student learning.___ 6.9 Evaluates student’s progress toward meeting therapy objectives and re-teaches as necessary to help all students

___ TOTAL (Divide this number by 9 for overall performance rating_____)

COMMENTS____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 7: Reflects / Evaluates Teaching / Learning Overall Performance Rating 4 3 2 1Reflects on and evaluates teaching / learning.

___ 7.1 Assesses and analyzes self to identify need for instructional improvement.

___ 7.2 Make appropriate changes to instruction based upon feedback, reflections, and assessments results.

___ 7.3 Assesses programs and curriculum; proposes appropriate recommendations and needed adjustments.___ TOTAL (Divide this number by 3 for overall performance rating____)

COMMENTS____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 8: Collaborates with Colleagues / Parents/ Others Overall Performance Rating 4 3 2 1Collaborates 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 Shares student expectations, criteria for assessments, and student progress with students and parents in meetings, conferences, written progress reports, etc.

___ 8.2 Communicates with parents in keeping track of student progress toward meeting therapy goals.___ 8.3 Collaborates with others (teachers, parents) to develop, design, and deliver an IEP to meet the identified needs of students.___ 8.4 Interacts positively with students, colleagues, parents, and community members.___ 8.5 Makes use of computer and word processing software to foster the development of communication skills.___ 8.6 Shares instructional materials, information, and ideas with colleagues.___ 8.7 Shares student expectations, criteria for assessment, and student progress with students and parents in meetings, conferences, written progress reports, etc.___ TOTAL (Divide this number by 7 for overall performances rating____)

COMMENTS____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


99

Standard 9: Engages in Professional Growth and Development Overall Performance Rating 4 3 2 1Evaluates own overall performance in relation to Kentucky’s learner goals and implements a professional development plan.

___ 9.1 Demonstrates professional growth.

___ 9.2 Analyzes student performance to help identify professional development needs.___ 9.3 Applies to instruction the knowledge, skills, and processes acquired through professional development.___ 9.4 Modifies own professional; development plan to improve instructional performance and to promote student learning.___ 9.5 Develops /Reviews a professional growth plan annually congruent with school, district, and state goals and missions. ___ 9.6 Participates in professional development activities (continuing education, workshops, seminars, action-base research, teacher network, etc.___ TOTAL (Divide this number by 6 for overall performance rating_____)

COMMENTS____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 10: Demonstrates Implementation of Technology Overall Performance Rating 4 3 2 1Uses 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.

___ 10.1 Integrates available technological resources into regular classroom lessons to improve effectiveness of instruction and assessment using real-world application.

___ 10.2 Uses technology to increase professional effectiveness through products such as lesson plans, charts, graphs, lists, spread sheets, databases, presentations, reports, letters, etc.

___ 10.3 Uses appropriate hardware and software for large groups, small groups, individualized instruction and appropriate assistive devices for students with special needs.

___ 10.4 Uses technology for research and communication to improve professional performance and student learning.___ 10.5 Troubleshoots basic technical problems.___ 10.6 Instructs, supervises, and models ethical and legal use of technology. ___ TOTAL (Divide this number by 6 for overall performance rating____)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluator’s Comments _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluatee’s Comments __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This data was discussed in a conference held on________________

Evaluator Signature _______________________________________ Date__________________

Evaluatee Signature _______________________________________ Date__________________


100

SUMMATIVE EVALUATION FOR SPEECH PATHOLOGIST(This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, and other documentation.)Evaluatee______________________________________Grade/Content Area___________________________Evaluator______________________________________Position______________________________________School______________________________________________________________________________________


Date(s) of observations 1st____________ 2nd_____________ 3rd____________ 4th_______________ Speech Pathologist Standards: Ratings: Meets * Does Not Meet1. Demonstrates Professional Leadership _____ _____2. Demonstrates Knowledge of Content _____ _____3. Designs/Plans Instruction _____ _____4. Creates/Maintains Learning Climate _____ _____5. Implements/Manages Instruction _____ _____6. Assesses and Communicates Learning Results _____ _____7. Reflects and Evaluates Teaching and Learning _____ _____8. Collaborates with Colleagues/Parents/Others _____ _____9. Engages in Professional Development _____ _____10. Demonstrates Implementation of Technology _____ ____


1. ____ 2. ____ 3. ____ 4. ____ 5. ____ 6. ____ 7. ____ 8. ____ 9. ____ 10. ____



Evaluatee: ______________________________________ ______________ Signature DateEvaluator:______________________________________ ______________ Signature Date___ Agree with this summative evaluation


Opportunities for appeal process at both the local and state level are a part of Clay County District School Evaluation Plan.Employment Recommendation to Central Office:

__________ Meets Speech Pathologist standard for re-employment





101


LIBRARY MEDIA SPECIALIST

Name ______________________________ School___________________________________

Observation Date(s)__________ Date ____________ Date __________ Date___________

Instruction: The following performance criteria shall be considered a responsibility of the Library Media Specialist in so far as they are possible. The usage of all criteria may not be appropriate on a daily basis.Information completed on this form should be gathered from specific products and behaviors such as observations, work samples, extra-curricular activities, professional development activities, etc.



STANDARD AREAS AND INDICATIONSStandard 1: Demonstrates Professional Leadership Overall Performance Rating 4 3 2 1The library media specialist provides professional leadership within the school, community and education profession to improve student learning and well-being.

___ 1. 1 Listen to others, showing an interest in and sensitivity to their ideas, answers, and opinions.___ 1.2 Practices effective listening, conflict resolution, and group facilitation skills as a team member.___ 1.3 Builds positive relationships within and between school and community.___ 1.4 Writes and speaks effectively.___ 1.5 Works with the development of curriculum and instructional materials.___ 1.6 Follow proper channels to address issues and problems.___ 1.7 Meets assigned time frames as stipulated.___ 1.8 Serves on various school/district committees.___ 1.9 Follows school/district policies and procedures including employee time, attendance, and evaluating

results.___ 1.10 Performs other duties consistent with contract/job expectations.___ 1.11 Maintains appropriate confidentiality regarding students’ behavior and performance.___ 1.12 Adheres to and models Kentucky’s School Professional Code of Ethics.___ 1.13 Handles concerns of others in a positive and professional manner in order to protect the user’s rights, privacy and confidentiality.___ 1.14 Demonstrates effective interpersonal communication and collaboration skills among peers, students, parents, and others.___ 1.15 Assists faculty in the selection of materials to supplement instruction.___ 1.16 Provides availability as a personal resource for all students and faculty.___ 1.17 Performance of duties consistent with school, community goals, and administrative regulations.___ TOTAL (Divide this number by 17 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


102

Standard 2: Demonstrates Knowledge of content Overall Performance Rating 4 3 2 1The library media specialist demonstrates content knowledge within own discipline(s) and in application(s) to other

disciplines.

___ 2.1 Identifies targeted learning goals, academic expressions, and core content/standards in lesson/unit.___ 2.2 Designs instructional units and student activities that integrate knowledge and skills from more than one discipline.___ 2.3 Connects student activities/lesson objectives to “real-life” applications.___ 2.4 Demonstrates and enhances subject knowledge by providing examples and illustrations of accurate, up-to-

date information/practices/procedures___ 2.5 Demonstrates a general knowledge that allows for integration of ideas and information across the disciplines.___ 2.6 Presents content in a manner that reflects sensitivity to a multi-cultural and global perspective.___ 2.7 Plans and develops instructional material that reflect knowledge of current curriculum and principles of discipline(s) being taught.___ 2.8 Demonstrates an overall knowledge of one’s discipline(s) that allows the teacher to teach the students’ ability levels and learning styles.___ 2.9 Organizes, classifies, and catalogs library materials, following nationally recognized professional standards such as AACR2 (Anglo American Cataloging Rules), latest edition Dewey or library of Congress, MARC format.___ 2.10 Provides responsibility for the proper use of the facility, materials and equipment.___ TOTAL (Divide this number by 10 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 3: Designs/Plans Instruction Overall Performance Rating 4 3 2 1The library media specialist designs/ plans instruction that develops student’s 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 Select activities that are developmentally appropriate and academically challenging.___ 3.2 Incorporates various assessment results to plan/improve/revise instruction.___ 3.3 Designs or uses technology, projects, manipulatives, and simulations to provide “real-life” experiences when appropriate.___ 3.4 Communicates/ Displays specific learner expectations and desired results.___ 3.5 Use appropriate questioning and response techniques to assist students in problem-solving, in developing

critical thinking, and in formulating accurate responses.___ 3.6 Brings closure to unit/activity that reinforces learning.___ 3.7 Secures and uses a variety of appropriate school and community resources to support learning.___ 3.8 Develops and incorporates learning experiences that challenge, motivate, and actively involve the learner.___ 3.9 Creates and utilizes learning experiences that challenge, motivate and actively involve the learner.___ 3.10 Demonstrates effective planning of classroom instruction based on research-based instruction practices.___ 3.11 Promotes and incorporates instructional strategies that are fair and respect diversity and individual differences.___ 3.12 Keeps involved in curriculum development projects and the instructional program of the school and plans with teachers.___ 3.13 Maintains flexible use of the library media center by individuals, small groups, and large groups for instruction, research, browsing, recreational reading and listening.___ 3.14 Posses broad knowledge of the school curriculum and plans with teachers and administration for development of collection of materials to support the curriculum.___ 3.15 Plans and administers the budget according to the goals and objectives of the program.___ 3.16 Administers a media program that utilizes flexible access.


103

___ TOTAL (Divide this number by 16 for overall performance rating____)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 4: Creates/Maintaining Learning Climate Overall Performance Rating 4 3 2 1 The library media specialist 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.

___ 4.1 Analyzes and changes the classroom environment to accommodate individual, small-group, and large- group activities.___ 4.2 Maintains a safe/functional environment that motivates and minimizes barriers to learning.___ 4.3 Interacts positively and displays sensitivity when dealing with students, colleagues, parents, and

community members.___ 4.4 Establishes/ Maintains student behavior according to local school/ district policies and procedures.___ 4.5 Use classroom management techniques that foster self-control and self-discipline.___ 4.6 Manages disruptive behavior constructively while maintaining instructional momentum.___ 4.7 Uses gestures, facial expressions, verbal cues, and proximity control to direct and redirect student behavior.___ 4.8 Communicates with and challenges students in a supportive manner and provides students with

constructive feedback.___ 4.9 Maintains positive classroom interaction by establishing appropriate expectations during group activities.___ 4.10 Locates and organizes materials and equipment to create an enriched multimedia environment.___ 4.11 Uses a variety of classroom management techniques that foster individual responsibility and cooperation.___ 4.12 Collaborates with classroom teachers to assist students in locating and using information effectively.___ 4.13 Evaluates individual and group needs and provides appropriate learning experiences (e.g., appropriate reading level materials)___ 4.14 Promotes appreciation of various forms of literature.___ 4.15 Incorporates the use of technology in accessing information.___ 4.16 Assists students in the use of multi-media for completed projects.___ 4.17 Organizes and maintains the library media center as a functional, attractive, safe, and orderly environment for optimal use by students and faculty.___ TOTAL (Divide this number by 17 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 5: Implements/ Manages Instruction Overall Performance Rating 4 3 2 1The library media specialist 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.

___ 5.1 Selects variety of materials/technologies for lesson preparation___ 5.2 Includes student activities that address various student learning styles/intelligence/skills___ 5.3 Plans activities to make effective use of class/ instructional time.___ 5.4 Makes creative and appropriate uses of media and technologies.___ 5.5 Provides connections to student activities that are based upon prior learning, students’ background and experiences and future aspirations.___ 5.6 Poses academically-relevant and essential questions.___ 5.7 Provides opportunities for individual and cooperative learning experiences.


104

___ 5.8 Involves all students in learning opportunities.___ 5.9 Models / demonstrates the skills, concepts, attributes, and / or thinking processes to be learned.___ 5.10 Makes efficient use of physical and human resources and time.___ 5.11 Identifies student misconceptions; provides guidance; and offers students continuous feedback on

progress toward expectations.___ 5.12 Chooses materials using district selection policy (includes a reconsideration of materials policy), selection tools, bibliographies, periodical reviews, workshops, and professional judgment recommendations.___5.13 Maintains a professional materials collection.___5.14 Keeps an automated catalog current.___ 5.15 Maintains statistical records needed to verify collection of the library media center holdings.___ 5.16 Make general repairs, weeds collection, and takes annual inventory.___ TOTAL (Divide this number by 16 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 6: Assesses and Communicates Learning Results Overall Performance Rating 4 3 2 1The library media specialist asses 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.

___ 6.1 Provides feedback that is meaningful and timely.___ 6.2 Incorporates comprehension checks of understanding by circulating throughout the room, asking questions, observing students, and guiding student’s practices/ activities.___ 6.3 Uses a variety of assessment techniques to evaluate student performance (technology, open-response items, performance events, portfolio entries, standardized test, group participation, etc.)___ 6.4 Makes adjustments in assessment and instructional techniques for diversities.___ 6.5 Provides opportunities for student analysis of unit/lesson activities (journal, reflections, developing scoring guides, etc.) ___ 6.6 Assesses student performance using the established criteria and scoring guides consistent with Kentucky’s assessment program.___ 6.7 Collects and analyzes assessment data and maintains up-to-date records of student progress, using technologies as appropriate.___ TOTAL (Divide this number by 7 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 7: reflects/Evaluates Teaching/Learning Overall Performance Rating 4 3 2 1The library media specialist reflects on and evaluates teaching/learning

___ 7.1 Asses and analyzes self to identify needs for instructional improvement.___ 7.2 Makes appropriate changes to instruction based upon feedback, reflections, and assessment results.___ 7.3 Assess programs and curricula; proposes appropriate recommendations and needed adjustments.___ TOTAL (Divide this number by 3 for overall performance rating)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 8: Collaborates with Colleagues/Parents/Others Overall Performance Rating 4 3 2 1Clay County Public Schools


The library media specialists 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 Collaborate with others (students, teachers, parents) to deliver an aligned curriculum to meet the identified needs of students.___ 8.2 Collaborates with teachers in other disciplines to analyze and structure cross-disciplinary approaches to instruction.___ 8.3 Solicits suggestions from and communicates with faculty and students about services, materials, programs, and facilities.___ 8.4 Publicizes the library media center programs, services, and materials through newsletters, announcements, and other innovative ways.___ 8.5 Trains and supervises library media center volunteers, student helpers, and/or clerical staff.___ 8.6 Establishes positive rapport with staff and students.___ 8.7 Provides orientation for new faculty and students.___ 8.8 Collaborates with classroom teachers to assist students in locating and using information effectively.___TOTAL (Divide this number by 8 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 9: Engages in Professional Development Overall Performance Rating 4 3 2 1The teacher evaluates own overall performance in relation to Kentucky’s learner goals and implements a professional development plan.___ 9.1 Establishes priorities for professional growth.___ 9.2 Analyzes student performance to help identify professional development needs.___ 9.3 Applies to instruction the knowledge, skills, and processes acquired through professional development.___ 9.4 Modifies own professional development plan to improve instructional performance and to promote.___ 9.5 Develops/Reviews a professional growth plan annually congruent with school, district, and state goal

and missions.___ 9.6 Participates in professional development activities) continuing education, workshops, seminars, action- based research, teacher networks, etc.)___ 9.7 Communicates and defends the mission of teaching all children.___ TOTAL (Divide this number by 7 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 10: Demonstrates Implementation of Technology Overall Performance Rating 4 3 2 1The library media specialists uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate with colleagues, parents, and the community; and conduct research.___ 10.1 Integrates available technological resources into regular classroom lessons to improve effectiveness of instruction and assessment using real-world application.___ 10.2 Uses technology to increase professional effectiveness through products such as lesson plans, charts, graphs, lists, spread sheets, databases, presentations, reports, letters, etc.___ 10.3 Uses appropriate hardware and software for large groups, small groups, individualized instruction and appropriate assistive devices for students, databases, presentations, reports, letters, etc.___ 10.4 Uses technology for research and communication to improve professional performance and student learning.___ 10.5 Troubleshoots basic technical problems.___ 10.6 Instructs, supervises, and models ethical and legal use of technology.


106

___ 10.7 Provides leadership and training to staff in use of materials, technologies, and equipment.___ 10.8 Develops plans for maintaining a technologically current facility and program.___TOTAL (Divide this number by 8 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluatee’s Comments-____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluator’s Comments-____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This data was discussed in a conference held on _____________________________________________________________________Evaluatee Signature___________________________________________ Date_________________________

Evaluator Signature___________________________________________ Date_________________________


107

SUMMATIVE EVALUATION FOR LIBRARY MEDIA SPECIALIST(This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, and other documentation.) Evaluatee______________________________________Grade/Content Area___________________________Evaluator______________________________________Position______________________________________School______________________________________________________________________________________Date(s) of Observations 1st____________ 2nd_____________ 3rd____________ 4th________________

Date(s) of observations 1st____________ 2nd_____________ 3rd____________ 4th_______________ Library Media Specialist Standards: Ratings: Meets * Does Not Meet1. Demonstrates Professional Leadership _____ _____2. Demonstrates Knowledge of Content _____ _____3. Designs and Plans Instruction _____ _____4 Creates / Maintains Learning Climate _____ _____5. Implements / Manages Instruction _____ _____6. Assesses and Communicates Learning Results _____ _____7. Reflects and Evaluates Teaching and Learning _____ _____8. Collaborates with Colleagues/Parents/Others _____ _____9. Engages in Professional Development _____ _____10. Demonstrates Implementation of Technology _____ _____


1. ____ 2. ____ 3. ____ 4. ____ 5. ____ 6. ____ 7. ____ 8. ____ 9. ____ 10. ____


____________________________________________________________________________________________________________________________________Evaluator’s Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________To be signed after all information above has been completed and

discussed:





__________ Meets Library Media Specialist standards for re-employment




108

CLAY COUNTY SCHOOLS CERTIFIED EMPLOYEE’S FORMATIVE DATA COLLECTION

CURRICULUM COACHName _________________________________________ School ______________________________________Observation Date (s) ______________ Date _____________ Date ____________ Date _________________Instruction: The following performance criteria shall be considered a responsibility of the Curriculum Coach in so far as they are possible. The usage of all criteria may not be appropriate on a daily basis.Information completed on this form should be gathered from specific products and behaviors such as observations, work samples, extra- curricular activities, professional development activities, etc.



STANDARDS AREAS AND INDICATIONS Standard 1: Demonstrates Professional Leadership Overall Performance Rating 4 3 2 1 The curriculum coach provides professional leadership within the school, community and education profession to improve student learning and well-being.___ 1.1 Builds positive relationships within and between school and community.___ 1.2 Promotes leadership potential in colleagues.___ 1.3 Participates in professional organizations and activities.___ 1.4 Writes and speaks effectively.___ 1.5 Contributes to the professional knowledge and expertise about teaching and learning.___ 1.6 Guides the development of curriculum and instructional materials.___ 1.7 Participates in policy design and development at the local school, within professional organizations, and /

or within community organizations with educationally related activities. ___ 1.8 Serves on various school/district committees.___ 1.9 Initiates and develops educational projects and programs.___ 1.10 Practices effective listening, conflict resolution, and group facilitation skills as a team member.___ 1.11 Demonstrates punctuality, good attendance, and evaluating results for all duties.___ 1.12 Adheres to and models Kentucky’s School Personnel Code of Ethics, district policies and administrative

procedures.___ 1.13 Identifies, clarifies, and addresses barriers to achieving the school / district vision.___ 1.14 Seeks and obtains needed resources to support the school / district vision, mission and goals.___ 1.15 Maintains a record keeping for activities that is effective / efficient and in compliance with local, state,

and federal policies.___ 1.16 Maintains appropriate confidentially regarding students’ behavior and performance.___ 1.17 Models effective teaching and leadership techniques when conducting meetings / presentations /

classroom observations.___ 1.18 Models / demonstrations life-long learning.___ 1.19 Performs other duties consistent with contract / job expectations. ___ 1.20 Performance of duties consistent with school, community goals, and administrative regulations.___ Total (Divide this number by 20 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


109

Standard 2: Demonstrates Knowledge of Content Overall Performance Rating 4 3 2 1The curriculum coach demonstrates content knowledge within own discipline(s) and in application(s) to other disciplines.___ 2.1 Demonstrates a general knowledge that allows for and promotes integration of ideas and information

across the disciples.___ 2.2 Analyzes sources of factual information.___ 2.3 Plans lessons and develops instructional material that reflects knowledge of current constructs and

principles of the disciplines being taught. ___ 2.4 Connects content knowledge to real- world applications. ___ 2.5 Assist teachers with demonstrating an overall knowledge of one’s discipline(s) that allows the teacher to

teach to the students’ ability levels and learning styles, connecting content knowledge to real world applications, and planning lessons and developing instructional material that reflects knowledge of

current constructs and principles of what is being taught and that addresses ability levels and learning styles.___ 2.6 Collaborates with teachers to analyze and structure cross-disciplinary approaches to instruction that

promotes or enhances student learning. ___ 2.7 Identifies targeted learning goals, academic expectations, and core content / standards in lessons / unit.___ 2.8 Designs instructional units and student activities that integrate knowledge and skills from more than one

discipline.

___ 2.9 Demonstrates and enhances subject knowledge by providing examples and illustrations of accurate, up-to- date information /practices / procedures.

___ Total: (Divide this number by 9 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 3: Designs/Plans Instruction Overall Performance Rating 4 3 2 1 The curriculum coach 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.___ 3.1 Focuses instruction on one or more of Kentucky’s learning goals and academic expectations.

___ 3.2 Uses appropriate questioning and response techniques to assist students in problem solving, in developing critical thinking, and in formulating accurate responses.

___ 3.3 Integrates skills, thinking processes, and across disciplines.___ 3.4 Creates and utilizes learning experiences that challenge, motivate, and actively involve the learners.___ 3.5 Creates and uses learning experiences that are developmentally appropriate and academically challenging

for learners.___ 3.6 Develops and incorporates strategies that address physical, social, and cultural and that show sensitivity to

differences.___ 3.7 Includes creative and appropriate use of technologies to improve student learning.___ 3.8 Develops and implements appropriate multiple assessment processes.___ 3.9 Secures and uses a variety of appropriate school and community resources to support learning.___ 3.10 Develops and incorporates learning experiences that encourage students to be adaptable, flexible,

resourceful, and creative.___ 3.11 Uses knowledge acquired from past teaching experiences to anticipate instructional challenges.___ 3.12 Incorporates various assessment results to plan / improve / revise instruction.___ 3.13 Communicates / displays specific learner expectations and desired results.___ 3.14 Includes student activities that address various student learning styles, multiple intelligence, skills, and

diversities. ___ Total: (Divide this number by 14 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


110

________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 4: Creates / Maintains Learning Climate Overall Performance Rating 1 2 3 4 The curriculum coach 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, solve problems, and integrate knowledge.

___ 4.1 Communicates with and challenges colleagues/students in a supportive manner and provides colleagues / students with constructive feedback.

___ 4.2 Helps teacher / staff maintain positive classroom interaction by establishing appropriate expectations during group activities.

___ 4.3 Interacts positively and displays sensitivity when dealing with students, parents, and community members.___ 4.4 Assists teachers with flexibility and creativity in the development of classroom processes and instructional

procedures.___ 4.5 Helps locate and organize materials and equipment to create and enriched multimedia environment.___ 4.6 Helps teachers / staff encourage and support individual and group inquiry.___ 4.7 Uses models / assists with a variety of classroom management techniques that foster individual

responsibility and cooperation.___ 4.8 Analyzes student achievement and discipline data, and helps teachers / staff change the classroom to

accommodate a variety of instructional strategies.___ 4.9 Maintains a safe / functional environment that motivates colleagues / students and minimizes barriers to

learning.___ 4.10 Demonstrates interpersonal / team membership skills and supportive behavior with teachers in facilitating

instruction. ___ Total: (Divide this number by 10 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 5: Implements and Manages Instruction Overall Performance Rating 4 3 2 1The curriculum coach introduces / implements / manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, solve problems, and integrate knowledge. ___ 5.1 Communicates specific goals and high expectations for learning.___ 5.2 Helps teachers connect learning with students’ prior knowledge, experiences, backgrounds, and

aspirations for future use.___ 5.3 Models/demonstrates the skills, concepts, attributes, and / or thinking processes to be learned.

___ 5.4 Assist teachers with multiple teaching / learning strategies that are appropriate to student developmental levels and actively engages students in individual and cooperative learning experiences.

___ 5.5 Helps teachers provide opportunities for students to increase their knowledge of cultural similarities and differences.

___ 5.6 Encourages teachers to reflect on their own ideas and those of others.___ 5.7 Assists teachers in using appropriate questioning strategies to help students solve problems and think

critically. ___ 5.8 Helps teachers present differing viewpoints when integrating knowledge and experiences across

disciplines.___ 5.9 Makes effective use of media, materials, and technologies in lesson presentation.___ 5.10 Plans activities to make effective use of class / instructional time.___ 5.11 Provides opportunities for students to use and practice what is learned.


111

___ 5.12 Develops specific strategies designed to move students from Novice/Apprentice levels to Proficient/ Distinguished.

___ Total: (Divide this number by 12 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 6: Assesses and Communicates Learning Results Overall Performance Rating 4 3 2 1The curriculum coach 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, solve problems, and integrate knowledge.___ 6.1 Selects and uses appropriate multiple assessments and helps staff with implementation and use. ___ 6.2 Helps teachers make adjustments in assessment and instructional techniques for diversities.

___ 6.3 Assesses student performance using the established criteria and scoring guides consistent with Kentucky’s assessment program.

___ 6.4 Collects and analyzes assessment data and maintains up-to-dare records of student progress.

___ 6.5 Communicates expectations, criteria for assessment, student progress, and student strengths and weaknesses to parents and students.

___ 6.6 Provides feedback that is meaningful and timely.

___ 6.7 Models a variety of assessment techniques to evaluate student performance (technology, open response, multiple choice, performance events, portfolio entries, formal and informal test).

___ 6.8 Analyzes student work on an on-going basis.


Standard 7: Reflects / Evaluates Teaching / Learning Overall Performance Rating 4 3 2 1The curriculum coach reflects on and evaluates teaching / learning.___ 7.1 Selects and analyzes the effectiveness of instruction with staff and principal.___ 7.2 Helps teachers make appropriate changes to instruction based on feedback, reflection, and assessment

results.___ 7.3 Assesses programs and curricula and proposes appropriate recommendations and needed adjustments.___ 7.4 Analyzes student work on an on-going basis.


Standard 8: Collaborates with Colleagues / Parents / Others Overall Performance Rating 4 3 2 1 The curriculum coach collaborates with colleagues, parent, 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, solve problems, and integrate knowledge.___ 8.1 Initiates collaboration with others and creates situations to enhance student learning.___ 8.2 Discusses with staff, parents, students, and others to purpose and scope of the collaborative effort.___ 8.3 Articulates expectations for each collaborative event, time lines, responsibilities, etc.


112

___ 8.4 Demonstrates productive leadership and team membership skills that facilitate the development of mutually beneficial goals and activities.

___ 8.5 Secures and makes use of school and community resources that present a different viewpoints.___ 8.6 Demonstrates sensitivity to differences in abilities, contributions, and social and cultural backgrounds.

___ 8.7 Invites colleagues, parents, community representatives, and others to help design and implement collaborative instructional projects.

___ 8.8 Analyzes previous collaborative experiences to improve future experiences. ___ 8.9 Assesses students’ special needs and collaborates with school services and community agencies to meet

those needs.___ Total: (Divide this number by 9 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 9: Engages in Professional Development Overall Performance Rating 4 3 2 1The curriculum coach evaluates own overall performance in relation to Kentucky’s learner goals and implements a professional development plan.___ 9.1 Establishes priorities for professional growth.___ 9.2 Analyzes student performance and teacher performance to help identify professional development needs.___ 9.3 Solicits input from others in the creation of individual professional development plans.___ 9.4 Applies to instruction the knowledge, skills, and processes acquired through professional development.___ 9.5 Modifies own professional development plans to improve instructional performance and to promote

student learning.___ Total: (Divide this number by 5 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 10: Demonstrates Implementation of Technology Overall Performance Rating 4 3 2 1The curriculum coach 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.___ 10.1 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.

___ 10.2 Operates a multimedia computer and peripherals and uses a variety of software.___ 10.3 Uses terminology related to computers and technology appropriately in written and verbal

communication.___ 10.4 Facilitates the lifelong learning of self and others through the use of technology.___ 10.5 Explores, uses, and evaluates technology resources: software, applications, and related documentation.___ 10.6 Applies researched-based instructional practices that use computers and other technology.___ 10.7 Assists teachers in the use of technology to support multiple assessments of student learning.___ 10.8 Instructs, supervises, and models ethical and legal use of computers and technology and adheres to the acceptable use policy.___ Total: (Divide this number by 8 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evaluator’s Comments ______________________________________________________________________________________________________________________________________


113

______________________________________________________________________________________________________________________________________________________________________________________________Evaluatee’s Comments ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This data was discussed in a conference held on _____________________________________________________________________Evaluatee Signature___________________________________________ Date_________________________

Evaluator Signature___________________________________________ Date_________________________


114

SUMMATIVE EVALUATION FOR CURRICULUM COACH

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

Evaluatee______________________________________Grade/Content Area___________________________

Evaluator______________________________________School________________________________________


Date(s) of observations 1st____________ 2nd_____________ 3rd____________ 4th_______________ Curriculum Coach Standards: Ratings: Meets * Does Not Meet1. Demonstrates Applied Content Knowledge _____ _____2. Designs and Plans Instruction _____ _____3. Creates and Maintains Learning Climate _____ _____4. Implements and Manages Instruction _____ _____5. Assesses and Communicates Learning Results _____ _____6. Demonstrates Implementation of Technology ____ _____7. Reflects 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 _____ _____


1. ____ 2. ____ 3. ____ 4. ____ 5. ____ 6. ____ 7. ____ 8. ____ 9. ____ 10. ____







__________ Meets Curriculum Coach Standards for re-employment




115


Guidance Counselor

Name_______________________________School___________________________________

Observation Date(s)________________ Date ____________ Date __________ Date ___________Instruction: The following performance criteria shall be considered a responsibility of the Library Media Specialist in so far as they are possible. The usage of all criteria may not be appropriate on a daily basis.Information completed on this form should be gathered from specific products and behaviors such as observations, work samples, extra-curricular activities, professional development activities, etc.

Evaluation Descriptions: 4= Exemplary Performance is noticeably outstanding on the identified indicator.3= Commendable Performance is strong on the identified indicator.2 = Satisfactory There is evidence that the employee fulfills identified indicator.1= Needs Improvement Performance needs improvement on the identified indicator. N/A = Not Applicable Impossible to observe through observation, work samples, extra-

curricular activities, professional development activities, etc. due to job assignment.

STANDARD AREAS AND INDICATIONSStandard 1: Program Management, Research, and Evaluation Overall Performance Rating 4 3 2 1

The school counselor develops a process and procedure for planning, implementation, and evaluation of a comprehensive development program of guidance and counseling. This program should be developed with faculty, staff, administrators, students, parents, school councils, school board, and community members.

The counselor understands and knows how to:___ 1.1 Define needs and priorities of program of guidance and counseling.___ 1.2 Determine objectives.___ 1.3 Communicate with the stakeholders, including school councils, about the design, importance, and effectiveness of the program.___ 1.4 Organize personnel, physical resources, and activities to accomplish needs, priorities, and objectives specified by school plans.___ 1.5 Evaluate the program to assure its contribution to the school’s mission and goals.___ 1.6 Use information systems and technology.___ TOTAL (Divide this number by 6 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 2: Developmental Guidance Curriculum Overall Performance Rating 4 3 2 1The school counselor provides development, preventive guidance program to all students within the school. The pro-active program promotes the mental health necessary for academic success, self-sufficiency, and responsible group membership.

___ 2.1 Assess the developmental needs of students.___ 2.2 Address academic expectations and school-to-work activities___ 2.3 Prepare students for successful transitions.___ 2.4 Evaluate the results of the curriculum’s impact.___ 2.5 Modify the curriculum as needed to continually meet the needs of students.___ 2.6 Guide individuals and groups of students through the development of educational and career plans.


116

___ 2.7 Provide guidance for maximizing personal growth and development.___ 2.8 Teach the school developmental guidance curriculum.___ 2.9 Assist teachers in the teaching of the guidance curriculum.___ TOTAL (Divide this number by 9 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 3: Individual/Small Group Counseling Overall Performance Rating 4 3 2 1The school counselor uses short-term individual counseling and structured, as well as unstructured, small group counseling to address mental, physical, and emotional barriers to learning and to help each child learn at high levels.

The counselor understands and knows how to:_ __ 3.1 Provide a safe, confidential setting in which students present their needs and concerns.___ 3.2 Promote wellness.___ 3.3 Respond to crises.___ 3.4 Communicate empathy and understanding.___ 3.5 Utilize a broad range of techniques and accepted theories appropriate to school counseling. ___ 3.6 Utilize assessment tools, individual planning skills, and counseling to facilitate informed choices ( aptitude, interest, learning styles, academics, and careers).___ 3.7 Intervene in problem/conflict situations and conduct follow up sessions.___ 3.8 respect and nurture the uniqueness of each student.___ 3.9 Mediates classroom and student conflict.___ 3.10 Empower students to develop and use their resources.___ TOTAL (Divide this number by 10 for overall performance rating)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 4: Consultation/Collaboration Overall Performance Rating 4 3 2 1 The school counselor functions in a cooperative process to assist others to effectively meet the needs of students. Through consultation the school counselor advocates for students.

The counselor understands and knows how to:___ 4.1 Consult with parents, faculty, staff, administrators, and others to enhance their work with students.___ 4.2 Interpret relevant information concerning the developmental needs of students.___ 4.3 Reduce barriers to student learning through direct referred services. ___ 4.4 Facilitate new student integration into the school environment.___ 4.5 Work with teachers to provide support for students in a crises situation.___ 4.6 Interact with school councils, school boards, Family Resource/Youth Service Center Advisory Councils, and/or school committees.___ 4.7 Facilitate successful communication between and among teachers, parents, and students.___ 4.8 Work with teachers and administrators relevant to behavior management to promote and support intervention strategies.___ 4.9 Consult with external community and professional resources.___ TOTAL (Divide this number by 9 for overall performance rating___)


117

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 5: Coordination Overall Performance Rating 4 3 2 1The school counselor functions as a coordinator in bringing together people and resources in the school, the community, and the district for the fullest academic, career, personal, and social development of the students.

___ 5.1 Coordinate with school and community personnel, including school councils, to provide resources for students.

___ 5.2 Use an effective referral process for assisting students and others to use special programs and services.___ 5.3 Identify community agencies for referral of students.___ 5.4 Maintain cooperative working relationships with community resources.___ 5.5 Facilitate successful transition from one level of education to the next (i.e. elementary to middle)___ TOTAL (Divide this number by 5 for overall performance rating___)

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Standard 6: Assessment Overall Performance Rating 4 3 2 1The school counselor collaborates with other school and district staff to design and coordinate a testing program that helps students identify their abilities, achievements, and interests.The counselor understands and knows how to:___ 6.1 Participate in the planning and evaluation of the district/school testing program.___ 6.2 Asses, interpret, and communicate learning results to students, faculty, parents and community with respect to aptitude, achievement, interests, temperatures, and learning styles.___ 6.3 Collaborate with staff concerning assessment of special needs students.___ 6.4 Use assessment results and other sources of student data in formulating student career/graduation plans.___ 6.5 Coordinate student records to ensure confidentiality of assessment data.___ 6.6 provide orientation sessions for faculty, students and parents regarding the assessment program.___ TOTAL (Divide this number by 6 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 7: Adheres to Professional Standards Overall Performance Rating 4 3 2 1The school counselor is a professional who acts within legal and ethical guidelines to accomplish educational purposes.The counselor understands and knows how to:___ 7.1 Adhere to professional codes of ethics of American Counseling Association, American School Counseling Association, and the Code of Ethics adopted by the Kentucky Education Professional Standards Board.___ 7.2 Adhere to federal/state laws and regulations related to education and child protection.___ 7.3 Be responsible for the on-going professional development.___ 7.4 Act in a role that clearly distinguishes him or her from any professional who administers disciplinary action.___ 7.5 Be knowledgeable of the position statements of the American School Counselor Association.___ 7.6 Identify activities that would be in conflict with the primary role of the school counselor and to advocate for the best practices of the profession.___ 7.9 Performance of responsibilities related to assignment, including attendance and evaluating results.___ TOTAL (Divide this number by 9 for overall performance rating)


118

COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 8: Demonstrates Professional Leadership Overall Performance Rating 4 3 2 1The school counselor provides professional leadership within the school, community, and education profession to improve student learning and we-being.The counselor understands and knows how to:___ 8.1 Builds positive relationships within and between school and community.___ 8.2 Promote leadership potential in colleagues.___ 8.3 Participate in professional organizations and activities.___ 8.4 Write and speak effectively.___ 8.5 Guide the development of curriculum and instructional materials.___ 8.6 Participate in policy design and development at the local school, within professional organizations, and/or within community organizations with educationally related activities.___ 8.7 Initiate and develop educational projects and programs.___ 8.8 Practice effective listening, conflict resolution, and group facilitation skill as a team member.___ 8.9 Present programs in a manner that reflects sensitivity to a multi-cultural and global perspective.___ 8.10 Write for publication, present at conferences, and provide professional development.___ 8.11 Work with colleagues to administer an effective learning climate within the school.___ 8.12 Follow school/district policies and procedures including time, attendance, and evaluating results.___ 8.13 Performs other duties consistent with contract/job expectations.___ TOTAL (Divide this number by 13 for overall performance rating___)COMMENTS______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 9: Engages in Professional Development Overall Performance Rating 4 3 2 1The school counselor evaluates his or her own overall performance in relation to Kentucky’s learner goals and implements a professional development plan.The counselor understands and knows how to:___ 9.1 Demonstrates professional growth.___ 9.2 Analyzes student performance to help identify professional development needs.___ 9.3 Solicit input from others in the creation of individual professional development plans.___ 9.4 Implement knowledge and skills acquired through on-going professional development.___ 9.5 Modify own professional development plans.___ 9.6 Integrates available technological resources that support effective management functions.___ 9.7 To increase professional uses technology effectiveness through products such as charts, graphs, lists, spread sheets, databases, presentations, reports, letters, etc.___ 9.8 Reports, and appropriate assistive devices for students with special needs. Uses appropriate hardware and software for large groups, small groups, individualized___ 9.9 Uses technology for research and communication to improve professional performance and student learning.___ 9.10 Troubleshoots basic technical problems.___ 9.11 Practices ethical and legal use of technology.___ TOTAL (Divide this number by 11 for overall performance rating___)COMMENTS_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluator’s Comments-______________________________________________________________________________________________________________________________________


119

______________________________________________________________________________________________________________________________________________________________________________________________Evaluatee’s Comments-____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This data was discussed in a conference held on _____________________________________________________________________Evaluator Signature__________________________________________ Date_________________________

Evaluator Signature__________________________________________ Date_________________________


120

SUMMATIVE EVALUATION FOR GUIDANCE COUNSELORS

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

Evaluatee______________________________________Grade/Content Area___________________________Evaluator______________________________________School______________________________________________________________________________________


Date(s) of observations 1st____________ 2nd_____________ 3rd____________ 4th_______________ Guidance Counselor Standards: Ratings: Meets * Does Not Meet1. 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 _____ _____

Overall Rating ____ _____Individual professional growth plan reflects a desire/need to acquire further knowledge/skills in the standard(s) checked below:

1. ____ 2. ____ 3. ____ 4. ____ 5. ____ 6. ____ 7. ____ 8. ____ 9. ____

Evaluatee’s Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluator’s Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________To be signed after all information above has been completed and discussed:





__________ Meets Guidance Counselor Standards for re-employment




121

District: Clay Date of Review: 5/7/2014

Evaluation Contact Person: Denva Smith and Judy Smith

Model CEP

Page #

Page Number in

District *Page CEP

Indicators taken from KRS 156.557 and 704 KAR 3:370

A. Procedures and Plan:3 4 1. Developed by 50/50 Committee equal number of teachers

and administrators.5 3 2. Acted upon by local board of educationB. Plan states that:3 5 1. Each local school district shall designate a contact person

responsible for monitoring evaluation training and implementing the Professional Growth and Effectiveness System.

13 14 2. Evaluators shall be trained and tested, and shall be approved by the department upon completion of the required evaluation training program and successful completion of testing.

12 8 3. The evaluation criteria and process used to evaluate a teacher shall be explained to and discussed with the teacher no later than the end of the first thirty (30) calendar days of reporting for employment for each school year.

13 12 4. The immediate supervisor designated primary evaluator.10 12 5. The Professional Growth Plans align with school/district

improvement plans.

24 12 6. There is an annual review of growth plans.12 13 7. Teachers should receive a conference within five (5)

working days of observation.

22 13 8. A summative evaluation conference shall be held at the end of the summative evaluation cycle and shall include all applicable Professional Growth and Effectiveness data.

11 13 9. Annual evaluations with multiple observations are required for non-tenured certified personnel.

24 14 10. Multiple observations for tenured teachers when observation results yield an ineffective determination.


122

24 14 11. Summative evaluations for tenured teachers shall occur at least once every three years.

35 51 12. Administrators receive summative evaluations annually.4 8, 25 13. Evaluations will be documented on approved forms to

become part of official personnel file.

25 32 14. An opportunity for written response shall be included in the official personnel record.

20 25 15. A copy of the evaluation is provided to evaluate.

Model CEP

Page #

Page Number

in District

CEP C. PGES - Certified Teacher10 12 Professional Growth Planning and Self-Reflection11 12 Observation11 13 Observation Model (A – 3&1, B – 2&2, C – District Decision)12 13 Observation Schedule14 14 Observer Calibration14 15 Peer Observation15 16 Student Voice16 18 Local Student Growth Goal17 18 Student Growth Percentile19 21 Products of Practice/Other Sources of Evidence20 21 Rating Professional Practice21 23 Rating Student Growth22 23 Determining the Overall Performance Category24 26 Professional Growth Plan and Summative Cycle25 27 Appeals Process

D. PGES - Principal & Assistant Principal32 47 Professional Growth Planning and Self-Reflection32 49 Site-Visits33 49 Val-ED33 49 Working Conditions Goal34 50 Products of Practice34 50 State Student Growth Goal – School Report Cards

34 51 Local Student Growth Goal – ASSIST (School Improvement Plan)

35 52 Rating Overall Professional PracticeClay County Public Schools


36 53 Rating Overall Student Growth38 51 Determining Overall Performance Category25 27 Appeals Process

D. Other Certified Professionals72-115 Evaluation plan for Other Certified Professionals27 Appeals Process for Other Certified Professionals


124