CERTIFIED PERSONNEL EVALUATION HANDBOOK...Val-Ed 360º 30 . Working Conditions Goal 30 . Products of...

PADUCAH PUBLIC SCHOOLS

Academic Excellence Tradition and Pride

CERTIFIED PERSONNEL EVALUATION HANDBOOK

2014-2015

Paducah Board of Education

Dr. Carl LeBuhn, Chair Dr. Felix Akojie, Vice Chair

Rose Lowery Janice Howard

Danette Humphrey

Superintendent

Donald Shively, Superintendent

Cabinet Donald Shively, Superintendent and Director of Personnel

William Black, Assistant Superintendent, Instructional Programs Troy Brock, Director, Pupil Personnel/Facilities

Amie Tooley, Director, Special Programs Julie Huff, Director, Finance

Dale Weaver, Director, Technology

Table of Contents PADUCAH PUBLIC SCHOOLS CERTIFIED PERSONNEL EVALUATION PLAN Assurances 1 Committee 2 Statement of Beliefs 2 Philosophy 3 PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM OVERVIEW Professional Growth and Effectiveness System – Certified Teacher Roles and Definitions 4 The Kentucky Framework for Teaching 7 Professional Practice 8 Professional Growth Planning and Self-Reflection 8 Observation 8 Observation Model 9 Evaluation Procedures 9 Observation Schedule 9 Teachers in KTIP 9 Observation Conferencing 10 Observer Certification 13 Observer Calibration 14 Peer Observation 14 Student Voice 14 Student Growth 15 State Contribution – Student Growth Percentiles (SGPs) 16 Local Contribution – Student Growth Goals (SGGs) 16 Rigor of SGGs Rubric 17 Comparability of SGGs 19 Determining Growth for a Single SGG 19 Determining Growth for Multiple SGGs 20 Determining Overall Performance Category 21 Rating Professional Practice 21 Rating Overall Student Growth 22 Overall Student Growth Ratings 23 Determining Overall Performance Category Rubric 24 Professional Growth Plan and Summative Cycle 26 Professional Growth and Effectiveness System – Principal and Assistant Principal Overview & Summative Model 27 Principal Performance Standards 28 Professional Practice 29 Professional Growth Plan and Self-Reflection 30 Site-Visits 30 Val-Ed 360º 30 Working Conditions Goal 30 Products of Practice 31 Student Growth 31 State Contribution 32 Local Contribution 32 Determining the Overall Performance Category 33 Rating Overall Professional Practice 33 Rating Overall Student Growth 34 Determining Overall Performance Category 36 Sample Principal PGES Cycle 37

Statutes, Regulations & Board Policies Paducah Board of Education Certified Personnel Policy 03.18 43 704 KAR 3:345 Evaluation Guidelines 45 KRS156.557 Standards for improving performance 47 Evaluation Appeals Panel 49 Evaluation Appeals Form 51 Evaluation Flow Chart 52 PGES Forms Pre-Observation Form 53 Formative Evaluation Form 54 Summative Evaluation Form 55 Student Growth Goal 58 Professional Growth Goal 59 Corrective Action Plan 60 Old Forms IECE 61 Library Media Specialist 69 Administration Flow Chart 76 Psychometrist 77 Counselor 84 Coordinator of Federal/State Programs 88 Principal 94 Assistant Principal 103 Finance Director 113 Director of Pupil Personnel 119 Director of Special Education 126 Assistant Superintendent of Instructional Programs 134

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Paducah Public Schools

Certified Personnel Evaluation Plan

ASSURANCES

The Paducah Independent School District hereby assures the Commissioner of Education that This evaluation plan was developed by an evaluation committee composed of an equal number of teachers and administrators. 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 or supervised by the immediate supervisor of the employee. All certified employees shall develop an Individual Professional Growth Plan (IGP) that shall be aligned with the school/district improvement plan and comply with the requirements of 704 KAR 3:345. The IGP will be reviewed annually. All administrators, to include the superintendent and non-tenured teachers, will be evaluated annually. All tenured teachers will be evaluated with a summative evaluation a minimum of once every three years. Each evaluator will be trained and approved in the use of appropriate evaluation techniques and the use of local instruments and procedures. Each person evaluated will have both formative and summative evaluations with the evaluator regarding his/her performance. Each evaluatee shall be given a copy of his/her summative evaluation and the summative evaluation shall be filed with the official personnel records. The local evaluation plan provides for the right to a hearing as to every appeal, an opportunity to review all documents presented to the evaluation appeals panel, and a right to presence of evaluatee’s chosen representative. 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.

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The Paducah Independent Schools Board of Education approved the revisions to the Certified Personnel Evaluation Plan as recorded in the official board minutes of the meetings held in April and May 2014.

Certified School Personnel Evaluation Plan Committee Administrators Teachers

Allison Stieg Nancy Browles Stacey Overlin Linda Littlejohn

Steve Ybarzabal Stephani Gray Teresa Spann Mattie Morris Vicki Conyer Melony Smith Martha Lipscomb Kem McCoy Kristy Lewis Rainey Bridges

Donald Shively* District Contact Person Cindy Wright

Paducah Public Schools Mission Statement Paducah Public Schools will prepare all students to graduate and successfully enter their chosen fields, through a comprehensive educational program characterized by mutual respect, freedom from bias, pursuit of excellence, personalized instruction and a diverse curriculum, in a clean and safe environment.

Statement of Beliefs

We believe that

• There is a higher order to which the universe is subject.

• Acceptance of inherent uniqueness brings higher self-esteem to the individual and benefits to society.

• There is a direct correlation between work and the development of personal dignity.

• Rules exist to maintain the order required in any successful society.

• Each individual is responsible for seizing or creating opportunities.

• Everyone has an obligation to return something beneficial to his/her community.

• Society is strengthened by human diversity.

• There is a direct correlation between the level of expectation and the level of achievement.

• Individual behavior is governed by personal values.

• Every individual has inherent worth. • Excellence is the only acceptable level of performance.

• Every person has unlimited and varying capacity to learn.

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PHILOSOPHY The Board of Education of the Paducah Independent School System is committed to providing quality educational opportunities for all students. Essential to this commitment is the active recruitment of the best qualified personnel available and a continual evaluation of their performance as professionals. Teacher evaluation is an integral component in the process of improving teaching and providing optimum learning opportunities

Board of Education policy stipulates that one of the responsibilities of the Paducah Independent Schools is the creation of a favorable climate in which all staff members may perform their duties and meet their responsibilities to children. Staff evaluation is one of the programs that facilitates this goal.

Teacher evaluation should promote and encourage academic excellence by emphasizing positive feedback for teaching techniques and strategies to improve student achievement. One of the main functions of the observation/evaluation process is to provide opportunities for the principal to make classroom and non-classroom observations of the individual teacher’s performance. Observations must relate to professional competencies, instructional process, classroom management, interpersonal relationships, and professional responsibilities. Meaningful feedback will be given to the evaluatee.

We function under the assumption that all have a desire for professional growth and improvement so that they can become even more effective in performing classroom and non-classroom responsibilities. The insight and growth of each staff member, resulting from participation in the staff evaluation program, are more significant than the process itself. Staff evaluation should be continual and should be a constructive, cooperative experience between the staff member and the principal. This staff evaluation program is tailored to the individual’s needs and minimizes the comparison of the one person’s performance with that of another. The staff member has the opportunity to use initiative in defining specific areas for growth and to work cooperatively with that person’s principal to achieve personal and school goals through professional growth plans or enhancement.

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District Professional Growth and Effectiveness Plan

PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM OVERVIEW

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.

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

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

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

3. Evaluatee: District/School personnel that is being evaluated 4. 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.

5. Professional Growth Plan: An individualized plan that is focused on improving professional practice and leadership skills and is aligned with educator performance standards and student performance standards, is built using a variety of sources and types of

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student data that reflect student needs and strengths, educator data, and school/district data, is produced in consultation with the evaluator

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

7. 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.

8. Benchmark: A standard or model describing or depicting expectations 9. Comprehensive District Improvement Plan (CDIP): A district level strategic plan

created from a needs analysis that lists the goals, activities, etc. to improve student achievement.

10. Comprehensive School Improvement Plan (CSIP): A school level strategic plan created from a needs analysis that lists the goals, activities, etc. to improve student achievement.

11. Conference: A meeting involving the evaluator and the certified employee evaluated for the purpose of providing feedback from the evaluator, analyzing the results of the observation(s) or other information to determine strengths and weaknesses, to develop a plan for improvement and follow-up.

12. Corrective Action Plan: A written plan developed by the evaluatee and signed by the evaluator when an evaluatee receives a “does not meet” rating on the summative evaluation. The Individual Corrective Action Plan is developed when an immediate change is required in teacher behavior or performance. This plan will be used as a guideline to improve the area(s) of weakness.

13. Curriculum (State/District): The curriculum is a list of subjects by concepts and skills approved by the state legislature and enhanced by the district curriculum process.

14. Essential Questions: Guiding questions that address selected content strands, promote students’ thinking, result in active application of learning, and draw attention to the relevance of learning in students’ lives. They are presented before, during and after lesson development.

15. Evaluation: The process of assessing or determining the effectiveness of the performance of the certified employee in a given teaching/learning or leadership/management situation.

16. Evaluation criteria: Pre-determined performance areas or skills on which the certified employee will be evaluated . (See Kentucky Framework for Teaching )

17. 504 Plan: A written plan describing the specially designed instruction (SDI) and related services for a child placed in the 504 program

18. Formative evaluation: A continuous cycle of collecting evaluation information and interacting and providing feedback with suggestions regarding the certified employee’s growth and performance.

19. Gifted Student Services Plan (GSSP): A written plan describing the instructional program and related services for a child placed in gifted education.

20. Individual Professional Growth Plan: Written agreement reached between the evaluator and the evaluated concerning identified needs based upon the results of observations and consultations. The plan should include objectives as well as strategies, which will result in improved performance of the evaluated. The individualized professional growth plan should be aligned with specific goals and objectives of the school improvement plan.

21. Observation: The process of gathering information, based on predetermined criteria, to determine the effectiveness of the teacher by observing in the classroom the behaviors of the teacher and the reactions of the students to the teaching process, as well as, the physical set of the classroom.

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22. Post-test: A test given after instruction to determine students’ levels of understanding. 23. Pre-test: A test given before instruction to determine students’ levels of understanding. 24. Program Services Plan (PSP): A written plan describing the specially designed

instruction (SDI) and related services for a child placed in the English as Second Language program.

25. Rubric: A rule or standard by which work or understanding is measured. 26. Self-Assessment: A measure of students’ own understanding conducted by the student

and based upon comparison to a rubric or benchmark. 27. Standard of Performance: Acceptable qualitative and/or quantitative level of

performance expected of effective teachers/administrators. Ineffective, Developing, Accomplished, or Exemplary, Indicated in Growth Plan.

28. Summative Evaluation: The summary of, and conclusions from, all evaluation data, including formative evaluation data, that (a) occur at the end of an evaluation cycle and (b) include a conference between the evaluator and evaluated certified employee, and a written evaluation report.

29. Summative Evaluation Conference: The summary of the results of the formative and summative phases occurring at the end of an evaluation cycle. The conference involves the evaluator and evaluated certified employee, and a written evaluation report.

30. Teacher: For the purpose of this evaluation system, any certified person who directly instructs students.

31. Student Growth Goal Peer Committee - The SGG Peer Committee consisting of the evaluator and teachers within the grade level or department must consist of three similar content teachers from the school. If there are not enough of similar content teachers in the school, then the evaluator and the evaluatee may agree to use other similar content teacher from the district or select teachers from within the school to peer review the Student Growth Goal for comparability.

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

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

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

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

Required Sources of Evidence: • Professional Growth Planning and Self-Reflection • Observation • Student Voice* • Student Growth Percentiles and/or Student Growth Goals* • Other Measures of Student Learning • Products of Practice • Other Sources (e.g., surveys)

*District-wide pilot in Paducah Public Schools for 2014-2015. Student Voice, SGP, & SGG will NOT be used to make employment decisions for the 2014-2015 school year.

All components and sources of evidence related supporting an educator’s professional practice and student growth ratings will be completed and recorded in the Educator Development Suite (EDS) housed within the Continuous Instructional Improvement Technology System (CIITS).

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Professional Practice

Professional Growth Planning and Self-Reflection

The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including 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.

Required

• All teachers will participate in self-reflection and professional growth planning each year. • All teachers will document self-reflection and professional growth planning in CIITS.

Local District Decision

• Student Growth Goals will be developed by the teachers and approved by the building level administrator within 20 school days from the district mandated Data Analysis Professional Development Day.

• Professional Growth Plans will be developed by the teachers and approved by the building level administrator within 20 school days from the district mandated Data Analysis Professional Development Day.

• Teachers will self-reflect regularly but at a minimum of at least once during the first semester as defined by the school calendar and again during the 3rd nine weeks as defined by the school calendar.

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 supervisor observation will provide documentation and feedback to measure the effectiveness of a teacher’s professional practice. Only the supervisor observation will be used to inform calculate a summative rating. Peer observation will only be used for formative feedback on teaching practice in a collegial atmosphere of trust and common purpose. NO summative ratings will be given by the peer observer. The rationale for each type of observation is to encourage continued professional learning in teaching and learning through critical reflection.

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Observation Model

Required 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 CIITS.


• The Progressive Model (3&1 model)

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.

Evaluation Procedures It is the policy of the Paducah Board of Education that all certified employees will be evaluated on a regular, systematic basis. All administrators who evaluate certified personnel will be trained annually as required by 704 KAR 3:345, section 3, in the state approved program for Certified Personnel Evaluation as well as the local evaluation training process. The following system will be used for the evaluation of all tenured and non-tenured teachers. Observation Schedule Required

• Observations may begin after the evaluation training takes place within the first 30 days of employment.

• Timeline for when observations must be completed Local District Decision Teachers in KTIP: This formative data collected during the beginning teacher’s internship period may be utilized as part of the intern’s district evaluation. The three KTIP observation forms must be used. However, a district summative form must be completed as part of the intern’s district evaluation. Non-Tenured Teachers & Tenured Teachers will follow the PGES evaluation model for their observation cycles: Non-Tenured Teachers:

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• A peer observation and the formative 1 (mini) observation by the evaluator must be completed during the first semester. There must be 10 school days between the peer evaluation and the evaluator’s observation.

• Formative 2 (mini) observation and formative 3 (full) observation must be completed by March 31. Note: the final observation of the cycle shall be a full observation.

• The Summative Evaluation Conference, the Student Growth Goals review, and Professional Growth Plan review must be completed by April 14.

Tenured Teachers:

• Formative 1 (mini) observation must be completed by March 31 of the first year of the three year summative cycle

• Formative 2 (mini) observation must be completed by March 31 of the second year of the three year summative cycle

• A peer observation and the formative (full) observation must be completed by March 31 of the third year of the three year summative cycle. There must be 10 school days between the peer evaluation and the evaluator’s observations. Note: the final observation of the cycle shall be a full observation.

• The Summative Evaluation Conference, the Student Growth Goals review, and Professional Growth Plan review must be completed by April 14

Observation Conferencing

Required Observers will adhere to the following observation conferencing requirements

• Conduct observation conference within five (5) working days. • The summative evaluation conference shall be held at the end of the summative evaluation cycle.


• Formative 1 evaluation will be announced for all teachers. The Pre-Observation form must be completed for Formative 1.

• Formative Evaluations 2 and 3 may or may not be announced. • Summative Evaluations will consist of a compilation of three formative evaluation forms and the

summative form.

• Pre-conferencing is not required, but is highly recommended. If a pre-conference is done, it shall take place within 5 working days prior to the observation. The observer and observee shall review the questions listed on the pre-conference form. Pre-conferencing may be done in a face-to-face meeting or electronically. A face-to-face pre-conference shall take place prior to the lesson if the evaluator or evaluatee requests the meeting.

• The immediate supervisor of the employee should conduct the evaluation of each certified

employee. In cases of staff serving more than one school, one principal of the school in which the person is providing services will be designated the primary evaluator. Other principals may request input into the evaluation process.

• All monitoring or observation of the performance of a certified employee shall be conducted with

the full knowledge of the employee. All employees shall receive a copy of the criteria in which

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the person is being evaluated. Additional trained administrative personnel may be used to observe and provide information to the primary evaluator.

• A minimum of three teacher observations for the purpose of collecting formative and summative

evaluation data shall be conducted during the teacher’s evaluation period.

• All certified persons being evaluated shall develop an enhancement or growth plan recorded on the district form and be provided assistance in becoming more proficient

• After the development of professional growth plans, each evaluator will provide assistance to

each employee in meeting the goal, objectives, and activities as stated in the plan. The evaluator shall document the assistance provided in the growth plan. In addition, each staff member, through professional development activities, will have an opportunity to meet some of his/her professional growth plans.

• A Corrective Action Plan may be developed for two reasons. It is required when an evaluatee

receives an “ineffective” rating on the summative evaluation. It is written also to address an immediate need observed that is outside a scheduled or unscheduled observation. (i.e.: repeated instances of any unacceptable behaviors such as inappropriate disciplining, repeated tardiness or unexcused absences, etc.) The plan shall be written on the approved form and aligned with specific goals and objectives for the school or to address specific behaviors. As in a growth plan, the plan shall specify the goal, objective, the behavior that needs to change, procedures and activities for achieving the goal, assistance needed and by whom, the appraisal method and the completion date.

• Each evaluation of a teacher shall include a minimum of one (1) summative evaluation

conference between the evaluator and the person being evaluated.

• All observations should be documented. All teacher observations shall include a post-observation conference within (1) work week following the observation.

• All summative and formative evaluations shall be in writing on the district evaluation forms. The

summative evaluation conference shall be held at the end of the evaluation cycle and include all evaluation data.

• All personnel who are evaluated shall have the opportunity to respond in writing to the

evaluation. This response shall be appended to the evaluation.

• Either the evaluator or the evaluatee may request a third party evaluation by additional administrative personnel.

• The selection of the third-party observer shall, if possible, be determined through mutual

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

• A copy of the evaluation shall be provided to each person being evaluated and the original shall be maintained in the personnel file in the central office.

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• Each person evaluated shall have the opportunity to appeal the summative evaluation to the

appeal committee through established procedures.

• A request for a third observer must be received by the personnel director no later than February 15 of the summative year. (See 704 KAR sec. 4 (2) (a) on page 45 of this document.)

• Appeal requests must be filed with the personnel director no later than 5 days after the summative evaluation has been received.

*REMEMBER: Every person who has to have a teacher or administrator certification has to have a form that evidences the Kentucky Standards or ISLLC standards. School psychologists and school social workers are the exception since they are neither certified as a teacher or an administrator.

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Observer Certification

To ensure consistency of observations, evaluators must complete 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

Required 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 Certification Year 2 Calibration Year 3 Calibration Year 4 Recertification

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

observations for the purpose of evaluation. In the event that a supervisor has yet to complete the proficiency assessment, or if the supervisor does not pass the assessment, the district will provide the following supports:

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

• In cases where the supervisor is not certified though the proficiency system and is therefore unable to conduct observations during the observation window, the district will use the following process to ensure teachers have access to observations and feedback:


In year 1, supervisors will complete the proficiency assessments to gain certification by August 1 or 30 days after hire date whichever is the latter. In year 4, supervisors must complete the proficiency assessments to gain recertification by July 15.

If a supervisor does not pass the initial assessments, they will meet with a state approved certified administrator to review and discuss Domains 2 and 3 prior to retaking the assessments. Support and training regarding the Framework for Teaching will be provided until assessments are passed.

A district state approved certified supervisor or another building level certified administrator will conduct observations if the school principal is not certified. An uncertified observer shall participate passively in all aspects of the PGES evaluation process.

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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. Required

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

• Re-certification after year 3. Local District Decision

The district will provide calibration training during year 2 and 3 by using state approved calibration instrument.

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.

Required

• All teachers will receive a peer observation in their summative year. • All Peer Observers participating during the summative year observations will complete the state

developed training once every three (3) years. • All required peer observations must be documented in CIITS. • All peer observation documentation will be accessed only by the evaluatee.


• For the 2014-15 school year, all teachers will be participate in the KET Peer Observation

Training as part of their Professional Development for the school year. • Teachers will be allowed the flexibility to choose their own Peer Observer for the 2014-15

school year. Building level administrators will reserve the right to choose a different peer observer if there are conflicts or choose an additional peer observer if deemed necessary by formative observations.

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.

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Required

• 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.


For the 2014-15 school year, the District Student Voice Survey Point-of-Contact is the assistant superintendent. One class/section will be assigned by the principal or assistant principal to take the student voice survey for each teacher. The principal/designee will be responsible for scheduling the Student Voice Survey during the state window. The Superintendent or superintendent designee will pick one period for grades 4-12 to take the survey, and the survey will be given in homeroom for grades K-3. If a teacher is on planning for the chosen period, that teacher will administer the Student Voice Survey during their next period.

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:

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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.

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).

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.

Do you teach students in grades 4-

8?

Do you teach in the math or reading content areas?

Do your students participate in the

Math or Reading K-PREP Assessment?

LOCAL & STATE CONTRIBUTION

LOCAL CONTRIBUTION

ONLY

YES

YES

YES

NO

NO

NO

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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.

Required

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


Rigor

• Student Growth Goal Rigor Rubric The district adopted the following rubric for assessing the rigor of all SGG.

• Administration Protocol A peer review of similar classrooms will be led by the evaluator using the district approved student growth goal rubric. The SGG Peer Committee consisting of the evaluator and teachers within the grade level or department must consist of at least three similar content teachers from the school. If there are not enough of similar content teachers in the school, then the evaluator and the evaluatee may agree to use other similar content teachers from the district or select teachers from within the school to peer review the Student Growth Goal for rigor comparability.

• Scoring Process The peer review group lead by the evaluator will come to a consensus on a common outcome or outcomes that represent mastery of standard(s) being assessed.

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Structure 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 Insufficient The 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 expectations

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 Insufficient Data 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

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Comparability

Include both assurances for establishing Comparability:

• Administration Protocol A peer review of similar classrooms will be led by the evaluator using the district approved student growth goal rubric. The SGG Peer Committee consisting of the evaluator and teachers within the grade level or department must consist of at least three similar content teachers from the school. If there are not enough of similar content teachers in the school, then the evaluator and the evaluatee may agree to use other similar content teachers from the district or select teachers from within the school to peer review the Student Growth Goal for comparability.

• Scoring Process The peer review group lead by the evaluator will come to a consensus on a common outcome or outcomes that represent mastery of standard(s) being assessed.

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

Required

• Districts will create a process for determining student growth ratings as low, expected, and high. • Measures will be identified as indicators of determining growth.


Student Growth Rating

• Pre-Test/Post-Test Teachers will use pre- and post-tests to determine the growth identified in their goal. These assessments can be identical or comparable versions.

For example, a music teacher could evaluate a student’s knowledge of scales using a performance task at the beginning of the year and then again at the end of the year. If the teacher asked students to perform the same four scales, this would be an example of identical assessments; if he or she asked the students to perform different scales, this would be a comparable version of the same assessment. Assessment used in this option must meet the district assurance of rigor and comparability as defined in the previous section.

For example, a writing assessment that uses an identical prompt may result in more accurate growth scores, but students may not benefit from repeating the exact same writing assignment. Thus, the prompt for the two writing assessments may be different.

• Repeated Measures Design

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Teachers will maintain a record of results on short measures that allow students to act on the information obtained from each measure, repeated throughout the length of the SGG. These measures will accompany descriptive feedback rather than evaluative feedback, student involvement in the assessment process, and opportunities for students to communicate their evolving learning while the teaching is in progress. The teacher and principal will then look at the pattern across the repeated administrations to determine the growth rating for the SGG. For example, early reading teachers may complete weekly running records to track the number of errors that a student makes when reading a text. These repeated measures serve a similar function to a pre- and post-test by illustrating change over time in student learning or performance. Teachers will not utilize repeated measures on which students may demonstrate improvement over time simply due to familiarity with the assessment.

• Holistic Evaluation

Teachers will utilize a holistic evaluation of student growth by combining aspects of a pre- and post-test model with the regularity of a running records/repeated measures approach. Assessment used in this option must meet the district assurance of rigor and comparability as defined in the previous section. Teachers will use a district “growth rubric” for a holistic evaluation designed to compare two or more examples of student work.

Holistic rubrics are challenging to construct and implement with fidelity, the district must explain the processes and procedures for ensuring the quality and inter-rater reliability of these rubrics. It may also be a calculation based on quantifying results of all SGG (e.g,. high = 3, expected = 2, low = 1), averaging the results and rating the final score based on previously determined district cut score (which must be defined in the section).

For example, teams of reviewers can rate selected examples together and discuss differences in scores. The goal from these discussions would be to clarify definitions and arrive at a consistent interpretation.

Sources to Consider:

• LDC/MDC • Program Review • Performance Tasks • Problem Based Learning

Determining Growth for Multiple Student Growth Goals

• Implemented into the PGES plan in 2015-16

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.

Required • observations conducted by certified supervisor observer(s) • student voice survey(s)

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• self-reflection and professional growth plans Local District Decision Identify other sources of evidence that can be used to support educator practice

• 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

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. Rating Professional Practice

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

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

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

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

Supervisors and educators will be engaged in ongoing dialogue throughout the evaluation cycle. The process concludes with the evaluator’s analysis of evidence and the final assessment of practice in

relation to performance described under each Domain at the culmination of an educator’s cycle.

Required

• Provide a summative rating for each domain based on evidence. • All ratings must be recorded in CIITS.

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

STATE • SGPs • State Predefined Cut

Scores LOCAL

• SGG • Maintain current process

Rate on H/E/LREQUIRED • Observation • Student Voice (local pilot

in 2014-15 for personnel decisions)

• Professional Growth Plans and Self Reflection

• Other Evaluator/Evaluatee Evidence

STUDENT

GROWTHPROFESSI

ONAL PRACTICE

STUDENT GROWTH RATINGDOMAIN RATINGS

STUDENT GROWTH [H,E,L]DOMAIN DOMAIN 1: [I,D,A,E]

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTHSOURCES OF

EVIDENCE TO INFORM PROFESSIONAL PRACTICE

PROFESSIONAL JUDGMENT

AND DISTRICT-DETERMINED

RUBRICSPROFESSIONAL

JUDGMENT

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Student Growth Rating must include data from SGG and SGP (where available), and will be considered in a three year cycle (when available).

Required

• 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 Local District Decision

Overall Student Growth Ratings:

After determining what Student Growth Rating model (Pre-test/Post-test, Repeated Measure Design, or Holistic Evaluation) will best evaluate student growth for the established teacher growth goal, the SGG Peer Committee will determine the levels of achievement for an individual student to obtain the rating of “high growth, expected growth, or low growth.”

Decision Rules for 1 year SGGs:

Teacher has 50% or more of their ratings as “LOW” SHALL be rated as LOW Teacher has less than 50% of their rating as “LOW”,

and has less than 25% of their ratings as “HIGH” MAY be rated as “LOW” or “EXPECTED”

after analyzing other sources of evidence collected throughout the year

Teacher has more than 50% of their ratings as “EXPECTED”

SHALL be rated as “EXPECTED”

Teacher has less than 25% of their ratings as “LOW” and has between 50% and 75% of their rating as

“HIGH”

MAY be rated as “EXPECTED” or “HIGH” after analyzing other sources of evidence

collected through the year Teacher has more than 75% of their ratings as

“HIGH” SHALL be rated as “HIGH”

Decision Rules for 3 year SGGs: Each rating will be given a numerical weighting.

• LOW = 1 • EXPECTED = 2 • HIGH = 3

The total rankings will be averaged from the previous 3 years (if available) and applied to the following scale.

RANKING AVERAGE SCORE

Low 1.0 – 1.49

Expected 1.50-2.49

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High 2.50-3

Weighted Overall Growth Rating

In compiling the ranking of the teachers, our district will weigh the most recent data more heavily than prior years. Please see below to outline the processes for each teacher to follow. Final averages will be applied to the following scale to determine their overall ranking. K-PREP teacher with local and state growth goals Three years of data will be weighted as follows. Year 1 Most recent data 50% Year 2 data 30% Year 3 data 20% Each rating will be given a numerical weighting.

• LOW = 1 • EXPECTED = 2 • HIGH = 3

Average the data from each of your years. If only one piece of data is available for that year you will not need to average, if two pieces of data are available divide by two, three data points divide by three, etc. To find the weighted average for the local goal you will use the following formula. .50(Y1A) + .30(Y2A) + .20(Y3A) = GT Y1A=Year 1 Average Y2A=Year 2 Average Y3A=Year 3 Average GT=Growth Total

Determining the Overall Performance Category An educator’s Overall Performance Category is determined by the following steps:

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.

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Combining SGP and SGG into an overall rating (state and local)

Required

• Implement the Overall Performance Category process for determining effectiveness. Apply State Overall Decision Rules for determining educator’s Overall Performance Category. NOTE: SGG will not be used to make employment decisions for 2014-15 school year. However, this chart will need to be included starting the 2015-16 school year.

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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.

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Student Growth Rating

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.

Professional Growth Plans and Self- Reflection Site-Visits Val-Ed 360° Working Conditions Growth Goal

STANDARD 4: Organizational Management

OVERALL PERFORMANCE

CATEGORY

PROFESSI

ONAL PRACTICE

STUDENT

GROWTH


STANDARD RATINGS

STANDARD 3: Human Resource Management

STANDARD 2: School Climate

STANDARD 1: Instructional Leadership

SOURCES OF EVIDENCE TO

INFORM PROFESSIONAL

PRACTICE

State Contribution – ASSIST/NGL Goal

SOURCES OF EVIDENCE TO

INFORM STUDENT GROWTH

Local Contribution – Student Growth Goals (SGGs) based on school need

AND

PERFORMANCE TOWARD

TRAJECTORY

STUDENT GROWTH RATINGS

LOCAL CONTRIBUTION: High, Expected, Low Growth Rating



RUBRICS

STATE CONTRIBUTION: High, Expected, Low Growth Rating

PROFESSIONAL JUDGMENT &

STATE-DETERMINED

DECISION RULES establishing a

common understanding of

performance thresholds to

which all educators are held

STANDARD 5: Communication & Community Relations STANDARD 6: Professionalism

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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 • Professional Growth Planning and Self-Reflection • Site-Visits • Val-Ed 360° • Working Conditions Goal (Based on TELL KY) • State and Local Student Growth Goal data

Evaluators may use the following categories of evidence in determining overall ratings:

• Other Measures of Student Learning • Products of Practice • Other Sources (e.g. surveys)

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

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

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

Required:

• 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.

Local District Decision:

• By July 30, the principal and the evaluator will collaborate to develop professional growth goals that are based on multiple sources of evidence.

• Prior to the meeting, the principal will complete the following from the PGES Reflective Practice, Student Growth, and Professional Growth Planning Template (p. #94): • Reflection on the Standards in the Kentucky Principal Professional Growth and Effectiveness

System (Part A) • Student Growth Goal chosen (Part B) – Principal Student Growth Plan will be completed two

weeks after our District Data Disaggregation Day. • Principal’s TELL Working Condition Goal (Part C) • Professional Growth and Effectiveness Data Reflection* (Part D)

*Val-ED 360 will not be completed by all schools until the 2015-16 school year. • Within two weeks of the District Data Disaggregation Professional Development Day, the principals

and the evaluator will collaborate to develop the Principal Student Growth Plan (Part B) and the Connecting Priority Growth Needs to Professional Growth Planning (Part E #1)

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

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

Required:

• Conducted at least twice each year. (Formal site-visits are not required for the assistant principal.)

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• A site visit will be conducted during first semester of school by the evaluator. • The mid-year conference will be conducted prior to the beginning of the second semester of school.

Prior to the conference, the principal will complete Connecting Priority Growth Needs to Professional Growth Planning (Part E #2 on-going reflection). The evaluator will use data collected from the site visit, the PGES Reflective Practice, Student Growth, and Professional Growth Planning form, and various other sources to complete the formative evaluation form.

• A second site visit will be conducted during the second semester. Evidence gathered from that visit along with the formative meeting during the first semester will be used to complete the principal summative evaluation.

• Prior to the principal’s summative evaluation, the principal will complete the PPGES Reflective Practice, Student Growth and Professional Growth Form Part E #3.

• The summative conference will be completed by June 15.

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.

Required:

• Conducted at least once every two years in the school year that TELL Kentucky is not administered.


• The assistant superintendent will serve as the local point of contact for Val-Ed 360. • The Val-Ed 360 will be administered every two years at each school beginning in 2015-16 school

year. • The district will select a two week window in the spring for each school to complete the survey. • The Val-Ed 360 results will be used to complete the PPGES Reflective Practice, Student Growth,

and Professional Growth Planning Form Part D. • Results of the Val-Ed 360 survey will be shared with the entire faculty by the principal.

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 and, in turn, positively impact school culture and student success.

Required:

• Developed following the completion of the TELL Kentucky Survey.

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• Minimum of one 2-year goal.


• Each principal will focus on a minimum of two working Conditions goal and a maximum of five. • Each principal will use the Kentucky Leadership Academy workbook: Using the TELL Survey to

Accelerate Student Learning to prioritize strengths and areas of growth. Areas of growth will be utilized to complete PPGES Reflective Practice, Student Growth and Professional Growth Student Planning Form Part C.

• During the mid-year review, the evaluator and the principal will discuss progress toward the TELL Kentucky Working Goal.

• Additional surveys instruments may be used to monitor progress on a principal’s Working Conditions Goal Action Plan (Part C).

• Working Conditions Goal Rubric: Exemplary Above accomplished goal Accomplished + or -10% of goal Developing Baseline set for the goal Ineffective Below the baseline

Products of 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.


• Formative assessment results • 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

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.

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

Principals are responsible for setting at least one student growth goal that is tied directly to the Comprehensive School Improvement Plan located in ASSIST. The superintendent and the principal will meet to discuss the trajectory for the goal and to establish the year’s goal that will help reach the long-term trajectory target. New goals are identified each year based on the ASSIST goals. The goal should be customized for the school year with the intent of helping improve student achievement and reaching the long term goals through on-going improvement.

Required:

• Selection based on ASSIST/NGL trajectory. • Based on Gap population unless local goal is based on Gap population.


• The Next Generation Learners trajectory goals are already set by the Kentucky Department of Education and can be in the Delivery Targets of the School Report Card on the KDE homepage. The principal and superintendent will agree on which Student Growth Goal the principal will focus on for the school year based on the school’s CSIP Goals that are established by the school council.

• The process for establishing high, expected, or low growth is the following: • High Growth – the percentage of students reaching the established target exceeds the agreed upon

goal set in the PPGES Reflective Practice, Student Growth and Professional Growth Student Planning Form Part B.

• Expected Growth – the percentage of students reaching the established target improves from the prior year, but does not reach the agreed upon target goal in the PPGES Reflective Practice, Student Growth and Professional Growth Student Planning Form Part B.

• Low Growth – the percentage of students reaching the established target does not improve or decreases from the agreed upon goal set in the PPGES Reflective Practice, Student Growth and Professional Growth Student Planning Form Part 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.

Required:

• Based on Gap population unless State goal is based on Gap population.


• The principal and the superintendent may agree upon a local goal that is separate from the state contribution goal(s).

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• Using prior year data to establish a baseline for the local goal, the principal and the superintendent will establish an agreed upon delivery target for the local goal(s).

• The process for establishing high, expected, or low growth is the following: • High Growth – the percentage of students reaching the established target exceeds the agreed upon

goal set in the PPGES Reflective Practice, Student Growth and Professional Growth Student Planning Form Part B.

• Expected Growth – the percentage of students reaching the established target improves from the prior year, but does not reach the agreed upon target goal in the PPGES Reflective Practice, Student Growth and Professional Growth Student Planning Form Part B.

• Low Growth – the percentage of students reaching the established target does not improve or decreases from the agreed upon goal set in the PPGES Reflective Practice, Student Growth and Professional Growth Student Planning Form Part B.

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.

Rating Overall Professional Practice

Required:

• Record ratings in CIITS


• Describe timelines for rating professional practice.

REQUIRED • Professional Growth Plans

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

Conditions OPTIONAL

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

PROFESSI

ONAL PRACTICE

STANDARD RATINGS

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

SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE







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Rating Overall Student Growth

A principal’s Overall Performance Category is determined by the evaluator based on the principal’s ratings on each standard, as well as student growth. Using the sources of evidence for principals/assistant principals, evaluators will use professional judgment to determine a rating for each standard. Next, the evaluator will use the following decision rules for determining the Professional Practice Category:

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). • Record ratings in CIITS.


• Based on the agreed upon targets in the PPGES Reflective Practice, Student Growth and Professional Growth Student Planning Form Part B and using professional judgment, the superintendent will rate the principal as Ineffective, Developing, Accomplished, or Exemplary on Student Growth.

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STATE • ASSIST/NGL Goal

LOCAL • Based on school need

STUDENT

GROWTH

STUDENT GROWTH RATING

STUDENT GROWTH [H,E,L]

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH



RUBRICS

37

Determining the Overall Performance Category

A principal’s Overall Performance Category is determined by the evaluator based on the principal’s ratings on each standard, as well as student growth. Evaluators will use the following decision rules for determining the Overall Performance Category:

Exemplary

“Shall” have a minimum of a

directed growth plan

“Shall” have a

minimum of a self-


“Shall” have a minimum of a self-directed growth plan

Accomplished

“Shall” have a

minimum of a self-


Developing

“Shall” have a minimum of a


“Shall” have a minimum of a self-directed growth plan

Ineffective

“Shall” have a minimum of a Corrective Action Plan

(Evaluator Directed)

Low Growth

Expected Growth

High Growth

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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

Administer Formative Val-Ed

Site-Visit by

Mid-Year Review with Superintendent

Site-Visit by

End-of-Year Review with Superintendent

2013-14

Administer Summative Val-Ed

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

Site-Visit by

Site-Visit by

Mid-Year Review with Superintendent

End-of-Year Review with Superintendent

2014-15

July 2014

Review Accountability and ASSIST Goal

Results & Set SGG/PGP & Update Working

Administer TELL Kentucky

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Principal PGES

System Overview and Summative Model


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

(a) Professional Growth Planning and Self-Reflection (completed annually)

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. In collaboration with district administrators, principals 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 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.

(b) Site-Visits (conducted at least twice a year)

Site visits are a method by which the superintendent may gain insight into the principals’ 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 they would like to further explore with the principal’s faculty and staff. Additionally, the principal is provided an opportunity to explain the successes and trials the school community has experienced in relation to school improvement. Site visits are conducted by the superintendent or designee.

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(c) Val-Ed 360° (conducted the year TELL Kentucky is not administered)

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.

(d) Working Conditions Goal

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.

(e) Products of Practice/Other Sources of Evidence

Principals may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the principal’s practice within the standards. These evidences should be part of the regular practice of the principal and not created solely for use as evidence. In other words, evidence must be naturally occurring products related to the day-to-day work of principal leadership and learning.

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 SGGs (both state and local contributions) of the Principal.

(a) State Contribution – ASSIST/NGL Goal Based on Trajectory

Principals are responsible for setting at least one student growth goal that is tied directly to the Comprehensive School Improvement Plan that is in ASSIST. The superintendent and the principal will meet to discuss the trajectory for the goal and to establish the year’s goal that will help reach the long-term trajectory target. New goals are identified each year based on the ASSIST goals. The goal should be customized for the school year with the intent of helping improve student achievement and reaching the long term goals through on-going improvement.

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(b) Local Contribution – Based on School Need

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.

Following are the assurances that all SGGs meet the specified criteria for rigor.

The district will develop a plan for helping principals select appropriate SGGs (both state and local contributions). Please identify what criteria the district has set in helping principals select goals. These criteria may be as straightforward as selecting the goal that has the greatest gap from the current results to the trajectory results. It may be more involved by including a review of current results and a review of student growth goals set by teachers for the current school year to ensure connectivity between teacher and principal efforts. Once selection is complete, principals will develop a goal that is rigorous and realistic for the current school year. The goal should be:

• based on actions that can be taken by the principal to impact results as opposed to actions that can be assigned by the principal to teachers

• connected to other school/district initiatives where appropriate

Once the goal has been set and a plan for accomplishing the goal completed, districts must develop a rubric to determine the level of success in achieving the goal and determining the rating for the principal’s student growth component. The rating will be based on high/expected/low. Please identify the criteria that will be used to determine a rating based on the results. Districts may decide that this will be a set range around the expected growth allowing for the uncertainty of what results will be. As an example, the district may determine that 2 points above or below the goal equates to “expected” growth. Anything higher may be classified as “high” and anything lower classified as “low.” If requiring more than one local SGG, please explain how they will arrive at a single local Student Growth result. This may include a matrix or index or other process as determined by the district.

SECTION 3: 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 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 Standards, district-developed rubrics, and decision rules that establish a common understanding of performance thresholds to which all educators are held. What follows is a description of each component used to inform the Overall Performance Category.

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(a) Rating Professional Practice

The Kentucky Principal Performance Standards stand as the critical rubric for providing principals and evaluators with concrete descriptions of practice associated with specific standards. Each standard describes a behavior or related set of behaviors that principals and evaluators can prioritize for evidence-gathering, feedback, and eventually, evaluation. Evaluators will organize and analyze evidence for each individual principal based on these concrete descriptions of practice.

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.

(b) Rating Student Growth

Student Growth Ratings result from a combination of professional judgment and the district-developed [rubric] [decision rules] for summative student growth ratings. The [rubric is] [decision rules are] 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. Please describe the process and/or instrument to be used and include it as an attachment to this document. This may be a rubric or decision rules, much like the holistic evaluation instrument identified the student

REQUIRED • Professional Growth Plans

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

Conditions OPTIONAL

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

PROFESSI

ONAL PRACTICE

DOMAIN RATINGS


SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE







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growth section. It may also be a calculation based on quantifying results of all SGG and School Report Card/Accountability data (e.g., high = 3, expected = 2, low = 1), averaging the results and rating the final score based on previously determined district cut score (which must be defined in the section). If choosing to use a rubric or decision rules, please describe the processes and procedures for ensuring quality and inter-rater reliability (see holistic evaluation section above).

STATE • ASSIST/NGL Goal

LOCAL • Based on school need

STUDENT

GROWTH

STUDENT GROWTH RATING

STUDENT GROWTH [H,E,L]

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH



RUBRICS

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CERTIFIED PERSONNEL 03.18

Evaluation The Superintendent shall implement the Teacher/Administrator Performance Evaluation Guidelines as adopted by the Board and the Kentucky Department of Education 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. Employees will receive a copy of the criteria on which they are being evaluated. REVIEW All employees shall be afforded an opportunity for a conference during which a review of their summative evaluations shall be conducted. 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, and a copy will be provided to the evaluatee. Either the evaluator or the evaluatee may request an evaluation by a third party observer in keeping with Kentucky Administrative Regulation. All evaluations shall be maintained in the employee's personnel file.2

FREQUENCY Administrators, including the Superintendent, and non-tenured teachers shall be evaluated at least once annually. Tenured teachers shall be evaluated at least once every three (3) years. 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 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. APPEAL FORM The 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.

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CERTIFIED PERSONNEL 03.18 Evaluation (continued)

CONFLICTS OF INTEREST 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 hearing. 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 003:345 OAG 92-135, Thompson v. Board of Educ., Ky., 838 S.W.2d 390 (1992)

RELATED POLICIES: 203.15 02.14; 03.16

Adopted/Amended: 07/17/2006 Order #: 6

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704 KAR 3:345. Evaluation Guidelines. RELATES TO: KRS 156.557 STATUTORY AUTHORITY: KRS 156.070, 156.557(3)(c) NECESSITY, FUNCTION, AND CONFORMITY: KRS 156.557(3)(c) requires the Kentucky Board of Education to develop written guidelines for local school districts to follow in developing and implementing an evaluation system for certified employees. This administrative regulation establishes the requirements for the evaluation programs and policies of local school districts. Section 1. Definitions. (1) "Administrator" means a certified staff person who devotes the majority of his employed time to service in a position for which administration certification is required by the Education Professional Standards Board in 704 KAR Chapter 20. (2) "Conference" means a meeting involving the evaluator and the certified employee being evaluated for the purposes of providing feedback from the evaluator, analyzing the results of an observation or observations and other information to determine accomplishments and areas for growth leading to establishment or revision of a professional growth plan. (3) "Evaluation" means: (a) The process of assessing or determining the effectiveness of the performance of the certified employee in a given teaching and learning or leadership and management situation, and based on predetermined criteria, through periodic observation and other documentation including a portfolio, peer review, product or performance; and (b) The establishment and monitoring of a professional growth plan. (4) "Formative evaluation" is defined by KRS 156.557(3)(b)1. (5) "Indicators" means measurable or observable behaviors and outcomes that demonstrate performance criteria. (6) "Job category" means a group or class of positions with closely related functions (e.g., principal, coordinator, director). (7) "Observation" means a process of gathering information in the performance of duty, based on predetermined criteria in the district plan. (8) "Other support staff" means certified staff other than teacher or administrator. (9) "Performance criteria" means performance areas, skills, or outcomes on which the certified employee shall be evaluated based on position and the district plan. (10) "Position" means a professional role in the school district (e.g., teacher, secondary principal, supervisor of instruction). (11) "Professional growth plan" means an individualized plan that includes: (a) Goals for enrichment and development that are established by the person being evaluated with the assistance of an evaluator; (b) Objectives, a plan for achieving the objectives, and a method for evaluating success; and (c) Alignment with the specific goals and objectives of the school improvement plan or the district improvement plan; and (d) Identification of school and district resources within available funds to accomplish the goals. (12) "Standards of performance" means acceptable qualitative or quantitative level of performance expected of effective teachers or administrators. (13) "Summative evaluation" is defined by KRS 156.557(3)(b)2. (14) "Teacher" means a certified staff person who directly instructs students. Section 2. Each local school district shall have an evaluation plan and procedures approved by the Kentucky Department of Education. Approval of the plan and procedures shall be for the purpose of certification as to the compliance of each specific school district's evaluation plan with the guidelines established in this administrative regulation. Section 3. The local school district shall have a written policy for the evaluation of all certified employees consistent with KRS 156.557. Section 4. (1) An evaluation committee consisting of equal numbers of teachers and administrators shall develop evaluation procedures and forms for certified positions below the level of the district superintendent. The superintendent's evaluation process shall be developed and adopted by the local board of education. The evaluation procedures and forms shall be designed to foster professional growth and to support individual personnel decisions. (2) The procedures shall provide for both formative evaluation and summative evaluation and shall include the following elements: (a) The immediate supervisor of the certified school employee shall be designated the primary evaluator. Additional trained administrative personnel may be used to observe and provide information to the primary evaluator. If requested by the teacher, observations by another teacher trained in the teacher’s content area or by curriculum content specialists shall be provided. The selection of the third-party observer shall, if possible, be determined through mutual agreement by evaluator and evaluatee. A teacher who exercises this option shall do so, in writing to the evaluator, by no later than February 15 of the academic year in which the summative evaluation occurs. If the evaluator and evaluatee have not agreed upon the selection of the third-party observer within five (5) working days of the teacher’s written request, the evaluator shall select the third-party observer. (b) The monitoring or observations of performance of a certified employee shall be conducted openly and with the full knowledge of the teacher or administrator. The local district may determine the length and frequency and nature of observations conducted by an evaluator. (c) The evaluation system shall include a professional growth plan for all certified personnel below the level of superintendent aligned with specific goals and objectives of the school improvement plan or the district improvement plan and shall be reviewed annually. (d) The evaluation process developed for the local superintendent by the local board of education shall include provisions for assistance for professional growth of the superintendent, pursuant to KRS 156.111. (e) Evaluation shall include a formative evaluation conference between the evaluator and the person evaluated within one (1) work week following each observation. In addition, the summative evaluation conference shall be held at the end of the evaluation cycle and include all evaluation data. (f) Evaluation with multiple observations shall occur annually for each nontenured certified employee. The formative data collected during the beginning teacher internship period may be utilized in summative evaluation of the intern. (g) Multiple observations shall be conducted with a tenured, certified employee whose observation results are unsatisfactory. (h) Summative evaluation shall occur a minimum of once every three (3) year period for each tenured teacher. (i) Summative evaluation shall occur annually for an administrator. (j) The evaluation of a certified employee below the level of the district superintendent shall be in writing on an evaluation form developed pursuant to subsection (1) of this section and become a part of the official personnel record.

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(k) The observations shall include documentation of information to be used in determining the performance of the evaluatee. (l) The evaluation system shall provide an opportunity for a written response by the evaluatee and the response shall become a part of the official personnel record. (m) A copy of the evaluation shall be provided to the evaluatee. Section 5. (1) The evaluation form shall include a list of performance criteria characteristic of effective teaching or administrative practices. Under each criterion, specific descriptors or indicators that can be measured or observed and recorded shall be listed. Additionally, standards of performance shall be established for each criterion. The performance criteria shall include those that apply to the employee being evaluated and that are identified within KRS 156.557(2). (2) The evaluation criteria and process used to evaluate certified school personnel 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. Amendments approved by the Kentucky Department of Education to local systems of certified personnel evaluation that occur after the end of the certified employees' first school month shall not apply to the employee until the following school year. (3) An evaluation form or instrument shall be specific for each position or job category. Other forms for observation and pre- and postconferences may be used at the discretion of the local district. Section 6. (1) The primary evaluator, with the exception of a district board of education member, shall be trained, tested, and approved as an evaluator by the Kentucky Department of Education. (2) Training shall: (a) Include skill development in the use of the local evaluation process. Each local district shall conduct this training; (b) Include skill development in the identification of effective teaching and management practices, effective observation and conferencing techniques, establishing and assisting with a certified employee professional growth plan, and summative evaluation techniques relative to the academic expectations in 703 KAR 4:060. This training shall be conducted by a provider who has been approved by the Kentucky Department of Education as a trainer for the Instructional Leadership Improvement Program; (c) Be provided by the Kentucky Department of Education for all new administrators who are designated as evaluators. Other administrators who have not received training in the skill areas listed in paragraph (b) of this subsection may participate also; and (d) Be approved as a part of the evaluation plan and procedures submitted to the Kentucky Department of Education. (3) Testing shall: (a) Include a cognitive test of research-based and professionally accepted teaching and management practices and effective evaluation techniques listed in subsection (2)(b) of this section; and (b) Be conducted by the Kentucky Department of Education or an individual or agency approved by the Kentucky Department of Education. (4) Initial approval as an evaluator shall be issued by the Kentucky Department of Education upon completion of the required evaluation training program and successful completion of testing. (5)(a) Continued approval as an evaluator shall be contingent upon the completion of a minimum of twelve (12) hours of evaluation training every two (2) years. (b) This training shall be in any one, or a combination, of the following skill areas: 1. Use of the local evaluation process; 2. Identification of effective teaching and management practices; 3. Effective observation and conferencing techniques; 4. Establishing and assisting with certified employee professional growth plans; 5. Summative evaluation techniques; or 6. Completion of training or update training in the Kentucky Teacher Internship Program in 704 KAR 20:690 or Kentucky Principal Internship Program in 704 KAR 20:470 not to exceed six (6) hours per two (2) year cycle. (6) Each local district shall designate a contact person responsible for monitoring evaluation training and implementing the evaluation plan. Section 7. For an appeal to the local evaluation appeals panel, each local evaluation plan shall provide for the following: (1) Right to a hearing as to every appeal; (2) Opportunity reasonably in advance of the hearing for the evaluator and evaluatee to adequately review all documents that are to be presented to the evaluation appeals panel; and (3) Right to presence of evaluatee's chosen representative. Section 8. (1) The local board of education shall review as needed the evaluation plan to ensure compliance with KRS 156.557 and this administrative regulation. (2) If a substantive change is made to the evaluation plan, the local board of education shall utilize the evaluation committee, as provided for in Section 4(1) of this administrative regulation, in formulating the revision. (3) Examples of substantive change shall include a change in: (a) Cycle; (b) Observation frequency; (c) A form; or (d) An appeal procedure. (4) A revision to the plan shall be reviewed and approved by the local board of education and submitted to the Kentucky Department of Education for approval. 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.

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(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.) 156.557 Standards for improving performance of certified school personnel -- Criteria for evaluation -- Content of programs -- Administrative regulations -- Waiver for alternative plan -- Appeals -- Exemptions -- Review of evaluation systems -- Assistance to improve evaluation systems. (1) The Kentucky Board of Education shall establish statewide standards for evaluation and support for improving the performance of all certified school personnel. (2) The performance criteria on which teachers and administrators shall be evaluated shall include, but not be limited to:

(a) Performance of professional responsibilities related to his or her assignment, including attendance and punctuality and evaluating results; (b) Demonstration of effective planning of curricula, classroom instruction, and classroom management, based on research-based instructional practices, or school management skills based on validated managerial practices; (c) Demonstration of knowledge and understanding of subject matter content or administrative functions and effective leadership techniques; (d) Promotion and incorporation of instructional strategies or management techniques that are fair and respect diversity and individual differences; (e) Demonstration of effective interpersonal, communication, and collaboration skills among peers, students, parents, and others; (f) Performance of duties consistent with the goals for Kentucky students and mission of the school, the local community, laws, and administrative regulations; (g) Demonstration of the effective use of resources, including technology; (h) Demonstration of professional growth; (i) Adherence to the professional code of ethics; and (j) Attainment of the teacher standards or the administrator standards as established by the Education Professional Standards Board that are not referenced in paragraphs (a) to (i) of this subsection.

(3) The certified employee evaluation programs shall contain the following provisions:

(a) Each certified school employee, including the superintendent, shall be evaluated by a system developed by the local school district and approved by the Kentucky Department of Education. (b) The local evaluation system shall include formative evaluation and summative evaluation.

1. "Formative evaluation" means a continuous cycle of collecting evaluation information and interacting and providing feedback with suggestions regarding the certified employee's professional growth and performance. 2. "Summative evaluation" means the summary of, and conclusions from, the evaluation data, including formative evaluation data, that:

a. Occur at the end of an evaluation cycle; and b. Include a conference between the evaluator and the evaluated certified employee, and a written evaluation report.

(c) The Kentucky Board of Education shall adopt administrative regulations incorporating written guidelines for a local school district to follow in developing, implementing, and revising the evaluation system and shall require the following:

1. All evaluations of certified employees below the level of the district superintendent shall be in writing on evaluation forms and under evaluation procedures developed by a committee composed of an equal number of teachers and administrators; 2. The immediate supervisor of the certified school employee shall be designated as the primary evaluator. At the request of a teacher, observations by other teachers trained in the teacher's content area or curriculum content specialists may be incorporated into the formative process for evaluating teachers; 3. All monitoring or observation of performance of a certified school employee shall be conducted openly and with full knowledge of the employee;

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4. Evaluators shall be trained, tested, and approved in accordance with administrative regulations adopted by the Kentucky Board of Education in the proper techniques for effectively evaluating certified school employees and in the use of the school district evaluation system; 5. The evaluation system shall include a plan whereby the person evaluated is given assistance for professional growth as a teacher or administrator. The system shall also specify the processes to be used when corrective actions are necessary in relation to the performance of one's assignment; and 6. The training requirement for evaluators contained in subparagraph 4. of this paragraph shall not apply to district board of education members.

(4) A local district may request from the Kentucky Department of Education a waiver from the guidelines and administrative regulations promulgated by the Kentucky Board of Education as required in subsection (3)(c) of this section in order to implement an alternative evaluation plan for employees on continuing contracts. The department shall grant a waiver if the alternative plan provides for a three (3) phase certified employee evaluation plan that includes:

(a) Phase One: Evaluation for Professional Growth. 1. Evaluation is based on a wide array of relevant sources and directed toward general and specific recommendations for improvement; and 2. Evaluation does not include documentation that might adversely affect employment status. (b) Phase Two: Transition. 1. Evaluation is for the purpose of intensive scrutiny of job performance; 2. Evaluation includes documentation that may lead to adverse employment decisions; 3. Assistance and support for improvement shall be provided by the school district; and 4. Placement of an individual in the transition phase shall not be subject to appeal, but the employee shall be notified of the decision in writing. (c) Phase Three: Evaluation for Deficiency. 1. Notwithstanding KRS 161.760, written notice of potential termination, reduction of direct classroom responsibility, or other adverse actions and conditions for job retention are given the employee; 2. A clear time frame for proposed actions is provided the employee; and 3. The summative evaluation is subject to appeal. An alternative plan for the evaluation of certified personnel shall be proposed to the Kentucky Department of Education if the local district evaluation committee is in support of the plan. Training necessary to implement the alternative plan shall be provided to the principals, supervisory personnel, and the employees to be evaluated. The local district shall provide support to implement the plan. The department shall provide technical assistance to districts wishing to develop alternative evaluation plans.

(5) The Kentucky Board of Education shall establish an appeals procedure for certified school employees who believe that the local school district failed to properly implement the approved evaluation system. The appeals procedure shall not involve requests from individual certified school employees for review of the judgmental conclusions of their personnel evaluations. (6) The local board of education shall establish an evaluation appeals panel for certified personnel that shall consist of two (2) members elected by the certified employees of the district and one (1) member appointed by the board of education who is a certified employee of the board. Certified employees who think they were not fairly evaluated may submit an appeal to the panel for a timely review of their evaluation. In districts that have adopted an alternative evaluation plan under subsection (4) of this section, the appeal shall only apply to the summative evaluation of Phase Three. (7) Local school districts with an enrollment of sixty-five thousand (65,000) or more students shall have an evaluation system but shall be exempt from procedures or processes described in this section as long as the plan meets the standards established by the Kentucky Board of Education for local school district evaluation systems. The local plan shall include an appeals process for employees who believe they were not fairly evaluated. (8) Between July 15, 2000, and June 30, 2001, each school district shall review its local evaluation system to assure that the system is working effectively and to make changes to improve its system. (9) Beginning with the 2001-2002 school year, and in subsequent years, the Kentucky Department of Education shall annually provide for on-site visits by trained personnel to a minimum of fifteen (15) school districts to review and ensure

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Evaluation Appeals Panel

An Appeals Panel shall be established in accordance with KRS Chapter 156 and 704 KAR 3:345. Based on issues identified in an employee’s appeal documentation, the Panel shall determine whether the employee has demonstrated that a procedural violation has occurred under the District’s evaluation plan and whether the summative evaluation is supported by the evidence. 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 Any certified employee who believes that s/he was not fairly evaluated on the summative evaluation may appeal to the Evaluation Appeals Panel in accordance with the following procedures as outlined in the Teacher Evaluation Handbook:

1. Both the evaluatee and evaluator shall submit three (3) copies of any appropriate documentation to be reviewed by members of the Appeals Panel in the presence of all three (3) members. The parties will exchange copies of documentation by or before the day it is submitted to the Panel. 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 as submitted to the Panel shall not be carried away from the established meeting by either parties involved or the Panel members.

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

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

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

5. The hearing will be audio-taped and a copy provided to both parties if requested in writing. The original will be maintained by the District.

6. Only Panel members, the evaluatee and evaluator, legal counsel, witnesses, 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.

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 evaluatee may present relevant evidence in support of the appeal. 4. The evaluator may present evidence in support of the summative evaluation. 5. The Panel may question the evaluatee and evaluator. 6. The Chairperson may disallow materials and/or information to be presented or used in the hearing

when s/he determines that such materials and/or information is not relevant to the appeal or when the materials were not exchanged between the parties as provided in this procedure.

7. Each party (evaluator and evaluatee) will be asked to make closing remarks. 8. The chairperson of the Panel will make closing remarks. 9. 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 who shall be a trained evaluator.

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10. The chairperson of the Panel shall present the Panel’s decision to the evaluatee, evaluator, and the Superintendent within fifteen (15) working days from the date the appeal is filed.

11. The Superintendent may take appropriate action consistent with the Panel’s decision. 12. The Panel’s decision 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.

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

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Paducah Public Schools Evaluation Appeal Form

Note: Pursuant to Board Policy 03.18, you have five (5) working days within receiving the summative evaluation to request a meeting by filing this appeal form with the Superintendent of Schools. EMPLOYEE’S NAME AND JOB TITLE: SCHOOL: DATE OF SUMMATIVE EVALUATION AND CONFERENCE: THIS APPEAL CHALLENGES THE SUMMATIVE FINDINGS ON ___SUBSTANCE ___ PROCEDURE ___BOTH SUBSTANCE AND PROCEDURE PLEASE SPECIFY THE PROBLEM YOU WISH TO APPEAL. DATE(S) OF THE FORMATIVE EVALUATION(S) ATTACHED WITH THIS SUMMATIVE: THE PERSON(S) WITH WHOM YOU DISAGREE: I understand that evaluation records may be presented to and reviewed by the evaluation appeals panel. ________________________________________ _____/_____/___ Signature Date

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FLOW CHART

Pre-observation Conference (With the employee) Formative 1: Conference and form is required. Formative 2 and 3 may include a pre-observation conference

(It is recommended for all three formal observations.) Review criteria for classroom observation and formative evaluation

Review student growth goals and professional growth plan or corrective action plan Establish time, procedures and methods of data collection

Schedule the observation and the post-observation conference

Observation of the employee Peer and Formative 1: Conducted no later than the end of the first semester

Formative 2 (mini) and 3 (full): Conducted no later than March 31 Collect classroom data from classroom observation form

Analysis of Data Review classroom observation data

Collect and review data from other pertinent sources in order to complete the Formative Evaluation (walkthroughs, commendations, committee work, etc.)

Identify areas of strength, areas requiring improvement Complete the Formative Evaluation form 1, 2 or 3

Plan post-observation conference

Post-observation Conference (With the employee) Review classroom observation and other information collected

Review progress of student growth goal(s) and professional growth plan or corrective action plan Identify areas of strength

Identify areas requiring improvement Identify types of assistance needed

Agree upon revisions to or a new professional growth plan or corrective action plan Complete and sign the student growth goals and professional growth plan or corrective action plan

Formative Evaluation Conference Sign the Formative Evaluation Form 1, 2 or 3

Review progress of student growth goal(s) and professional growth plan or corrective action plan Identify areas of strength

Identify areas requiring improvement Complete and sign the student growth goals and professional growth plan or corrective action plan

Summative Evaluation Conference With the employee to be completed no later than April 14

Review all pertinent data and summative evaluation Update the professional growth plan or corrective action plan

Follow up Schedule next observation if at stage Formative 1 or 2

Monitor formative evaluation and professional growth plan or corrective action plan throughout the year

53

PRE-OBSERVATION FORM

Teacher

School

Grade Level/Subject(s)

Observer

Date of Conference

Date of Observation

Preconference (Planning Conference)

Questions for Discussion: Notes:

What is your identified student learning target(s)?

To which part of your curriculum does this lesson relate?

How does this learning fit in the sequence of learning for this class?

Briefly describe the students in this class, including those with special needs. (IEP, 504, GSSP, PSP)

How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any materials that the students will be using.

How will you differentiate instruction for individuals or groups of students?

How and when will you know whether the students have achieved the learning target(s)?

Is there anything that you would like me to specifically observe during the lesson?

Teacher’s Signature Date Observer’s/Evaluator’s Signature Date

54

FORMATIVE EVALUATION FORM

Teacher

School


Observer

Date of Conference

Formative 1 Date ___/___/___ Formative 2 Date ___/___/___ Formative 3 Date ___/___/___

For each of the following standards, reflect on the lesson that was observed using the following guiding questions to focus your reflections:

In general, how successful was the lesson? Did the students achieve the learning targets? How do you know, and what will you do for those students who did not?

In addition to the student work witnessed by the observer, what other student work samples, evidence or artifacts assisted you in making your determination for question one?

To what extent did classroom procedures, student conduct, and physical space contribute to or hinder student learning?

Did you depart from your plan? If so, how and why?

If you had an opportunity to teach this lesson again to the same group of students, what would you do differently, and why?

What do you see as the next step(s) in your professional growth for addressing the needs you have identified through personal reflection?

Evaluator’s Formative Observation Ratings must be printed from CIITS and attached:

Teacher’s Signature* Date Observer’s/Evaluator’s Signature Date

*Denotes sharing of results, not necessarily agreement with the formative rating

Ratings Key: “I” – Ineffective; “D” – Developing; “A” Accomplished; & “E” Exemplary

55

SUMMATIVE EVALUATION

Teacher

School


Observer

Date of Conference

Formative 1 Date ___/___/___ Formative 2 Date ___/___/___ Formative 3 Date ___/___/___ Evaluator’s Summative Observation Rating:

Domain 1: Planning and Preparation Rating:

Domain Rating I D A E


Domain 2: The Classroom Environment Rating:


Domain 3: Instruction Rating:


Domain 4: Professional Responsibilities Rating:


COMMENTS

COMMENTS

COMMENTS

COMMENTS

56

Determining the Overall Profession Practice


Teacher’s Signature* Date Observer’s/Evaluator’s Signature Date *Denotes sharing of results, not necessarily agreement with the summative rating. Appeals shall be made to the Director of Personnel within five (5) work days of receipt of this evaluation as described in the Certified Evaluation Handbook.

OVERALL PROFESSIONAL PRACTICE RATING

I D A E

Teacher Comments: ___ Agree with this summative evaluation ___ Disagree with this Summative evaluation ___ Additional statements attached Evaluator Comments:

57

Professional Growth Plan and Summative Cycle- minimum requirements noted

Accomplished or Exemplary THREE YEAR SELF-DIRECTED CYCLE • Goal set by educator with evaluator input • Plan activities are teacher directed and

implemented with colleagues • Formative review annually • Summative occurs at the end of year 3

Developing THREE YEAR SELF-DIRECTED CYCLE • Goals set by educator with evaluator input that

must address two areas in developing rated domains.

• Plan activities designed by educator with evaluator input.

• Formative review annually. Ineffective ONE YEAR DIRECTED GROWTH PLAN

• Goals determined by the evaluator • Goals focused on areas in ineffective rated

domains. • Plan activities designed by evaluator with

educator input. • Formative review at mid-point • Summative at end of plan.

58

STUDENT GROWTH GOAL

STUDENT GROWTH GOAL:

ACTIVITIES

MATERIALS/RESOURCES

TARGET DATE (When will I

implement the activity?)

How has student achievement been impacted?

(Formative Evidence: ongoing reflection)

Plan Developed Teacher Signature Date ___/___/___

Evaluator Signature Date ___/___/___

Plan Mid-term Review Teacher Signature Date ___/___/___


Plan End of Year Review Teacher Signature Date ___/___/___


59

PROFESSIONAL GRWOTH PLAN:

PROFESSIONAL GROWTH PLAN:

ACTIVITIES

MATERIALS/RESOURCES

TARGET DATE (When will I

implement the activity?)

How has student achievement been impacted?

(Formative Evidence: ongoing reflection)

Plan Developed Teacher Signature Date ___/___/___


Plan Mid-term Review Teacher Signature Date ___/___/___


Plan End of Year Review Teacher Signature Date ___/___/___


60


Corrective Action Plan Teacher’s Name__________________________________________ School: _______________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date

Professional Development Stages: OA = Orientation/Awareness (Developing initial knowledge and understanding) PA = Preparation/Application (Developing skills to begin implementation) IM = Implementation/Management (Mastering skills for performing or achieving the identified goals/objectives) RI = Refinement/Innovation (Modifying for more effective application)

Plan Developed Reviewed

Teacher Signature Date ___/___/___




61

Paducah Head Start / Preschool Classroom Environment Checklist

_______________________________ _________________________________ ___/___/___ Signature of IECE Teacher Signature of Supervisor Date

Ref. # Domain Item Yes No Not observed

Comments

EC II, IX Technology 1304.21 (a)(!-5)

EC I, V Lesson Plans Posted/ Complete Skill based Multicultural

1304.21 (c)(2)

EC IV Anecdotal Records/ Assessment Data Up to date Objective records

1304.53 (a)(1)

EC II Classroom Environment Safe/Engaging Functional area

1304.53 (a)(1)

EC I, II, III Appropriate Materials & Equipment Size, cultural, varied levels & disabilities Activities equipment to address physical development

1304.21 (c)(1)(v) (i)

Approaches to Learning EC I,

II, III, VIII

Individualization Art work Lesson plan Tracking Data

1304.21 (c)(1)(iii)

Physical, Health, Dev.

EC II

Health/Nutrition Activities Creative cooking Hand washing Books Tooth brushing Food pictures and puzzles

1304.21 (a)(4)(ii)

Creative Arts EC I

Creative Activities Art/music Other

1304.21 (a)(4)(iii) (a)(4)(iv)

Language, Literacy EC I

Language and Literacy Activities/ Print awareness Print rich environment Phonological Awareness

1304.21 (c)(1)(ii) (a)(5)(ii)

Math EC I

Math/Manipulative Activities Charts, graphs Hands on activities

1304.21 (a)(4)(i)

Science EC I

Science Activities Exploratory Prediction, Cause/effect Activities

1304.21 (a)(4)(iii)

Social & Emotional

Development EC II

Positive Adult/Child Interaction Positive Climate Teacher Sensitivity Regard students perspective

1304.21 (c)(1)(vi) (a)(3)(i)

Social & Emotional

Development EC II

Mental Health Activities Second Step Lesson DECA activities Other

1304.21 (a)(3)(ii)

Social & Emotional

Development EC II

Transition Activities Smooth transitions

1304.21 (a)(3)(i) (c)

Social & Emotional

Development EC II

Behavior Management Classroom discipline (rules posted) Appropriate voice tone Redirection/Pro-active

1304.53 (a)(7) 1304.22 (a)(1-3)

EC II

Safety / Emergency Information Safety drill posted Outlets covered Cleaning supplies

62

PADUCAH INDEPENDENT SCHOOLS IECE Teacher Pre-Observation Form

(To be completed by the teacher and given to the observer at least one day before the classroom observation visits.)

Teacher’s Name

School Year

Content Area/Setting

Date of Scheduled Observation Formative

Number of Students

Number of Students with IEPs & ESL Time (Beginning/Ending)

1. What Early Childhood Standards are you targeting?

4. What are your assessment strategies for the lesson/ activity ___ Portfolio/Work Sample ___ Anecdotal Records ___ Demonstration ___ Checklist ___ Participation Contribution ___ Other (Please describe)

2. Is this review or new learning?

5. Give examples of how you will address individual student differences. (Attach additional sheets if needed). Learning Styles IEP ESL

3. What is your goal or target for this activity?

6. Note any special/unique situations or circumstances of which the observer should be aware.

________________________________ ___/___/___ ________________________________ ___/___/___ IECE Teacher Signature Date Observer Signature Date

63

PADUCAH INDEPENDENT SCHOOL DISTRICT IECE TEACHER FORMATIVE EVALUATION FORM

Descriptive Indicators Teacher Name: ______________________________________________________ Content Area/Grade: ______________

# Teacher/SISI Standards 1. The IECE Educator Designs and Plans Instruction: Overall Standard Rating 1 A Designs for all children developmentally appropriate, comprehensive curriculum, instruction, and learning

outcomes aligned with program, school, district, state, and/or federal goals 1. B Includes assessments that target learning outcomes. 1. C Individualizes curriculum, instruction plans, and assessment strategies for all children. 1. D Plans developmentally appropriate and activity-based instruction.

1. E Plans for effective involvement of team members, including assistants, staff, and volunteers, across learning environments.

1. F Includes knowledge and strategies of multiple disciplines. 2. The IECE Educator Creates & Maintains Environment: Overall Standard Rating 2. A Maintains an emotionally and physically healthy and safe environment. 2. B Creates and maintains consistent routines and schedules that engage children and maximize learning. 2. C Facilitates smooth transitions for children between activities. 2. D Creates and maintains individually appropriate activity-based learning environments. 2. E Adapts environments to support children with special needs and disabilities. 2. F Creates and maintains culturally responsive environments to support all children and families. 3. The IECE Educator Implements Instruction: Overall Standard Rating 3. A Implements developmentally appropriate comprehensive curriculum and instruction aligned with program,

school, district, and/or state goals. 3. B Implements instructional strategies that meet the individual needs of each child. 3. C Engages children in a variety of child-initiated and teacher-facilitated developmentally appropriate activities. 3. D Provides guidance, cues, and feedback to children to foster self-management and learning. 3. E Implements culturally responsive learning experiences to support children and their families. 3. F Implements and supports family-centered activities that reflect each family’s resources, priorities, and concerns. 3. G Involves team members in instructional activities. 4. The IECE Educator Assess & Communicates Learning Results: Overall Standard Rating 4. A Uses systematic process to assess and record children’s ongoing developmental progress. 4. B Bases assessment strategies on developmentally appropriate learning outcomes and aligns strategies with the

program curriculum and appropriate standards. 4. C Plans and implements assessment strategies that are responsive to teaching and learning context including

families’ cultures, and that address children’s unique and/or special learning needs. 4.D Plans and implements assessment strategies that invite active involvement of appropriate partners, including

team members and children’s families. 4.E Accurately interprets the data and validity of assessment results and communicates results to appropriate

partners, including families, in terms they easily understand. 4.F Uses assessment results to design appropriate instruction. 5. The IECE educator Reflects on and Evaluates Professional Practices: Overall Standard Rating 5. A Uses data to reflect on and evaluate instructional practice. 5. C Uses data to identify areas for professional growth. 5. D Analyzes the involvement and effectiveness of team members’ instruction. *5.1d Students are provided with a variety of opportunities to receive additional assistance to support their learning

beyond the initial classroom instruction. *5.1e The teacher maintains an accurate student record system that provides timely information pertinent to the

student’s academic and educational development.

64

6. The IECE Educator Collaborates With Colleagues/Families/others: Overall Standard Rating # Teacher/SISI Standards 6.A Participates as an member and demonstrates appropriate interpersonal skills to support collaboration in early

childhood settings. 6. B Demonstrates effective methods of communication that value the role, skills, input, and expertise of families,

colleagues, and others. 6.C Collaborates with families to promote child development and transition through information sharing, joint

decision making, and program planning. 6.D Collaborates with team members to promote child development and transition through sharing information,

joint decision making, and program planning, including IEP/IFSP development. 6.E Collaborates with community members and agencies to provide resources to promote child development and

learning. 6. F Articulates individual outcomes and unique needs for each child to staff and volunteers. 6. G Provides ongoing, constructive feedback to team members on professional practices. 6. H Uses adult learning principles in collaboration with team members. 7. The IECE Educator Engages In Professional Development: Overall Standard Rating 7.A Assesses his/her professional performance level relative to Kentucky’s IECE Teacher Standards. 7.B Identifies priority of own professional development needs. 7. C Designs a plan to address professional growth needs for all priority areas. 7.D Engages in ongoing activities (i.e.: participation in professional organizations, seeking expertise from multiple

sources, and using applied research). 7. E Shows evidence of professional growth resulting from the implementation of the plan. 7. F Applies professional ethics, practice, and legal mandates in early childhood settings. 8. The IECE Educator Supports Families: Overall Standard Rating 8.A Assists families in articulating resources, priorities, and concerns 8.B Individualizes interactions and activities that demonstrate sensitivity to characteristics of each child’s family and

community. 8.C Facilitates communication of legal procedural, and program related information to families using appropriate

methods of communication (i.e. in jargon-free native language, or through an interpreter). 8.D Applies adult learning principles in family education activities. 8.E Respects and provides on-going support for the family’s preferred level of educational activities. 9. The IECE Educator Demonstrates The Implementation Of Technology: Overall Standard Rating 9.A Uses multiple technology applications to support child learning. 9.B Selects appropriate technology to enhance instruction. 9.C Engages children in their use of technology to meet their learning needs and interests. 9.D Uses technology to meet special needs of children. 9.E Demonstrates ethical and legal use of technology disciplines. 10. The IECE Educator Provides Leadership Within School/Community/Profession: Overall Standard Rating 10.A Identify leadership opportunities that enhance child learning and/or professional environment of the

school/community. 10.B Develop a plan for engaging in leadership activities. 10.C Implement a plan for engaging in leadership activities. 10.D Analyze data to evaluate the results of planned and executed leadership efforts. *4.2 There is evidence the teacher exhibits promptness, participation and professionalism in all school related

endeavors.

65

PADUCAH INDEPENDENT SCHOOL DISTRICT IECE TEACHER FORMATIVE EVALUATION SUMMARY FORM

Formative 1 Date: ___/___/___ Formative 2 Date: ___/___/___ Formative 3 Date: ___/___/___ Teacher Name: ______________________________________________________ Content Area/Grade: ______________

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

# Teacher Standards with Embedded SISI standards

Mee

ts

Gro

wth

N

eede

d

*Uns

atis

- fa

ctor

y

COMMENTS Refer to specific indicators

1. The IECE educator designs & plans instruction.

2. The IECE educator creates & maintains environment.

3. The IECE educator implements instruction. 4. The IECE educator assesses & communications

learning results.

5. The IECE educator reflects on and evaluates professional practices.

6. The IECE educator collaborates with colleagues/families/others.

7. The IECE educator engages in professional development.

8. The IECE educator supports families. 9. The IECE educator demonstrates the implementation

of technology.

10. Provides Leadership within School/ Community/ Profession

Overall Rating *A rating of unsatisfactory on any indicator requires a corrective action plan. Teacher Comments: ___ Agree with this formative evaluation ___ Disagree with this formative evaluation ___ Additional statements attached. Teacher Signature

Date: ___/___/___

Evaluator Comments: Evaluator Signature

Date: ___/___/___

Employment Recommendation to Central Office: ____ Meets teacher standards for re-employment Teacher Initials/Date ____ ___/___/___ ____ Does not meet teacher standards for re-employment Evaluator Initials/Date ____ ___/___/___

66

Paducah Public Schools Professional Growth Plan IECE Teacher’s Name____________________________________ School: _______________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Expected Impact Completion

Date







67


Corrective Action Plan IECE Teacher’s Name_____________________________________ School: _______________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date







68

PADUCAH INDEPENDENT SCHOOLS

IECE TEACHER SUMMATIVE EVALUATION

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

IECE Teacher_______________________________ Tenured ___ Non-tenured ___ Date ___/___/___ Content Area/Grade _______________________ School/Work Site ______________________ Dates of Observations: 1____________ 2______________ 3_____________ 4_______________

Dates of Conferences: 1____________ 2______________ 3_____________ 4_______________

Teacher Standards with Embedded SISI standards Meets Does Not Meet*

COMMENTS

1. The IECE educator designs & plans instruction.

2. The IECE educator creates & maintains environment.

3. The IECE educator implements instruction. 4. The IECE educator assesses * communicates learning results. 5. The IECE educator reflects on and evaluates professional practices. 6. The IECE educator collaborates with colleagues/families/others. 7. The IECE educator engages in professional development. 8. The IECE educator supports families. 9. The IECE educator demonstrates the implementation of technology 10. Provides Leadership within School/Community/Profession Overall Rating

*Any rating in the “Does not meet” column requires a Corrective Action Plan (CAP). 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 district’s evaluation plan (See pages 9-12).

IECE Teacher Comments: ___ Agree with this summative evaluation ___ Disagree with this summative evaluation ___ Additional statements attached. IECE Teacher Signature

Date: ___/___/___


Date: ___/___/___

Employment Recommendation to Central Office: ____ Meets teacher standards for re-employment IECE Teacher Initials/Date____ ___/___/___ ____ Does not meet teacher standards for re-employment Evaluator Initials/Date ____ ___/___/___

69

PADUCAH PUBLIC SCHOOLS LIBRARY/MEDIA SPECIALIST PRE-OBSERVATION CONFERENCE FORM

LMS discusses content with the administrator prior to the scheduled observation.

Librarian _____________________________ School ______________________

Observation Date/Time/Period_________________________

Library Media/SISI Standards STANDARD ONE: DEMONSTRATES PROFICIENCY IN THE MANAGEMENT and ADMINISTRATION OF THE LIBRARY MEDIA CENTER 1.1 Plans long-range goals of the library media center program with faculty, administration, and students. 1.2 Plans the budget with the administration, school-based councils and/or advisory committees, based on the needs and objectives of the library media center program. 1.3 Administers the budget according to the goals and objectives of the program. 1.4 Meets periodically with the principal/SBDM council to evaluate and discuss short-range goals and accomplishments for improving the library media center. 1.5 Develops library media center policies, e.g. materials selection, collection development, circulation, challenged materials, copyright, and technology. 1.6 Administers a library media program that utilizes flexible access. 1.7 Develops plans for maintaining a technologically current facility and program. 1.8 Organizes, classifies, and catalogs library materials, following nationally recognized professional standards, such as latest edition Dewey or Library of Congress, MARC format. 1.9 Solicits suggestions from and communicates with faculty and students about services, materials, programs, and facilities. 1.10 Evaluates programs, services, facilities, and materials informally and formally on a continuous basis -- identifying strengths and weaknesses. 1.11 Organizes and maintains the library media center as a functional, attractive, safe, and orderly environment for optimal use by students and faculty. 1.12 Publicizes the library media center programs, services, and materials through newsletters, announcements, and other innovative ways. 1.13 Is responsible for the proper use of the facility, materials, and equipment. 1.14 May plan and/or participate in special projects or proposals, e.g. book fairs. 1.15 Trains and supervises library media center clerical staff, volunteers, and student helpers.

STANDARD TWO: PROVIDES EXEMPLARY RESOURCES THROUGH COLLECTION DEVELOPMENT 2.1 Follows the district approved selection policy which includes a procedure for the reconsideration of materials. 2.2 Possesses broad knowledge of the school curriculum and plans with teachers and administration for development of collection of materials to support the curriculum. 2.3 Chooses materials using selection tools, bibliographies, periodical reviews, workshop and professional judgment recommendations. 2.4 Maintains a professional collection. 2.5 Demonstrates competency in selection, acquisition, circulation, and maintenance of materials, technology, and equipment which support the school's curriculum and educational philosophy. 2.6 Keeps an automated catalog current. 2.7 Maintains statistical records and backup needed to verify collection of the library media center holdings. 2.8 Makes general repairs, weeds collection, and takes annual inventory. STANDARD THREE: PROVIDES EFFECTIVE LIBRARY MEDIA SERVICES 3.1 Exercises a leadership role and serves as a catalyst in ensuring the library media center is central to the instructional program of the school. 3.2 Maintains flexible use of the library media center by individuals, small groups, and large groups for research, browsing, recreational reading, and listening. 3.3 Participates as a member of the instructional team(s) in curriculum development projects and plans regularly with teachers.

70

Library Media/SISI Standards 3.4 Provides the leadership and expertise for the incorporation of information and instructional technologies into the school curriculum 3.5 Provides training to staff in use of new materials, technology, and equipment, demonstrating practical applications for curriculum connections. 3.6 Supports classroom teachers as a consultant in the development of instructional units, activities, and curriculum with print and non-print materials. 3.7 Assists faculty in the selection of materials to supplement classroom instruction. 3.8 Establishes positive rapport with staff and students. 3.9 Makes the library media center and its resources accessible to students and faculty. 3.10 Provides orientation to the library for new faculty and students. 3.11 Maintains effective communication with staff and students, e.g. informs faculty and students of new acquisitions and services. 3.12 Facilitates the circulation of materials among schools in the district or with other agencies. 3.13 Is available as a personal resource for all students and faculty. 3.14 Provides the resources and promotes recreational reading for the school community. *2.1a Classroom assessments of student learning are frequent, rigorous, and aligned with curriculum. *2.1b The librarian collaborates in the design of authentic assessment tasks aligned with core content subject matter. *2.1c Students can articulate the academic expectations in each class and know what is required to be proficient. *2.1d Test scores are used to identify curriculum gaps. *2.1e Multiple assessments are specifically designed to provide meaningful feedback on student learning for instructional purposes. *2.1f Performance standards are clearly communicated, evident in the classroom and observable in student work. *2.1h Samples of student work are analyzed to improve instruction, revise curriculum and pedagogy, and obtain information on student progress. *3.1a There is evidence that effective and varied instructional strategies are used in the library. *3.1b Instructional strategies and learning activities are aligned with the district, school, and state learning goals and assessment expectations for student learning. *3.1c Instructional strategies and activities are consistently monitored and aligned with the changing needs of a diverse student population to ensure various learning approaches and learning styles are addressed. *3.1d The librarian demonstrates the content knowledge necessary to challenge and motivate students to high levels of learning. *3.1e There is evidence that teacher incorporates the use of technology in the classroom. *3.1g The librarian examines and discusses student work collaboratively and uses this information to improve their practices. *3.1h There is evidence that homework is frequent and monitored and tied to instructional practice. *5.1d Students are provided with a variety of opportunities to receive additional assistance to support their learning beyond the initial classroom instruction. *5.1e The librarian maintains an accurate student record system that provides timely information pertinent to the student’s academic and educational development. STANDARD FOUR: ENABLES STUDENTS TO BECOME EFFECTIVE INFORMATION USERS 4.1 Plans and implements a library media center program of library information literacy in collaboration with classroom teachers toward the achievement of the goals of KERA and the academic expectations. 4.2 Informally evaluates individual and group needs and provides appropriate learning experiences. 4.3 Creates a climate conducive to learning in which students display initiative and assume a personal responsibility for learning and conduct. 4.4 Provides for independent and cooperative group learning. 4.5 Guides students in the selection of appropriate resources. 4.6 Helps students to develop habits of independent reference work and to develop literacy in the use of reference materials in relation to planned assignments. 4.7 Promotes appreciation of various forms of literature emphasizing the highest quality. 4.8 Encourages students to develop lifelong reading, listening, viewing, and critical thinking skills and to become skilled in all modes of communication. 4.9 Incorporates the use of technology in accessing information. 4.10 Assists students in the use of multi-media for completed projects.

71

Library Media/SISI Standards *4.1c The librarian holds high expectations academically and behaviorally, and this is evidenced in practice. *4.1e The librarian recognizes and accepts his/her professional role in student success and failure. *4.1g Teacher communicates regularly with families about individual student progress (e.g., engage through conversation) *4.1hThere is evidence that the teacher cares about students and inspires their best efforts. *4.1j There is evidence the teacher highly values and publicly celebrates student achievements. *4.2 There is evidence the teacher exhibits promptness, participation and professionalism in all school related endeavors. *8.1dThere is evidence that the teacher makes efficient use of instructional time and resources to maximize student learning. *8.1eTeacher promotes vertical and horizontal team planning across content areas and grade configuration that is focused on the goals, objectives and strategies in the improvement plan. STANDARD FIVE: ASSUMES RESPONSIBILITY FOR PROFESSIONAL GROWTH PRACTICES 5.1 Follows the school's policies and procedures. 5.2 Promotes compliance with the copyright law. 5.3 Handles concerns of others in a positive and professional manner in order to protect the users' rights to privacy and confidentiality. 5.4 Attends local professional growth activities and meetings. 5.5 Demonstrates commitment by belonging to professional library organizations and attending the meetings, workshops, conferences, and other activities related to the field. *6.1e Participates in professional growth activities that are on-going, job embedded, and are directly connected to improving student achievement. *6.2c The librarian uses the employee evaluations to develop an effective professional growth plan to improve student proficiency. 9.1 Self assesses performance relative to Kentucky’s Teacher Standards. *9.1a Collaborates and works with peers in the development and implementation of the Comprehensive School Improvement Plan (CSIP) 9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues. 9.3 Designs a professional growth plan that addresses identified priorities. 9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning. 10.5 Perform responsibilities related to assignment, including, attendance and punctuality and evaluating results. 10.7 Adhere to the professional code of ethics (16 KAR 1:020).

72

PADUCAH PUBLIC SCHOOLS LIBRARY/MEDIA SPECIALIST FORMATIVE EVALUATION SUMMARY FORM

Formative 1 Date: ___/___/___ Formative 2 Date: ___/___/___ Formative 3 Date: ___/___/___ Librarian _____________________________ School ______________________ LIBRARIAN MEDIA STANDARDS with SISI STANDARDS

Mee

ts

Gro

wth

N

eede

d

Uns

atis

- fa

ctor

y

Comments

1 DEMONSTRATES PROFICIENCY IN THE MANAGEMENT and ADMINISTRATION OF THE LIBRARY MEDIA CENTER

2 PROVIDES EXEMPLARY RESOURCES THROUGH COLLECTION DEVELOPMENT

3 PROVIDES EFFECTIVE LIBRARY MEDIA SERVICES 4 ENABLES STUDENTS TO BECOME EFFECTIVE INFORMATION

USERS

5 ASSUMES RESPONSIBILITY FOR PROFESSIONAL GROWTH PRACTICES

Comments *A rating of unsatisfactory on any indicator requires a corrective action plan. Librarian ___ Agree with this formative evaluation ___ Disagree with this formative evaluation ___ Additional statements attached. Librarian ‘s Signature

Date: ___/___/___


Date: ___/___/___

73

Paducah Public Schools Professional Growth Plan Librarian’s Name_____________________________________ School: _______________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date


Plan Developed Reviewed Librarian’s Signature Date ___/___/___

Librarian’s Signature Date ___/___/___



74


Corrective Action Plan Librarian’s Name_____________________________________ School: _______________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date


Plan Developed Reviewed Librarian’s Signature Date ___/___/___

Librarian’s Signature Date ___/___/___



75

PADUCAH PUBLIC SCHOOLS LIBRARIAN SUMMATIVE EVALUATION FORM

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

Librarian _______________________________ Tenured ___ Non-tenured ___ Date ___/___/___ School/Work Site ______________________ Dates of Observations: 1____________ 2______________ 3_____________ 4_______________

Dates of Conferences: 1____________ 2______________ 3_____________ 4_______________

Librarian Standards with Embedded SISI Standards

Mee

ts

Doe

s Not

M

eet*

COMMENTS

1 DEMONSTRATES PROFICIENCY IN THE MANAGEMENT and ADMINISTRATION OF THE LIBRARY MEDIA CENTER

2 PROVIDES EXEMPLARY RESOURCES THROUGH COLLECTION DEVELOPMENT

3 PROVIDES EFFECTIVE LIBRARY MEDIA SERVICES 4 ENABLES STUDENTS TO BECOME EFFECTIVE INFORMATION USERS 5 ASSUMES RESPONSIBILITY FOR PROFESSIONAL GROWTH PRACTICES Overall Rating

*Any rating in the “Does not meet” column requires a Corrective Action Plan (CAP). 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 district’s evaluation plan (See pages 9-12).

Librarian Comments: ___ Agree with this summative evaluation ___ Disagree with this summative evaluation ___ Additional statements attached. Librarian Signature

Date: ___/___/___


Date: ___/___/___

Employment Recommendation to Central Office: ____ Meets librarian standards for re-employment Librarian Initials/Date _____ ___/___/___ ____ Does not meet teacher standards for re-employment Evaluator Initials/Date _____ __/__/___

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ADMINISTRATOR FLOW CHART

Pre-evaluation Conference (With the employee, no form) Review criteria for the formative evaluation within 30 days of employment or the start of school

Review student growth goals and growth plan or corrective action plan

Observation of the administrator An on-going activity throughout the year

Analysis of Data Review observation data

Collect and review data from all pertinent sources in order to complete the Formative Evaluation (walkthroughs, commendations, committee work, etc.) Identify areas of strength, areas requiring improvement

Complete the Formative Evaluation Form Plan formative conference

Formative Conference (With the employee) Recommended to occur before end of first semester

Review information collected Review and sign the Formative Evaluation Form

Review progress of student growth goals and professional growth plan or corrective action plan Identify areas of strength

Identify areas requiring improvement Identify types of assistance needed

Agree upon revisions to or a new growth plan or corrective action plan Complete and sign the student growth goals and professional growth plan or corrective action plan

Summative Evaluation Conference With the employee to be completed no later than April 14 Review all pertinent data and summative evaluation form

Update the growth plan or corrective action plan

Follow up Schedule next steps

Monitor formative evaluation and growth plan or corrective action plan throughout the year

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Paducah Public Schools Psychometrist’s Annual Evaluation

Psychometrist: __________________________________ Date: ___/___/____

ISLLC Standards 1.0 Vision: An education leader promotes the success of every student by facilitating the development,

articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

1.d Promote continuous and sustainable improvement 2.0 School Culture and Learning: An education leader promotes the success of every student by advocating,

Leadership/ISLLC Standards Performance

1.0 Psychological Services 1.1 Participates in establishing priorities for the delivery of evaluation services. 1.2 Maintains records of services requested and delivered. 1.3 Interprets educational policies, programs and procedures related to evaluation services. 1.4 Explains roles and responsibilities of school psychometrist to students. 1.5 Works with school personnel to accomplish identified program goals and objectives. 1.6 Applies psychological research data to the development and evaluation of educational programs and

services. 1.7 Utilizes school and community resources to maximize program effectiveness. 2.0 Program Management and Leadership 2.2 Promotes the use of school and community resources as additional means of accomplishing assessment

goals. 2.3 Assists in the screening of students possibly in need of more comprehensive assessment. 2.4 Applies psychological and psycho-educational assessment techniques as planned. 2.5 Applies diagnostic assessment within specific areas of deficiency to aid in instructional planning. 2.6 Implements intervention procedures with individuals and groups. 2.7 Applies local, state, and federal laws, policies and regulations to the delivery of school evaluation services. 2.8 Formulates educational recommendations and interventions consistent with assessment data. 2.9 Contributes to the development and evaluation of instructional programs as planned. 2.10 Plans or assists in the planning of evaluation professional development training, education and

psychological programs for students, staff, and parents. 5.1.a Families and the community are active partners in the educational process and work together with the

district staff to promote programs and services for all students. 3.0 Interpersonal Relationships 3.1 Demonstrates positive collaborative relationships with students, staff, administrators, parents and

community members. 4.0 Professional Responsibilities 4.0a Adheres to the professional code of ethics (16 KAR 1:020) 4.1

There is evidence the administrator exhibits promptness, participation & professionalism in all school-related endeavors.

4.2 6.1c

Participates in professional development activities to continually upgrade skills and knowledge. Completes and fulfills the individual professional growth plans

4.3 Makes studies of new practices and techniques for improving and keeping records. 4.4 Attends meetings and other school related programs as necessary and appropriate. 4.5 Develops and implements activities that are designed to utilize the goals of the school district. 5.0 Demonstrates The Implementation Of Technology 5.0a Uses available technology to communicate, record and track data, present information in multi-media

formats, complete paperwork requirements, etc. 6.6* Demonstrates ethical and legal use of technology.

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nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

2.a Nurture and sustain a culture of collaboration, trust, learning, and high expectations Psychometrist’s Evaluation SISI/ ISLLC Standards Cont’d. 3.0 Management: An education leader promotes the success of every student by ensuring management of the

organization, operation, and resources for a safe, efficient, and effective learning environment. 3.c Promote and protect the welfare and safety of students and staff 4.0 Collaboration 4.a Collect and analyze data and information pertinent to the educational environment 4.b Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual

resources 4.c Build and sustain positive relationships with families and caregivers 4.d Build and sustain productive relationships with community partners 5.0 Integrity, Fairness, Ethics: An education leader promotes the success of every student by acting with

integrity, fairness, and in an ethical manner. 6.0 Political, Economic, Legal: An education leader promotes the success of every student by understanding,

responding to, and influencing the political, social, economic, legal, and cultural context. 6.a Advocate for children, families, and caregivers 6.b Act to influence local, district, state, and national decisions affecting student learning 6.c Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

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Paducah Public Schools PSYCHOMETRIST’S ANNUAL EVALUATION

Dates: Formative ___/___/___ Summative ___/___/___

(This summarizes all the evaluation data including formative data, products and performances, portfolio materials,

professional development activities, conferences, work samples, reports developed, and other documentation.)

Leadership/ISLLC Standards

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Leadership

1 Psychological Services 2 Program Management and Leadership 3 Interpersonal Relationships 4 Professional Responsibilities 5 Demonstrates The Implementation Of Technology ISLLC Standards for School Leadership 1 ISLLC 1: Vision 2 ISLLC 2: School Culture and Learning 3 ISLLC 3: Management 4 ISLLC 4: Collaboration 5 ISLLC 5: Integrity, Fairness, Ethics 6 ISLLC 6: Political, Economic, Legal Comments Psychometrist ___ Agree with this formative/summative evaluation (Circle one) ___ Disagree with this formative/summative evaluation (Circle one) ___ Other statements attached Psychometrist’s Signature: _______________________________________ Date: ___/___/___ Superintendent’s Signature:__________________________________________________ Date: ___/___/___

Employment Recommendation: ____ Meets administrator standards for re-employment Psychometrist’s Initials/Date ___/___/___ ____ Does not meet administrator standards for re-employment Supt.’s Initials/Date ___/___/___

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Paducah Public Schools Professional Growth Plan Psychometrist’s Name___________________________________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Expected Impact Completion

Date *


Plan Developed Reviewed on

Psychometrist’s Signature Date___/___/___


Superintendent’s Signature Date___/___/___


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Corrective Action Plan Psychometrist’s Name___________________________________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date *







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Paducah Public Schools Counselor’s Annual Evaluation

Counselor_____________________________ School ______________________Date: ___/___/___

Counselor’s Evaluation SISI/ISSLC Standards SISI STANDARD 1. Curriculum 1.1.d The counselor participates in vertical communication with an intentional focus on key curriculum transition points

within grade configurations (e.g. from preschool to kindergarten, primary to intermediate, intermediate to middle and middle to high).

1.1.e The school guidance curriculum provides specific links to continuing education, life, and career opportunities. 1.1.f The counselor has a systematic process for monitoring, evaluating, and reviewing the guidance curriculum. 1.1.g The counselor provides access to a common academic core curriculum for all students. SISI Standard 2: Evaluation/Assessment 2.1.d. The counselor uses test scores to identify gaps. 2.1.g. The counselor assists as directed by the principal in the implementation of the state – required Assessment and

Accountability Program coordinated by school and district leadership. SISI Standard 3: Instruction 3.1.b. Instructional learning activities taught or organized by the counselor concerned with social skills, job preparedness,

etc. are aligned with the district, school, and state learning goals and assessment expectations for student learning.

SISI STANDARD 4: School Climate 4.1.a. The counselor supports a safe, orderly, and equitable learning environment (e.g., culture audits, school opinion

surveys). 4.1.b. The counselor fosters the belief that all children can learn at high levels to motivate staff to produce continuous

improvement in student learning. 4.1.c The counselor holds high expectations for all students academically and behaviorally, and this is evidenced in

practice. 4.1.d. The counselor is involved in both formal and informal decision-making process regarding teaching and learning. 4.1.e. The counselor recognizes and accepts their professional role in student success and failure. 4.1.g. The counselor communicates regularly with families about individual students’ progress (e.g., engage through

conversation). 4.1.h. There is evidence that the counselor cares about students and inspires their best efforts. 4.1.i. Multiple communication strategies and contexts are used for the dissemination of information to all stakeholders. 4.1.k. The counselor supports the school/district in providing support for the physical, cultural, socioeconomic, and

intellectual needs of all students, which reflects a commitment to equity and an appreciation of diversity. 4.2 There is evidence the counselor exhibits promptness, participation and professionalism in all school related

endeavors. SISI STANDARD 5. Families and Community Groups 5.1.a. Families and the communities are active partners in the educational process and work together with the

school/district staff to promote programs and services for all students. 5.1.b. The counselor works with the structures that are in place to ensure that all students have access to all the

curriculum (e.g., school guidance, FRYSC’S, ESS). 5.1.c. The counselor assists the school/district to provide organizational structures and support instructional practices to

reduce barriers to learning. 5.1.d. The counselor provides students with a variety of opportunities to receive additional assistance to support their

learning, beyond the initial classroom instruction. 5.1.e. The counselor maintains an accurate student records system that provides timely information pertinent to the

student’s academic and educational development. SISI STANDARD 6: Professional Development 6.1.a The counselor participates in long-term professional growth. This includes both instructional and leadership

growth.

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Counselor Standards (Continued) 6.1.b The counselor has an intentional plan for building instructional capacity through on-going professional development. 6.1.c The counselor’s professional development priorities are set in alignment with goals for student performance. 9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional

effectiveness and student learning. Teacher Standard 6: Demonstrates The Implementation Of Technology Uses available technology to communicate, record and track data, present information in multi-media formats,

complete paperwork requirements, etc. 6.6 Demonstrates ethical and legal use of technology. SISI STANDARD 7: Leadership 7.0a The counselor adheres to the professional code of ethics. (16 KAR 1:020) 7.1.a The counselor has worked with leadership to develop and sustain a shared vision. 7.1.d There is evidence that the counselor works with the school/district leadership team to disaggregate/interpret data in

meeting the needs of a diverse population, communicates the information to school staff and incorporates the data systematically into the school’s CSIP and guidance plan.

8.2.d The counselor utilizes local, state and federal program resources to address student needs identified by the school/district.

10.6 Perform duties consistent with school, community goals and administrative regulations. SISI STANDARD 8: Organizational Structure and Resources 8.1a There is evidence that the counselor’s office is organized to maximize use of all available resources to support high

student performance. SISI STANDARD 9: Comprehensive and Effective Planning *9.1a

Collaborates and works with peers in the development and implementation of the Comprehensive School Improvement Plan (CSIP)

9.2.a There is evidence the counselor works with the school/district planning process. 9.6.d The counselor works to sustain the commitment to continuous improvement. 10.5 Perform responsibilities related to assignment, including, attendance and punctuality and evaluating results. ISLLC Standards

1.0 Vision: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

1.d Promote continuous and sustainable improvement

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

2.a Nurture and sustain a culture of collaboration, trust, learning, and high expectations

3.0 Management: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

3.c Promote and protect the welfare and safety of students and staff. 4.a Collect and analyze data and information pertinent to the educational environment. 4.b Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources. 4.c Build and sustain positive relationships with families and caregivers. 4.d Build and sustain productive relationships with community partners. 5.0 Integrity, Fairness, Ethics: An education leader promotes the success of every student by acting with integrity,

fairness, and in an ethical manner. 6.0 Political, Economic, Legal: An education leader promotes the success of every student by understanding, responding

to, and influencing the political, social, economic, legal, and cultural context. 6.a Advocate for children, families, and caregivers. 6.b Act to influence local, district, state, and national decisions affecting student learning 6.c Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

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Paducah Public Schools Counselor’s Annual Evaluation Summary

Formative___/___/___Summative ___/___/___

Counselor________________________________ School __________________________________

SISI/ISLLC Standards

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Comments

SISI Standard 1. Curriculum

SISI Standard 2: Evaluation Assessment

SISI Standard 3: Instruction

SISI Standard 4: School Climate

SISI Standard 5. Families and community groups

SISI Standard 6: Professional Development

SISI Standard 7: Leadership

SISI STANDARD 8: Organizational Structure and Resources

SISI Standard 9. Comprehensive and Effective Planning

ISLLC Standards for School Leadership 1 ISLLC 1: Vision

2 ISLLC 2: School Culture and Learning

3 ISLLC 3: Management

4 ISLLC 4: Collaboration

5 ISLLC 5: Integrity, Fairness, Ethics

6 ISLLC 6: Political, Economic, Legal

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COMMENTS A rating of unsatisfactory on any indicator requires a corrective action plan. Counselor: ___ Agree with this formative/summative evaluation (Circle one) ___ Disagree with this formative/summative evaluation (Circle one) ___ Other statements attached Counselor’s Signature Date: ___/___/___ Evaluator: Evaluator’s Signature Date: ___/___/___ Employment Recommendation to Central Office: ___ Meets administrator standards for re-employment Initial/Date: ____ ___/___/___ ___ Does not meet administrator standards for re-employment Initial/Date: ____ ___/___/___

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Paducah Independent School District Professional Growth Plan Counselor’s Name________________________ School: _________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Expected Impact Completion

Date


Plan Developed Reviewed Counselor’s Signature Date: ___/___/___

Counselor’s Signature Date: ___/___/___

Evaluator’s Signature Date: ___/___/___

Evaluator’s Signature Date: ___/___/___

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Paducah Independent School District

Corrective Action Plan Counselor’s Name________________________ School: _________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date


Plan Developed Reviewed Counselor’s Signature Date: ___/___/___

Counselor’s Signature Date: ___/___/___

Evaluator’s Signature Date: ___/___/___ Evaluator’s Signature Date: ___/___/___

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Paducah Independent School District Coordinator of Federal/State Programs Evaluation Indicators


1.0 CURRICULUM 1.1e The coordinator participates in discussions between schools in the district in order to eliminate unnecessary overlaps and

close gaps (P-12).

1.1.d There is evidence of vertical communication with an intentional focus on key curriculum transition points within grade configurations (e.g., from primary to middle and middle to high).

1.1.f The coordinator participates in systematic monitoring, evaluating, and reviewing the curriculum as required in area of expertise.

2.0 CLASSROOM EVALUATION/ASSESSMENT 2.1.g Assists as directed in implementation of the state-required Assessment and Accountability Program is coordinated by school

and district leadership. 3.0 INSTRUCTION 3.1.a Assists as directed in monitoring that effective and varied instructional strategies are used in all classrooms. 3.1.c Assists in monitoring that instructional strategies and activities are consistently monitored and aligned with the changing

needs of a diverse student population to ensure various learning approaches and learning styles are addressed. 3.1.g Assists schools as they examine and discuss student work collaboratively and use this information to inform their practice. 4.0 SCHOOL CULTURE 4.1.b The coordinator fosters the belief that all children can learn at high levels in order to motivate staff to produce continuous

improvement in student learning. 4.1.c The coordinator holds high expectations for all students academically and behaviorally, and this is evidenced in their

practice. 4.1.h The coordinator cares about students and inspire their best efforts. 4.1.i The coordinator uses multiple communication strategies and contexts are used for the dissemination of information to all

stakeholders. 4.1.k The coordinator provides support for the physical, cultural, socio-economic, and intellectual needs of all students, which

reflect a commitment to equity and an appreciation of diversity. 4.2 There is evidence the coordinator exhibits promptness, participation & professionalism in all school-related endeavors. 5.0 STUDENT, FAMILY AND COMMUNITY SUPPORT 5.1.a The coordinator involves families and the community as active partners in the educational process and works to promote

programs and services for all students. 5.1.b The coordinator ensures that structures are in place for all students to have access to all of the curricula in areas assigned to

the coordinator. (e.g., school guidance, FRYSC’s, ESS). 5.1.c The coordinator provides organizational structures and supports instructional practices to reduce barriers in learning. 5.1.e The coordinator, in assigned areas, monitors to assure that schools maintain an accurate student record system that

provides timely information pertinent to the student’s academic and educational development. 6.0 PROFESSIONAL GROWTH, DEVELOPMENT, AND EVALUATION 6.1.a The coordinator fulfills a professional growth and development program. This includes both instructional and leadership

growth. 6.1.d The coordinator assists schools in assigning resources for school staff development activities. 9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional

effectiveness and student learning. 7.0 LEADERSHIP 6.0 Uses available technology to communicate, record and track data, present information in multi-media formats, complete

paperwork requirements, etc. 6.6 Demonstrates ethical and legal use of technology. 7.0 Adheres to the professional code of ethics. (16 KAR 1:020) SISI/ISLLC Standards

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7.1.a The coordinator has participated in developing and sustaining a shared vision. 7.1.d There is evidence that the coordinator as part of the school/district leadership team analyzes disaggregated data for use in

meeting the needs of a diverse population, communicates the information to school staff and incorporates the data systematically into the school’s/district’s plan.

7.1.e The coordinator assists schools in securing for staff access to curriculum related materials and the training necessary to use curricular and data resources relating to the learning goals for Kentucky public schools.

7.1.f The coordinator advises schools in use of time that is protected and allocated to focus on curricular and instructional issues according to federal or state requirements of the grants involved.

7.1.g Coordinators assist schools as they plan and allocate resources, monitor progress, provide organizational infrastructure, and remove barriers in order to sustain continuous school improvement.

8.0 ORGANIZATIONAL STRUCTURE AND RESOURCES 8.1.a The coordinator helps the school to maximize use of all available resources from the federal/state grants assigned to

support high student and staff performance. 9.0 COMPREHENSIVE AND EFFECTIVE PLANNING 9.1.a The coordinator is part of a collaborative process is used to develop the vision, belief statements, mission, and goals that

engage the school community as a community of learners. 9.6.a The Comprehensive District Improvement Plan is implemented as developed. The coordinator assists in monitoring for

school/district comprehensive plan implementation. ISLLC Standards 1.0 Vision: An education leader promotes the success of every student by facilitating the development, articulation,

implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

1.b Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning. 1.d Promote continuous and sustainable improvement. 1.e Monitor and evaluate progress of the assigned programs and revise plans. 2.0 School Culture and Learning: An education leader promotes the success of every student by advocating, nurturing, and

sustaining a school culture and instructional program conducive to student learning and staff professional growth. 2.a Nurture and sustain a culture of collaboration, trust, learning, and high expectations 2.h Promote the use of the most effective and appropriate technologies to support teaching and learning. 3.0 Management: An education leader promotes the success of every student by ensuring management of the organization,

operation, and resources for a safe, efficient, and effective learning environment.

4.0 Collaboration: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

4.a Collect and analyze data and information pertinent to the educational environment. 4.b Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources. 4.c Build and sustain positive relationships with families and caregivers. 4.d Build and sustain productive relationships with community partners. 5.0 Integrity, Fairness, Ethics: An education leader promotes the success of every student by acting with integrity, fairness, and

in an ethical manner. 5.b Model principles of self-awareness, reflective practice, transparency, and ethical behavior. 5.c Safeguard the values of democracy, equity, and diversity. 5.d Consider and evaluate the potential moral and legal consequences of decision-making. 5.e Promote social justice and ensure that individual student needs inform all aspects of schooling. 6.0 Political, Economic, Legal: An education leader promotes the success of every student by understanding, responding to, and

influencing the political, social, economic, legal, and cultural context. 6.a Advocate for children, families, and caregivers. 6.b Act to influence local, district, state, and national decisions affecting student learning. 6.c Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies.

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Coordinator of Federal/State Programs

ANNUAL EVALUATION

Dates: Formative___/___/___Summative ___/___/___

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


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SISI Standards

1 CURRICULUM

2 CLASSROOM EVALUATION/ASSESSMENT

3 INSTRUCTION

4 SCHOOL CULTURE

5 STUDENT, FAMILY AND COMMUNITY SUPPORT

6 PROFESSIONAL GROWTH, DEVELOPMENT, AND EVALUATION

7 LEADERSHIP

8 ORGANIZATIONAL STRUCTURE AND RESOURCES

9 COMPREHENSIVE AND EFFECTIVE PLANNING







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Comments Coordinator of Federal/State Programs _____ Agree with this formative/summative evaluation (Circle one) ______ Disagree with this formative/summative evaluation (Circle one) ______ Other statements attached Coordinator’s Signature: _______________________________________________ Date: ___/___/___ Evaluator’s Signature:__________________________________________________ Date: ___/___/___

Employment Recommendation: ____ Meets administrator standards for re-employment Coordinator’s Initials/Date ___/___/___ ____ Does not meet administrator standards for re-employment Evaluator’s Initials/Date ___/___/___

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Paducah Independent Schools Professional Growth Plan Coordinator’s Name___________________________________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Expected Impact Completion

Date *



Coordinator’s Signature Date___/___/___


Evaluator’s Signature Date___/___/___


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Paducah Independent Schools Corrective Action Plan

Coordinator’s Name___________________________________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date *







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

Principal

School

Level

Part A: Reflection on the Standards in the Kentucky Principal Professional Growth and Effectiveness System

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

Standard Self-Assessment Strengths and areas for growth 1. Instructional Leadership

The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.

I D A E

2. School Climate

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

I D A E

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

I D A E

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

I D A E

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

I D A E

6. Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics,

I D A E

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engaging in continuous professional learning, and contributing to the profession. Examine additional relevant data sources to make an informed decision on growth needs. Select an area of growth from the

above self-reflection to focus your professional growth goals.

Part B: Student Growth

Local Student Growth Goal Statement

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

Principal’s Student Growth Plan

This plan will outline what the principal will do to impact the student growth goal.

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

Strategies/Actions What strategies/actions will I need to do in order to assist my

school in reaching the goal? How will I accomplish my goal?

Resources/Support What resources will I need to complete my plan?

What support will I need?

Targeted Completion

Date When will I complete

each identified strategy/ action?

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Part C: Principal’s TELL Kentucky Working Conditions Goal

Target Question(s) from TELL Kentucky Results:

Following a review of TELL Kentucky results, the principal, in collaboration with the superintendent, will identify questions that signify areas of growth that the principal can address that will impact school culture and ultimately student success.

Target Performance Standard:

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

Working Conditions Growth Goal Statement:

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

Working Conditions Growth Goal Rubric:

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

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

Working Conditions Goal Action Plan Working

Conditions What do I want to change

about my leadership or role that will effectively impact working conditions in my school and their impact on student learning?

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

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

How will I accomplish my goal?

Resources/Support What resources will I need to

complete my plan? What support will I need?

Targeted Completion

Date When will I

complete each identified strategy/ action?

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Part D: Professional Growth & Effectiveness Data Reflection

What do I need to learn to meet my Student Growth Goal?

What do I need to learn to meet my Working Conditions Goal?

Other Information on which to Reflect

Survey Results VAL-ED 360 Other:

Number of Surveys Distributed

Number of Completed Surveys Returned

Percentage of Completed Surveys Returned

Questions to Consider:

What did teachers/staff perceive as major strengths? What did teachers/staff perceive as major weaknesses? List factors that might have influenced the results.

Other Data Student Achievement Data Non-Academic Data Supervisor Feedback

Other

Data Selected Results


How does the additional data inform your decision about your learning needs?

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Part E: Connecting Priority Growth Needs to Professional Growth Planning

1) Initial Reflection: Based on the areas of growth identified in Self-Reflection and Parts B, C, and/or D complete this section at the beginning of the school year.

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

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

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

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

Action Plan

Professional Learning

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

What is my personal learning necessary to make that change?

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

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




Targeted Completion

Date When will I

complete each identified strategy/ action?

Administrator’s Signature: Date:

Superintendent’s Signature: Date:

2) On-going Reflection: Complete this section at mid-year to identify progress toward each Student Growth/Working Conditions/Professional Growth Goal Mid-Year Student Growth Review

(Describe goal progress and other relevant data.)

Mid-year review conducted on________ Initials ______ ______

Principal’s Superintendent

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Date Status of Growth Goal(s) – SGG, WC, PGP

Revisions/Modifications of Strategies or Action Plans

Administrator’s Signature: Date:


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

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

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

Date: End of Year Professional Growth Reflection:

Next Steps: Administrator’s Signature: Date:


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Paducah Public Schools Principal’s Annual Evaluation Summary Form

Dates: Summative: ___/___/___

Principal: ______________________________ School: ________________________________ (This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, work samples, reports developed, and other documentation.) Reflection on the Standards in the Kentucky Principal Professional Growth and Effectiveness System Reflect on the effectiveness and adequacy of your practice in each of the performance standards. Provide a rating (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) on each performance standard and list your strengths and areas for growth. A complete listing of performance standards and indicators can be found at the end of this form.

Standard Self-Assessment Meets Needs

Growth Unsatisfactory

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

I D A E

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

I D A E


I D A E


I D A E


I D A E

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

I D A E

To be signed after all information above has been completed and discussed. Comments ___ Agree with this formative/summative evaluation (Circle one)

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___ Disagree with this formative/summative evaluation (Circle one) ___ Other statements attached Principal Signature:________________________________________________________ Date: ___/___/___ Evaluator Signature: ________________________________________________________ Date: ___/___/___

Employment Recommendation to Central Office: ____ Meets administrator standards for re-employment Principal’s Initials/Date: ____ ___/___/___ ____ Does not meet administrator standards for re-employment Evaluator Initials/Date: ____ ___/___/___

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Corrective Action Plan Principal’s Name__________________________________________ School: _________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date


Plan Developed Reviewed Principal Signature Date: ___/___/___

Principal Signature Date: ___/___/___

Evaluator Signature Date: ___/___/___


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Paducah Public Schools Assistant Principal’s Annual Evaluation Summary Form

Dates: Formative ___/___/___ Summative: ___/___/___

Assistant Principal: ______________________________ School: ________________________________ (This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, work samples, reports developed, and other documentation.) Reflection on the Standards in the Kentucky Principal Professional Growth and Effectiveness System Reflect on the effectiveness and adequacy of your practice in each of the performance standards. Provide a rating (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) on each performance standard and list your strengths and areas for growth. A complete listing of performance standards and indicators can be found at the end of this form.

Standard Self-Assessment Meets Needs

Growth Unsatisfactory

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

I D A E

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

I D A E


I D A E


I D A E


I D A E

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

I D A E

To be signed after all information above has been completed and discussed. Comments ___ Agree with this formative/summative evaluation (Circle one) ___ Disagree with this formative/summative evaluation (Circle one) ___ Other statements attached

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Assistant Principal Signature:__________________________________________________ Date: ___/___/___ Evaluator Signature: ________________________________________________________ Date: ___/___/___

Employment Recommendation to Central Office: ____ Meets administrator standards for re-employment Asst. Principal’s Initials/Date: ____ ___/___/___ ____ Does not meet administrator standards for re-employment Evaluator Initials/Date: ____ ___/___/___

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

Assistant Principal

EPSB ID#

School

Level

Part A: Reflection on the Standards in the Kentucky Assistant Principal Professional Growth and Effectiveness System

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

Standard Self-Assessment Strengths and areas for growth 1. Instructional Leadership

The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.

I D A E

2. School Climate

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

I D A E


I D A E


I D A E


I D A E

6. Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics,

I D A E

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engaging in continuous professional learning, and contributing to the profession. Examine additional relevant data sources to make an informed decision on growth needs. Select an area of growth from the above self-

reflection to focus your professional growth goals.

Part B: Student Growth

Local Student Growth Goal Statement

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

Assistant Principal’s Student Growth Plan

This plan will outline what the principal will do to impact the student growth goal.

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

Strategies/Actions What strategies/actions will I need to do in order to assist my

school in reaching the goal? How will I accomplish my goal?

Resources/Support What resources will I need to complete my plan?

What support will I need?

Targeted Completion

Date When will I complete

each identified strategy/ action?

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Part C: Assistant Principal’s TELL Kentucky Working Conditions Goal

Target Question(s) from TELL Kentucky Results:

Following a review of TELL Kentucky results, the principal, in collaboration with the superintendent, will identify questions that signify areas of growth that the principal can address that will impact school culture and ultimately student success.

Target Performance Standard:

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

Working Conditions Growth Goal Statement:

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

Working Conditions Growth Goal Rubric:

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

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

Working Conditions Goal Action Plan

Working Conditions What do I want to change

about my leadership or role that will effectively impact working conditions in my school and their impact on student learning?

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

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




Targeted Completion

Date When will I

complete each identified

strategy/ action?

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Part D: Professional Growth & Effectiveness Data Reflection

What do I need to learn to meet my Student Growth Goal?

What do I need to learn to meet my Working Conditions Goal?

Other Information on which to Reflect

Survey Results VAL-ED 360 Other:

Number of Surveys Distributed

Number of Completed Surveys Returned

Percentage of Completed Surveys Returned


What did teachers/staff perceive as major strengths? What did teachers/staff perceive as major weaknesses? List factors that might have influenced the results.

Other Data Student Achievement Data Non-Academic Data Supervisor Feedback

Other

Data Selected Results


How does the additional data inform your decision about your learning needs?

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Part E: Connecting Priority Growth Needs to Professional Growth Planning

1) Initial Reflection: Based on the areas of growth identified in Self-Reflection and Parts B, C, and/or D complete this section at the beginning of the school year.

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

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

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

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

Action Plan

Professional Learning

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

What is my personal learning necessary to make that change?

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

content? How will I apply what I have learned?




Targeted Completion

Date When will I

complete each identified

strategy/ action?

Assistant Principal’s Signature: Date:

Principal’s Signature: Date:

2) On-going Reflection: Complete this section at mid-year to identify progress toward each Student Growth/Working Conditions/Professional Growth Goal Mid-Year Student Growth Review

(Describe goal progress and other relevant data.)

Mid-year review conducted on________ Initials ______ ______

Principal’s Superintendent

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Date Status of Growth Goal(s) – SGG, WC, PGP

Revisions/Modifications of Strategies or Action Plans

Assistant Principal’s Signature: Date:


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

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

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

Date: End of Year Professional Growth Reflection:

Next Steps: Assistant Principal’s Signature: Date:


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Paducah Public Schools Professional Growth Plan Assistant Principal’s Name_____________________________ School: _________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Expected Impact Completion

Date


Plan Developed Reviewed Assistant Principal Signature Date: ___/___/___

Assistant Principal Signature Date: ___/___/___



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Paducah Public Schools Corrective Action Plan

Assistant Principal’s Name__________________________________________ School: _________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date


Plan Developed Reviewed Assistant Principal Signature Date: ___/___/___

Assistant Principal Signature Date: ___/___/___



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Paducah Public Schools Finance Director’s Annual Evaluation Indicators

Director: __________________________________ Site: Central Office

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

documentation.)

SISI*/ISLLC/Leadership Standards

2.0 Finance 2.1 Establishes and implements budgeting and financial management systems 2.2 Participates in district-wide long-term planning and implements the budget to support the plan. 2.3 Facilitates operations, insisting on competent and sound fiduciary decisions that promote efficient

financial operation. 2.4 Ensures that funds are spent wisely. 2.5 Maintains adequate control and ensures appropriate accounting practices are instituted and

maintained. 2.6 Evaluates financial needs and makes recommendation for financial expenditures. 3.0 Other Administrative Duties 3.2 Assist the superintendent in determining facility and financial needs. 3.5 Establishes effective working relationships with appropriate members of all departments in the

school district. 3.6 Develops and maintains an effective communication and public relations program regarding financial

business. 3.7 Implements a program for continuous self-development and professional growth. 3.8 Performs any other such duties as so designated by the superintendent. 4.0 Interpersonal Relationships: Demonstrate positive interpersonal relationships with students, staff,

other administrators, parents and community members. 4.2 Exhibits promptness, participation and professionalism in all school-related endeavors. 5.0 Professional Duties and Responsibilities 5.1 Is punctual in the performance of duties. 5.2 Participates in professional development activities to continually upgrade skills. 5.3 Attends meetings and other school-related programs as necessary and appropriate. 5.4 Develops and implements activities designed to carry out the goals of the school district. 5.0a Adheres to the professional code of ethics (16 KAR 1:020) 6.0 Uses available technology to communicate, record and track data, present information in multi-

media formats, complete paperwork requirements, etc. 6.6 Demonstrates ethical and legal use of technology. 7.1c* The finance director has a growth plan focused on the development of effective leadership skills. 7.1g* The finance director participates as leadership plans and allocates resources, monitors progress,

provides organizational infrastructure, and removes barriers in order to sustain continuous school improvement.

8.2a* The finance director implements the district’s clearly defined process (in accordance with the school allocation formula) to provide equitable and consistent use of fiscal resources.

8.2d* The finance director assists to assure that the state and federal program resources are allocated and integrated (Safe Schools, Title I, IDEA, FRYSC’s, ESS) to address student needs identified by the school/district.

9.1a* The finance director participates in the process to develop the vision, beliefs, mission and goals that engaged the school community as a community of learners.

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

ISLLC Standards 1 Vision: An education leader promotes the success of every student by facilitating the development,


1.a Collaboratively develop and implement a shared vision and mission 1.c Create and implement plans to achieve goals 1.d Promote continuous and sustainable improvement 1.e Monitor and evaluate progress and revise plans 2 School Culture and Learning: An education leader promotes the success of every student by

advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

SISI*/ISLLC/Leadership Standards

2.a Nurture and sustain a culture of collaboration, trust, learning, and high expectations 3 Management: An education leader promotes the success of every student by ensuring management

of the organization, operation, and resources for a safe, efficient, and effective learning environment.

3.a Monitor and evaluate the management and operational systems 3.b Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources 3.c Promote and protect the welfare and safety of students and staff 3.d Develop the capacity for distributed leadership 4 Collaboration: An education leader promotes the success of every student by collaborating with

faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

4.a Collect and analyze financial data and information pertinent to the educational environment 4.b Promote understanding, appreciation, and use of the community’s diverse cultural, social, and

intellectual resources 4.c Build and sustain positive relationships with families and caregivers 4.d Build and sustain productive relationships with community partners 5 Integrity, Fairness, Ethics: An education leader promotes the success of every student by acting with

integrity, fairness, and in an ethical manner. 5.b Model principles of self-awareness, reflective practice, transparency, and ethical behavior 5.c Safeguard the values of democracy, equity, and diversity 5.d Consider and evaluate the potential moral and legal consequences of decision-making 6 Political, Economic, Legal: An education leader promotes the success of every student by

understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

6.a Advocate for children, families, and caregivers 6.b Act to influence local, district, state, and national decisions affecting student learning 6.c Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

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PADUCAH PUBLIC SCHOOLS

Director of Finance Annual Evaluation



Educational Leadership/ISLLC Standards

Mee

ts

Nee

ds

grow

th

Uns

atis

- fa

ctor

y

Leadership

2 Finance

3 Other Administrative Duties

4 Interpersonal Relationships

5 Professional Duties and Responsibilities

ISLLIC Standards for School Leadership

1 ISLLC 1: Vision






116

Comments Finance Director ___ Agree with this formative/summative evaluation (Circle one) ___ Disagree with this formative/summative evaluation (Circle one) ___ Other statements attached F. Dir.’s Signature: ________________________________________________ Date: ___/___/___ Superintendent’s Signature:__________________________________________ Date: ___/___/___

Employment Recommendation: ____ Meets administrator standards for re-employment F. Dir.’s Initials/Date: ____ ___/___/___ ____ Does not meet administrator standards for re-employment Supt.’s Initials/Date: ____ ___/___/___

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Paducah Public Schools Professional Growth Plan

Finance Director’s Name___________________________________________ Date:___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Expected Impact Completion

Date



Finance Director’s Signature Date: ___/___/___


Superintendent’s Signature Date: ___/___/___


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Finance Director’s Name___________________________________________ Date:___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date







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Paducah Public Schools Director of Pupil Personnel/Facilities Annual Evaluation

Director: __________________________________ Site: Central Office



SISI/ISSLC/Educational Leadership Standards

1.0 Educational Management/Leadership 1.2 7.1*

Delegates appropriately responsibilities of assigned staff in accomplishing the missions/goals of the district.

1.1 Assists schools in developing their comprehensive plans as requested in areas of DPP responsibilities and in developing the Comprehensive District Improvement Plan (CDIP).

1.4 Demonstrates knowledge of statute, regulation, policies, and administrative procedures. 1.5 Supplies all relevant data and information to the superintendent. 1.6 Keeps up to date with federal and state regulations, projects, and programs offered relevant to the

needs of the district. 1.7 Prepares and assists superintendent with reports and information for the Board of Education

required by state and federal programs. 1.8 Prepares and monitors budgets of all programs supervised. 4.1.a.* Supports a safe, orderly, and equitable learning environment (e.g., culture audits, school opinion

surveys). 4.1.i* Multiple communication strategies and contexts are used for the dissemination of information to all

stakeholders. 4.1.k* The DPP provides support for the physical, cultural, socioeconomic, and intellectual needs of all

students, which reflects a commitment to equity and an appreciation of diversity. 4.2 Exhibits promptness, participation and professionalism in all school-related endeavors. 6.0 Uses available technology to communicate, record and track data, present information in multi-

media formats, complete paperwork requirements, etc. 6.6 Demonstrates ethical and legal use of technology. 7.1.g* Plans and allocates resources, monitors progress, provides organizational infrastructure, and

removes barriers in order to sustain continuous school improvement 2.0 Student Services Program 5.1a* DPP works with families and the community as active partners in the educational process to promote

programs and services for all students. 5.1.c* DPP provides organizational structures and supports instructional practices to reduce barriers to

learning. 5.1.e.* DPP maintains an accurate student records system that provides timely information pertinent to the

student’s academic and educational development. 7.1.d. * DPP disaggregates data for use in meeting the needs of a diverse population, communicates the

information to school/district staff and incorporates the data systematically into the comprehensive planning.

2.1 Serves as a liaison with local and state agencies in seeking solutions and providing services to fulfill the needs of school children.

2.2 Works with authorities of the juvenile court in matters involving school children. 2.3 Identifies barriers and solutions for the barriers to promote successful achievement for at risk

students. 2.4 Serves as liaison between the family court and school system. 2.5 Supports services to schools. Is this necessary in light of the previous 4? 2.6 Assists all principals and teachers in matters of attendance. 2.7 Interprets pupil personnel policies and methods to school personnel, parents, children and

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community. 2.8 Works closely with teachers, school nurses, guidance counselors, and principals regarding students

with truancy/poor attendance. SISI/ISSLC/Educational Leadership Standards

2.9 Conducts a district-wide committee in annual review of the district code of conduct and facilitates revision as needed.

2.10 Is knowledgeable of federal and state regulations, projects and programs offered relevant to the needs of the district.

2.11 Assists in planning the efficient and appropriate use of state and federal funds through comprehensive planning.

2.12 Guides staff in planning and implementation of funded programs through comprehensive planning. 2.13 Supervises the compiling of financial reports and analyzes them to determine status. 3.0 Other Administrative Duties 3.1 Enforces the compulsory attendance law. 3.2 Facilitates all records and reports relating to attendance and pupil counting. 3.3 Checks on all non-resident pupils for contract purposes. 3.4 Plans and supervises the conducting of the annual school census. 3.5 Furnishes certificates of school records upon request. 3.6 Carries out directives and instructions from the Kentucky Department of Education Office of Support

Learning Environments and Office of District Support Services and Attendance and Accounting. 4.0 Interpersonal Relationships: Demonstrate positive interpersonal relationships with students, staff,

other administrators, parents and community. 5.0 Professional Duties and Responsibilities 5.0a Adheres to the professional code of ethics (16 KAR 1:020) 5.1 Is punctual in the performance of duties. 5.2 Participates in professional development activities to continually upgrade skills. 9.4* Shows evidence of professional growth and reflection on the identified priority areas and impact on

effectiveness. 6.1.a. There is evidence of support for the long-term professional growth needs of the individual staff

members. 6.2.c. Effectively uses the employee evaluation and the individual growth plan to improve staff proficiency. 6.2f* DPP uses the evaluation process to provide teachers with the follow-up and support to change

behavior and instructional practices. 7.1.c. Has a growth plan focused on the development of effective leadership skills. 5.3 Makes studies of new practices and techniques for improving the keeping of records. 5.4 Attends meetings and other school-related programs as necessary and appropriate. 5.5 Develops and implements activities designed to carry out the goals of the school district. ISLLC Standards

1.0 Vision: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

1.a Collaboratively develop and implement a shared vision and mission. 1.c Create and implement plans to achieve goals. 1.d Promote continuous and sustainable improvement. 1.e Monitor and evaluate progress and revise plans. 2.0 School Culture and Learning: An education leader promotes the success of every student by

advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

2.a Nurture and sustain a culture of collaboration, trust, learning, and high expectations. 3.0 Management: An education leader promotes the success of every student by ensuring management

of the organization, operation, and resources for a safe, efficient, and effective learning environment.

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3.a Monitor and evaluate the management and operational systems. 3.b Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources. 3.c Promote and protect the welfare and safety of students and staff. 3.d Develop the capacity for distributed leadership. 4.0 Collaboration: An education leader promotes the success of every student by collaborating with

faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

4.a Collect and analyze data and information pertinent to the educational environment. SISI/ISSLC/Educational Leadership Standards

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

4.c Build and sustain positive relationships with families and caregivers. 4.d Build and sustain productive relationships with community partners. 5.0 Integrity, Fairness, Ethics: An education leader promotes the success of every student by acting with

integrity, fairness, and in an ethical manner. 5.b Model principles of self-awareness, reflective practice, transparency, and ethical behavior. 5.c Safeguard the values of democracy, equity, and diversity. 5.d Consider and evaluate the potential moral and legal consequences of decision-making. 6.0 Political, Economic, Legal: An education leader promotes the success of every student by

understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

6.a Advocate for children, families, and caregivers . 6.b Act to influence local, district, state, and national decisions affecting student learning. 6.c Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership

strategies.

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Paducah Public Schools Director of Pupil Personnel/Facilities Evaluation


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

documentation.)

Educational Leadership/ISLLC Standards

Mee

ts

Nee

ds

grow

th

Uns

atis

- fa

ctor

y

Leadership

1 Educational Leadership

2 Student Services Program

3 Other Administrative Duties

4 Interpersonal Relationships

5 Professional Duties and Responsibilities

ISLLIC Standards for School Leadership

1 ISLLC 1: Vision






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Comments Director of Pupil Personnel/Facilities Programs (DPP) ___ Agree with this formative/summative evaluation (Circle one) ___ Disagree with this formative/summative evaluation (Circle one) ___ Other statements attached DPP’s Signature: __________________________________________________ Date: ___/___/___ Superintendent’s Signature:___________________________________________ Date: ___/___/___

Employment Recommendation: ____ Meets administrator standards for re-employment DPP’s Initials/Date: ____ ___/___/___ ____ Does not meet administrator standards for re-employment Supt.’s Initials/Date: ____ ___/___/___

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Paducah Public Schools Professional Growth Plan Director of Pupil Personnel’s Name________________________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Expected Impact Completion

Date



Director of Pupil Personnel’s Signature Date: ___/___/___




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Director of Pupil Personnel’s Name________________________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date







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Paducah Public Schools Director of Special Education (DoSE) Evaluation Indicators

DoSE: __________________________________ Date: ___/___/___ SISI/ISLLC Leadership Standards 1.0 Educational Management/Leadership 1.1 Keeps up to date with federal and state regulations, projects and programs offered relevant to the

needs of children. 1.2 Prepares and assists the superintendent with reports and information for the Board of Education

required by state and federal regulations.

1.3 Analyzes needs and plans for and monitors the efficient and appropriate use of state and federal funds for special needs students and other assigned programs (Head Start) through comprehensive planning.

1.4 Guides staff in planning and implementation of funded programs through comprehensive planning. 1.5 Implements and supervises on-going Child Find programs and activities. 1.6 Utilizes auxiliary services, parental involvement, community agencies and all available resources to

enhance the total program for exceptional children. 1.7 Notifies the public through use of the media about programs for exceptional children in Paducah

Independent Schools. 1.8 Updates and ensures implementation of the District’s Special Education Policy and Procedures Manual. 1.9 Trains and assists staff in appropriate due process procedures. 1.10 Conducts random review of due process folders in the individual schools for documentation in

accordance with state and federal guidelines. 1.11 Receives and assigns referrals to school psychometrist and monitors development of psycho-

educational reports. Assists staff with implementation of regulations involving confidential information. 1.12 Keeps open communication with non-public schools about funds available. 1.13 Conducts and maintains inventories of equipment. 2.0 Record Keeping 2.1 Maintains a central tracking system regarding identification, evaluation and placement of students. 2.2 Communicates with the Department of Education on class sizes and submits for membership

exceptions. Submits requested reports to the same. 2.3 Provides for staff development and service training to teachers of exceptional children, administrators,

and others who work with disabled students and vocational students 2.4 Interviews applicants for special education positions and makes recommendations to the

superintendent for teachers, teacher assistants and related services. 2.5 Assists support personnel (psychometrist, physical therapists, etc.) with their roles in the educational

program. 2.6 Observes and provides instructional assistance to principals and teachers of exceptional children. 2.7 Assists the director of transportation and safety with special arrangements for disabled students’

transportation within and out of the district. 3.0 Interpersonal Relationships: Demonstrate positive interpersonal relationships with students, staff,

other administrators, parents and community. 4.0 Professional Duties and Responsibilities 4.2 Exhibits promptness, participation and professionalism in all school-related endeavors. 4.3 Attends school-related meetings and other programs and Board of Education meetings as necessary. SISI STANDARD 2: Classroom Assessment/Evaluation 2.1.d* DoSE assists in working with test scores analysis. 2.1.e* DoSE assists in monitoring multiple assessments that are specifically designed to provide meaningful

feedback on student learning for instructional purposes.

2.1.g* DoSE assists with implementation of the state – required Assessment and Accountability Program as coordinated by school and district leadership.

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SISI Standard 3: Instruction

3.1.a.* The DoSE monitors classrooms to ensure that there are effective and varied instructional strategies used in Sp. Ed. classrooms and Head Start classrooms.

SISI/ISLLC Leadership Standards 3.1.c * Instructional strategies and activities are consistently monitored and differentiated with the changing

needs of a diverse student population to ensure various learning approaches and learning styles are addressed.

SISI Standard 4: Culture 4.1.a* Provides leadership support for a safe, orderly, and equitable learning environment (e.g., culture audits,

school opinion surveys). 4.1.b.* Promotes experiences that foster the belief that all children can learn at high levels in order to motivate

staff to produce continuous improvement in student learning. 4.1.h The DoSE and staff care about students and inspire their best efforts. 4.1.i The DoSE uses multiple communication strategies and contexts are used for the dissemination of

information to all stakeholders. 4.1.j The DOSE ensures that student achievement is highly valued and publicly celebrated (e.g., displays of

student work, assemblies). 4.1.k The DoSE provides support for the physical, cultural, socio-economic, and intellectual needs of sp. ed.

and Head Start students, which reflect a commitment to equity and an appreciation of diversity. 4.2 Exhibits promptness, participation and professionalism in all school-related endeavors. 5.0 SISI Standard 5: Student, Family and Community Support 5.1.a* DOSE works with families and the community as active partners in the educational to promote programs

and services for all students. 5.1.b* Structures are in place to ensure that all students have access to all of the curriculum (e.g., school

guidance, FRYSC’s, ESS). 5.1.c* The DoSE provides organizational structures and supports instructional practices to reduce barriers in

learning. 5.1.e* The DoSE monitors to assure that schools maintain an accurate student record system that provides

timely information pertinent to the sp. ed. and Head Start student’s academic and educational development.

6.0 SISI Standard 6: Professional Development, Growth and Evaluation 6.1.a* DoSE shows support for the long-term professional growth needs of the individual staff members. This

includes both instructional and leadership growth. 6.1.b* DoSE assists the schools with intentional plans for building instructional capacity through on-going

professional development in areas assigned. 6.1.c* DoSE’s staff development priorities are set in alignment with goals for student performance and the

individual professional growth plans of staff. 6.1.d* DoSE’s plans for program improvement directly connect goals for student learning and the priorities set

for the school and district staff development activities. 6.1.e* Professional development is on-going and job-embedded. 6.1.f* DoSE’s professional development planning shows a direct connection to an analysis of student

achievement data. 6.2.b* DoSE provides the fiscal resources for the appropriate professional growth and development of certified

staff based on identified needs as requested by principal. 6.2.c* DoSE effectively uses the employee evaluation and the individual professional growth plan to improve

staff proficiency. 6.2.f* DoSE uses the evaluation process to provide staff with the follow-up and support to change behavior and

instructional or other job practices. 9.4* Shows evidence of professional growth and reflection on the identified priority areas and impact on

effectiveness. 7.0 SISI Standard 7: Leadership 6.0 Uses available technology to communicate, record and track data, present information in multi-media

formats, complete paperwork requirements, etc.

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6.6 Demonstrates ethical and legal use of technology. 7.0 Adheres to the professional code of ethics. (16 KAR 1:020) 7.1.a* DoSE has developed and sustained a shared vision. 7.1.b* DoSE’s decisions are focused on student academic performance and are data-driven and collaborative. SISI/ISLLC Leadership Standards 7.1.d* DoSE, as part of the leadership team, disaggregates data for use in meeting the needs of a diverse

population, communicates the information to school staff and incorporates the data systematically into the district’s plan.

7.1.e* DoSE assists to assure that all instructional staff has access to curriculum related materials and the training necessary to use curricular and data resources relating to the learning goals for Kentucky public schools.

7.1.f* DoSE assists school leadership to ensure that time is protected and allocated to focus on curricular and instructional issues.

7.1.g* DoSE plans and allocates resources, monitors progress, provides organizational infrastructure, and removes barriers in order to sustain continuous school improvement.

7.1.i* DoSE demonstrates skills in the areas of academic performance, learning environment and efficiency. 8.0 SISI Standard 8: Organizational Structure and Resources 8.1.c* DoSE assures that instructional and non-instructional staff are allocated and organized based upon the

learning needs of all students. 8.2.b* DoSE’s budgets reflects decisions made about discretionary funds/ resources and are directed by an

assessment of need or a required plan, all of which consider appropriate data. 8.2.c* DoSE works with the school administration to analyze funding and other resource requests to ensure the

requests are tied to the school’s/district’s plan and identified priority needs. 9.0 SISI Standard 9: Comprehensive and Effective Planning 9.1.a* DoSE is part of the collaborative process used to develop the vision, belief statements, mission, and goals

that engage the school community as a community of learners. 9.6.a* The Comprehensive District Improvement Plan is implemented as developed. The DoSE is part of the

comprehensive planning process from analysis through evaluation of the plan in areas of responsibility. ISLLC Standards: 1.0 Vision: An education leader promotes the success of every student by facilitating the development,


1.b Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning

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

2.c Create a personalized and motivating learning environment for students 2.d Supervise instruction as needed. 2.f Assist with developing the instructional and leadership capacity of staff 2.h Promote the use of the most effective and appropriate technologies to support teaching and learning 2.i Assist with monitoring and evaluating the impact of the instructional program 3.0 Management: An education leader promotes the success of every student by ensuring management of the

organization, operation, and resources for a safe, efficient, and effective learning environment. 3.a Monitor and evaluate the management and operational systems 3.b Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources 3.c Promote and protect the welfare and safety of students and staff 3.d Develop the capacity for distributed leadership 4.0 Collaboration: An education leader promotes the success of every student by collaborating with faculty and

community members, responding to diverse community interests and needs, and mobilizing community resources.

4.a Collect and analyze data and information pertinent to the educational environment 4.b Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual

resources

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5.0 Integrity, Fairness, Ethics: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

5.a Ensure a system of accountability for every student’s academic and social success 5.b Model principles of self-awareness, reflective practice, transparency, and ethical behavior 5.c Safeguard the values of democracy, equity, and diversity 5.d Consider and evaluate the potential moral and legal consequences of decision-making 5.e Promote social justice and ensure that individual student needs inform all aspects of schooling SISI/ISLLC Leadership Standards 6.0 Political, Economic, Legal: An education leader promotes the success of every student by understanding,


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Director of Special Education Annual Evaluation



SISI/Leadership Standards

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1 EDUCATIONAL MANAGEMENT LEADERSHIP

2 RECORD KEEPING

3 INTERPERSONAL RELATIONSHIPS

4 PROFESSIONAL DUTIES AND RESPONSIBILTIES

SISI 2 CLASSROOM EVALUATION/ASSESSMENT:

3 INSTRUCTION

4 SCHOOL CULTURE:



7 LEADERSHIP



ISLLC ISLLC Standards for School Leadership: 1 ISLLC 1: Vision






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Comments Director of Special Education Programs ___ Agree with this formative/summative evaluation (Circle one) ___ Disagree with this formative/summative evaluation (Circle one) ___ Other statements attached Director of Special Education’s Signature: __________________________________ Date: ___/___/___ Superintendent’s Signature:________________________________________________ Date: ___/___/___

Employment Recommendation: ____ Meets administrator standards for re-employment DoSE’s Initials/Date : ____ ___/___/___ ____ Does not meet administrator standards for re-employment Supt.’s Initials/Date: ____ ___/___/___

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Paducah Public Schools Professional Growth Plan Director of Special Education’s Name___________________________________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Expected Impact Completion

Date *



Director of Special Education’s Signature Date: ___/___/___




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Corrective Action Plan Director of Special Education’s Name___________________________________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date *







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Paducah Public Schools Assistant Supt. of Instructional Programs Annual Evaluation

Assistant Supt.: __________________________________ Date: ___/___/___ SISI /ISLLC Standards Performance 1.0 CURRICULUM 1.1e The district initiates and facilitates discussions between schools in the district in order to eliminate unnecessary

overlaps and close gaps (P-12).

1.1.d There is evidence of vertical communication with an intentional focus on key curriculum transition points within grade configurations (e.g., from primary to middle and middle to high).

1.1.f There is in place a systematic process for monitoring, evaluating, and reviewing the curriculum. 2.0 CLASSROOM EVALUATION/ASSESSMENT 2.1.g Implementation of the state-required Assessment and Accountability Program is coordinated by school and

district leadership. 3.0 INSTRUCTION 3.1.a There is evidence that effective and varied instructional strategies are used in all classrooms. 3.1.c Instructional strategies and activities are consistently monitored and aligned with the changing needs of a diverse

student population to ensure various learning approaches and learning styles are addressed. 3.1.e There is evidence that teachers incorporate the use of technology in their classrooms. 3.1.g Schools examine and discuss student work collaboratively and use this information to inform their practice. 4.0 SCHOOL CULTURE 4.1.b Leadership creates experiences that foster the belief that all children can learn at high levels in order to motivate

staff to produce continuous improvement in student learning. 4.1.c Teachers hold high expectations for all students academically and behaviorally, and this is evidenced in their

practice. 4.1.h There is evidence that administrators and staff care about students and inspire their best efforts. 4.1.i Multiple communication strategies and contexts are used for the dissemination of information to all stakeholders. 4.1.j There is evidence that student achievement is highly valued and publicly celebrated (e.g., displays of student work,

assemblies). 4.1.k The school/district provides support for the physical, cultural, socio-economic, and intellectual needs of all

students, which reflect a commitment to equity and an appreciation of diversity. 4.2 There is evidence the administrator exhibits promptness, participation & professionalism in all school-related

endeavors. 5.0 STUDENT, FAMILY AND COMMUNITY SUPPORT 5.1.a Families and the community are active partners in the educational process and work together with the district

staff to promote programs and services for all students. 5.1.b Structures are in place to ensure that all students have access to all of the curriculum (e.g., school guidance,

FRYSC’s, ESS). 5.1.c The school/district provides organizational structures and supports instructional practices to reduce barriers in

learning. 5.1.e The AS monitors to assure that schools maintain an accurate student record system that provides timely

information pertinent to the student’s academic and educational development. 6.0 PROFESSIONAL GROWTH, DEVELOPMENT, AND EVALUATION 6.1.a There is evidence of support for the long-term professional growth needs of the individual staff members. This

includes both instructional and leadership growth. 6.1.c Staff development priorities are set in alignment with goals for student performance and the individual

professional growth plans of staff. 6.1.d Plans for school improvement directly connect goals for student learning and the priorities set for the school and

district staff development activities. 6.2.b Leadership provides the fiscal resources for the appropriate professional growth and development of certified

staff based on identified needs.

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SISI /ISLLC Standards Performance 6.2.c The school effectively uses the employee evaluation and the individual professional growth plan to improve

staff proficiency. 6.2.d Leadership provides and implements a process of personnel evaluations, which meets or exceeds standards

set in statute and regulation. 6.2.f Leadership uses the evaluation process to provide teachers with the follow-up and support to change

behavior and instructional practices. 9.4* Shows evidence of professional growth and reflection on the identified priority areas and impact on

effectiveness. 7.0 LEADERSHIP 6.0 Uses available technology to communicate, record and track data, present information in multi-media

formats, complete paperwork requirements, etc. 6.6 Demonstrates ethical and legal use of technology. 7.0 Adheres to the professional code of ethics. (16 KAR 1:020) 7.1.a Leadership has developed and sustained a shared vision. 7.1.b Leadership decisions are focused on student academic performance and are data-driven and collaborative. 7.1.d There is evidence that the school/district leadership team disaggregates data for use in meeting the needs

of a diverse population, communicates the information to school staff and incorporates the data systematically into the school’s plan.

7.1.e Leadership ensures all instructional staff has access to curriculum related materials and the training necessary to use curricular and data resources relating to the learning goals for Kentucky public schools.

7.1.f Leadership ensures that time is protected and allocated to focus on curricular and instructional issues. 7.1.g Leadership plans and allocates resources, monitors progress, provides organizational infrastructure, and

removes barriers in order to sustain continuous school improvement. 7.1.i Leadership demonstrates skills in the areas of academic performance, learning environment and efficiency. 8.0 ORGANIZATIONAL STRUCTURE AND RESOURCES 8.1.a There is evidence that the school is organized to maximize use of all available resources to support high

student and staff performance. 8.1.c The instructional and non-instructional staff are allocated and organized based upon the learning needs of

all students. 8.2.a The school provides a clearly defined process (in accordance with the school allocation formula) to provide

equitable and consistent use of fiscal resources. 8.2.b The school budget reflects decisions made about discretionary funds/ resources and are directed by an

assessment of need or a required plan, all of which consider appropriate data. 8.2.c AS SBDM Coordinator the AS assures that the school council analyzes funding and other resource requests

to ensure the requests are tied to the school’s plan and identified priority needs. 9.0 COMPREHENSIVE AND EFFECTIVE PLANNING 9.1.a There is evidence that a collaborative process is used to develop the vision, belief statements, mission, and

goals that engage the school community as a community of learners. 9.6.a The Comprehensive District Improvement Plan is implemented as developed. Schools are monitored for

school comprehensive plan implementation. ISLLC Standards 1.0 Vision: An education leader promotes the success of every student by facilitating the development,


1.a Collaboratively develop and implement a shared vision and mission 1.b Collect and use data to identify goals, assess organizational effectiveness, and promote organizational

learning 1.c Create and implement plans to achieve goals 1.d Promote continuous and sustainable improvement 1.e Monitor and evaluate progress and revise plans 2.0 School Culture and Learning: An education leader promotes the success of every student by advocating,

nurturing, and sustaining a school culture and instructional program conducive to student learning and staff

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professional growth. 2.a Nurture and sustain a culture of collaboration, trust, learning, and high expectations SISI /ISLLC Standards Performance 2.b Create a comprehensive, rigorous, and coherent curricular program 2.c Create a personalized and motivating learning environment for students 2.d Supervise instruction 2.e Develop assessment and accountability systems to monitor student progress 2.f Develop the instructional and leadership capacity of staff SISI /ISLLC Standards Performance 2.g Maximize time spent on quality instruction 2.h Promote the use of the most effective and appropriate technologies to support teaching and learning 2.i Monitor and evaluate the impact of the instructional program 3.0 Management: An education leader promotes the success of every student by ensuring management of the

organization, operation, and resources for a safe, efficient, and effective learning environment. 3.a Monitor and evaluate the management and operational systems 3.b Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources 3.c Promote and protect the welfare and safety of students and staff 3.d Develop the capacity for distributed leadership 3.e Ensure teacher and organizational time is focused to support quality instruction and student learning 4.0 Collaboration: An education leader promotes the success of every student by collaborating with faculty and

community members, responding to diverse community interests and needs, and mobilizing community resources.

4.a Collect and analyze data and information pertinent to the educational environment 4.b Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual

resources 4.c Build and sustain positive relationships with families and caregivers 4.d Build and sustain productive relationships with community partners 5.0 Integrity, Fairness, Ethics: An education leader promotes the success of every student by acting with

integrity, fairness, and in an ethical manner. 5.a Ensure a system of accountability for every student’s academic and social success 5.b Model principles of self-awareness, reflective practice, transparency, and ethical behavior 5.c Safeguard the values of democracy, equity, and diversity 5.d Consider and evaluate the potential moral and legal consequences of decision-making 5.e Promote social justice and ensure that individual student needs inform all aspects of schooling 6.0 Political, Economic, Legal: An education leader promotes the success of every student by understanding,


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Assistant Superintendent of Instructional Programs ANNUAL EVALUATION

FORMATIVE ___/___/___ SUMMATIVE ___/___/___




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SISI Standards

1 CURRICULUM

2 CLASSROOM EVALUATION/ASSESSMENT

3 INSTRUCTION

4 SCHOOL CULTURE



7 LEADERSHIP









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Comments Assistant Superintendent of Instructional Programs ___ Agree with this formative/summative evaluation (Circle one) ___ Disagree with this formative/summative evaluation (Circle one) ___ Other statements attached Assistant Superintendent’s Signature: _______________________________________ Date: ___/___/___ Superintendent’s Signature:__________________________________________________ Date: ___/___/___

Employment Recommendation: ____ Meets administrator standards for re-employment Ass’t .Supt. Initials/Date: ____ ___/___/___ ____ Does not meet administrator standards for re-employment Supt.’s Initials/Date: ____ ___/___/___

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Paducah Public Schools Professional Growth Plan Assistant Superintendent’s Name___________________________________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Expected Impact Completion

Date *



Assistant Superintendent’s Signature Date: ___/___/___




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Assistant Superintendent’s Name___________________________________________________ Date: ___/___/___ PD Stage Goal (From CSIP or CDIP) Objective Procedures/Activities Support Needed Appraisal Method Completion

Date *







CERTIFIED PERSONNEL EVALUATION HANDBOOK...Val-Ed 360º 30 . Working Conditions Goal 30 . Products of...

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