Barren County Schools
Certified Evaluation Plan
Our Mission Students attending the Barren County School System will achieve success in
college or post-secondary education.
This will be demonstrated by providing high quality 21st century teaching that
leads to learning in a healthy, safe and supportive environment. We will
provide experiences and create opportunities which will ensure that our
students will be prepared to embrace change in tomorrow’s world.
Mr. Bo Matthews
Superintendent
July 2015
0
Steven L. Beshear
Governor
Kevin C. Brown
Interim Commissioner of Education
EDUCAT ION AND WORKFORCE DEVELOPMENT CABINET
DEPARTMENT OF EDUCATI ON
Capital Plaza Tower • 500 Mero Street • Frankfort, Kentucky 40601
Phone: (502) 564-4770 • www.education.ky.gov
October 1, 2015
Mr. Bo Matthews, Superintendent
Barren County Schools
202 West Washington St.
Glasgow, KY 42141
Dear Superintendent Matthews,
Barren County Public Schools’ certified personnel evaluation plan that was approved by the local board of
education on June 9, 2015, has been reviewed and approved by the Kentucky Department of Education.
704 KAR 3:345 states "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."
And each local district shall conduct training for the primary evaluator in skill development in the use of the
local evaluation process.
KDE commends your district for the continued efforts to provide an evaluation system that promotes
professional growth among staff, improves classroom instruction, and contributes to student success. If you
have any assistance, please contact Todd Davis in the Division of Next Generation Professionals at
todd.davis@education.ky.gov or 502-564-1479 ext. 4537.
Sincerely,
Amanda Ellis Ed.D
Associate Commissioner, Office of Next Generation Learners
cc: Sondra Combs
KentuckyUnbridledSpirit.com
An Equal Opportunity Employer M/F/D
TABLE OF CONTENTS
BARREN COUNTY SCHOOLS CEP OVERVIEW
ASSURANCES
EVALUATION PHILOSOPHY, OBJECTIVES, GUIDELINES AND PROCEDURES
PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM – CERTIFIED TEACHER
THE KENTUCKY FRAMEWORK FOR TEACHING
PROFESSIONAL PRACTICE
STATE CONTRIBUTION – STUDENT GROWTH PERCENTILES (MSGP)
LOCAL CONTRIBUTION – STUDENT GROWTH GOALS (LSGG)
RIGOR OF SGGS
COMPARABILITY OF SGGS
MEASURES
STUDENT VOICE
OBSERVATION
OBSERVATION MODEL
OBSERVATION CONFERENCING
OBSERVATION SCHEDULE
OBSERVER CERTIFICATION
OBSERVER CALIBRATION
PEER OBSERVATION
DETERMINING THE OVERALL PERFORMANCE CATEGORY
RATING PROFESSIONAL PRACTICE
PRODUCTS OF PRACTICE/OTHER SOURCES OF EVIDENCE
RATING STUDENT GROWTH
DETERMINING GROWTH FOR A SINGLE SGG
DETERMINING GROWTH FOR STATE & LOCAL GROWTH GOALS
DETERMINING THE OVERALL PERFORMANCE CATEGORY
PROFESSIONAL GROWTH PLAN AND SUMMATIVE CYCLE
3
4
8
9
12
12
14-15
14-15
16-17
17
18
18
18
19
21
21
22
23-28
23
24
25
26
27
28
29
PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM – PRINCIPAL/ASSISTANT PRINCIPAL
30
ROLES AND DEFINITIONS
PRINCIPAL PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM COMPONENTS –
OVERVIEW AND SUMMATIVE MODEL
PRINCIPAL PERFORMANCE STANDARDS
PROFESSIONAL PRACTICE
PROFESSIONAL GROWTH PLAN AND SELF-REFLECTION
SITE-VISITS
VAL-ED 360º
WORKING CONDITIONS GOAL
PRODUCTS OF PRACTICE
STUDENT GROWTH
STATE CONTRIBUTION – SCHOOL REPORT CARDS (ACCOUNTABILITY)
LOCAL CONTRIBUTION – ASSIST (SCHOOL IMPROVEMENT PLAN)
DETERMINING THE OVERALL PERFORMANCE CATEGORY
RATING PROFESSIONAL PRACTICE
RATING STUDENT GROWTH
DETERMINING OVERALL PERFORMANCE CATEGORY
33
FORMS & APPENDIX
PGES EVALUATION FORMS
OTHER DISTRICT STAFF EVALUATION AND FORMS
APPENDIX
GLOSSARY OF TERMS
PROFESSION CODE OF ETHICS
APPEAL PROCESS AND FORM
34
35
36
36
36-37
37
39
39
40
40
41
42
43
43
46
CERTIFIED PERSONNEL EVALUATION PLAN
Mark Wallace
Evaluation Contact Person
Assistant Superintendent (270) 651-3787
Position
Telephone
Barren County Board of Education
Name of District
(270) 651-3787
Telephone
(270) 651-8836
Fax
202 West Washington Street
Street Address
Glasgow, Kentucky
City and State
42141
Zip Code
Bo Matthews
Name of Superintendent
Evaluation Plan Development Committee Members and Their Position Titles: FY 2015
Mark Wallace
Scott Harper
Cynthia York
Warren Cunningham
Lori Downs
Jeff Moore
Letitia Hughes
Shari Alexander
Kathy Burris
Christa Middleton
Heather Gardner
Julie Mohon
Kelley Ross
Dinah Wallace
Assistant Superintendent
Director of Instruction & Technology
Director of Special Programs
Principal
Principal
Principal
Assistant Principal
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
EVALUATION PHILOSOPHY
Based on the premise that all individuals are capable of improvement, evaluation in the Barren County School
District is a constructive, cooperative, continuous process designed for the improvement of the total educational
program and staff for the benefit of all pupils.
EVALUATION OBJECTIVES
FORMATIVE:
1.
2.
3.
4.
5.
To improve overall instruction.
To encourage certified employees to improve their performance.
To identify the strengths and weaknesses of the individual.
To assist the individual in developing and implementing a program of growth in identified areas of weaknesses.
To promote continuing professional learning.
SUMMATIVE:
1.
2.
3.
To provide a measure of accountability to the public.
To support individual personnel decisions.
To evaluate all certified personnel in the school district in a non-discriminatory manner.
CERTIFIED EVALUATION GUIDELINES
The Formative stage will be a continuous cycle of gathering evaluation information based on predetermined
criteria in the district plan. All observations or monitoring of performance of certified employees shall be
conducted openly and with the full knowledge of the teacher or administrator.
The Summative stage includes a summary of all the information gathered during the formative stage. All
summative evaluations (except for the Superintendent) shall be in writing on the district evaluation form, and
may be completed electronically if available. A copy shall be provided to each person evaluated. The Summative
Evaluation and any written responses to evaluations shall become a part of the official personnel record.
Administrators will mark Ineffective, Developing, Accomplished or Exemplary. Based on the overall Professional
Practice Rating and Student Growth Rating, administrators will help tenured teachers determine the type of
Professional Growth Plan and the length of the summative cycle. The administrator will complete all parts of the
Summative Evaluation Instrument.
It is the intent of the District that all certified employees meet the District’s standards to continue their
employment. In the case of non-tenured employees the evaluator should not recommend the employee for
tenure unless the employee meets the District’s standards in all categories. In the case of tenured certified
employees, it is expected that the employee shall meet the District’s standards in all categories. An assistive
growth plan (Directed Growth Plan) for any standard that is not met shall be written for any employee whose
contract is renewed. An employee with a continuing contract who does not meet the District’s standards in all
categories shall have a corrective action plan. Each Directed Growth Plan shall be developed under the direction
and guidance of the school principal or primary evaluator.
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EVALUATION PROCEDURES
The district will train the primary evaluators in the evaluation process. The performance-based
teacher/administrator evaluation system includes two stages, formative and summative.
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.
Special teachers and itinerants will be evaluated by the designated evaluator as assigned by the Director of
Instruction, and other principals may become contributors to the process.
The immediate supervisor of the certified school employee shall be designated as the primary evaluator.
Additional trained administrative personnel may be used to observe and provide information to the primary
evaluator (see process for Evaluator Certification)
One mini observation will be conducted by an assigned Peer Observer. The Peer Observer will observe, collect,
share evidence, and provide feedback for formative purposes only. Peer Observers will not score a teacher’s
practice, nor will peer observation data be shared with anyone other than the observee unless permission is
granted.
All evaluations shall be signed by the evaluator and evaluatee indicating that the evaluation has been seen and a
conference held. A copy of all evaluations on approved district forms will be given to the person evaluated. All
summative evaluations (except for the superintendent) will be in writing on approved district forms, submitted
to KDE electronically in the approved format, and will become a part of the individual’s official personnel file.
The Superintendent shall be evaluated annually by the Board and the evaluation shall be discussed with the
Superintendent. The Superintendent shall submit an Individual Professional Growth Plan to the Board annually,
in accordance with KRS 156.011, the Board shall establish the continuing professional development
requirements of the Superintendent.
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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 Teacher
The vision for the Professional Growth and Effectiveness System (PGES) is to have every student taught by an
effective teacher. The goal is to create a fair and equitable system to measure teacher effectiveness and act as a
catalyst for professional growth.
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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
District Decisions
• Other Measures of Student Learning
• Products of Practice
• Other Sources (e.g., surveys, walk-through, letters and memos)
All components and sources of evidence related supporting an educator’s professional practice and student
growth ratings will be completed and recorded in the district approved process. In addition to utilizing the
forms for the process, primary evaluators may also use the APPROVED TECHNOLOGY PLATFORM from KDE as
long as the system is available and functioning properly. In the event that the system is unavailable, all
components and evidence shall be documented through hardcopies placed in the principal’s observation folder.
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Professional
Practice
Orientation, Self-Reflection and Professional Growth Planning
All teachers will participate in an orientation to the evaluation system provided by the principal
of the building. Orientation will occur within the first 30 calendar days of reporting for employment for
each school year.
All teachers will participate in self-reflection and professional growth planning annually in
accordance with the summative cycle chart based on the teacher’s professional practice rating
submitted in the state approved technology platform.
Self- reflection of professional growth goal needs must be completed by September 15. The educator
provides documentation to the primary evaluator that the self-reflection has been completed through the
appropriate district form. If a state approved technology platform system is available and functioning
properly, it may also be used. A planning template is available to assist and will serve as part of the
process that educators maintain. Teachers must include a rationale for each domain in which they mark
themselves as Ineffective (I) or Developing (D).
The Professional Growth Plan will address realistic, focused, and measurable professional goals
aligned with the school or district improvement plan. 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. A professional growth plan shall be developed, submitted to
the primary evaluator, and approved by October 15. A district form will be utilized and may be entered
into any state approved technology platform if available.
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.
See District PGES Forms and the TPGES Resources on the district website for more detailed information on
how to complete the Self-Reflection and how to develop the Professional Growth Plan.
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Timeline for Orientation, Self-Reflection and Professional Growth Plan
First 30 days of
employment
Teachers participates in orientation to TPGES.
By September 15
Teacher reflects on his/her current growth goal needs based on data
and identifies an area of focus by utilizing the Initial Reflection Tool
and submitting the documentation form to primary evaluator.
Collaborates with his/her administrator, develops growth plan and
action steps. Professional Growth Plan form is submitted to the
primary evaluator and approved.
By October 15
November-January
Implementation/Reflection on progress and impact of PGP plan
on his/her professional practice. The PGP form is updated and
submitted to the primary evaluator for approval.
January
Modifies plan as appropriate and makes any needed changes to the
form.
Continued implementation and reflection.
January-April
April/May
Summative reflection on the degree of PGP goal attainment and
implications for next steps.
*For certified personnel hired after the start of school, the administrator will provide orientation and
teacher will develop PGP within 30 days of employment.
Initial
Self-Reflection
Professional Growth
Goal (PGG) Planning
1. Use the Initial Reflection practice
tool to reflect on your practice
2. Match markings to the KY
Framework for Teaching
3. Fill out the Reflective Practice &
Professional Growth Planning tool
(part A)
4. Complete the Self-Reflection –
Documentation to Evaluator form
5. Submit both items (#3 & 4 above) to
your primary evaluator to indicate
the process has been completed
6. Update throughout the year if
needed, repeating steps 3-5
7. Initial Reflection is due by Sept 15th
each year
1. Complete part B of the Initial
Reflection Planning Tool:
a. Connect Priority Growth Needs
to Professional Growth
Planning
b. Make on-going reflection to
discuss on-going progress
toward PGG
c. At end of year, make reflections
on your progress to attain
goal(s)
2. PGG is due to evaluator for
approval by Oct 15th
3. Review PGG with evaluator at end
of year (Non-tenured -April 15;
tenured May 15)
* retain copies for your records
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Creating Student Growth Goals and Student Growth Goal Measures
All teachers must complete the student growth component unless identified modifications are established by KDE and
described in the:
• Guidance for PGES for Preschool
• Guidance for Alternative Settings
• Kentucky Framework for Teaching-Specialist Frameworks (OPGES) and related guidance documents
The student growth measure is comprised of two possible contributions: a state contribution and a local
contribution. The state contribution only pertains to approximately 20% of teachers in the following content
areas and grade levels participating in state assessments:
•
•
•
4th – 8th Grade
Reading
Math
The state contribution is reported using Median Student Growth Percentiles (MSGP). The local contribution
uses the Student Growth Goal Setting Process and applies to all teachers in the district, including those who
receive MSGP.
The following graphic provides a roadmap for determining which teachers receive which contributions:
Do you teach
students in grades 48?
NO
YES
Do you teach in the
Math or ELA
content areas?
NO
YES
Do your students
participate in the
Math or ELA
K-PREP Assessment?
NO
YES
LOCAL & STATE
CONTRIBUTION
LOCAL
CONTRIBUTION
ONLY
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State Contribution –Median Student Growth Percentiles (MSGP) –
Applies to Math/ELA, Grades 4-8
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 rating will be
calculated using the MSGPs for the students attributed the teacher of grades 4-8 math and ELA classes. 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.
Median State Student Growth Percentiles will be provided by the Kentucky Department of Education for all
teachers receiving a state contribution to student growth. The following chart is the Median State Student Growth
Percentile Ratings:
Rating State Median Student Growth Percentiles
High
Above 65th percentile
Expected
Between 30th and 65th percentile
Low
Less than 30th percentile
*Range is established by KDE and may be modified with proper notice
Local Contribution – Student Growth Goals (LSGG) –
Applies to all teachers and appropriate “other” professional
The local contribution for the student growth measure is a rating based on the degree to which a teacher or
other professional 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 and other
professionals will develop an SGG for inclusion in the student growth measure. All Student Growth Goals will
be determined by the teacher and other professionals 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). The Student Growth Goal(s) should be entered into the district designed process, or
into the state approved technology platform, and be principal approved by November 1.
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.
The SGG will be comprised of two parts: Proficiency Component and Growth Component.
There are exceptions for OPGES, Preschool and alternative settings based on their individual classroom
situations. They will select skills, processes, understandings, expectations or concepts specifically generated
from their standards and frameworks for their field or KCAS.
The SGG will be written and approved by Nov 15.
Information for scoring SGG begins on page 26.
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Process/Protocol to Develop Student Growth Goal
(Resources: See below)
Step 1:
•
•
•
•
Determine Needs
Context of identified class, student population
Interval of instruction
Identify content area
Sources of evidence to establish baseline and
measure of student growth
Step 2: Create a Specific Learning Goal
• Specify expected growth and proficiency
targets
• Apply SMART goal criteria
• Explain rationale for goal/how targets meet
expected rigor
Step 3: Create and Implement Teaching and
Learning Strategies
• Describe personal learning needed to support
students attainment of growth goal
• Instructional strategies to obtain goal
Step 4: Monitor Student Progress through
Ongoing Formative Assessment
• Plan for progress monitoring
Step 5: Determine Whether Students Achieve Goal
• Analyze results (summative/post
assessments)
• Reflection/Next Steps
Instruments
In order to determine if the teacher created student
growth goal ensures rigor, the school will use the
Barren County Schools Rubric to Measure Student
Growth Goal.
Teachers may use a variety of planning tools such as
the Enduring Skills Checklist, Think Plan Guidance
Format for Developing Student Growth Goals and the
CASL (Classroom Assessment for Student
Learning) work on Target/Method to ensure rigor.
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Rigor and Comparability of Student Growth Goals
All teachers and other professionals will write student growth goal(s) annually
•
•
All teachers and appropriate other professionals will write a student growth goal based on the criteria
All teachers and appropriate other professionals will use the Protocol for ensuring rigor and comparability
In order to ensure both rigor and comparability in the development of Student Growth Goals (SGG) the
district designed rubric (included on the following page) shall be used by evaluator and evaluatee. Schools
may also use a school peer review process using the same rubric with final approval by evaluator.
Administration Protocol
Scoring Process by Principal (and
PLC if school chooses)
Rigor and Comparability
Administrative protocol procedures will ensure rigor and comparability by
ensuring that Student Growth Goals meet the following criteria:
• Aligns with standards identified in the student goal
• Meets expected rigor of the standards
• Elicits evidence of the degree to which a student can
independently demonstrate the targeted enduring skill or concept
• Measures what it says it measures and provides consistent results
• Allows high and low achieving students to demonstrate their
knowledge
• Provides access and opportunity for all students including students
with disabilities, ELL’s and gifted and talented students
• Provides sufficient data to inform future instruction
Step 1: Principal and teachers will meet to review relevant data sources
and determine area of focus.
Step 2: Teachers will use the SGG Template (see appendix) to develop the
Student Growth Goal. The Student Growth Goal shall contain both
growth and proficiency measures. The teacher may meet with a PLC to
determine if the goal meets the rubric prior to meeting with the
principal (not required, but an option that schools may choose to
provide.
Step 3: The teacher will meet with evaluator to review the student growth
goal using the Barren County Schools Rubric to Measure Student Growth
Goal.
Step 4: The principal and teacher will determine if the designed measure
will yield true student growth data and would be comparable to growth
measures.
Step 5: The principal and teacher will approve goal and plan/review
strategies to meet the goal.
The following protocol will be used to ensure rigor and comparability in Barren County Schools.
Teachers will develop a minimum of one Student Growth Goal.
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Barren County Schools Rubric to Measure Student Growth Goal
Structure of the Goal
Acceptable
Needs Revision
Insufficient
The student growth goal:
The student growth goal:
The student growth goal:
The student growth goal:
Focuses on a standards-based enduring skill which
students are expected to master
Focuses on a standards-based enduring skill
Focuses on a standards-based skill that
does not match enduring skill criteria
Is not standards-based
Identifies an area of need pertaining to current
students’ abilities
Identifies a specific area of need supported by
data for current students
Identifies a specific area of need, but lacks
supporting data for current students
Is not focused on a specific area of need
Includes growth and proficiency targets that
establish and differentiate expected performance
for ALL students
Includes a growth target that establishes
growth for ALL students; a proficiency target
that establishes the mastery expectation for
students
Includes both a growth target and a
proficiency target, but fails to differentiate
expected performance for one or both
targets
Includes only a growth or a proficiency
target
Uses appropriate measures for base-line, midcourse, and end of year/course data collection
Uses measures for collecting baseline, midcourse, and end of year/course data that
matches the skill being assessed
Uses measures that fail to clearly
demonstrate performance for the
identified skill
Uses no baseline data or uses irrelevant data
Explicitly states year-long/course-long interval of
instruction
Specifies a year-long/course-long interval of
instruction
Specifies less than a year-long/course-long
interval of instruction
Fails to specify an interval of instruction
Rigor of the Goal
Acceptable
Needs Revision
Insufficient
Is congruent to KCAS grade level standards and
appropriate for the grade level and content area
for which it was developed
Is congruent and appropriate for grade
level/content area standards
Is congruent to content, but not to grade
level standards
Is not congruent or appropriate for grade
level/content area standards
Identifies measures that demonstrate where
students are in meeting or exceeding the intent of
the standard(s) being assessed
Identifies measures that allow students to
demonstrate their competency in performing
at the level intended in the standards being
assessed
Identifies measures that only allow
students to demonstrate competency of
part, but not all aspects of the standards
being assessed
Identifies measures that do not assess the
level of competency intended in the
standards
Includes growth and proficiency targets that are
challenging for students, but attainable with
support
Includes growth and proficiency targets that
are doable, but stretch the outer bounds of
what is attainable
Includes targets that are achievable, but fail
to stretch attainability expectations
Includes targets that do not articulate
expectations AND/OR targets are not
achievable
Comparability of Data
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
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Acceptable
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
Needs Revision
Insufficient
n/a
For similar classrooms, data collected for the
student growth goal:
Does not reflect common criteria used to
determine progress
Measures Acceptable as Indicators of Growth:
The graphic below provides one way to view data sources available to teachers. The target denotes the greatest
influence on daily instruction and student success. Teachers’ use of multiple data points to understand what students
know and are able to do provides the most opportunity for the teacher to consistently make decisions based on
authentic assessments. The more closely the student growth goal is aligned with the daily instructional and
assessment practices the more likely the growth goal will be attained.
Multiple Data Points
Classroom-level, Teacher-made
Building/Team-level Common
Assessments
District-level Common Assessments
District-Approved Universal
The target denotes greatest influence on
daily instruction and student success.
Multiple Data
• Use of data from combinations of assessment types
• Districts develop common guidelines for combining multiple, valid assessments into a single
performance rating for student growth goal-setting.
Classroom-Level Assessments and Rubrics
• Teacher-generated assessments/rubrics developed, or selected, at the classroom-level
• Process for developing and jurying is designed at district level
• Juried at building-level
Building/Team-Level Common Assessments and Rubrics
• Assessments/rubrics developed at building-level
• Process for developing and jurying is designed at district level
District Common Assessments and Rubrics
• Common assessments/rubrics designed at district level
District Approved Universal
• Assessments/rubrics used more broadly (state or national levels, i.e., Literacy Design Collaborative
rubrics)
Resources:
• Innovation Configuration Map
• Illinois State Board of Education Guide Book on Student Learning Objectives for Type III Assessments (Feb 2013)
• Performance Counts: Assessment Systems That Support High-Quality Learning (Linda Darling-Hammond)
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Barren County Schools Recommended Assessments
Grades Preschool, K-2
Grades 3-8
☐ AIMS Web
☐ Preschool standards/social emotional standards
☐ STAR Math Enterprise
☐ STAR Reading Enterprise
☐ STAR Early Literacy
☐ Brigance
☐ MAP Primary Grades or MAP
☐ GRADE or GMADE
☐ DIBELS
☐ District Level Common Assessments
☐ AIMS Web
☐ Easy CBM
☐ MAP
☐ KPREP
☐ STAR Enterprise Reading and Math
☐ Explore
☐ Dibels
☐ Brigance
☐ School Level Common Assessments
Grades 9-12
☐ KPREP
☐ EOC
☐ PLAN
☐ ACT
☐ COMPASS
☐ MAP (grade 9)
☐ School Level Common Assessments
☐
☐
☐
☐
☐
☐
KOSSA
AP EXAMS
Quality Core
ACT
WorkKeys
Industry Certifications
Pre Test/Post Test or Rubrics: Teachers may use pre/posttests and/or rubrics to determine the growth identified in
their goal. These assessments can be identical or parallel versions.
Throughout the school year, teachers will use formative assessments to monitor growth toward the goal and
modify instruction.
Student Voice
The Student Voice Survey is a confidential, survey that collects student feedback on specific aspects of the classroom
experience and teaching practice. The Barren County Schools Director of Instruction will serve as the District Student
Voice Point of Contact and work closely with the KSIS District Contact to meet the bullets outlined below:
•
•
All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one
identified group of students.
To be consistent across the district, the following conditions will apply:
•
Elementary teachers will issue the survey in their homerooms (unless special circumstances apply)
•
Middle and High School teachers will issue the survey to students from the first class of the day that
they teach (unless special circumstances applies)
•
In the case of special circumstances as agreed upon by the evaluator, evaluatee, and in consultation
with the district student voice coordinator a different class will be selected.
•
For itinerant, Exceptional Child Educators, other teachers or with class sizes less than 10, who have
more than 10 students on their combined class rosters, the teacher will consult with their primary
evaluator to determine the best make-up to create a group with 10 or more students. If conditions
exist that make this unreasonable to do, the teacher shall get permission from primary evaluator. For
OPGES participants there is a minimum of 5 students to conduct student voice with the appropriate
17 | P a g e
•
•
•
•
•
•
•
•
survey if they provide group instruction to students on a regular basis through an assigned job duty.
To ensure equal access for all students, accommodations consistent with the student’s IEP, PSP or 504
plan will be utilized for completion of the survey.
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 will 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 during one of the approved KDE windows.
Teacher being evaluated will not be present during the survey.
Survey data will only be considered when 10 or more students have responded.
Observations
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 and calculate a summative
rating. Peer observation will only be used for formative feedback on teaching practice in a collegial atmosphere of
trust and common purpose. NO summative ratings will be given by the peer observer. The rationale for each
type of observation is to encourage continued professional learning in teaching and learning through critical
reflection. All observations must be documented in the approved technology platform.
Observation Model
The observation cycle will consist of a minimum of 4 observations in the summative cycle. Observers will conduct
three mini observations of approximately 20-30 minutes each, one of these observations is conducted by a
trained peer observer. Because these are shorter sessions, the evaluator will make note of the components
observed in order to identify "look fors" in the next mini observation session. The peer observation is only for
formative feedback on teaching practice for the teacher. The final observation is a formal observation consisting
of a full class or lesson observation conducted by the supervisor. All observations must be documented on
approved district forms and may be completed using appropriate technology platform, if available. Additional
observations beyond the minimum requirements stated above may be scheduled or unscheduled (announced or
unannounced), mini-partial, or a walk-thru. All observations may provide additional data for evaluation.
Pre Observation Conferencing
For scheduled observations, the pre observation form is required to be submitted to the supervisor 1-3 days prior
to any scheduled observation. A pre observation conference may be requested by the evaluator or the certified
staff being observed.
Post Observation Conferencing
Observers will adhere to the following observation conferencing requirements:
• Conduct observation post conference within five (5) working days. Documentation filed.
• The summative evaluation conference shall be held at the end of the summative evaluation cycle.
Refer to timelines.
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Observation Cycles
SYSTEM OF EVALUATION*
ANNUALLY
SUPERINTENDENT
Superintendent PGES (conducted by Board of Ed)
DIRECTORS
Other District Staff Evaluation System
SCHOOL PSYCHOLOGIST
Other District Staff Evaluation System
CRTS/BAVEL/V-TEAM
TEACHER CONSULTANTS
PRINCIPALS/ASSISTANT/
Alternative School Admin
Other District Staff Evaluation System
NON TENURED
ANNUALLY,
TENURED EVERY 3
YEARS
Principal PGES
COUNSELORS/CCR
DEVELOPMENT COORD
SPEECH LANGUAGE
PATHOLOGIST
LIBRARIANS
OPGES with appropriate KDE Framework
PRESCHOOL TEACHERS
Teacher PGES (with KDE Preschool Guidance)
NON TENURED TEACHERS
Teacher PGES
TENURED TEACHERS
Teacher PGES
TENURED TEACHER ON
IMPROVEMENT PLAN
Teacher PGES
PGES – Professional Growth and Effectiveness System
Observation Schedule
Observations may begin after the evaluation training takes place within 30 calendar days of reporting for
employment according to the timeline below:
Orientation
Non
Tenured
Tenured
***
30 calendar days
of reporting for
employment
SelfReflection,
Professional
Growth Plan
and Student
Growth
Goals
SelfReflection by
Sept. 15**
Professional
Growth Goals
by Oct 15**
Observation Observation Midyear
Mini
Mini
Principal
Principal
By
November 1
By
February 1
Review
Observation
Mini
Peer
Between
Between
November 2 November 2
and
and
February 1
February 1
4th
Observation
Formal
Principal
Between
February 2
and April 15
Summative
Evaluation
submitted
to CO
April 15
May 1
Student
Growth Goals
by Nov. 15**
* All components completed and entered into the approved format by the dates above.
** Evaluator may request submission earlier in order to review before approval.
*** Tenured Teachers not on One-Year Directed Growth Plan
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Evaluation Timeline Barren County Schools
A summative evaluation conference shall be held at the end of the summative evaluation cycle and shall include all
applicable professional growth and evaluation data.
Non-Tenured Teachers
A summative evaluation shall occur annually for all non-tenured teachers. This observation shall include a minimum
of three mini observations of approximately 20-30 minutes each (one of which is a peer observation and occurs
between Nov 2 & Feb 1). Teachers may request additional peer observations for formative purposes if desired. The
final observation is a formal observation consisting of a full class or lesson observation. Observations may begin 30
calendar days after the first day of teacher employment.
Intern Teachers
The intern shall be evaluated in accordance with the Kentucky Teacher Internship Program (KTIP). Since the
internship program is for the purpose of certification, the district shall additionally require that a district summative
evaluation form be prepared that using the data gathered through the internship program. The summative
evaluation shall be utilized for employment purposes by the district and shall be placed in the intern’s personnel file.
Tenured Teachers not on One-Year Directed Growth Plan
A summative evaluation shall occur a minimum of once every three (3) years for all tenured personnel. All tenured
personnel whose last name begins with A-H will be evaluated during the 2015-16 school year and every third (3rd)
year thereafter. During the 2016-17 school year, all tenured personnel whose last name begins with I-P will be
evaluated and every third year thereafter. During the 2017-18 school year, all tenured personnel whose last name
begins with Q-Z will be evaluated and every third year thereafter.
Tenured Teachers on One-Year Directed Growth Plan
Based on the overall Professional Practice Rating and Student Growth Rating, supervisors will determine the tenured
teacher’s type of Professional Growth Plan and the length of the summative cycle. Those tenured teachers on a oneyear Directed Growth Plan will be evaluated annually. If a teacher is rated as ineffective in professional practice
AND as low in student growth, he or she will be placed on an “up to 12th-month improvement plan” (also known as
Corrective Action Plan) and a summative evaluation completed at the end of the plan.
Late Hires & Those on Extended Leaves
Late hires, and those on extended leaves of absence, will have a minimum of two observations (one mini and one
full) conducted by the assigned supervisor and one observation conducted by the peer. The principal/primary
evaluator will discuss the adjustment of timelines with the evaluatee based on the hire date and/or dates of the
extended leave of absence.
A Late hire is any teacher or Other Professional hired on or after 60 school days following the first day that students
report to school. Exception will be for any late hire that will work for 60 or fewer consecutive days. If the new
employee will work for sixty or fewer consecutive days, then one full observation will be conducted by the
supervisor. In the event of extenuating circumstances, one full, formal observation will be conducted on the
evaluatee prior to the end of the school year.
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Observer Certification
To ensure consistency of observations, evaluators must complete the approved technology platform
Proficiency Observation Training. The system allows observers to develop a deep understanding of how the four
domains of the Kentucky Framework for Teaching (FfT) are applied in observation. There are 3 sections of the
proficiency system:
• Framework for Teaching Observer Training
• Framework for Teaching Scoring Practice
• Framework for Teaching Proficiency Assessment
The cycle for observation certification established is as follows [NOTE: This evaluation certification cycle mirrors
the existing 704 KAR 3:370 related to initial and update training for certified evaluators]. The office of the assistant
superintendent will document names of all certified administrators who have successfully passed the proficiency
exam including the year initial certification occurred. Completion of dates will reflect the date of initial
certification:
Year 1
Year 2
Year 3
Year 4
Certification
Calibration
Calibration
Recertification
Only primary evaluators who have passed the proficiency assessment can conduct mini and full observations for
the purpose of evaluation. Initial Evaluator Certification and Observer Training (Initial and Calibration) must be
completed prior to full duties of an evaluator are granted. In the event that a primary evaluator has yet to
complete the proficiency assessment, or if the primary evaluator does not pass the assessment, the district will
provide the following supports:
Observer Certification Support
In cases where the primary evaluator 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. A scaffold approach will be implemented, beginning with initial
supports to ensure success during the first administration of the assessment, supports for those who do not pass
after one attempt and, supports for those unable to pass the assessment after the second attempt and are
subsequently locked out of the system for 90 days. These processes could include collaboration during the
initial training (consider a cohort approach to initial certification), additional professional learning opportunities,
and mentors.
To ensure teachers will have access to certified observers in cases where the primary evaluator is not certified
through the proficiency system and therefore unable to conduct the observation, district-level personnel or
principals from another building (certified through the proficiency system) will conduct the observation with the
principal (modeling the process). The office of the assistant superintendent shall determine the “mentor”
observer to work with the primary evaluator. Observation data provided by a substitute observer is considered a
valid source of evidence only if the primary evaluator participated (passively) in the observation. Late hire primary
evaluators will obtain certification within 30 days of hiring.
Observer Calibration
A calibration process is to be completed each year where certification is not required (see chart under
Observer Certification). This calibration process will be completed in years two (2) and three (3) after
certification. Calibration ensures ongoing accuracy in scoring teaching practice; an awareness of the potential risk
for rater bias; and that observers refresh their knowledge of the training and scoring practice. Observer
calibration will occur during years 2 & 3 of the Observer Certification Process based on Teachscape, or the current
21 | P a g e
state approved technology. Re-certification will occur after year 3. In the case where an administrator does not
meet calibration requirements, administrators will receive additional calibration practice/scoring to support the
reliability of the calibration process. Calibration windows will be established by the office of the assistant
superintendent.
The district will provide an observer calibration training each summer for all evaluators. Calibration training is to
be completed preferably by the date of the District’s Evaluator Training, but is required to be completed prior to
the official Opening Day of School. Documentation of calibration training will be forwarded to the central office
contacts to be kept on file in the Office of the Assistant Superintendent upon completion.
Yellow Rating: A yellow rating indicates that the evaluator needs additional practice and support to prepare for
classroom observations. Evaluators receiving a yellow rating will be asked to review the rubrics, benchmarks and
rangefinders for the components they did not have an exact match with expert scores. The evaluator should also
complete additional calibration videos until a green rating is achieved.
Red Rating: A red rating indicates the evaluator is inconsistent in their application of the Framework for Teaching.
A source of their scoring inconsistency may be due to their professional preferences influencing their judgment an
application of the rubric. Evaluators receiving a red rating shall repeat training with an assigned mentor (as
assigned by the Office of the Assistant Superintendent or Superintendent) and score additional videos from their
grade band. Evaluators who score in the red band must be accompanied by another certified evaluator (mentor)
until they reach a green rating.
Peer Observation (Information, certification and selection)
•
A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only.
•
Peer Observers will not score a teacher’s practice, nor will peer observation data be shared with anyone other
than the Observee unless permission is granted.
•
All teachers will receive a peer observation in their summative year.
•
All peer observations must be documented using the district developed documentation form (see PEER
observation form) that will submitted to the primary evaluator when peer observation process has been
completed (submit PEER3 form only).
• All peer observers will have completed the state developed peer observer training within the last three (3) years.
•
All teachers were trained in the state developed peer observer training system in the Summer of 2014. Additional
district-wide events will be conducted every three years. If additional peer observers are needed at a school, the
district curriculum resource teachers will organize trainings to occur in the interim. Upon successful completion,
the Peer Observer will print certificate and deliver to the building principal.
• From the teachers who have completed the approved peer observation training and have earned the appropriate
certification, the principal will select (based on those who best meet the professional needs for peer observations
for that year) a minimum of one-third for the “approved peer observer pool”. Intern teachers may not be peer
observers.
•
Teachers in the summative cycle will rank choices for their peer observer from the approved peer observer pool.
The principal will select the peer observer from the teachers’ rankings.
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Determining the Overall Performance Category
Primary evaluators are responsible for determining an Overall Performance Category for each teacher at the
conclusion of the 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, and decision rules that establish a common understanding of performance thresholds to which
all educators are held.
Rating Professional Practice (STEP #1) (Each individual observation – mini/full)
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. Primary evaluators will organize and analyze evidence for each individual educator
based on these concrete descriptions of practice. Primary evaluators 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. Summative rating will be based on evidence. All ratings must be recorded in the district
approved format and a hard copy will be provided to the official personnel record. Evaluators will utilize approved
forms for this process, and if available, may use approved technology formats.
PROFESSIONAL PRACTICE
DOMAIN RATINGS
SOURCES OF EVIDENCE TO INFORM
PROFESSIONAL PRACTICE
DOMAIN 1: [I,D,A,E]
[I D A E]
REQUIRED
• Observation
• Student Voice
• Professional Growth Plans
and Self Reflection
OPTIONAL
• District-Determined –
identified in the CEP
• Other Teacher Evidence
PROFESSIONAL
JUDGMENT
DOMAIN 2: [I,D,A,E]
DOMAIN 3: [I,D,A,E]
DOMAIN 4: [I,D,A,E]
23 | P a g e
Products of Practice/Other Sources of Evidence That May Be Considered
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 primary evaluator observer(s)
• Student voice survey(s)
• Self-reflection and professional growth plans
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
i n f o r ma l observations
•
•
• Student data records
•
• Student work
•
• Student formative and/or summative course
evaluations/feedback
•
• Minutes from PLCs
•
• Teacher reflections and/or self-reflections
Benchmark data
Teacher interviews
Teacher committee or team contributions
Parent engagement surveys
Records of students and/or teacher attendance
Video lessons
Engagement in professional organizations
Action research
Progress monitoring data (IEP, 504, PSP, RTI Plan,
GSSP, etc.)
Individual Learning Plans
Other school and district level assessments
Letters and Memos
In addition to the sources of evidence listed above, letters and memos may be used to document both outstanding
performance and performance which needs improvement. The correspondence should be dated and signed by both parties.
Determining the Overall Performance Category (STEP #2)
An educator’s Overall Performance Category for Professional Practice is determined using 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 Rating.
CRITERIA FOR DETERMINING A TEACHER’S PROFESSIONAL PRACTICE RATING
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Rating Overall Student Growth (STEP #3)
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 primary evaluator in applying
professional judgment to multiple evidences of student growth over time. The Student Growth Rating must include
data from SGG and MSGP (where available), and will be considered in a three year cycle (when available).
STUDENT GROWTH
SOURCES OF EVIDENCE TO INFORM
STUDENT GROWTH
STATE
• MSGPs
• State Predefined Cut
Scores
LOCAL
• SGG
• Maintain current process
• Rate on H/E/L
STUDENT GROWTH RATING
PROFESSIONAL
JUDGMENT
AND DISTRICTDETERMINED
RUBRICS
STUDENT GROWTH [H,E,L]

SGG and MSGP (when available) will be used to determine overall Student Growth Rating.
 When available, up to three years of student growth data will be used to determine overall
Student Growth Rating for teachers/other professionals.
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Determining Growth for a Single Student Growth Goal (STEP #3A) (LOCAL SGG)
The following decision rules will be used in determining the result of local contribution student growth and apply to
both TPGES (including preschool) and OPGES:
Barren County Schools Decision Rules for the Growth
Low
Expected
Component
High
Achievement data from at least
two points in time shows little to
no evidence of growth for
students.
Achievement data from at least
two points in time shows clear
evidence of growth for all
students.
Achievement data from at least
two points in time shows clear
evidence of growth for all
students.
Less than 60% of the students
showed growth.
60%-84% of students met the
growth target.
85% or more of students reached
desired growth.
Barren County Schools Decision Rules for the Proficiency
Low
Expected
Component (Proficiency Target)
High
Proficiency Component Low Rating
Proficiency Component Expected
Rating
Proficiency Component High Rating
Greater than 10% discrepancy from
stated target will be considered as
Low Growth.
Plus or minus 10% of stated target
will be considered as Expected
Growth
Greater than 10 % of stated target
will be considered as High Growth
The matrix below will be used to assign the overall rating of the growth goal by the building level
primary evaluator for Local Contribution.
Proficiency
Overall Local Student Growth Goal (SGG) Rating
High
Expected Expected
High
Expected
Expected Expected
Expected
Low
Low
Expected
Expected
Low
Expected
High
Growth
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Combining Local & State Growth (Step #3B) (Grades 4-8 Reading & Math)
Rating Student
Growth
State contribution is weighted 5% of Student Growth (MSGP).
(see page 12 for more details about this state provided score
(grades 4-8 reading & math))
Local contribution is weighted 95% of Student Growth (Local Student Growth Goal Rating).
Calculated for the
current year’s growth
0.95 (LSGGR) + 0.05 (MSGP) = Overall Teacher Performance Rating for Year
LSGGR = Local Student Growth Goal Rating
RANKING
LOW
Expected
High
Low = 1
Expected = 2
High = 3
Example
MSGP = Median State Growth Percentile
Local Student Growth Goal Rating = High
State Growth (MSGP) Rating = Expected
.95 (3) + 0.05 (2) = 2.85 + 0.1 = 2.95 or
Rating Overall
Student Growth
AVERAGE SCORE
1.0 – 1.49
1.50-2.49
2.50-3
High Rating
Data will be collected over 3 years and each year’s data will be of equal
weight in the calculation of growth (33%).
Weighting will be averaged over the 3 years with the following rating:
Low = 1
Multiple years’ growth
Expected = 2
High = 3
To find the weighted average for the Student Growth Goal Rating, use the formula:
FORMULA: .33 (Yr 1) + .33 (Yr 2) + .33 (Yr. 3 ) = Growth
RANKING
LOW
Expected
High
AVERAGE SCORE
1.0 – 1.49
1.50-2.49
2.50-3
•
If a teacher has only one year of data, that year will count for 100% of
their growth total.
•
If a teacher has only two years of data, each of the two years will count for
50% of their growth total.
•
Principals shall include cycle data from other placements within the district (ex.
Teacher taught at the high school for 2 years and this year at the middle school.
Principal would utilize the rating from the middle school for years 1 and 2).
Example
Y1A=Year 1 Average
Low = 1
Y1A=Year 1 Average
Y2A=Year 2 Average
Expected = 2
Y2A=Year 2 Average
Y3A=Year 3 Average
Expected = 2
Y3A=Year 3 Average
GT=Growth Total
5 / 3 = 1.66
Expected
GT=Growth Total
27 | P a g e
Determining Overall Performance Category (Step #4)






This is also known as the Summative Rating.
Apply State Overall Decision Rules for determining educator’s Overall Performance Category.
All summative ratings must be recorded on district forms and submitted to the Kentucky Department of
Education through the approved technology platform.
Implement the Overall Performance Category process for determining effectiveness.
An opportunity for written response shall be included in the official personnel record.
A copy of the evaluation will be provided to the evaluatee.
CRITERIA FOR DETERMINING A TEACHER’S OR OTHER
PROFESSIONAL’S OVERALL PERFORMANCE CATEGORY
28 | P a g e
Professional Growth Plan and Summative Cycle (Step #5)
Based on the overall Professional Practice Rating, the type of Professional Growth Plan
and the length of the summative cycle will be determined using the charts below:
ACCOMPLISHED
THREE-YEAR CYCLE
SELF-DIRECTED GROWTH
PLAN
•
•
•
DEVELOPING
•
•
•
•
THREE-YEAR CYCLE
SELF-DIRECTED GROWTH PLAN
•
•
Goal set by teacher with
evaluator input
One goal must focus on
low student growth
outcome
Formative review
annually
ONE-YEAR CYCLE
DIRECTED GROWTH PLAN
INEFFECTIVE
PROFESIONAL PRACTICE
EXEMPLARY
PROFESSIONAL GROWTH PLAN AND CYCLE FOR TENURED TEACHERS AND OTHER PROFESSIONALS
Goal(s) Determined by
Evaluator
Goals focus on professional
practice and student growth
Plan activities designed by
evaluator with teacher input
Summative review annually
UP TO 12-MONTH
IMPROVEMENT PLAN
• Goal(s) determined by
evaluator
• Focus on low performance
area
• Summative at end of plan
LOW
•
•
Goals set by teacher with evaluator input
Plan activities are teacher directed and implemented with
colleagues.
Formative review annually
Summative occurs at the end of year 3.
THREE-YEAR CYCLE
SELF-DIRECTED GROWTH PLAN
•
•
Goal(s) set by teacher with
evaluator input; one must
address professional practice
or student growth.
Formative review annually.
THREE-YEAR CYCLE
SELF-DIRECTED GROWTH PLAN
•
•
Goal(s) set by educator with
evaluator input
Formative review annually
ONE YEAR DIRECTED GROWTH PLAN
• Goal determined by evaluator
• Goals focused on low performance/outcome area
• Plan activities designed by evaluator with educator input
• Formative review at midpoint
• Summative at end of plan
EXPECTED
HIGH
STUDENT GROWTH RATING
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PRINCIPAL AND ASSISTANT PRINCIPAL
PROFESSIONAL GROWTH AND
EFFECTIVENESS SYSTEM
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Professional Growth and Effectiveness System – Principal and Assistant
Principal
The vision for the Professional Growth and Effectiveness System (PGES) is to have every school led by an effective
principal. The goal is to create a fair and equitable system to measure principal effectiveness and act as a catalyst
for professional growth. All administrators will receive summative evaluations annually.
Roles and Definitions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
ASSIST: The Adaptive System of School Improvement Support Tools is a web-based platform
designed to broaden and sharpen thinking about continuous improvement, performance and
accreditation.
Administrator: means an EPSB certified 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
Evaluator: the immediate supervisor of certified personnel, who has satisfactorily completed all
required evaluation training and, if evaluating teachers, observation certification training.
Evaluatee: District/School personnel is being evaluated
Interim Trajectory Goal(s): The annual delivery target score needed to obtain the Trajectory
Target Goal.
Professional Growth Plan: An individualized plan that is focused on improving professional
practice, using a variety of evidences that reflect student, educator, and school/district data,
produced in consultation with the evaluator.
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
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.
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. Results may be used to
assist in goal setting for improving the learning environment and principal practice.
Trajectory Goal(s): A goal that is obtained from the School Report Card Delivery Target Tab.
Working Conditions Goal: A goal set by administrators every two years, using data from the
state approved working conditions survey, for the purpose of school improvement.
For Additional Definitions and Roles, please see 704KAR 3:370 Professional Growth and
Effectiveness System
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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 must be grounded in the common framework identified: The
Principal Performance Standards.
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Principal Performance Standards
The Principal Performance Standards are designed to support student achievement and professional bestpractice 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 projected that most
principals will maintain an Accomplished rating, but will occasionally have exemplary performance on
standards at any given time. The summative rating will be a holistic representation of performance,
combining data from multiple sources of evidence across each standard.
The use of professional judgment based on multiple sources of evidence promotes a more holistic and
comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation
of practice based on predetermined formulas. Evaluators will also take into account how principals respond
to or apply additional supports and resources designed to promote student learning, as well as their own
professional growth and development. Finally, professional judgment gives evaluators the flexibility to
account for a wide variety of factors related to individual principal performance. These factors may include
school-specific priorities that may drive practice in one standard, an educator’s number of goals, experience
level and/or leadership opportunities. Contextual variables may also impact the learning environment, such
as unanticipated outside events or traumas.
Evaluators must use the following categories of evidence in determining overall ratings:
Required Sources of Evidence
• Professional Growth Planning and Self-Reflection
• Site-Visits
• Val-Ed 360°
• Working Conditions Goal (TELL Survey)
• 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 such as CSIP, PD Plans, Budgets, additional surveys, PBIS/discipline data, Program
Reviews etc.
35 | P a g e
Professional Practice
The following sections provide a detailed overview of the various sources of evidence used to inform Professional
Practice Ratings.
Professional Growth Planning and Self-Reflection – completed by principals & 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. Selfreflection improves principal practice through ongoing, careful consideration of the impact of leadership
practice on student growth and achievement.
•
•
•
All principals and assistant principals will participate in self-reflection by September 15. For principals
hired after the start of the school year, the self-reflection must be completed within 30 working days.
All professional growth plans will be submitted no later than 30 working days after state testing data
becomes available. Since principals must utilize current state testing data in order to identify growth
areas, the growth plan cannot be fully developed until the state data is available. For principals hired
after the release of state testing data, the principal must submit a professional growth plan within 30
working days.
Considerations will be given for administrators of alternative settings (Day Treatment, Alternative
School, etc.) as detailed in the KDE Guidance for PGES in Alternative Settings. If state level data is not
provided for the alternative setting, administrator will include of two local growth goals. Other
examples include using other non-academic factors for goals, using other survey data if TELL Data is
not available, etc. as determined appropriate by superintendent
Timeline for submission of PGP for principals/assistant principals.
Principal/Assistant Principal PGP Timeline
Will be completed by:
Within 30 calendar days of
reporting for employment
September 15
30 days after state testing
data is released
December 31
March/April
April 1
May 1
Superintendent or designee reviews expectations of PPGES.
Principal/Assistant Principal complete self-reflection.
Principal/Assistant Principal will collaboratively develop Professional Growth Plan,
Student Growth Goal(s), and Working Conditions Goal.
Superintendent or designee conducts first site visit.
Completion of TELL or Val-ED survey during spring window.
Superintendent or designee conducts second site visit.
Overall Professional Performance Ratings Assigned and Summative Evaluation
Completed.
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/designee may gain insight into the principal’s
practice in relation to the standards. During a site visit, the superintendent/designee 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.
36 | P a g e
•
•
•
•
•
Conducted at least twice each year. (Formal site-visits are not required for the assistant principal.)
First site visit will be conducted before December 31st of the school year. The second site visit will be
conducted by April 1st of the school year.
Conferences following a site visit will occur within 5 working days of the visit.
Each site visit will include the completion of the district approved site visit form which includes
connectivity to the Principal Performance Standards, comments, and next steps for principals. This will
be summarized during the post-conference.
Assistant principals will receive at least one formative conference each year with their principal using
the district-approved Principal PGES Site Visit Form for the purpose of reflecting on current practice
and making next-step goals.
Conference Expectations:
Following First Site Visit (prior to December 31):
• Discuss purpose of meeting
• Discuss reflection of data
• Discuss and come to agreement on Student Growth Goal and Action Plan
• Discuss reflections of the Principal Performance Standards
• Discuss and come to agreement on the Professional Growth Goal and Action Plan
• Questions/Concerns/Comments
Following Second Site Visit (by April 1)
• Discuss purpose of meeting
• Discuss site visit and provide feedback
• Share progress toward Student Growth Goal and Professional Growth Goal
• Discuss progress of each standard and determine if any other documentation is needed
• Discuss overall rating based on Professional Practice and Student Growth
• Questions/Concerns/Comments
Late Hires:
Late Hires will have a minimum of two site visits conducted by the Superintendent if hired after sixty (60) days
following the first day that students report to school. Additional conferences may be held as deemed necessary
to monitor progress.
Val-Ed 360° - completed for principals – not completed for assistant
principals
The VAL-ED 360° is an assessment that provides feedback on a principal’s learning-centered behaviors by
using input from the principal, his/her supervisor, and teachers. All teachers will participate in the Val-Ed
360°. The results of the survey will be included as a source of data to inform each principal’s professional
practice rating.
•
•
Conducted at least once every two years in the school year that TELL Kentucky is not administered.
Survey will occur during the district approved window.
Late hires hired after the survey is administered will not participate.
37 | P a g e
VAL-ED ROLE GROUPS
District Administrator – The Director of Instruction will oversee and monitor the implementation of VAL-ED 360
and coordinate the survey at all schools. The role of the district administrator is to oversee and monitor the
implementation of the VAL-ED 360 process, including the distribution of teacher “letters” in hard copy to each
principal and the superintendent/designee and the school teacher letters to each school. This letter will contain
an anonymous code for access to the online survey. Participants will be surveyed at three levels . . . supervisor(s),
principal, certified teachers. The district administrator will establish and communicate the VAL-ED window of
administration and individual school will choose a teacher to organize the method for teachers to complete the
survey. Anyone absent during the survey will be required to complete the survey as soon as possible to meet the
deadline.
School VAL-Ed Coordinator-The school Val-Ed Coordinator serves as a liaison between district and school
administrator to train, identify how the school will organize for the teacher survey and the distribution of teacher
codes. Each school will develop and publish the process for taking the VAL-ED that accommodates teacher
schedules and assures all teachers participate in the survey.
Superintendent - The superintendent will receive an access code to be able to monitor the survey process and
reports. Individuals completing the survey remain anonymous through an access code process but the
superintendent, as well as the District Administrator, will be able to see the response rates and reports. The
reports are not final until the survey window is closed. For this reason, it is imperative that the superintendent
wait until this time before printing/using the report data. The individual principal data/report is personnel
sensitive and should not be shared with anyone not designated as the primary supervisor.
Supervisors – The district may elect to have up to three district staff complete the survey for an individual
principal. This will include the primary supervisor, who makes final decisions regarding employment and
recommendations for growth. One to two additional supervisors (district office staff who also work closely with
the principal, such as assistant superintendents, instructional supervisors, Title I coordinators, special education
directors, etc.) may also complete a survey for individual principals. This is a district level decision made by the
primary supervisor.
Principals – Each principal will also complete a survey specifically designed for principals. The District
Administrator will distribute a letter containing an access code to each principal. The principal will also receive an
email with access information to the final report.
Certified Teachers – All certified teachers assigned to a specific school should complete the online survey
designed specifically for teacher input. Teacher’s surveys are anonymous and the district/principal does not have
access to individual teacher responses. This is supported by the use of individual access codes distributed in a
random manner by district personnel and the school VAL –Ed coordinator not the school principal.
VAL-Ed Survey results will be treated as confidential and only the principal and the immediate supervisor will
receive the survey results.
38 | P a g e
Working Conditions Goal (Goal inherited by Assistant Principal)
Principals are responsible for setting a two-year Working Conditions Growth Goal based on the most recent TELL
Kentucky Survey. The principal’s effort to accomplish the Working Conditions Growth Goal is a powerful way to
enhance professional performance and, in turn, positively impact school culture and student success.
•
•
•
•
•
•
•
Developed following the completion of the TELL Kentucky Survey.
Each principal in collaboration with the superintendent/designee will develop at least ONE working
conditions goal based on the most current TELL Kentucky Survey data.
If a principal does not have TELL data, due to lack of participation by staff, the principal will use district
TELL data to create a working conditions goal OR complete a similar survey with staff to determine an
area of need.
Once a principal identifies a working condition goal based on the TELL survey, he/she will connect the
survey item to one or more of the Principal Performance Standards, write a goal and create an action
plan to implement over a two-year period. The goal will be written on district template or approved
technology format. Evidence will be maintained by the principal and shared with evaluator.
When creating the Working Conditions Goal rubric, the principal will include the target percentage in the
“Accomplished” range of the rubric. Other ranges in the rubric shall be established in collaboration with
the superintendent.
A mid-point review of the Working Conditions Goal may include one or more of the following: physical
evidence to show that strategies and actions in the plan have been completed and/or started, a follow-up
survey with staff members to indicate an increase in agreement with the targeted TELL statement, or
conversations with the supervisor documented on the mid-year conference form.
A Working Conditions Goals Rubric will be used to identify performance level. The rubric will be a
collaborative effort using the categories of Ineffective, Developing, Accomplished, and Exemplary. Rating
scale for the rubric will reflect growth in + or – 10% scale.
Exemplary: above accomplished level
Accomplished: +/– 10% of goal
Developing: below accomplished level
Ineffective: below baseline
Example follows: A principal has identified a WCG area and has set a goal to increase from 21% to 50%
agreement on the identified question(s). The rubric rating for this goal with a built in range of + or – 10%
for this particular goal will be 5% (10% of 50%):
Exemplary: Above 55% agreement
Accomplished: 45-55% agreement
Developing: 22-44% agreement
Ineffective: 21% or below agreement
Products of Practice/Other Sources of Evidence
Principals/Assistant Principals may provide additional evidences to support assessment of their own professional
practice. These evidences should yield information related to the principal’s/assistant principal’s practice within
the domains.
□
□
□
□
□
□
SBDM minutes
Faculty Meeting agendas and minutes
Department/Grade Level agendas and minutes
PLC agendas and minutes
Leadership Team agendas and minutes
Instructional Round/Walk-through documentation
39 | P a g e
□
□
□
□
□
□
□
□
Budgets
EILA/Professional learning experience documentation
Surveys
Professional Organization memberships
Parent/Community engagement surveys
Parent/Community engagement events documentation
School schedules
Other evidence as deemed appropriate by district
Letters and Memos
In addition to the sources of evidence listed above, letters and memos may be used to document both
outstanding performance and performance which needs improvement. The correspondence should
be dated and signed by both parties.
Student Growth
The following sections provide a detailed overview of the various sources of evidence used to inform Student
Growth Ratings. At least one of the Student Growth Goals set by the principal must address gap populations.
Assistant principals will inherit the SGG (both state and local contributions) of the Principal.
State Contribution – ASSIST/Next Generation Learners (NGL) Goal Based on Trajectory (Goal
inherited by Assistant Principal)
Principals are responsible for setting at least one student growth goal that is tied directly to the Comprehensive
School Improvement Plan located in ASSIST. The superintendent and the principal will meet to discuss the
trajectory for the goal and to establish the year’s goal that will help reach the long-term trajectory target. New
goals are identified each year based on the ASSIST goals. The goal should be customized for the school year with
the intent of helping improve student achievement and reaching the long term goals through on-going
improvement.
•
•
•
•
•
•
Selection based on ASSIST/NGL trajectory.
Based on Gap population unless local goal is based on Gap population.
Goal begins in fall and ends in fall of the following school year. All Student Growth Goals must be
submitted to superintendent within 30 days after testing data is released. Late hires will develop the
student growth goal within 30 days based on available data.
If the school does not receive state level data, the principal will construct two local student growth
goals.
Interim trajectory goals come from ASSIST/KDE School Report Card. However, t h e y can be modified
to increase the percentage goal. All goals must include a percentage in order to be measurable.
The following rules will apply when determining high, expected or low growth for a state growth goal:
• + or – 10% of the goal= Expected
• Above 10% of the goal= High
• Below 10% of the goal= Low
Example follows: A principal has set a goal to increase the percent proficient/distinguished of
combined reading & math performance from 50% to 60% for 2016. The rubric rating for this goal
with a built in range of + or – 10% for this particular goal will be 6% (10% of 60%):
High: Above 66% proficient/distinguished
Expected: 54-66% agreement
Low: Below 54%
If goal is less than 10%, Principal will revise goal and consult with Superintendent for approval.
40 | P a g e
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.
Each principal shall have ONE local student growth goal.
Goal will be developed in collaboration with superintendent/designee. Goal can be taken from ASSIST
and address achievement, gap, growth, College/Career Readiness, or another aspect of school
improvement. All local goals will include a percentage in order to be measurable.
Goal will begin in fall and end April 1st of the calendar year. Local goals can be measured for success
using formative data from the school and /or district level (since state data is not available until the
following school year).
The following rules will apply when determining high, expected or low growth for a local growth goal:
• + or – 10% of the goal= Expected
• Above 10% of the goal= High
• Below 10% of the goal= Low
Example follows: A principal has set a goal to increase the percent proficient/distinguished for
her non-duplicated gap group from 30% to 50% for 2017. The rubric rating for this goal with a
built in range of + or – 10% for this particular goal will be 5% (10% of 50%):
High: Above 55% proficient/distinguished
Expected: 45-55% agreement
Low: Below 45%
If goal is less than 10%, Principal will revise goal and consult with Superintendent for approval.
41 | P a g e
Determining the Overall Performance Category
The superintendent or designee is 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
Use decision rules to determine an overall rating.
Record ratings on district developed forms AND in APPROVED TECHNOLOGY PLATFORM following the
summative conference by May 1st of each year.
STANDARDS RATINGS
SOURCES OF EVIDENCE TO INFORM
PROFESSIONAL PRACTICE
STANDARD 1: [I,D,A,E]
REQUIRED
• Professional Growth Plans
and Self-Reflection
• Site-Visit
• Val-Ed 360°/Working
Conditions
OPTIONAL
• Other: District-Determined
– Must be identified in the
CEP
STANDARD 2: [I,D,A,E]
PROFESSIONAL
JUDGMENT
STANDARD 3: [I,D,A,E]
STANDARD 4: [I,D,A,E]
STANDARD 5: [I,D,A,E]
STANDARD 6: [I,D,A,E]
A principal’s/assistant principal’s Overall Performance Category is determined by the evaluator based
on the principal’s ratings on each standard. 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:
42 | P a g e
Professional Practice Decision Rules
Rating Overall Student Growth
Overall Student Growth Rating results from a combination of professional judgment and the district-developed
instrument. The instrument is designed to aid the evaluator in applying professional judgment to multiple evidences
of student growth over time. Student growth ratings must include data from both the local and state contributions.
Determining the rating for both state and local growth.
 Supervisors will include data from both the local and state contributions to determine overall
Student Growth Rating.

The following rules will apply when determining high, expected or low growth for a state and local
growth goals:
• + or – 10% of the goal= Expected
• Above 10% of the goal= High
• Below 10% of the goal= Low
43 | P a g e
Process used to rate student growth including both state and local contributions.
STUDENT GROWTH
SOURCES OF EVIDENCE TO INFORM
STUDENT GROWTH
PROFESSIONAL
JUDGMENT
AND DISTRICTDETERMINED
RUBRICS
STATE
•
STUDENT GROWTH RATING
ASSIST/NGL Goal
LOCAL
• Based on school need
STUDENT GROWTH [H,E,L]
Criteria for Determining Overall Student Growth Rating
Please see below to outline the processes for each principal/assistant principal to follow.
The matrix below will be used to assign the overall rating of the growth goal for each year.
(H = High; E = Expected and L = Low)
State Growth
Overall Decision Matrix
State and Local
H
E
H
H
E
E
E
E
L
L
E
E
L
E
Local Growth
H
44 | P a g e
When available, three years of data will be used. Superintendents can consider ratings for the principal’s
goals from other placements within the district (ex. Principal served at the high school for 2 years and
this year at the middle school. Superintendent would utilize the rating from the middle school for years 1
and 2). Each year’s rating will be given a numerical weighting:
– LOW = 1
– EXPECTED = 2
– HIGH = 3
To find the weighted average for the local goal the following formula will be used:
Principals with 3 years of data:
(Y3A) + (Y2A) + (Y1A)
3
= GT (Growth Total)
(Y2A) + (Y1A)
2
(Y1A)
= GT (Growth Total)
Principals with 2 years of data:
Principals with 1 year of data:
Y1A=Year 1 Average
EX: Low=1
Y2A=Year 2 Average
Expected=2
= GT (Growth Total)
Y3A=Year 3 Average
Expected=2
GT=Growth Total
5/3=1.66 or Expected
(see chart below)
Apply your Growth Total to the chart below to find overall rating
RANKING
AVERAGE SCORE
LOW
1.0 – 1.49
Expected
1.50-2.49
High
2.50-3
45 | P a g e
Determining the Overall Performance Category
A principal’s/assistant principal’s Overall Performance Category is determined by the evaluator based on
the principal’s ratings on Professional Practice and Student Growth. Next, the evaluator will use the
following decision rules for determining the Overall Performance Category.





This is also known as the Summative Rating.
Apply State Overall Decision Rules for determining a principal’s/assistant principal’s Overall
Performance Category.
All summative ratings must be recorded on district approved forms and submitted to the Kentucky
Department of Education through the approved technology platform.
An opportunity for written response shall be included in the official personnel record.
A copy of the evaluation will be provided to the evaluatee.
CRITERIA FOR DETERMINING A PRINCIPAL’S OVERALL
PERFORMANCE CATEGORY
46 | P a g e
Professional Growth Plan and Summative Cycle
Based on the overall Professional Practice rating and Student Growth rating, supervisors will determine the
type of Professional Growth Plan required of the principal.
GROWTH
47 | P a g e
PGES
Evaluation System
Forms
TPGES Overview
Timeline
Evaluation Activity
Must occur within the first thirty (30)
working days of each school year
Explanation and Orientation of Certified Evaluation
Process with Administration and Staff
On or before September 15:
All teachers reflect on his/her current growth needs based
on multiple sources of data and identifies an area or areas
for focus. All teachers complete the self-reflection process
On or before October 15:
All teachers, in collaboration with the primary evaluator,
create a professional growth goal
On or before November 15:
All teachers, in collaboration with the primary evaluator,
create a student growth goal
By November 1:
Mini observation completed by evaluator for Non-Tenured
Teacher and Tenured Teachers
Ongoing self-reflection by teacher
During November (or March):
Student Voice Surveys during State-Approved Window.
The results of the survey will be included as a source of
data to inform each teacher’s professional practice rating
Between Nov 1 & Feb 1:
Mid-Year Conference
• Review Professional Growth Plan, Student Growth Goal
progress/planning, Student Voice Results (if available)
Mini observation completed by Peer
Ongoing self-reflection by teacher
Between November 2 & February 1:
By February 1:
Second mini observation completed by evaluator for
Non-Tenured Teacher and Tenured Teachers
Ongoing self-reflection by teacher
Between February 2 and April 15:
On or before April 15:
Full observation completed by evaluator for Non-Tenured
Teacher and Tenured Teachers
Ongoing self-reflection by teacher
For those in Summative Year • Professional Growth Plan Review
• Student Growth Goal(s) Scored
Non-Tenured Summative Evaluation Completed
On or before May 1:
Tenured Summative Evaluation Completed
Within 5 working days of the
summative conference:
By May 15:
Summative Evaluation Appeal
By April 15:
As Needed Throughout the Process
For those not in Summative Year • Professional Growth Plan Reviewed
• Student Growth Goal(s) Scored
Corrective Action Plan
KY FRAMEWORK FOR TEACHING
Adapted from the Charlotte Danielson’s Framework for Teaching, 2011
Domain 1 - Planning & Preparation
A.
B.
C.
D.
E.
F.
Demonstrating Knowledge of Content and Pedagogy
i.
Knowledge of Content and the Structure of the Discipline
ii.
Knowledge of Prerequisite Relationships
iii.
Knowledge of Content-Related Pedagogy
Demonstrating Knowledge of Students
i.
Knowledge of Child and Adolescent Development
ii.
Knowledge of the Learning Process
iii.
Knowledge of Students’ Skills, Knowledge, and Language
Proficiency
iv.
Knowledge of Students’ Interests and Cultural Heritage
v.
Knowledge of Students’ Special Needs
Selecting Instructional Outcomes
i.
Value, Sequence, and Alignment
ii.
Clarity
iii.
Balance
iv.
Suitability for Diverse Learners
Demonstrating Knowledge of Resources
i.
Resources for Classroom Use
ii.
Resources to Extend Content Knowledge and Pedagogy
iii.
Resources for Students
Designing Coherent Instruction
i.
Learning Activities
ii.
Instructional Materials and Resources
iii.
Instructional Groups
iv.
Lesson and Unit Structure
Designing Student Assessment
i.
Congruence with Instructional Outcomes
ii.
Criteria and Standards
iii.
Design of Formative Assessments
iv.
Use for Planning
Domain 2 - Classroom Environment
A.
B.
C.
D.
E.
Domain 3 - Instruction
A.
B.
C.
D.
E.
Communicating with Students
i.
Expectations for Learning
ii.
Directions and Procedures
iii.
Explanation of Content
iv.
Use of Oral and Written Language
Using Questioning and Discussion Techniques
i.
Quality of Questions
ii.
Discussion Techniques
iii.
Student Participation
Engaging Students in Learning
i.
Activities and Assignments
ii.
Grouping of Students
iii.
Instructional Materials and Resources
iv.
Structure and Pacing
Using Assessment in Instruction
i.
Assessment Criteria
ii.
Monitoring of Student Learning
iii.
Feedback to Students
iv.
Student Self-Assessment and Monitoring of Progress
Demonstrating Flexibility and Responsiveness
i.
Lesson Adjustment
ii.
Response to Students
iii.
Persistence
Creating an Environment of Respect and Rapport
i.
Teacher Interaction with Students
ii.
Student Interactions with One Another
Establishing a Culture for Learning
i.
Importance of the Content
ii.
Expectations for Learning and Achievement
iii.
Student Pride in Work
Managing Classroom Procedures
i.
Management of Instructional Groups
ii.
Management of Transitions
iii.
Management of Materials and Supplies
iv.
Performance of Non-Instructional Duties
v.
Supervision of Volunteers and Paraprofessionals
Managing Student Behavior
i.
Expectations
ii.
Monitoring of Student Behavior
iii.
Response to Student Misbehavior
Organizing Physical Space
i.
Safety and Accessibility
ii.
Arrangement of Furniture and Use of Physical
Resources
Domain 4 - Professional Responsibilities
A.
B.
C.
D.
E.
F.
Reflecting on Teaching
i.
Accuracy
ii.
Use in Future Teaching
Maintaining Accurate Records
i.
Student Completion of Assignments
ii.
Student Progress in Learning
iii.
Non-Instructional Records
Communicating with Families
i.
Information About the Instructional Program
ii.
Information About Individual Students
iii.
Engagement of Families in the Instructional
Program
Participating in a Professional Community
i.
Relationships with Colleagues
ii.
Involvement in a Culture of Professional Inquiry
iii.
Service to the School
iv.
Participation in School and District Projects
Growing and Developing Professionally
i.
Enhancement of Content Knowledge and
Pedagogical Skill
ii.
Receptivity to Feedback from Colleagues
iii.
Service to the Profession
Demonstrating Professionalism
i.
Integrity and Ethical Conduct
ii.
Service to Students
iii.
Advocacy
iv.
Decision Making
v.
Compliance with School and District Regulations
KY FRAMEWORK FOR GUIDANCE COUNSELORS
Adapted from the Charlotte Danielson’s Framework for Teaching, 2011
Domain 1 - Planning & Preparation
Domain 2: The Environment
1A - Demonstrating knowledge of counseling theory and techniques
2A - Creating an environment of respect and rapport
1B - Demonstrating knowledge of child and adolescent development
2B - Establishing a culture for productive communication
1C - Establishing goals for the counseling program appropriate to the
setting and the students served
2C - Managing routines and procedures
1D - Demonstrating knowledge of state and federal regulations and of
resources both within and beyond the school and district
1E - Plan in the counseling program integrated with the regular school
program
2D - Establishing standards of conduct and contributing to the
culture for student behavior throughout the school
2E - Organizing physical space
1F - Developing a plan to evaluate the counseling program
Domain 3: Delivery of Service
Domain 4: Professional Responsibilities
3A - Assessing student needs
4A - Reflecting on practice
3B - Assisting students and teachers in the formulation of academic
personal social and career plans based on knowledge of student
needs
4B - Maintaining records and submitting them in a timely fashion
3C - Using counseling text makes an individual and classroom
programs
3D - Brokering resources to meet needs
4C - Communicating with families
4D - Participating in a professional community
4E - Engaging in professional development
4F - Showing professionalism
3E - Demonstrating flexibility and responsiveness
KY FRAMEWORK FOR INSTRUCTIONAL SPECIALISTS
Adapted from the Charlotte Danielson’s Framework for Teaching, 2011
Domain 1 - Planning & Preparation
Domain 2: The Environment
1A - Demonstrating knowledge of current trends in specialty area and
professional development
2A - Creating an environment of trust and respect
1B - Demonstrating knowledge of the school’s program and levels of
teacher skill in delivering that program
2C - Establishing clear procedures for teachers to gain access to
the instructional support
1C - Establishing goals for the instructional support program
appropriate to the setting and the teachers served
2D - Establishing and maintaining norms of behavior for
professional interactions
1D - Demonstrating knowledge of resources both within and beyond
the school and district
2E - Organizing physical space for workshops or training
2B - Establishing a culture for ongoing instructional improvement
1E - Planning the instructional support program integrated with the
overall school program
1F - Developing a plan to evaluate the instructional support program
Domain 3: Delivery of Service
Domain 4: Professional Responsibilities
3A - Collaborating with teachers in the design of instructional units
and lessons
4A - Reflecting on practice
3B -Engaging teachers in learning new instructional skills
4C - Coordinating work with other instructional specialists
3C - Sharing expertise with staff
4D - Participating in a professional community
3D - Locating resources for teachers to support instructional
improvement
4E - Engaging in professional development
3E - Demonstrating flexibility and responsiveness
4B - Preparing and submitting budgets and reports
4F - Showing professionalism including integrity and
confidentiality
KY FRAMEWORK FOR LIBRARY MEDIA
Adapted from the Charlotte Danielson’s Framework for Teaching, 2011
Domain 1 - Planning & Preparation
Domain 2: The Library Environment
1A - Demonstrating Knowledge of Content Curriculum and Process
2A- Creating an environment of respect and rapport
1B - Demonstrating Knowledge of Students
2B - Establishing a Culture for Learning
1C - Supporting Instructional Goals
2C - Managing Library Procedures
1D - Demonstrating Knowledge and Use of Resources
2D - Managing student behavior
1E - Demonstrating a Knowledge of Literature and Lifelong Learning
2E - Organizing physical space
1F - Collaborating in the Design of Instructional Experiences
Domain 3: Instruction/Delivery of Service
Domain 4: Professional Responsibilities
3A - Communicating Clearly and Accurately
4A - Reflecting on Practice
3B - Using Questioning and Research Techniques
4B - Maintaining Accurate Records
3C - Engaging Students in Learning
4C - Communicating with School Staff and Community
3D - Assessment in Instruction (whole class, one-on-one and small
group
4D - Participating in a Professional Community
3E - Demonstrating Flexibility and Responsiveness
4F Collection Development and Maintenance
4E - Growing and Developing Professionally
4G- Managing the Library Budget
4H- Managing Personnel
4I- Professional ethics
KY FRAMEWORK FOR THERAPEUTIC SPECIALISTS
Adapted from the Charlotte Danielson’s Framework for Teaching, 2011
Domain 1 - Planning & Preparation
1A - Demonstrating knowledge and skill in the specialist therapy area
holding the relevant certificate or license
1B - Establishing goals for the therapy program appropriate to the
setting and the students served
1C - Demonstrating knowledge of District state and federal regulations
and guidelines
1D - Demonstrating knowledge of resources both within and beyond
the school and district
Domain 3: Delivery of Service
Domain 2: The Environment
2A- Establishing rapport with students
2B - Organizing time effectively
2C - Establishing and maintaining clear procedures for referrals
2D - Establishing standards of conduct in the treatment center
2E - Organizing physical space for testing of students and
providing therapy
Domain 4: Professional Responsibilities
3A - Responding to referrals and evaluating student needs
4A - Reflecting on Practice
3B - Developing and implementing treatment plans to maximize
student s success
4B - Collaborating with teachers and administrators
3C - Communicating with families
4D - Participating in a Professional Community
3D - Collecting information; writing reports
4E - Engaging and professional development
3E - Demonstrating flexibility and responsiveness
4F Showing professionalism including integrity advocacy and
maintaining confidentiality
4C - Maintaining an effective data management system
Reflect Doc
Self-Reflection – Documentation to Evaluator
Submit this page & Part A of the Reflective Practice & Professional Growth Planning Form (p 1)
Teacher/Other
Professional Name:
Completion Date:
School:
Grade Level/Subject:
School Year:
20____ - 20____
Submit this documentation form along with your self-reflection from Part A of your Reflective
Practice & Professional Growth Planning Form to your primary evaluator after the completion of
the required annual self-reflection of the PGES standards. Self-reflection are due annually by
September 15.
This form indicates that the appropriate self-reflection was conducted for the school year for
the identified teacher/other professional by:
Reflecting on the teaching and services provided by choosing the descriptors that best
describe personal practices from the Self-Reflection Tool.
Choosing the descriptors that best describe educator’s teaching practice, and utilizing
the KY Framework for Teaching to find the descriptors within the performance levels.
Determining the performance level in each of the components in the KY Framework for
Teaching using those descriptors (ineffective, developing, accomplished, exemplary).
Using the results of the self-reflection to develop the professional growth goal that is
due in October.
__________________________
___________
Teacher/Other Professional’s Signature
Date
Received by evaluator:
__________________________
___________
Evaluator’s Signature
Date
PGG
REFLECTIVE PRACTICE & PROFESSIONAL GROWTH PLANNING
Teacher/Other
Professional Name:
Completion Date:
School Year:
Grade Level/Subject:
20____ - 20____
School:
Part A: Initial Reflection – Establishing Priority Growth Needs
Component:
Self-Assessment:
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
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I
D
A
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A
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A
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I
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A
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A
E
1A - Demonstrating Knowledge of Content and Pedagogy
1B - Demonstrating Knowledge of Students
1C - Selecting Instructional Outcomes
1D - Demonstrating Knowledge of Resources
1E - Designing Coherent Instruction
1F - Designing Student Assessment
2A - Creating an Environment of Respect and Rapport
2B - Establishing a Culture for Learning
2C - Managing Classroom Procedures
2D - Managing Student Behavior
2E - Organizing Physical Space
3A - Communicating with Students
3B - Using Questioning and Discussion Techniques
3C - Engaging Students in Learning
3D - Using Assessment in Instruction
3E - Demonstrating Flexibility and Responsiveness
4A - Reflecting on Teaching
4B - Maintaining Accurate Records
4C - Communicating with Families
4D - Participating in a Professional Community
4E - Growing and Developing Professionally
4F - Demonstrating Professionalism
5A - Student Growth
Domain:
Rationale:
Component:
Circle Professional Growth Priority
Components
Planning & Preparation
1A
1B
1C
1D
1E
The Classroom Environment
2A
2B
2C
2D
2E
Instruction
3A
3B
3C
3D
3E
Professional Responsibilities
4A
4B
4C
4D
4E
Student Growth
5A
Current Level of Performance for Selected Component:
Select a component from those
circled for focused professional
growth goal development (Part B):
1F
4F
I
D
A
E
Part B: Connecting Priority Growth Needs to Professional Growth Planning
Professional Growth Goal:
•
•
•
What do I want to change about my instruction that will effectively
impact student learning?
What is my personal learning necessary to make that change?
What are the measures of success?
Action Plan
Resources/Support
Professional Learning
Targeted Completion Date
Measures of Goal Attainment
(Tools/Instruments):
Expected Student Growth Impact:
Demonstrable:
Identify the documentation intended to demonstrate your professional growth.
□ Artifacts
□ Self-Assessment
□ Ongoing Self-Reflection
□ Certificate of Completion
□ Teaming with Colleague
□ Observation Data
□ Other: (please specify)
Teacher Signature:
Date:
Administrator Signature:
Date:
Part C: On-going Reflection – Progress Toward Professional Growth Goal
Date:
Status of Professional Growth Goal:
Revisions/Modifications:
Part D: Summative Reflection- Level of Attainment for Professional Growth Goal
Date:
End of Year Reflection:
Next Steps/Comments:
Connection to Framework for
Teaching:
4A – Reflecting on Teaching
I
D
A
E
4E – Growing and Developing Professionally
I
D
A
E
Teacher Signature:
Date:
Administrator Signature:
Date:
SGG-L
Student Growth Goal - Data and Calculations:
Local Growth Only
TEACHER:
School:
STUDENT
GROWTH
GOAL:
GOALS:
RUBRIC:
Proficiency Goal:
85% of my students
will meet proficiency by
scoring an
89%
or better on the Post-Test.
Growth Goal:
My proficiency rating is determined as follows:
High Proficiency =
More than 94%
Expected Proficiency = Between 77% and 94%
Low Proficiency =
Less than 77%
100% of my students
My growth rating is determined as follows:
85% or higher
High Growth =
Between 60% and 84%
Expected Growth =
59% or less
Low Growth =
ASSESSMENT DETAILS AND SAMPLE REPORTS:
Class/Subject:
When evidence is available?
Identify sources of evidence needed:
1.
2.
3.
4.
Attach sample reports/evidence that will allow goals to be scored.
1.
2.
3.
4.
POST-TEST ANALYSIS:
Proficiency Rating: Choose from dropdown
Proficiency Percentage:
Local Student Growth Choose from dropdown
PROFICIENCY
Local Growth Percentage:
LOCAL GROWTH RATING
H
E
L
E
E
L
L
E
E
E
E
GROWTH
H
E
E
H
Local Student Growth Rating: Choose from dropdown
OVERALL STUDENT GROWTH RATING:
Based on the proficiency rating and
local and state student growth ratings
above, utilizing the table at the right
your Overall Student Growth Rating
is:
Choose from dropdown
SGG - LS
Student Growth Goal - Data and Calculations:
Local & State Growth
TEACHER:
School:
STUDENT
GROWTH
GOAL:
GOALS:
RUBRIC:
Proficiency Goal:
85% of my students
will meet proficiency by
scoring an
89%
or better on the Post-Test.
Growth Goal:
My proficiency rating is determined as follows:
High Proficiency =
More than 94%
Expected Proficiency = Between 77% and 94%
Low Proficiency =
Less than 77%
100% of my students
My growth rating is determined as follows:
85% or higher
High Growth =
Between 60% and 84%
Expected Growth =
59% or less
Low Growth =
ASSESSMENT DETAILS AND SAMPLE REPORTS:
Class/Subject:
When evidence is available?
Identify sources of evidence needed:
1.
2.
3.
4.
Attach sample reports/evidence that will allow goals to be scored.
1.
2.
3.
4.
POST-TEST ANALYSIS + STATE CONTRIBUTIONS:
Proficiency Rating: Choose from dropdown
Proficiency Percentage:
Local Student Growth Choose from dropdown
PROFICIENCY
Local Growth Percentage:
LOCAL GROWTH RATING
H
E
L
E
E
L
L
H
E
E
H
E
E
E
E
GROWTH
Local Student Growth Rating: Choose from dropdown
State Student Growth Rating: Choose from dropdown
(grades 4-8 Reading/Math)
OVERALL STUDENT GROWTH RATING:
Choose from dropdown
OVERALL GROWTH RATING
STATE
Based on the proficiency rating and
local and state student growth ratings
above, utilizing the table at the right
your Overall Student Growth Rating
is:
H
E
E
E
E
E
H
E
L
L
L
E
E
LOCAL
E
H
SGG - Doc
Student Growth Goal - Documentation Form
Teacher/ Other
Professional:
School:
Date Reviewed:
By:
Notes &
Suggestions from
Department/ PLC
Review:
Date Submitted
to Evaluator:
Notes &
Suggestions from
Evaluator
Review:
Returned for Revision
Other:
Approved (sign below)
Action:
Approval, Reflection, Revision
The student growth goal(s) written by the evaluatee on the Data and Calculation page is approved:
Evaluatee:
Date:
Evaluator:
Date:
Reflection/Revision:
Date:
Evaluatee:
Evaluator:
Reflection/Revision:
Date:
Evaluatee:
Evaluator:
Scoring completed at the end of the Goal Term, but no later than April 15th using Data and Calculation page(s) for those in
Summative year. For those not in Summative year, scoring by May 15th.
PRE-OBSERVATION DOCUMENT
PreObs
Teacher
EPSB ID#
School
Grade Level/Subject(s)
Observer
Date of Conference
Preconference (Planning Conference)
Questions for Discussion:
Notes:
What is your identified student learning target(s)?
(Domains 2/3)
To which part of your curriculum does this lesson relate?
(Domain 1)
How does this learning fit in the sequence of learning for this
class? (Domain 1 (1e))
Briefly describe the students in this class, including those with
special needs. (Domain 1 (1b))
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.
(Domains 2/3)
How will you differentiate instruction for individuals or groups of
students? (Domain 3)
How and when will you know whether the students have
achieved the learning target(s)? (Domains 1/3)
Is there anything that you would like me to specifically observe
during the lesson?
(Domain 3)
Describe how you communicate with families other than district
parent/teacher conference days? (Domain 4)
Preconference meeting requested?
□ No □
Yes
By: ____________________________________
Peer1
Peer Observation - Notes
Teacher/Other
Professional Name:
Date:
Beginning Time:
Ending Time:
Number of Students:
Other general info:
Time
Physical Classroom Layout:
Actions and Statements/Questions by Teachers and Students
Domain/
Component
Page __/__
Peer1
Teacher/Other professional Name:
Date:
Time
Actions and Statements/Questions by Teachers and Students, continued
Domain/
Component
Page __/__
Peer2
Peer Observation – Post Conference
Teacher/Other
Professional Name:
Observation Date:
Peer Observer:
School:
Grade Level/Subject:
Date of Conference:
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?
Peer Observers Feedback for Domains 2 & 3:
Domain 2: The
Classroom Environment
Evidence:
(for formative purposes, shared with teacher only)
Domain 3:
Instruction
A. Creating an
Environment of
Respect and Rapport
B. Establishing a Culture of
Learning
A. Communicating
with Students
C. Managing Classroom
Procedures
C. Engaging
Students in
learning
D. Managing Student
Behavior
D. Using
Assessment in
Instruction
E. Demonstrating
Flexibility and
Responsiveness
Evidence:
B. Questioning and
Discussion
Techniques
E Organizing Physical
Space
* For other professionals, use appropriate Framework & Guidance
________________________
__________
________________________
________
Teacher’s Signature
Date
Peer Observer’s Signature
Date
Page __/__
Peer3
Peer Observation – Documentation to Evaluator
(Submit this ONE PAGE to primary evaluator)
Teacher/Other
Professional Name:
Observation Date:
School:
Grade Level/Subject:
Peer Observer:
Date of Conference:
Submit this documentation form to the primary evaluator of the teacher/other professional.
This form indicates that the appropriate peer observation was conducted for the summative
year for the identified teacher/other professional.
Peer observation was schedule & any pre-conferencing requested was completed
Peer observation occurred with peer looking for evidence and feedback in the area(s)
the teacher/other professional specified
Post conference discussion was held where peer observer could provide teacher/other
professional with feedback from lesson.
Appropriate forms were signed & both the peer and teacher/other professional have
copies for their records.
__________________________
_______
Teacher/Other Professional’s Signature
Date
__________________________
_______
Peer Observer’s Signature
Date
Received by evaluator:
__________________________
_______
Evaluator’s Signature
Date
Page __/__
Obs Notes
Evaluator Observation – Notes & Evidence Collection
Teacher/Other
Professional Name:
Date:
Beginning Time:
Ending Time:
Number of
Students:
Other general info:
Time
Physical Classroom Layout:
Actions and Statements/Questions by Teachers and Students
Domain/
Component
Page __/__
Teacher/Other professional
Name:
Date:
Time
Actions and Statements/Questions by Teachers and Students, continued
Domain/
Component
Page __/__
Tchr-Form
BARREN COUNTY SCHOOLS
TEACHER FORMATIVE EVALUATION
Tenured_____ Non-Tenured_____ New Employee _____
School/Level_____________________________________
Evaluatee/Observee____________________________________
Position___________________________________________
Evaluator/Observer____________________________________
Position___________________________________________
Date of Observation____________________________
Date of Post-Observation Conference___________________
Domain – 1 Planning and Preparation
I
D
A
Evidences
E
1a: Demonstrating Knowledge of Content and
Pedagogy
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
1d: Demonstrating Knowledge of Resources
1e: Designing Coherent Instruction
1f: Designing Student Assessment
Comments
Domain 2 – Classroom Environment
2a. Creating an environment of respect/rapport
2b. Establishing a culture for learning
2c. Managing classroom procedures
2d. Managing student behavior
2e. Organizing physical space
Comments
I
D
A
E
Evidences
Domain 3 - Instruction
I
D
A
Evidences
E
3a: Communicating with Students
3b: Using Questioning and Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
Comments
Domain – 4 Professional Responsibilities
I
D
A
E
Evidences
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Contributing to the Professional Community
4e: Growing and Developing Professionally
4f: Demonstrating Professionalism
Comments
Evaluator Comments:
Evaluatee Comments:
Evaluator Signature & Date
Evaluatee Signature & Date
The evaluatee is provided with a copy of the completed evaluation at the close of the conference.
Tchr-Sum
Teacher Overall Performance Category (Summative Evaluation)
Teacher: Click here to enter text.
School Year: Click here to enter text.
School: Click here to enter text.
Directions: Completed by Principal/Supervisor. Overall Performance Category is based on Professional Practice and
accompanying decision rules and Student Growth, both local and state contributions, if available. Once both the overall
Professional Practice rating and Student Growth rating have been determined, the Overall Performance Category is achieved
using the established Overall Performance Category matrix.
Professional Practice Ratings
IF…
THEN…
Domain 1: Planning and Preparation
Choose a rating
Domain 2: Classroom Environment
Choose a rating
Domain 3: Instruction
Choose a rating
Domain 4: Professional Responsibilities
Choose a rating
If Domains 2 & 3 are
rated “Ineffective”
Professional Practice Rating shall be
Ineffective
If Domains 2 OR 3 are
rated “Ineffective”
Professional Practice Rating shall be
Developing or Ineffective
If Domains 1 OR 4 are
rated “Ineffective”
Professional Practice Rating shall
NOT be Exemplary
If 2 Domains are rated
“Developing” and 2 are
rated “Accomplished”
Professional Practice Rating shall be
Accomplished
If 2 Domains are rated
“Developing” and 2 are
rated “Exemplary”
Professional Practice Rating shall be
Accomplished
If 2 Domains are rated
“Accomplished” and 2
are rated “Exemplary”
Professional Practice Rating shall be
Exemplary
Overall Professional Practice Rating:
Choose an Overall Professional Practice Rating
Student Growth Ratings
Local Growth Contribution
Choose a growth rating
State Contribution (grades 4-8 reading and math)
Choose a growth rating
Overall Growth Rating:
Choose an Overall Growth Rating
Overall Performance Category
PROFESSIONAL PRACTICE RATING
Exemplary
Accomplished
Developing
Ineffective
STUDENT GROWTH RATING
OVERALL PERFORMANCE CATEGORY
High OR Expected
EXEMPLARY
Low
DEVELOPING
High
EXEMPLARY
Expected
ACCOMPLISHED
Low
DEVELOPING
High
ACCOMPLISHED
Expected OR Low
DEVELOPING
High
DEVELOPING
Expected OR Low
INEFFECTIVE
Overall Performance Category:
Choose an Overall Performance Category
Employment Recommendation to Superintendent:
_____ Recommended for reemployment
_____ Recommended for reemployment with conditions (Attach Assistive Growth Plan)
_____ Not Recommended for re-employment
Evaluatee’s Name __________________________________ Principal’s Name _________________________________________
Evaluatee’s Signature ______________________________ Principal’s Signature _____________________________________
Date ______________________________
Date ___________________________________
(Signature denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.)
GUI-Form
BARREN COUNTY SCHOOLS
GUIDANCE COUNSELOR FORMATIVE EVALUATION
Tenured_____ Non-Tenured_____ New Employee _____
School/Level_____________________________________
Evaluatee/Observee____________________________________
Position___________________________________________
Evaluator/Observer____________________________________
Position___________________________________________
Date of Observation____________________________________
Date of Post-Observation Conference___________________
Domain 1: Planning and Preparation
I
D
A
E
Evidences
1A - Demonstrating knowledge of counseling theory and
techniques
1B - Demonstrating knowledge of child and adolescent
development
1C - Establishing goals for the counseling program
appropriate to the setting and the students served
1D - Demonstrating knowledge of state and federal
regulations and of resources both within and
beyond the school and district
1E - Plan in the counseling program integrated with the
regular school program
1F - Developing a plan to evaluate the counseling program
Comments
Domain 2: The Environment
2A - Creating an environment of respect and rapport
2B - Establishing a culture for productive communication
2C - Managing routines and procedures
2D - Establishing standards of conduct and contributing to
the culture for student behavior throughout the school
2E - Organizing physical space
Comments
I
D
A
E
Evidences
Domain 3: Delivery of Service
I
D
A
Evidences
E
3A - Assessing student needs
3B - Assisting students and teachers in the formulation of
academic personal social and career plans based on
knowledge of student needs
3C - Using counseling text makes an individual and
classroom programs
3D - Brokering resources to meet needs
3E - Demonstrating flexibility and responsiveness
Comments
Domain – 4 Professional Responsibilities
I
D
A
E
Evidences
4A - Reflecting on practice
4B - Maintaining records and submitting them in a timely
fashion
4C - Communicating with families
4D - Participating in a professional community
4E - Engaging in professional development
4F - Showing professionalism
Comments
Evaluator Comments:
Evaluatee Comments:
Evaluator Signature & Date
Evaluatee Signature & Date
The evaluatee is provided with a copy of the completed evaluation at the close of the conference.
GUI-Sum
Counselor Overall Performance Category (Summative Evaluation)
Evaluatee: Click here to enter text.
School Year: Click here to enter text.
School: Click here to enter text.
Directions: Completed by Principal/Supervisor. Overall Performance Category is based on Professional Practice and
accompanying decision rules and Student Growth, both local and state contributions, if available. Once both the overall
Professional Practice rating and Student Growth rating have been determined, the Overall Performance Category is achieved
using the established Overall Performance Category matrix.
Professional Practice Ratings
IF…
THEN…
Domain 1: Planning and Preparation
Choose a rating
Domain 2: The Environment
Choose a rating
Domain 3: Delivery of Service
Choose a rating
Domain 4: Professional Responsibilities
Choose a rating
If Domains 2 & 3 are
rated “Ineffective”
Professional Practice Rating shall be
Ineffective
If Domains 2 OR 3 are
rated “Ineffective”
Professional Practice Rating shall be
Developing or Ineffective
If Domains 1 OR 4 are
rated “Ineffective”
Professional Practice Rating shall
NOT be Exemplary
If 2 Domains are rated
“Developing” and 2 are
rated “Accomplished”
Professional Practice Rating shall be
Accomplished
If 2 Domains are rated
“Developing” and 2 are
rated “Exemplary”
Professional Practice Rating shall be
Accomplished
If 2 Domains are rated
“Accomplished” and 2
are rated “Exemplary”
Professional Practice Rating shall be
Exemplary
Overall Professional Practice Rating:
Choose an Overall Professional Practice Rating
Student Growth Ratings
Local Growth Contribution
Choose a growth rating
State Contribution (grades 4-8 reading and math)
Choose a growth rating
Overall Growth Rating:
Choose an Overall Growth Rating
Overall Performance Category
PROFESSIONAL PRACTICE RATING
Exemplary
Accomplished
Developing
Ineffective
STUDENT GROWTH RATING
OVERALL PERFORMANCE CATEGORY
High OR Expected
EXEMPLARY
Low
DEVELOPING
High
EXEMPLARY
Expected
ACCOMPLISHED
Low
DEVELOPING
High
ACCOMPLISHED
Expected OR Low
DEVELOPING
High
DEVELOPING
Expected OR Low
INEFFECTIVE
Overall Performance Category:
Choose an Overall Performance Category
Employment Recommendation to Superintendent:
_____ Recommended for reemployment
_____ Recommended for reemployment with conditions (Attach Assistive Growth Plan)
_____ Not Recommended for re-employment
Evaluatee’s Name __________________________________ Principal’s Name _________________________________________
Evaluatee’s Signature ______________________________ Principal’s Signature _____________________________________
Date ______________________________
Date ___________________________________
(Signature denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.)
BARREN COUNTY SCHOOLS
LIBRARY MEDIA SPECIALIST FORMATIVE EVALUATION
Tenured_____ Non-Tenured_____ New Employee _____
Lib-Form
School/Level_____________________________________
Evaluatee/Observee____________________________________
Position___________________________________________
Evaluator/Observer____________________________________
Position___________________________________________
Date of Observation____________________________
Date of Post-Observation Conference___________________
Domain 1: Planning and Preparation
I
D
A
Evidences
E
1A - Demonstrating Knowledge of Content Curriculum and
Process
1B - Demonstrating Knowledge of Students
1C - Supporting Instructional Goals
1D - Demonstrating Knowledge and Use of Resources
1E - Demonstrating a Knowledge of Literature and Lifelong
Learning
1F - Collaborating in the Design of Instructional Experiences
Comments
Domain 2: The Library Environment
2A - Creating an environment of respect and rapport
2B - Establishing a Culture for Learning
2C - Managing Library Procedures
2D - Managing student behavior
2E - Organizing physical space
Comments
I
D
A
E
Evidences
Domain 3: Instruction/Delivery of Service
I
D
A
Evidences
E
3A - Communicating Clearly and Accurately
3B - Using Questioning and Research Techniques
3C - Engaging Students in Learning
3D - Assessment in Instruction (whole class, one-on-one and
small group
3E - Demonstrating Flexibility and Responsiveness
Comments
Domain – 4 Professional Responsibilities
I
D
A
E
Evidences
4A - Reflecting on Practice
4B - Maintaining Accurate Records
4C - Communicating with School Staff and Community
4D - Participating in a Professional Community
4E - Growing and Developing Professionally
4F Collection Development and Maintenance
4G- Managing the Library Budget
4H- Managing Personnel
4I- Professional ethics
Comments
Evaluator Comments:
Evaluatee Comments:
Evaluator Signature & Date
Evaluatee Signature & Date
The evaluatee is provided with a copy of the completed evaluation at the close of the conference.
Lib-Sum
Library Media Overall Performance Category (Summative Evaluation)
Evaluatee: Click here to enter text.
School Year: Click here to enter text.
School: Click here to enter text.
Directions: Completed by Principal/Supervisor. Overall Performance Category is based on Professional Practice and
accompanying decision rules and Student Growth, both local and state contributions, if available. Once both the overall
Professional Practice rating and Student Growth rating have been determined, the Overall Performance Category is achieved
using the established Overall Performance Category matrix.
Professional Practice Ratings
IF…
THEN…
Domain 1: Planning and Preparation
Choose a rating
Domain 2: Library Environment
Choose a rating
Domain 3: Instruction/Delivery of Service
Choose a rating
Domain 4: Professional Responsibilities
Choose a rating
If Domains 2 & 3 are
rated “Ineffective”
Professional Practice Rating shall be
Ineffective
If Domains 2 OR 3 are
rated “Ineffective”
Professional Practice Rating shall be
Developing or Ineffective
If Domains 1 OR 4 are
rated “Ineffective”
Professional Practice Rating shall
NOT be Exemplary
If 2 Domains are rated
“Developing” and 2 are
rated “Accomplished”
Professional Practice Rating shall be
Accomplished
If 2 Domains are rated
“Developing” and 2 are
rated “Exemplary”
Professional Practice Rating shall be
Accomplished
If 2 Domains are rated
“Accomplished” and 2
are rated “Exemplary”
Professional Practice Rating shall be
Exemplary
Overall Professional Practice Rating:
Choose an Overall Professional Practice Rating
Student Growth Ratings
Local Growth Contribution
Choose a growth rating
State Contribution (grades 4-8 reading and math)
Choose a growth rating
Overall Growth Rating:
Choose an Overall Growth Rating
Overall Performance Category
PROFESSIONAL PRACTICE RATING
Exemplary
Accomplished
Developing
Ineffective
STUDENT GROWTH RATING
OVERALL PERFORMANCE CATEGORY
High OR Expected
EXEMPLARY
Low
DEVELOPING
High
EXEMPLARY
Expected
ACCOMPLISHED
Low
DEVELOPING
High
ACCOMPLISHED
Expected OR Low
DEVELOPING
High
DEVELOPING
Expected OR Low
INEFFECTIVE
Overall Performance Category:
Choose an Overall Performance Category
Employment Recommendation to Superintendent:
_____ Recommended for reemployment
_____ Recommended for reemployment with conditions (Attach Assistive Growth Plan)
_____ Not Recommended for re-employment
Evaluatee’s Name __________________________________ Principal’s Name _________________________________________
Evaluatee’s Signature ______________________________ Principal’s Signature _____________________________________
Date ______________________________
Date ___________________________________
(Signature denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.)
Inst Sp-Form
BARREN COUNTY SCHOOLS
INSTUCTIONAL SPECIALIST (SCHOOL LEVEL) FORMATIVE EVALUATION
Tenured_____ Non-Tenured_____ New Employee _____
School/Level_____________________________________
Evaluatee/Observee____________________________________
Position___________________________________________
Evaluator/Observer____________________________________
Position___________________________________________
Date of Observation____________________________
Date of Post-Observation Conference___________________
Domain 1: Planning and Preparation
I
D
A
Evidences
E
1A - Demonstrating knowledge of current trends in specialty
area and professional development
1B - Demonstrating knowledge of the school’s program and
levels of teacher skill in delivering that program
1C - Establishing goals for the instructional support program
appropriate to the setting and the teachers served
1D - Demonstrating knowledge of resources both within
and beyond the school and district
1E - Planning the instructional support program integrated
with the overall school program
1F - Developing a plan to evaluate the instructional support
program
Comments
Domain 2: The Environment
2A - Creating an environment of trust and respect
2B - Establishing a culture for ongoing instructional
improvement
2C - Establishing clear procedures for teachers to gain
access to the instructional support
2D - Establishing and maintaining norms of behavior for
professional interactions
2E - Organizing physical space for workshops or training
Comments
I
D
A
E
Evidences
Domain 3: Delivery of Service
I
D
A
Evidences
E
3A - Collaborating with teachers in the design of
instructional units and lessons
3B -Engaging teachers in learning new instructional skills
3C - Sharing expertise with staff
3D - Locating resources for teachers to support instructional
improvement
3E - Demonstrating flexibility and responsiveness
Comments
Domain – 4 Professional Responsibilities
I
D
A
E
Evidences
4A - Reflecting on practice
4B - Preparing and submitting budgets and reports
4C - Coordinating work with other instructional specialists
4D - Participating in a professional community
4E - Engaging in professional development
4F - Showing professionalism including integrity and
confidentiality
Comments
Evaluator Comments:
Evaluatee Comments:
Evaluator Signature & Date
Evaluatee Signature & Date
The evaluatee is provided with a copy of the completed evaluation at the close of the conference.
Inst Sp-Sum
Instructional Specialist Overall Performance Category (Summative Evaluation)
Evaluatee: Click here to enter text.
School Year: Click here to enter text.
School: Click here to enter text.
Directions: Completed by Principal/Supervisor. Overall Performance Category is based on Professional Practice and
accompanying decision rules and Student Growth, both local and state contributions, if available. Once both the overall
Professional Practice rating and Student Growth rating have been determined, the Overall Performance Category is achieved
using the established Overall Performance Category matrix.
Professional Practice Ratings
IF…
THEN…
Domain 1: Planning and Preparation
Choose a rating
Domain 2: The Environment
Choose a rating
Domain 3: Delivery of Service
Choose a rating
Domain 4: Professional Responsibilities
Choose a rating
If Domains 2 & 3 are
rated “Ineffective”
Professional Practice Rating shall be
Ineffective
If Domains 2 OR 3 are
rated “Ineffective”
Professional Practice Rating shall be
Developing or Ineffective
If Domains 1 OR 4 are
rated “Ineffective”
Professional Practice Rating shall
NOT be Exemplary
If 2 Domains are rated
“Developing” and 2 are
rated “Accomplished”
Professional Practice Rating shall be
Accomplished
If 2 Domains are rated
“Developing” and 2 are
rated “Exemplary”
Professional Practice Rating shall be
Accomplished
If 2 Domains are rated
“Accomplished” and 2
are rated “Exemplary”
Professional Practice Rating shall be
Exemplary
Overall Professional Practice Rating:
Choose an Overall Professional Practice Rating
Student Growth Ratings
Local Growth Contribution
Choose a growth rating
State Contribution (grades 4-8 reading and math)
Choose a growth rating
Overall Growth Rating:
Choose an Overall Growth Rating
Overall Performance Category
PROFESSIONAL PRACTICE RATING
Exemplary
Accomplished
Developing
Ineffective
STUDENT GROWTH RATING
OVERALL PERFORMANCE CATEGORY
High OR Expected
EXEMPLARY
Low
DEVELOPING
High
EXEMPLARY
Expected
ACCOMPLISHED
Low
DEVELOPING
High
ACCOMPLISHED
Expected OR Low
DEVELOPING
High
DEVELOPING
Expected OR Low
INEFFECTIVE
Overall Performance Category:
Choose an Overall Performance Category
Employment Recommendation to Superintendent:
_____ Recommended for reemployment
_____ Recommended for reemployment with conditions (Attach Assistive Growth Plan)
_____ Not Recommended for re-employment
Evaluatee’s Name __________________________________ Principal’s Name _________________________________________
Evaluatee’s Signature ______________________________ Principal’s Signature _____________________________________
Date ______________________________
Date ___________________________________
(Signature denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.)
Principal Summative Performance Report
Directions: Evaluators use this form prior to provide the principal with an assessment of performance. The principal
should be given a copy of the form at the end of each evaluation cycle.
Principal: Click here to enter text.
School:
School Year(s): Click here to enter text.
Click here to enter text.
Performance Standard 1: Instructional Leadership
Exemplary
Accomplished
Developing
Ineffective
The principal inconsistently
fosters the success of all
students by facilitating the
development, communication,
implementation, or evaluation
of a shared vision of teaching
and learning that leads to
student academic growth and
school improvement.
☐
Comments Click here to
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.
☐
Comments Click here to
☐
Comments Click here to
The principal rarely fosters
the success of all students by
facilitating the development,
communication,
implementation, or
evaluation of a shared vision
of teaching and learning that
leads to student academic
growth and school
improvement.
☐
Comments Click here to
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In addition to meeting the
requirements for Accomplished...
The principal actively and
consistently employs
innovative and effective
leadership strategies that
maximize student academic
growth and result in a
shared vision of teaching
and learning that reflects
excellence.
is the expected level of performance.
Performance Standard 2: School Climate
Exemplary
In addition to meeting the
requirements for Accomplished...
Accomplished
is the expected level of performance.
Developing
Ineffective
The principal seeks out new
opportunities or substantially
improves existing programs to
create an environment where
students and stakeholders
thrive and the rigor of academic
expectations has significantly
increased as evident through
results.
☐
Comments Click here to
The principal fosters the
success of all students by
developing, advocating, and
sustaining an academically
rigorous, positive, and safe
school climate for all
stakeholders.
The principal inconsistently
promotes the success of all
students by developing,
advocating, or sustaining an
academically rigorous,
positive, or safe school
climate for all stakeholders.
The principal rarely promotes
the success of all students by
developing, advocating, or
sustaining an academically
rigorous, positive, or safe
school climate for all
stakeholders.
☐
Comments Click here to
☐
Comments Click here to
☐
Comments Click here to
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Performance Standard 3: Human Resources Management
Exemplary
In addition to meeting the requirements
for Accomplished...
The principal consistently
demonstrates expertise in
human resources management,
which results in a highlyeffective workforce (e.g. high
teacher and staff efficacy,
increased student learning,
teacher leaders).
☐
Accomplished
is the expected level of performance.
The principal fosters effective
human resources management
by assisting with selection and
induction, and by supporting,
evaluating, and retaining
quality instructional and
support personnel.
☐
Developing
The principal inconsistently
assists with selection and
induction, or inconsistently
supports, evaluates, and
retains quality instructional
and support personnel.
☐
Ineffective
The principal inadequately
assists with selection and
induction, or inadequately
supports, evaluates, and
retains quality instructional
and support personnel.
☐
Principal Summative Performance Report
Comments Click here to enter
Comments Click here to
Comments Click here to
Comments Click here to
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Performance Standard 4: Organizational Management
Exemplary
In addition to meeting the requirements
for Accomplished...
Accomplished
Developing
is the expected level of performance.
Ineffective
The principal excels at
organizational management,
demonstrating proactive
decision-making, coordinating
efficient operations, and
maximizing available resources.
☐
Comments Click here to
The principal fosters the
success of all students by
supporting, managing, and
overseeing the school’s
organization, operation, and
use of resources.
☐
Comments Click here to
The principal inconsistently
supports, manages, or
oversees the school’s
organization, operation, or
use of resources.
The principal inadequately
supports, manages, or
oversees the school’s
organization, operation, or
use of resources.
☐
Comments Click here to
☐
Comments Click here to
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Performance Standard 5: Communication and Community Relations
Exemplary
In addition to meeting the
requirements for Accomplished...
Accomplished
is the expected level of performance.
Developing
Ineffective
The principal seeks and
effectively engages
stakeholders in order to
promote the success of all
students through productive
and frequent communication.
☐
Comments Click here to
Comments Click here to
Comments Click here to
Comments Click here to
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The principal fosters the
success of all students by
communicating and
collaborating effectively with
stakeholders.
The principal inconsistently
communicates and/or
infrequently collaborates with
stakeholders.
☐
The principal demonstrates
inadequate and/or
detrimental communication
or collaboration with
stakeholders.
☐
☐
Performance Standard 6: Professionalism
Exemplary
In addition to meeting the requirements
for Accomplished...
The principal demonstrates
professionalism beyond the
school district through
published works, formal
presentation(s), involvement in
state and national committees
and/or leadership opportunities
and/or formal recognition(s) or
award(s).
☐
Comments Click here to enter
text.
Accomplished
is the expected level of performance.
Developing
Ineffective
The principal fosters the
success of students by
demonstrating professional
standards and ethics, engaging
in continuous professional
learning, and contributing to
the profession.
The principal is inconsistent
in demonstrating
professional standards,
engaging in continuous
professional learning, or in
contributing to the
profession.
The principal shows
disregard for professional
standards and ethics,
engaging in continuous
professional learning, or
contributing to the
profession.
☐
Comments Click here to
☐
Comments Click here to
enter text.
☐
Comments Click here to
enter text.
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Principal Summative Performance Report
Evaluation Summary
☐ Recommended for continued employment
☐ Recommended for placement on a Corrective Action Plan (One or more standards are ineffective or two or more standards are
developing.)
☐ Recommended for Dismissal/Non-Renewal (The principal has failed to make progress on a Corrective Action Plan, or the principal
consistently performs below the established standards or in a manner that is inconsistent with the school’s mission and goals.)
Commendations: Click here to enter text.
Areas Noted for Improvement: Click here to enter text.
Improvement Goals: Click here to enter text.
Overall Evaluation Summary
Overall Evaluation Summary Criteria
☐ Exemplary
☐ Accomplished
_____________________________________________________________
Employee’s Signature/Date
☐ Developing
☐ Ineffective
______________________________________________________________
Administrator’s Signature/Date
Evaluator’s Name _________________________________ Principal’s Name ___________________________________
Evaluator’s Signature ______________________________ Principal’s Signature ________________________________
(Signature denotes receipt of the summative evaluation, not
necessarily agreement with the contents of the form.)
Date ___________________________
Date _____________________________
Superintendent’s Name ______________________________________
Superintendent’s Signature ____________________________________
Date ____________________________
Note: Standards Ratings are determined by the supervisor’s professional judgment based on sources of evidence that
inform principal professional practice. These sources of evidence include:
•
•
•
•
•
•
Professional Growth and Self Reflection
Site-Visits
VAL-ED 360
Working Conditions Goal
Student Growth Goals
Other district determined evidence sources
Other District Staff
Evaluation System
Guidelines
SYSTEM OF EVALUATION*
SUPERINTENDENT
Superintendent PGES
DIRECTORS
Other District Staff Evaluation System
SCHOOL
PSYCHOLOGIST
Other District Staff Evaluation System
CRTS/BAVEL/V-TEAM
Other District Staff Evaluation System
TEACHER
CONSULTANTS
PRINCIPALS/ASSISTANT Principal PGES
COUNSELORS/CCR
DEVELOPMENT COORD
SPEECH LANGUAGE
PATHOLOGIST
LIBRARIANS
OPGES with appropriate KDE Framework
PRESCHOOL TEACHERS Teacher PGES/ Preschool Framework
NON TENURED
TEACHERS
Teacher PGES
TENURED TEACHERS
Teacher PGES
TENURED TEACHER ON Teacher PGES
IMPROVEMENT PLAN
1|Page
ANNUALLY
N ON TENURED
ANNUALLY,
TENURED EVERY
3 YEARS
CERTIFIED EVALUATION GUIDELINES
FOR OTHER CERTIFIED DISTRICT PERSONNEL
The Formative Stage will be a continuous cycle of gathering evaluation information based on
predetermined criteria in the district plan. All observations or monitoring of performance of other
district certified personnel shall be conducted openly and with the full knowledge of the employee. If
marked Needs Growth, the evaluator will discuss professional growth activities and document the
activities on the Professional Growth Activities section of the Formative Evaluation Instrument for the
employee.
The Summative Stage includes a summary of all the information gathered during the formative stage.
All summative evaluations (except for the Superintendent) shall be in writing on the district evaluation
form. A copy shall be provided to each person evaluated. The Summative Evaluation and any written
responses to evaluations shall become a part of the official personnel record. Administrators will mark
Meets, Needs Growth, or Does Not Meet for every Standard listed. The evaluator will complete all parts
of the Summative Evaluation Instrument.
It is the intent of the District that all certified employees meet the District’s standards to continue their
employment. In the case of non-tenured employees the evaluator should not recommend the
employee for tenure unless the employee meets the District’s standards in all categories. In the case of
tenured certified employees, it is expected that the employee shall meet the District’s standards in all
categories. A Directed Growth Plan for any standard that is not met shall be written for any employee
whose contract is renewed. An employee with a continuing contract who does not meet the District’s
standards in all categories shall have a Directed Growth Plan. Each Directed Growth Plan shall be
developed under the direction and guidance of the primary evaluator.
EVALUATION PROCEDURES
The district will train the primary evaluators in the evaluation process. The performance-based
evaluation system includes two stages, formative and summative. The evaluation criteria and process
used to evaluate other district certified personnel shall be explained to and discussed with the personnel
no later than the end of the first month of reporting for employment for each school year.
In addition to the formal observations, the evaluation can be based upon many methods, which are
recorded and shared with the evaluatee; including informal contacts, general knowledge of the
individual, input from other personnel, and general observation by the evaluator which are recorded
and shared with the evaluatee.
The immediate supervisor of the other district certified personnel shall be designated as the primary
evaluator. Additional trained administrative personnel may be used to observe and provide information
to the primary evaluator.
All evaluations shall be signed by the evaluator and evaluatee indicating that the evaluation has been
seen and a conference held. A copy of all evaluations on approved district forms will be given to the
person evaluated. All summative evaluations (except for the superintendent) will be in writing on
approved district forms and will become a part of the individual’s official personnel file.
2|Page
PROFESSIONAL GROWTH PLANS:
An Individual Professional Growth Plan that is aligned with the school and/or district improvement plan
for the school year shall be developed by all certified personnel in not-teaching roles and submitted to
the direct supervisor by October 15. Individual Professional Growth Plans shall be reviewed annually.
NON-TENURED CERTIFIED PERSONNEL IN NON-TEACHING ROLES:
A summative evaluation shall occur annually for all non-tenured certified personnel in not-teaching. This
evaluation shall include a minimum of two (2) formal observations. The first observation shall occur no
later than November 15. The second observation shall occur no later than April 1. All formal
observations shall include a post-observation conference. The post-observation conference shall occur
within five (5) working days following the formal observation. All summative evaluations for nontenured certified personnel in not-teaching shall be conducted by April 15th.
TIMELINE FOR NON-TENURED CERTIFIED PERSONNEL IN NON-TEACHING ROLES
Orientation
Individual Professional Growth Plan
First Formal Observation
Second Formal Observation
Summative Evaluation
Within the first month of employment
Submitted to Primary Evaluator by October 15
Before November 15
Before April 1
Submitted to Central Office by April 15
TENURED CERTIFIED PERSONNEL IN NON-TEACHING ROLES :
A summative evaluation shall occur a minimum of once every three (3) years for all tenured personnel.
All tenured employees in this category whose last names begin with A-H will be evaluated during the
2015-16 school year and every third year thereafter. All tenured employees whose last names begin
with I-P will be evaluated during the 2016-17 school year and every third year thereafter. During the
2017-18 school year, all tenured employees whose last names begin with Q-Z will be evaluated (and
every third year thereafter). The evaluation shall include a minimum of one (1) formal observation. In
the event that the first observation of a tenured employee is unsatisfactory, at least one additional
observation must be completed. Additional formal and informal observations may be conducted on
tenured personnel whose observation results are unsatisfactory or requested by the evaluatee or
evaluator. All formal observations shall include a post-observation conference. The post-observation
conference shall occur within five (5) working days following the formal observation.
TIMELINE FOR TENURED CERTIFIED PERSONNEL IN NON-TEACHING ROLES
Orientation
Individual Professional Growth Plan
Formal Observation
Summative Evaluation
3|Page
Within the first month of employment
Submitted to Primary Evaluator by October 15
Before April 15
Submitted to Central Office by May 1
DISTRICT LEVEL ADMINISTRATORS:
A summative evaluation shall occur annually for all administrators. The evaluation process shall include
a minimum of one (1) formal observation for administrators having tenure in the district and a minimum
of two (2) formal observations for administrators not having tenure in the district. Each formal
observation will be for a minimum of one hour. In the event that the first observation of a tenured
administrator is unsatisfactory, at least one additional observation must be completed. Additional
formal and informal observations may be conducted on tenured and non-tenured administrators whose
observation results are unsatisfactory or requested by the evaluatee or evaluator. All formal
observations shall include a post-observation conference. The post-observation conference shall occur
within five (5) working days following the formal observation.
TIMELINE FOR ADMINISTRATORS NOT HAVING TENURE IN THE DISTRICT
Orientation
Individual Professional Growth Plan
First Formal Observation
Second Formal Observation
Summative Evaluation
Within the first month of employment
Submitted to Primary Evaluator by October 15
Before November 15
Before April 1
Submitted to Central Office by April 15
TIMELINE FOR ADMINISTRATORS HAVING TENURE IN THE DISTRICT
Orientation
Individual Professional Growth Plan
Formal Observation
Summative Evaluation
4|Page
Within the first month of employment
Submitted to Primary Evaluator by October 15
Before April 15
Submitted to Central Office by May 1
Other District Staff
Evaluation System
Forms
School Year___________
BARREN COUNTY SCHOOLS
INDIVIDUAL PROFESSIONAL GROWTH PLAN
This plan is aligned with the Comprehensive Improvement Plan and professional development plans of the
school/district.
Evaluatee______________________ Work Site_______________ Date______________
1. Alignment with School/District Improvement Initiatives:
2. Standard (e.g., Teacher Standard 2—Designs and Plans Instruction):
3. Performance Criteria (e.g., 2.2 Uses contextual data to design instruction relevant to
students.):
4. Growth Objectives/Goals (Describe desired outcome):
5. Present Stage of Development:
_____ Orientation/Awareness_____ Preparation/Application_____ Implementation/Management_____ Refinement/Impact
6. Individual Growth Plan Developed:
Evaluatee: _________________________________
Evaluator: _________________________________
Date: _____________
Date: _____________
7. Individual Growth Plan Achieved/Revised/Continued:
Evaluatee: _________________________________
Evaluator: _________________________________
Date: _____________
Date: _____________
1
Instructions for Completing the Individual Growth Plan
This plan is to be completed by the employee with assistance from the immediate supervisor completing the evaluation.
1. Alignment with School Improvement Initiatives
The professional growth plan should align with the Comprehensive District and/or School Improvement Plan or
other evaluation data. Determine the reason for or the identified need for developing the plan.
2. Standards/Domains
Choose one of the appropriate standards.
Certified in Non
Counselor
Teaching Role
Library Media
Specialist
1. Planning and
Preparation
1. Planning and
Preparation
1. Planning and
Preparation
2. The Environment
2. The Environment
3. Delivery of Services
3. Delivery of
Services
2. The Library
Environment
3. Instruction/
Delivery of
Services
4. Professional
Responsibilities
4. Professional
Responsibilities
4. Professional
Responsibilities
District Level
Administrator
School Psychologist
1. Administers and
interprets educational
assessments
2. Provides direct
interventions for students
3.
4.
5.
6.
7.
1. Vision, Mission, and
Goals
2. Teaching and
Learning
3. Managing
Provides consultation and
Organizational
training
Systems and Safety
Assists in the development 4. Collaborating with
and implementation of a
Families and
system of interventions for
Stakeholders
struggling students
Develops and implements 5. Ethics and Integrity
a comprehensive School
Psychology Program
Performs professional and 6. The Education
leadership
System
responsibilities
Communicates effectively
and maintains effective
interpersonal
relationships
3. Performance Criteria
Identify performance criteria. Performance Criteria are listed under each standard on the formative evaluation form.
4. Growth Objective(s) Goal(s)
Identify the specific goal(s) or objective(s) you plan to develop. It is appropriate to review your evaluation for any
identified professional growth needs.
The goal(s) should be SMART.
Strategic, Measurable, Aligned to student learning needs, Results driven, and Time Significant
Examples:
1. By the end of the first quarter, I will be able to show how the results of two formative assessments enabled me to
adjust instruction so that my students achieved at higher levels.
2. In each unit plan that I develop, I will incorporate the use of the interactive board at least once as a formative
assessment tool and at least once as a tool to extend classroom learning.
5. Present Professional Development Stage (See next page for the definitions of each)
Select one which matches your personal stage of growth:
Orientation/Awareness
Preparation/Application
Implementation/Management
Refinement/Impact
6. Date Plan is Developed
7. Target Dates for Completion
Identify the date you plan to accomplish your goal/objective.
2
Stages of Development Related to Outcomes and Professional Development
Stage of Professional Development
1. Orientation/Awareness
Stage at which practitioners develop
knowledge and understanding of key
concepts, processes, and organizational
structures of the program.
2. Preparation/Application
Stage at which practitioners develop the
skills and processes to begin program
implementation.
3. Implementation/Management Stage
at which practitioners learn to master the
required tasks for implementation of the
program in their workplace.
4. Refinement/Impact Stage at which
practitioners vary the use of practices to
achieve maximum impact on student
achievement.
Desired Practitioner Outcomes for
Training
 Be able to describe the general
characteristics of the program and the
requirements for use.
 Analyze his/her role in the
program based upon program
characteristics and requirements and
the program’s demands on the user and
the school.
 Be able to identify the
knowledge/skills needed for program
implementation.
 Develop the knowledge and skills
needed for initial implementation of the
program.
 Identify the logistical
requirements, necessary resources, and
training for initial use of the programs.
 Analyze existing resources to
determine resources which need to be
ordered.
 Organize activities, events, and
resources for initial use of the program.
 Develop the knowledge and skills
needed to organize and manage
resources, activities, and events related
to day-to-day use of the program.
 Analyze his/her use of the program
with regard to problems of logistics,
management, time, schedules,
resources, and reactions of the student.
 Make appropriate adaptations,
modifications in program needed to
address local managerial and/or
logistical issues.
 Develop a knowledge of long term
requirements for the use of the
program.
 Analyze cognitive and affective
effects of program on students.
 Develop immediate and longrange plans which address possible
needed changes in the program to
enhance student outcomes.
3
Appropriate Training Strategies & Staff
Development Processes for Maximum
Growth
• Provide information on key concepts.
• Address personal concerns.
• Present exemplars and nonexemplars.
• Define competencies and
requirements to implement program.
• Provide opportunities for exploration.
•
•
•
•
Model skills and processes.
Simulate tasks and processes.
Provide coaching and feedback.
Observation of exemplary programs.
•
•
•
•
•
Mentoring.
Technical Assistance.
Coaching.
Networking of Resources.
Visitation of successful programs in
operation.
•
Networking with consultants and other
practitioners operating at impact stage.
Regional and national sharing
conferences.
Serving as training facilitators to other
programs.
•
•
BARREN COUNTY SCHOOLS
DISTRICT CERTIFIED STAFF IN NON-TEACHING ROLE
FORMATIVE EVALUATION
Tenured_____ Non-Tenured_____ New Employee _____
NTR-Form
School/Level_____________________________
Evaluatee/Observee______________________
Position_______________________________
Evaluatee/Observer________________________
Position_______________________________
Date of 1st Observation__________________
Date of 1st Post-Observation Conference____________
Date of 2nd Observation__________________
Date of 2nd Post-Observation Conference____________
Date of 3rd Observation__________________
Date of 3rd Post-Observation Conference____________
Standard/Performance Criteria
Domain 1: Planning and Preparation
Performance/Product/Portfolio Ratings
Meets
Growth Needed
Does Not Meet
Observation
Observation
Observation
1st
2nd
3rd
1st
2nd
3rd
1st
2nd
3rd
Professional Growth
Activities Discussed
1.A Demonstrating Knowledge of current trends in specialty
area and professional development.
1.B Demonstrating knowledge of the school’s program and
level of teacher skill in delivering that program.
1.C Establishing goals for the instructional support program
appropriate to the setting and the teacher’s served.
1.D Demonstrating knowledge of resources both within and
beyond the school and district.
1.E Planning the instructional support program integrated
with the overall school program.
1.F Developing a plan to evaluate the instructional support
program.
Domain 2: The Environment
Meets
Growth Needed
Does Not Meet
Observation
Observation
Observation
1st
2nd
3rd
1st
2nd
3rd
1st
2nd
3rd
Professional Growth
Activities Discussed
2.A Creating and environment of trust and respect.
2.B Establishing a culture for ongoing instructional
improvement.
2.C Establishing clear procedures for teachers to gain access
to instructional programs.
2.D Establishing and maintaining norms of behavior for
professional interactions.
2.E Organizing physical space for workshops, testing or
trainings.
Domain 3: Delivery of Services
Meets
Growth Needed
Does Not Meet
Observation
Observation
Observation
1st
2nd
3rd
3.A Collaborating with teachers/colleagues in the design of
instructional units and lessons.
3.B Engaging teachers in learning new instructional skills.
3.C Sharing expertise with staff.
3.D Locating resources for teachers to support instructional
improvement.
3.E Demonstrating flexibility and responsiveness
4
1st
2nd
3rd
1st
2nd
3rd
Professional Growth
Activities Discussed
Domain 4: Professional
Responsibilities
Meets
Growth Needed
Does Not Meet
Observation
Observation
Observation
1st
2nd
3rd
1st
2nd
3rd
1st
2nd
3rd
Professional Growth
Activities Discussed
4.A Reflecting on Practice.
4.B Preparing and submitting budgets and reports.
4.C Coordinating work with others.
4.D Participating in a professional community.
4.E Engaging in professional development.
4.F Showing professionalism including integrity and
confidentiality.
Notes Regarding Overall Standard Ratings
*If any one indicator is marked as “Does Not Meet”, the overall rating of the standard cannot exceed “Growth Needed”.
*To receive an overall rating of “meets” on a standard, a majority of the indicators must be met. Some indicators may not apply to
all positions.
1st Observation Date:
Evaluator Comments:
Evaluatee Comments:
Evaluator Signature & Date
Teacher Signature & Date
2nd Observation Date:
Evaluator Comments:
Evaluatee Comments:
Evaluator Signature & Date
Teacher Signature & Date
3rd Observation Date:
Evaluator Comments:
Evaluatee Comments:
Evaluator Signature & Date
Teacher Signature & Date
The evaluatee is provided with a copy of the completed evaluation at the close of the conference.
5
NTR-Sum
BARREN COUNTY SCHOOLS
DISTRICT CERTIFIED STAFF IN NON-TEACHING ROLE
SUMMATIVE EVALUATION FORM
This summative evaluation form summarizes the holistic evaluation of all data collected including formative data, products
and performances, portfolio materials, professional development activities, conferences, formal and informal observations,
and other documentation.
Evaluatee/Observee________________________
Check One:
Intern_____
Position _________________________________
Non-Tenured_____
Evaluator/Observer________________________
Tenured_____
Position____________________________________
School________________________________________________________________________________
Observation Dates
1st__________
2nd__________
3rd__________
4th__________
Post Conference Dates
1st__________
2nd__________
3rd__________
4th__________
Domain 1:
Domain 2:
Domain 3:
Domain 4:
Teaching Framework
Planning and Preparation
The Environment
Delivery of Service
Professional Responsibilities
Meets
Ratings
Growth
Needed
*Does Not
Meet
Overall Rating
*Any rating in the “does not meet” column requires the development of an Individual Assistive Growth Plan.
NOTE: To be eligible for a continuing contract (i.e. tenure) an employee must meet the District’s standards in all categories.
The Professional Growth Plan reflects a need to acquire further knowledge/skills in the standard number(s) checked:
1 ___
2 ___
3 ___
4 ___
Evaluatee’s Comments: __________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Evaluator’s Comments: __________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Employment Recommendation to Superintendent:
_____
Recommended for reemployment
_____
Recommended for reemployment with conditions (Must attach Directed Growth Plan)
_____
Not Recommended for re-employment
This section to be completed and signed after all information above has been completed and discussed:
Evaluatee: ___ Agrees with this summative evaluation
________________________
Signature
___ Disagrees with this summative evaluation
___________
Date
Evaluator:
________________________
___________
Signature
Date
Any certified employee may, within 5 working days of the summative evaluation conference, file an appeal with the district appeals panel
utilizing the request form provided in the BARREN COUNTY Schools District Certified Growth and Evaluation Plan.
6
BARREN COUNTY SCHOOLS
FORMATIVE OBSERVATION FOR SCHOOL PSYCHOLOGIST
Tenured_____ Non-Tenured_____
Psych-Form
School/Work Site_____________________________
Evaluatee/Observer_____________________
Position______________________________________
Evaluator/Observer______________________ Date(s) of Conference/Analysis____________________
Evaluator and evaluatee discuss and complete prior to developing the psychologist’s professional growth plan. This
analysis document is the summary of data collected for formative purposes such as: observations, professional
development activities, portfolio entries, products, work samples, reports, etc.
Standard/Performance
Criteria
1: The school psychologist
administers and interprets
educational assessments.
Performance, Product,
and/or Portfolio Ratings
Meets
Growth
Needed
Does
Not
Meet
1.1 Assists in early identification of
student learning and/or personal
adjustment problems.
1.2 Conducts assessments appropriate to
the focus of concern and according to
prevailing professional standards.
1.3 Conducts assessments with
consideration to the characteristics of the
student or group of students (including
ethnic, cultural, socio-economic, and
handicapping considerations).
1.4 Assists in identifying factors in the
learning environment that may affect the
student and assessing their degree of
impact.
1.5 Integrates data from assessment
procedures and develops hypotheses
relative to (1) instructional and
educational programming and (2)
program eligibility and placement.
1.6 Assists in planning and developing
intervention programs.
1.7 Values and supports student diversity
and addresses individual needs
Overall Rating for Summative
Evaluation
Comments:
7
N/A
Professional Growth Activities
Discussed
2: The school psychologist
provides direct interventions
for students.
Meets
Growth
Needed
Does
Not
Meet
Meets
Growth
Needed
Does
Not
Meet
N/A
Professional Growth Activities
Discussed
N/A
Professional Growth Activities
Discussed
2.1 Counsels students on educational and
personal adjustment issues.
2.2 Evaluates effectiveness of individual
and group interventions and modifies
interventions based on data collected.
Overall Rating for Summative
Evaluation
Comments:
3: The school psychologist
provides consultation and
training.
3.1 Consults with teachers, other school
staff and parents about ways to facilitate
learning and social skills development for
individuals or groups of students.
3.2 Serves as liaison and provides
coordination between the school system
and other agencies to facilitate services
for students and families.
3.3 Interprets educational policies,
programs, and procedures related to
psychological services.
3.4 Provides information and/or training
in the applications of learning theory, child
development, and other psychological
principles for school personnel and
parents.
3.5 Plans and implements professional
development for staff and/or parents as
requested.
Overall Rating for Summative
Evaluation
Comments:
8
4: The school psychologist
assists in the development and
implementation of a system of
interventions for struggling
students.
Meets
Growth
Needed
Does
Not
Meet
N/A
Professional Growth Activities
Discussed
Meets
Growth
Needed
Does
Not
Meet
N/A
Professional Growth Activities
Discussed
4.1 Works with others to develop
programs and strategies to maximize
learning for students.
4.2 Assists in evaluating the effectiveness
of intervention systems.
4.3 Assists school personnel in analyzing,
interpreting, and disseminating results of
Response to Intervention.
Overall Rating for Summative
Evaluation
Comments:
5: The school psychologist
develops and implements a
comprehensive School
Psychology Program.
5.1 Assists in the development of a
comprehensive School Psychology
Program for all students.
5.2 Adheres to established program,
goals, priorities and objectives.
5.3 Assists in evaluating the effectiveness
of the School Psychology Program.
5.4 Adheres to all state and federal
regulatory guidelines and due process
timelines for School Psychology Services.
5.5 Delivers services consistent with the
National Association of School
Psychologists (NASP) ethical principles
and professional standards of practice.
5.6 Works collaboratively to ensure
students’ rights and welfare in the school
and community.
5.7 Engages in continuing professional
and personal growth activities based on
personal needs assessment.
5.8 Maintains confidentiality with respect
to personally identifiable student
information.
5.9 Demonstrates effective use of
resources, including technology, to
implement the School Psychology
Program.
Overall Rating for Summative
Evaluation
Comments:
9
6: The school psychologist
performs professional and
leadership responsibilities.
Meets
Growth
Needed
Does
Not
Meet
N/A
Professional Growth Activities
Discussed
Meets
Growth
Needed
Does
Not
Meet
N/A
Professional Growth Activities
Discussed
6.1 Demonstrates leadership that
enhances student learning and/or the
professional environment of the school
6.2 Follows the policies and procedures
of the school and district
6.3 Assumes responsibilities outside the
classroom as related to school
6.4 Demonstrates school psychologist
responsibilities consistent with the
missions to which school/council/district
are committed
6.5 Maintains acceptable personal
attendance and is punctual
6.6 Performs duties consistent with
school, community goals, and
administrative regulations
6.7 Adheres to the professional code of
ethics
6.8 Demonstrates professional growth
Overall Rating for Summative
Evaluation
Comments:
7: The school psychologist
communicates effectively and
maintains effective
interpersonal relationships.
7.1 Effectively communicates knowledge
and ideas orally to individuals and groups.
7.2 Effectively communicates knowledge
and ideas in writing.
7.3 Maintains effective interpersonal
relationships with students, parents and
staff.
Overall Rating for Summative
Evaluation
Comments:
Notes Regarding Overall Standard Ratings
*If any one indicator is marked as “Does Not Meet”, the overall rating of the standard cannot exceed
“Growth Needed”.
*To receive an overall rating of “meets” on a standard, a majority of the indicators must be met.
10
Formative Conference Date:
Evaluator Comments
Evaluatee Comments
Evaluator Signature and Date Signed
Evaluatee Signature and Date Signed
Evaluatee signature denotes discussion and receipt of this document, but does not necessarily mean agreement with the
information contained within this document.
11
BARREN COUNTY SCHOOLS
SCHOOL PSYCHOLOGIST SUMMATIVE EVALUATION FORM
Psych-Sum
This summative evaluation form summarizes the holistic evaluation of all data collected including formative data, products and
performances, portfolio materials, professional development activities, conferences, formal and informal observations, and other
documentation.
Evaluatee/Observee________________________
Check One:
Intern_____
Content Area_______________
Non-Tenured_____
Evaluator/Observer________________________
Grade(s)______
Tenured_____
Position____________________________________
School/Site_____________________________________________________________________________
Formative Conference Dates
1st__________
2nd__________
School Psychologist Standards:
1: The school psychologist administers and interprets educational
assessments.
2: The school psychologist provides direct interventions for students.
3: The school psychologist provides consultation and training.
4: The school psychologist assists in the development and implementation
of a system of interventions for struggling students.
5: The school psychologist develops and implements a comprehensive
School Psychology Program.
6: The school psychologist performs professional and leadership
responsibilities.
7: The school psychologist communicates effectively and maintains
effective interpersonal relationships.
Overall Rating
3rd__________
Meets
4th__________
Ratings
Growth
Needed
*Does Not
Meet
*Any rating in the “does not meet” column requires the development of an Individual Directed Growth Plan.
NOTE: To be eligible for a continuing contract (i.e. tenure) an employee must meet the District’s standards in all categories.
The Professional Growth Plan reflects a need to acquire further knowledge/skills in the standard number(s) checked:
1 ___
2 ___
3 ___
4 ___
5 ___
6 ___
7 ___
Evaluatee’s Comments: _________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Evaluator’s Comments: _________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Employment Recommendation to Superintendent:
_____
_____
_____
Recommended for reemployment
Recommended for reemployment with conditions (Must attach Directed Growth Plan)
Not Recommended for re-employment
This section to be completed and signed after all information above has been completed and discussed:
Evaluatee: ___ Agrees with this summative evaluation
________________________
Signature
___ Disagrees with this summative evaluation
___________
Date
Evaluator:
________________________ ___________
Signature
Date
Any certified employee may, within 5 working days of the summative evaluation conference, file an appeal with the district appeals panel
utilizing the request form provided in the Barren County Schools District Certified Growth and Evaluation Plan.
12
BARREN COUNTY SCHOOLS
FORMATIVE OBSERVATION EVALUATION FOR DISTRICT LEVEL
ADMINISTRATORS
Tenured_____ Non-Tenured_____
DL Admin-Form
School/Work Site_____________________________
Evaluatee/Observee_____________________ Position______________________________________
Evaluator/Observer______________________ Date(s) of Conference/Analysis____________________
Evaluator and evaluatee discuss and complete prior to developing the administrator’s professional growth plan. This
analysis document is the summary of data collected for formative purposes such as: observations, professional
development activities, portfolio entries, products, work samples, reports, etc.
Standard/Performance Criteria
1: 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.
The education leader promotes the success of
every student by:
Performance, Product,
and/or Portfolio Ratings
Meets
Growth
Needed
Does
Not
Meet
Professional Growth Activities
Discussed
N/A
1. collaboratively developing and implementing a
shared vision and mission
2. collecting and using data to identify goals, assess
organizational effectiveness, and promote
organizational learning
3. creating and implementing plans to achieve goals
4. promoting continuous and sustainable
improvement
5. monitoring and evaluating progress and revising
plans
6. demonstrates professional growth
Overall Rating for Summative Evaluation
Comments:
2: 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.
The education leader promotes the success of
every student by:
Performance, Product,
and/or Portfolio Ratings
Meets
Growth
Needed
1. nurturing and sustaining a culture of
collaboration, trust, learning, and high expectations
2. creating comprehensive, rigorous, and coherent
curricular program
13
Does
Not
Meet
N/A
Professional Growth Activities
Discussed
3. creating a personalized and motivating learning
environment for students
4. supervising instruction
5. developing assessment and accountability
systems to monitor student progress
6. developing the instructional and leadership
capacity of staff
7. maximizing time spent on quality instruction
8. promoting the use of the most effective and
appropriate technologies to support teaching and
learning
9. monitoring and evaluating the impact of the
instructional program
10. maintaining acceptable personal attendance and
is punctual
Overall Rating for Summative Evaluation
Comments:
3: 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.
The education leader promotes the success of
every student by:
Performance, Product,
and/or Portfolio Ratings
Meets
Growth
Needed
1. monitoring and evaluating the management and
operational systems
2. obtaining, allocating, aligning, and efficiently
utilizing human, fiscal, and technological resources
3. promoting and protecting the welfare and safety
of students and staff
4. developing the capacity for distributive leadership
5. ensuring teacher and organizational time is
focused to support quality instruction and student
learning
Overall Rating for Summative Evaluation
Comments:
14
Does
Not
Meet
N/A
Professional Growth Activities
Discussed
4: 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.
The education leader promotes the success of
every student by:
Performance, Product,
and/or Portfolio Ratings
Meets
Growth
Needed
Does
Not
Meet
Professional Growth Activities
Discussed
N/A
1. collecting and analyzing data and information
pertinent to the educational system
2. promoting understanding, appreciation, and use
of the community’s diverse cultural, social, and
intellectual resources
3. building and sustaining positive relationships with
families and caregivers
4. building and sustaining productive relationships
with community partners
Overall Rating for Summative Evaluation
Comments:
5: An education leader promotes the
success of every student by acting
with integrity, fairness, and in an
ethical manner.
The education leader promotes the success of
every student by:
Performance, Product,
and/or Portfolio Ratings
Meets
Growth
Needed
1. ensuring a system of accountability for every
student’s academic and social success
2. modeling principles of self-awareness, reflective
practice, transparency, and ethical behavior
3. safeguarding the values of democracy, equity,
and diversity
4. considering and evaluating the potential moral
and legal consequences of decision making
5. promoting social justice and ensuring that
individual student needs inform all aspects of
schooling
Overall Rating for Summative Evaluation
Comments:
15
Does
Not
Meet
N/A
Professional Growth Activities
Discussed
6: An education leader promotes the
success of every student by
understanding, responding to, and
influencing the political, social,
economic, legal, and cultural context.
The education leader promotes the success of
every student by:
Performance, Product,
and/or Portfolio Ratings
Meets
Growth
Needed
Does
Not
Meet
Professional Growth Activities
Discussed
N/A
1. advocating for children, families, and caregivers
2. acting to influence local, district, state, and
national decisions affecting student learning
3. assessing, analyzing, and anticipating emerging
trends and initiatives in order to adapt leadership
strategies
Overall Rating for Summative Evaluation
Comments:
Notes Regarding Overall Standard Ratings
* If any one indicator is marked as “Does Not Meet”, the overall rating of the standard cannot
exceed “Growth Needed”.
* To receive an overall rating of “meets” on a standard, a majority of the indicators must be met.
Formative Conference Date:
Evaluator Comments
Administrator Comments
Evaluator Signature and Date Signed
Administrator Signature and Date Signed
Administrator signature denotes discussion and receipt of this document, but does not necessarily mean agreement with the information
contained within this document.
16
DL Admin-Sum
BARREN COUNTY SCHOOLS
DISTRICT LEVEL ADMINISTRATOR EVALUATION SUMMATIVE FORM
This summative evaluation form summarizes the holistic evaluation of all data collected including formative data, products and
performances, portfolio materials, professional development activities, conferences, formal and informal observations and other
documentation.
Evaluatee/Observee________________________
Check One:
Intern_____
Evaluator/Observer________________________
Non-Tenured_____
Tenured_____
Position____________________________________ School/Site______________________________
1st__________
Date(s) of Conference(s)
2nd__________
3rd__________
4th__________
Ratings
Administrator Standards:
1
2
3
4
5
6
Meets
Growth
Needed
Not
Applicable
*Does Not
Meet
Vision
School Culture and Learning
Management
Collaboration
Integrity, Fairness, Ethics
Political, Economic, Legal
Overall Rating
*Any rating in the “does not meet” column requires the development of an Individual Directed Growth Plan.
NOTE: To be eligible for a continuing contract (i.e. tenure) an employee must meet the District’s standards in all categories.
The Professional Growth Plan reflects a need to acquire further knowledge/skills in the standard number(s) checked:
1 ___
2 ___
3 ___
4 ___
5 ___
6 ___
Evaluatee’s Comments: __________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Evaluator’s Comments: __________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Employment Recommendation:
_____
_____
_____
Recommended for reemployment
Recommended for reemployment with conditions (Must attach Directed Growth Plan)
Not Recommended for re-employment
This section to be completed and signed after all information above has been completed and discussed:
Evaluatee: ___ Agrees with this summative evaluation
________________________
Signature
___ Disagrees with this summative evaluation
___________
Date
Evaluator:
________________________ ___________
Signature
Date
Any certified employee may, within 5 working days of the summative evaluation conference, file an appeal with the district appeals panel
utilizing the request form provided in the Barren County Schools District Certified Growth and Evaluation Plan.
17
BARREN COUNTY SCHOOLS
Directed Growth Plan For Other District Personnel
The performance of all certified personnel is to be evaluated annually for all non-tenured
personnel and administrators and once every two years for tenured personnel.
Persons who need improvement in one or more performance areas may be required to complete a
Directed Growth Plan. The Directed Growth Plan is developed when an evaluatee receives a “does not
meet” rating(s) on the Summative Evaluation OR when an immediate change is required in behavior.
When a Directed Growth Plan is required, the following process will be used by the evaluator to
assist the evaluatee in improving performance:
1. The primary evaluator notifies the evaluatee that his or her performance is not meeting district
standards. The Directed Growth Plan documentation form shall be initiated. This form will
be completed and signed by all parties at each meeting.
2. Specific data is shared with the evaluatee that identifies the deficiencies.
3. A Directed Growth Plan is developed by the evaluator and evaluatee. This plan shall address
the performance area(s), goals and activities that achieve desired performance (workshops,
classroom assistance, etc.) and target dates for follow-up observations.
4. Evaluations will become more frequent and formal.
5. The Directed Growth Plan should give the evaluatee sufficient support and time to show
satisfactory progress and improvement.
18
Employee ________________________
BARREN COUNTY SCHOOLS
DIRECTED GROWTH PLAN
OTHER DISTRICT PERSONNEL
Work Location ___________________
School Year ______________________
The Directed Growth Plan is
developed when an evaluatee receives
a “does not meet” rating(s) on the
Summative Evaluation OR when an
immediate change is required in
behavior.
Date ____________________________
Domain/
Standard
Needs Assessment:
Growth Objective(s)/Goal(s)
“What evidence do I have
which tells me improvement
is needed?
“What exactly do I need to do
to improve?”
Procedures and Activities for
Achieving Objective(s) and
Goal(s)
“How can I reach my goal?”
Assistance from
Evaluator:
Target Date for
Completion:
“What assistance will
be provided by the
administration?”
“What is the
date?”
(month/day/year)
Evaluatee’s Comments: ______________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Evaluator’s Comments: ______________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Date Directed Growth Plan Developed:
___________________________
___________________
___________________________
(Evaluatee’s Signature)
(Date)
(Evaluator’s Signature)
19
___________________
(Date)
BARREN COUNTY SCHOOLS
CERTIFIED EVALUATION
APPENDIX
Glossary of Terms
Professional Code of Ethics for Kentucky Schools Certified Personnel
Appeals Process
1|Page
Glossary of Evaluation Terms and Definitions
(As applied to Kentucky's professional growth and certified personnel evaluation process)
Evaluation terms and definitions listed below include those presented in KRS 156.557, 704 KAR 3:345, and KRS
160.345 (2) (c).
Administrator: is any person who devotes the majority of his/her employed time to service in a position for which
administration certification is required by the Education Professional Standards Board in 704 KAR Chapter
20. These positions are superintendent, deputy superintendent, assistant/associate superintendent, principal,
assistant principal, guidance counselor, director of special education, supervisor of instruction, director of pupil
personnel, dean of students, director of federally supported programs, professional development coordinator,
director of district-wide services, instructional coordinator, and district assessment coordinator. Head teachers
may also serve as evaluators of certified personnel based upon KRS 160.345. The administrator assumes the role of
primary evaluator for all certified school personnel whom he/she immediately supervises.
Appeals: a process whereby any certified personnel employee who feels that the local school district failed to
properly implement the approved evaluation system can formally disagree with his/her evaluation.
APPROVED TECHNOLOGY PLATFORM/EDS: Components and sources of evidence related supporting an
educator’s professional practice and student growth ratings may be completed and recorded in the Educator
Development Suite (EDS) housed within the Continuous Instructional Improvement Technology System
(APPROVED TECHNOLOGY PLATFORM).
Comparability and Rigor: In regard to Student Growth Goals, rigor means congruency to the standards.
Comparability means that teachers agree on what it looks like for students to meet a given standard or group of
standards. Assessments are appropriate for students to show that they meet the intent of the standards.
Assessments may be different in structure, even when assessing the same standards.
Conference: a meeting involving the evaluator and the certified employee evaluated for the purpose of providing
feedback from the evaluator, analyzing the results of observation(s) and other information to determine
accomplishments and for identifying areas for growth leading to establishment or revision of a professional growth
plan.
Corrective action plan: a plan developed by the evaluator and evaluatee as a result of an unsuccessful
performance rating.
Danielson Framework for Teaching (The Kentucky Framework for Teaching- KFT): the document indicating the
domain, components, and descriptors for which certified personnel will be evaluated.
Directed Growth Plan: a plan developed by the evaluator and evaluatee as a result of an unsuccessful performance
rating(s) on the summative evaluation. Specific assistance and activities are identified and progress monitored.
Evaluatee: one whose behaviors and performances are being observed, examined, appraised, or critiqued.
Evaluation: 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, based upon predetermined criteria, through
periodic observation and other documentation such as portfolios, peer reviews, products, or performances. Evaluation
shall also include the establishment and monitoring of individual professional growth plans.
Evaluation committee: consists of local school district teachers and administrators who are responsible for
developing evaluation procedures and forms for the district evaluation plan. The committee is made up of equal
numbers of teachers and administrators.
2|Page
Evaluation plan: includes evaluation forms and procedures. The procedures shall provide for both formative
evaluation and summative evaluation components. Both the plan and the procedures must be approved by the
Kentucky Department of Education.
Evaluator: one who appraises or carefully examines behaviors and performances to determine a value.
Evaluators must be trained, tested, and certified.
Evidence: documents or demonstrations that indicate proof of a particular descriptor.
Formative evaluation: a continuous cycle of collecting evaluation information and interacting, and providing
feedback with suggestions regarding the certified employee's professional growth and performance.
Indicators: measurable or observable behaviors and outcomes that demonstrate performance criteria.
Job category: the term used to signify a group or class of positions with closely related functions such as:
principal, coordinator, or director.
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. It provides structure for feedback for continuous improvement through individual
goals that target student and professional growth, thus supporting overall school improvement.
Local contribution: a rating based on the degree to which a teacher meets the growth goal for a set of students
over an identified interval of instruction (i.e., trimester, semester, year-long) as indicated in the Student Growth
Goal (SGG).
Monitoring: to supervise; to check systematically or scrutinize for the purpose of collecting specified categories of
data. (For example: principals monitor teachers’ lesson plans, units of study, and interactions with students,
parents, and each other.)
Observation: a process of gathering factual information in the performance of duty, based upon predetermined
criteria in the district evaluation plan.
Observer certification: the process of certifying observers who have demonstrated proficiency in rating teachers
for the purposes of feedback and evaluation
Observer recalibration: the process of ensuring that an observer has maintained proficiency and accuracy in
observing teachers for the purpose of evaluation and feedback.
Observee: one who is observed by the observer.
Observer: one who sees and reports behaviors. This is usually the primary evaluator, but may be another
administrator or another teacher trained in the teacher’s content area or a curriculum content specialist.
Openly: with full knowledge of others (evaluatee).
Other support staff: any certified staff other than teacher or administrator.
Overall Student Growth Rating: the overall growth rating assigned when combining the Student Growth Goal
and the Student Growth Percentile Ranking.
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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.
Must be trained using the Peer Observer Modules from KDE before completion of peer observations.
Performance criteria: performance areas, skills, or outcomes on which the certified employee shall be evaluated
based upon position and the district evaluation plan.
Performance rating: means the summative description of an evaluatee’s performance and includes the following
for teachers, principals and assistant principals.
• Exemplary: means the rating for performance that consistently exceeds expectations for effective
performance within professional practice and overall.
• Accomplished performance rating: means the rating for performance that consistently meets the
expectations for effective performance within professional practice and overall.
• Developing performance rating: the rating for performance that inconsistently meets expectations for
effective performance within professional practice and overall.
• Ineffective performance rating: the rating for performance that consistently fails to meet expectations for
effective performance within professional practice and overall.
Position: a professional role in the school district such as: teacher, secondary principal, supervisor of instruction,
etc.
Primary evaluator: the evaluator who is the employee’s immediate supervisor (principal, associate principal,
head teacher, etc.).
Professional growth: increased effectiveness resulting from experiences that develop an educator’s skills,
knowledge, expertise and other characteristics.
Professional growth plan (PGP): An individualized plan that is focused on improving professional practice and
leadership skills and is aligned with educator performance standards and student performance standards, is built
using a variety of sources and types of student data that reflect student needs and strengths, educator data, and
school/district data, is produced in consultation with the evaluator.
Professional Growth Goal (PGG): The goals written as part of the PGP.
Professional Practice Rating: holistic rating representing performance in professional practice, combining data
from multiple sources of evidence across each domain.
Post-conference: a meeting between the evaluator and the certified personnel employee to provide feedback from
the evaluator. The evaluator and the certified personnel employee analyze the results of observation(s) and other
information to determine accomplishments and areas of growth leading to the establishment or revision of a
professional growth plan.
Self-reflection: the process by which certified personnel assess the effectiveness and adequacy of their knowledge
and performance for the purpose of identifying areas for professional learning and growth.
SMART Goal Criteria: acronym/criteria for developing Student Growth Goals (Smart, Measurable, Attainable,
Realistic, Time-bound).
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Standards of performance: acceptable qualitative or quantitative levels of specific job performances expected of
effective certified personnel employees.
Student Growth Measure: The student growth measure is comprise of two possible contributions: a state
contribution and a local contribution.
Student Growth Goal (SGG): measure of student growth, in the form of a goal focused on learning, that is specific,
measurable, appropriate, realistic and time-bound, developed collaboratively and agreed upon by the certified
employee and their evaluator and that is comparable across grades or subjects and across schools in the local
district.
Student Growth Goal Ratings: ratings assigned to student growth based on a rubric indicating high, expected, or
low growth.
Student Growth Percentiles (SGP): as defined in 703 KAR 5:200 (11). State contribution- a rating based on each
student’s rate of change compared to students within a similar test score history expressed as a percentile.
Student growth percentiles are measured for grades 4-8 in Reading and Mathematics.
Student Growth Trend Rating: the result of a combination of professional judgment and district-developed
student growth ratings, and includes data from student growth goals and student growth percentiles; student
growth trend ratings will illustrate three year trends.
Student Voice Survey: the state-approved student perception survey, administered each year that provides data
on specific aspects of the classroom experience and of teaching practice.
Summative evaluation: the summary of, and conclusions from, all data, including but not limited to the formative
evaluation data. The summative evaluation occurs at the end of an evaluation cycle. Summative evaluation includes
a conference involving the evaluator and the evaluated certified employee, and a written evaluation report.
Teacher: any certified staff person who directly instructs students.
Walk-Thru Observation: A walk through observation consists of an administrator, making an informal,
unscheduled, yet focused visit to a classroom for three to ten minutes.
Working Conditions Goal: goal set by administrators every two years, using data from the state-approved
wording conditions survey, for the purpose of school improvement.
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Professional Code of Ethics for Kentucky School
Certified Personnel
16 KAR 1:020
Section 1. Certified personnel in the Commonwealth:
(1) Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship, and safeguard the
freedom to learn and to teach;
(2) Shall believe in the worth and dignity of each human being and in educational opportunities for all;
(3) Shall strive to uphold the responsibilities of the education profession, including the following obligations to students, to parents,
and to the education profession:
(a) To students:
1. Shall provide students with professional education services in a nondiscriminatory manner and in consonance with
accepted best practice known to the educator;
2. Shall respect the constitutional rights of all students;
3. Shall take reasonable measures to protect the health, safety, and emotional well-being of students;
4. Shall not use professional relationships or authority with students for personal advantage;
5. Shall keep in confidence information about students which has been obtained in the course of professional service,
unless disclosure serves professional purposes or is required by law;
6. Shall not knowingly make false or malicious statements about students or colleagues;
7. Shall refrain from subjecting students to embarrassment or disparagement; and
8. Shall not engage in any sexually related behavior with a student with or without consent, but shall maintain a professional
approach with students. Sexually related behavior shall include such behaviors as sexual jokes; sexual remarks; sexual
kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or
grabbing; rape; threats of physical harm; and sexual assault.
(b) To parents:
1. Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the
student;
2. Shall endeavor to understand community cultures and diverse home environments of students;
3. Shall not knowingly distort or misrepresent facts concerning educational issues;
4. Shall distinguish between personal views and the views of the employing educational agency;
5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others;
6. Shall not use institutional privileges for private gain, for the promotion of political candidates, or for partisan political
activities; and
7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, and shall not
offer any of these to obtain special advantage.
(c) To the education profession:
1. Shall exemplify behaviors which maintain the dignity and integrity of the profession;
2. Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and
responsibilities;
3. Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves
professional purposes or is required by law;
4. Shall not use coercive means or give special treatment in order to influence professional decisions;
5. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional preparation and legal
qualifications; and
6. Shall not knowingly falsify or misrepresent records of facts relating to the educator's own qualifications or those of other
professionals.
Section 2. Violation of this administrative regulation may result in cause to initiate proceedings for revocation or suspension of
Kentucky certification as provided in KRS 161.120 and 704 KAR 20:585.
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BARREN COUNTY SCHOOLS
Appeals
Appeals Panel Hearing Procedures
Any certified employee who believes that he or she was unfairly evaluated on the summative
evaluation may file an appeal with the district appeals panel utilizing the request form provided in the
plan. The appeal must be filed within five working days of receipt of the summative evaluation.
Confidentiality and fairness shall be the primary concerns of the panel.
Upon receiving the request, the panel will schedule a preliminary hearing within three working days
after the appeal is filed, and a chairperson for the panel shall be elected by the panel for the appeal.
Upon request, the evaluatee may review any evaluation material related to him/her prior to the
preliminary hearing. On or before the day of the preliminary hearing, the evaluator and evaluatee
shall provide four (4) copies of all documentation to be considered in the appeal (one copy for each of
the committee members and one for the evaluator/evaluatee). The chairperson shall convene the
preliminary hearing and explain procedures for the process.
The evaluatee and evaluator may be represented by legal counsel or their chosen representative
during both the preliminary hearing and the appeals panel hearing. The Board of Education shall
provide for legal counsel to the panel if requested. The evaluatee has the right to determine whether
the hearing process is open or closed. A closed hearing will include the panel, evaluatee, evaluator
and their chosen representatives. Witnesses may be called by either party, but will not be allowed to
observe the hearing process other than during their testimony.
After the evaluatee and evaluator leave the preliminary hearing, the appeals committee shall remain
and review all documents and formulate questions for the hearing.
An appeals panel hearing will convene not less than nine working days and not more than 12 working
days after the appeal is filed to allow the evaluatee and evaluator to present statements,
documentation, witnesses and any other information pertinent to the appeal. Again, the chairperson
will convene the hearing and establish procedures. The evaluatee shall present his/her opening
statement followed by the evaluator's opening statement. Each party will then be allowed to present
his/her documentation including witnesses pertinent to the summative evaluation. Both substance
and procedural issues shall be considered by the panel. An opportunity for questioning each party and
witness shall be provided. The panel will also have the right to question the evaluatee, the evaluator,
and the witnesses. After an opportunity for closing remarks has been provided, the evaluatee and
evaluator will be permitted to leave and the panel will consider all information provided them. A
decision regarding their findings shall be presented to the Superintendent within 3 working days of the
appeals panel hearing.
The panel's recommendation must include one of the following:
a. A new evaluation by a second certified evaluator in which case the schedule of evaluations
need not be met
b. Uphold the original evaluation
c. R e m o v e the summative or any part of the summative from the personnel file
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The evaluatee may withdraw his/her appeal at any time during the appeals process. At any time
during the appeals process, the evaluator may make adjustments to the evaluatee’s summative form if
these adjustments are acceptable to the evaluatee.
Any certified employee who feels that the local district did not properly implement the evaluation plan
according to the way it was approved by the State Department of Education shall have the opportunity to
appeal to the Kentucky Board of Education in accordance with the procedures set forth below.
Composition of the Appeals Panel
All members of the appeals panel shall be current certified employees of the district. Two members of the
panel are elected from and by the certified staff of the district. Each certified employee has the right to be
nominated and to vote in the process. (Intern teachers are not fully certified until the end of the internship)
One member of the panel is appointed by the Board of Education. (Reference: KRS 156.101 & 704 KAR
3:345.)
In the election of the appeals panel members, the persons receiving the first and second greatest number of
votes shall be members of the appeals panel. The persons receiving the third and fourth greatest number of
votes shall be designated as alternates and shall serve in the event an elected member cannot serve. The
Board shall also appoint an alternate member. Release time shall be provided for panel members at the
discretion of the same. Funding for panel expenses will be provided from the general fund.
The panel shall elect its chairperson for each appeal.
The length of term for an appeals panel member shall be one year and run from July 1 to June 30. Panel
members may be re-elected and reappointed for the position. The panel members shall assume their
responsibilities as soon as the election results are announced. Elections shall be conducted and appointments
made during the month of September.
The election shall be conducted by the District Contact Person using the following criteria:
Open Nomination
Secret Ballot
One person /one vote
All certified employees given the opportunity to vote
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Appeals to the Kentucky Board of Education
Any certified employee who feels that the local district failed to properly implement 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.
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 or the district’s failure to implement an evaluation plan as
approved by the Kentucky Department of Education. 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 and any documentation
submitted pursuant to paragraph (c) of this subsection.
(b) No later than thirty (30) calendar 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, or 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 with the local district’s evaluation plan or absence of a district local
evaluation plan shall render the evaluation void, and the employee shall have the right to be
reevaluated.
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BARREN COUNTY SCHOOLS
APPEALS PANEL HEARING REQUEST FORM
I
, have been evaluated by
during the current evaluative cycle. My disagreement with the findings of the
summative has been thoroughly discussed with my evaluator. The attached letter
includes my rationale and suggested resolution for the appeal in detail.
I respectfully request the Barren County School District Evaluation Appeals panel to
hear my appeal.
This appeal challenges the summative findings on:
□ Substance
□ Procedure
□ Both substance & procedure
Signature
Date
Date of Summative Conference
Date evaluator notified of intent to appeal
This form shall be presented in person or by mail to superintendent within five working
days of completion of the summative conference.
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