˜ƒŽ—ƒ–‹‘›•–‡
‘”•
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
Ǥ ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ‘–‡–ƒ†‡†ƒ‰‘‰›
‹Ǥ
‘™Ž‡†‰‡‘ˆ‘–‡–ƒ†–Š‡–”—…–—”‡‘ˆ–Š‡‹•…‹’Ž‹‡
‹‹Ǥ
‘™Ž‡†‰‡‘ˆ”‡”‡“—‹•‹–‡‡Žƒ–‹‘•Š‹’•
‹‹‹Ǥ
‘™Ž‡†‰‡‘ˆ‘–‡–Ǧ‡Žƒ–‡†‡†ƒ‰‘‰›
Ǥ ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ–—†‡–•
‹Ǥ
‘™Ž‡†‰‡‘ˆŠ‹Ž†ƒ††‘Ž‡•…‡–‡˜‡Ž‘’‡–
‹‹Ǥ
‘™Ž‡†‰‡‘ˆ–Š‡‡ƒ”‹‰”‘…‡••
‹‹‹Ǥ
‘™Ž‡†‰‡‘ˆ–—†‡–•ǯ‹ŽŽ•ǡ‘™Ž‡†‰‡ǡƒ†ƒ‰—ƒ‰‡
”‘ˆ‹…‹‡…›
‹˜Ǥ
‘™Ž‡†‰‡‘ˆ–—†‡–•ǯ–‡”‡•–•ƒ†—Ž–—”ƒŽ‡”‹–ƒ‰‡
˜Ǥ
‘™Ž‡†‰‡‘ˆ–—†‡–•ǯ’‡…‹ƒŽ‡‡†•
Ǥ ‡Ž‡…–‹‰•–”—…–‹‘ƒŽ—–…‘‡•
‹Ǥ
ƒŽ—‡ǡ‡“—‡…‡ǡƒ†Ž‹‰‡–
‹‹Ǥ
Žƒ”‹–›
‹‹‹Ǥ
ƒŽƒ…‡
‹˜Ǥ
—‹–ƒ„‹Ž‹–›ˆ‘”‹˜‡”•‡‡ƒ”‡”•
Ǥ ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ‡•‘—”…‡•
‹Ǥ
‡•‘—”…‡•ˆ‘”Žƒ••”‘‘•‡
‹‹Ǥ
‡•‘—”…‡•–‘š–‡†‘–‡–‘™Ž‡†‰‡ƒ†‡†ƒ‰‘‰›
‹‹‹Ǥ
‡•‘—”…‡•ˆ‘”–—†‡–•
Ǥ ‡•‹‰‹‰‘Š‡”‡–•–”—…–‹‘
‹Ǥ
‡ƒ”‹‰…–‹˜‹–‹‡•
‹‹Ǥ
•–”—…–‹‘ƒŽƒ–‡”‹ƒŽ•ƒ†‡•‘—”…‡•
‹‹‹Ǥ
•–”—…–‹‘ƒŽ
”‘—’•
‹˜Ǥ
‡••‘ƒ†‹––”—…–—”‡
Ǥ ‡•‹‰‹‰–—†‡–••‡••‡–
‹Ǥ
‘‰”—‡…‡™‹–Š•–”—…–‹‘ƒŽ—–…‘‡•
‹‹Ǥ
”‹–‡”‹ƒƒ†–ƒ†ƒ”†•
‹‹‹Ǥ ‡•‹‰‘ˆ‘”ƒ–‹˜‡••‡••‡–•
‹˜Ǥ •‡ˆ‘”Žƒ‹‰
Domain 2 - Classroom Environment
Ǥ ”‡ƒ–‹‰ƒ˜‹”‘‡–‘ˆ‡•’‡…–ƒ†ƒ’’‘”–
‹Ǥ
‡ƒ…Š‡”–‡”ƒ…–‹‘™‹–Š–—†‡–•
‹‹Ǥ
–—†‡––‡”ƒ…–‹‘•™‹–Š‡‘–Š‡”
Ǥ •–ƒ„Ž‹•Š‹‰ƒ—Ž–—”‡ˆ‘”‡ƒ”‹‰
‹Ǥ
’‘”–ƒ…‡‘ˆ–Š‡‘–‡–
‹‹Ǥ
š’‡…–ƒ–‹‘•ˆ‘”‡ƒ”‹‰ƒ†…Š‹‡˜‡‡–
‹‹‹Ǥ
–—†‡–”‹†‡‹‘”
Ǥ ƒƒ‰‹‰Žƒ••”‘‘”‘…‡†—”‡•
‹Ǥ
ƒƒ‰‡‡–‘ˆ•–”—…–‹‘ƒŽ
”‘—’•
‹‹Ǥ
ƒƒ‰‡‡–‘ˆ”ƒ•‹–‹‘•
‹‹‹Ǥ
ƒƒ‰‡‡–‘ˆƒ–‡”‹ƒŽ•ƒ†—’’Ž‹‡•
‹˜Ǥ
‡”ˆ‘”ƒ…‡‘ˆ‘Ǧ•–”—…–‹‘ƒŽ—–‹‡•
˜Ǥ
—’‡”˜‹•‹‘‘ˆ‘Ž—–‡‡”•ƒ†ƒ”ƒ’”‘ˆ‡••‹‘ƒŽ•
Ǥ ƒƒ‰‹‰–—†‡–‡Šƒ˜‹‘”
‹Ǥ
š’‡…–ƒ–‹‘•
‹‹Ǥ
‘‹–‘”‹‰‘ˆ–—†‡–‡Šƒ˜‹‘”
‹‹‹Ǥ
‡•’‘•‡–‘–—†‡–‹•„‡Šƒ˜‹‘”
Ǥ ”‰ƒ‹œ‹‰Š›•‹…ƒŽ’ƒ…‡
‹Ǥ ƒˆ‡–›ƒ†……‡••‹„‹Ž‹–›
‹‹Ǥ ””ƒ‰‡‡–‘ˆ—”‹–—”‡ƒ†•‡‘ˆŠ›•‹…ƒŽ
‡•‘—”…‡•
Domain 3 - Instruction
Ǥ ‘—‹…ƒ–‹‰™‹–Š–—†‡–•
‹Ǥ
š’‡…–ƒ–‹‘•ˆ‘”‡ƒ”‹‰
‹‹Ǥ
‹”‡…–‹‘•ƒ†”‘…‡†—”‡•
‹‹‹Ǥ
š’Žƒƒ–‹‘‘ˆ‘–‡–
‹˜Ǥ
•‡‘ˆ”ƒŽƒ†”‹––‡ƒ‰—ƒ‰‡
Ǥ •‹‰—‡•–‹‘‹‰ƒ†‹•…—••‹‘‡…Š‹“—‡•
‹Ǥ
—ƒŽ‹–›‘ˆ—‡•–‹‘•
‹‹Ǥ
‹•…—••‹‘‡…Š‹“—‡•
‹‹‹Ǥ
–—†‡–ƒ”–‹…‹’ƒ–‹‘
Ǥ ‰ƒ‰‹‰–—†‡–•‹‡ƒ”‹‰
‹Ǥ
–‹˜‹–‹‡•ƒ†••‹‰‡–•
‹‹Ǥ
”‘—’‹‰‘ˆ–—†‡–•
‹‹‹Ǥ
•–”—…–‹‘ƒŽƒ–‡”‹ƒŽ•ƒ†‡•‘—”…‡•
‹˜Ǥ
–”—…–—”‡ƒ†ƒ…‹‰
Ǥ •‹‰••‡••‡–‹•–”—…–‹‘
‹Ǥ
••‡••‡–”‹–‡”‹ƒ
‹‹Ǥ
‘‹–‘”‹‰‘ˆ–—†‡–‡ƒ”‹‰
‹‹‹Ǥ
‡‡†„ƒ…–‘–—†‡–•
‹˜Ǥ
–—†‡–‡ŽˆǦ••‡••‡–ƒ†‘‹–‘”‹‰‘ˆ”‘‰”‡••
Ǥ ‡‘•–”ƒ–‹‰Ž‡š‹„‹Ž‹–›ƒ†‡•’‘•‹˜‡‡••
‹Ǥ
‡••‘†Œ—•–‡–
‹‹Ǥ ‡•’‘•‡–‘–—†‡–•
‹‹‹Ǥ ‡”•‹•–‡…‡
Domain 4 - Professional Responsibilities
Ǥ ‡ˆŽ‡…–‹‰‘‡ƒ…Š‹‰
‹Ǥ
—”ƒ…›
‹‹Ǥ
•‡‹—–—”‡‡ƒ…Š‹‰
Ǥ ƒ‹–ƒ‹‹‰……—”ƒ–‡‡…‘”†•
‹Ǥ
–—†‡–‘’Ž‡–‹‘‘ˆ••‹‰‡–•
‹‹Ǥ
–—†‡–”‘‰”‡••‹‡ƒ”‹‰
‹‹‹Ǥ
‘Ǧ•–”—…–‹‘ƒŽ‡…‘”†•
Ǥ ‘—‹…ƒ–‹‰™‹–Šƒ‹Ž‹‡•
‹Ǥ
ˆ‘”ƒ–‹‘„‘—––Š‡•–”—…–‹‘ƒŽ”‘‰”ƒ
‹‹Ǥ
ˆ‘”ƒ–‹‘„‘—–†‹˜‹†—ƒŽ–—†‡–•
‹‹‹Ǥ
‰ƒ‰‡‡–‘ˆƒ‹Ž‹‡•‹–Š‡•–”—…–‹‘ƒŽ
”‘‰”ƒ
Ǥ ƒ”–‹…‹’ƒ–‹‰‹ƒ”‘ˆ‡••‹‘ƒŽ‘—‹–›
‹Ǥ
‡Žƒ–‹‘•Š‹’•™‹–Š‘ŽŽ‡ƒ‰—‡•
‹‹Ǥ
˜‘Ž˜‡‡–‹ƒ—Ž–—”‡‘ˆ”‘ˆ‡••‹‘ƒŽ“—‹”›
‹‹‹Ǥ
‡”˜‹…‡–‘–Š‡…Š‘‘Ž
‹˜Ǥ
ƒ”–‹…‹’ƒ–‹‘‹…Š‘‘Žƒ†‹•–”‹…–”‘Œ‡…–•
Ǥ ”‘™‹‰ƒ†‡˜‡Ž‘’‹‰”‘ˆ‡••‹‘ƒŽŽ›
‹Ǥ
Šƒ…‡‡–‘ˆ‘–‡–‘™Ž‡†‰‡ƒ†
‡†ƒ‰‘‰‹…ƒŽ‹ŽŽ
‹‹Ǥ
‡…‡’–‹˜‹–›–‘‡‡†„ƒ…ˆ”‘‘ŽŽ‡ƒ‰—‡•
‹‹‹Ǥ
‡”˜‹…‡–‘–Š‡”‘ˆ‡••‹‘
Ǥ ‡‘•–”ƒ–‹‰”‘ˆ‡••‹‘ƒŽ‹•
‹Ǥ
–‡‰”‹–›ƒ†–Š‹…ƒŽ‘†—…–
‹‹Ǥ
‡”˜‹…‡–‘–—†‡–•
‹‹‹Ǥ
†˜‘…ƒ…›
‹˜Ǥ ‡…‹•‹‘ƒ‹‰
˜Ǥ ‘’Ž‹ƒ…‡™‹–Š…Š‘‘Žƒ†‹•–”‹…–‡‰—Žƒ–‹‘•
KY FRAMEWORK FOR GUIDANCE COUNSELORS
Adapted from the Charlotte Danielson’s Framework for Teaching, 2011
Domain 1 - Planning & Preparation
Domain 2: The Environment
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ…‘—•‡Ž‹‰–Š‡‘”›ƒ†–‡…Š‹“—‡•
ʹǦ”‡ƒ–‹‰ƒ‡˜‹”‘‡–‘ˆ”‡•’‡…–ƒ†”ƒ’’‘”–
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ…Š‹Ž†ƒ†ƒ†‘Ž‡•…‡–†‡˜‡Ž‘’‡–
ʹǦ•–ƒ„Ž‹•Š‹‰ƒ…—Ž–—”‡ˆ‘”’”‘†—…–‹˜‡…‘—‹…ƒ–‹‘
ͳǦ•–ƒ„Ž‹•Š‹‰‰‘ƒŽ•ˆ‘”–Š‡…‘—•‡Ž‹‰’”‘‰”ƒƒ’’”‘’”‹ƒ–‡–‘–Š‡
•‡––‹‰ƒ†–Š‡•–—†‡–••‡”˜‡†
ʹǦƒƒ‰‹‰”‘—–‹‡•ƒ†’”‘…‡†—”‡•
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ•–ƒ–‡ƒ†ˆ‡†‡”ƒŽ”‡‰—Žƒ–‹‘•ƒ†‘ˆ
”‡•‘—”…‡•„‘–Š™‹–Š‹ƒ†„‡›‘†–Š‡•…Š‘‘Žƒ††‹•–”‹…–
ͳǦŽƒ‹–Š‡…‘—•‡Ž‹‰’”‘‰”ƒ‹–‡‰”ƒ–‡†™‹–Š–Š‡”‡‰—Žƒ”•…Š‘‘Ž
’”‘‰”ƒ
ͳǦ‡˜‡Ž‘’‹‰ƒ’Žƒ–‘‡˜ƒŽ—ƒ–‡–Š‡…‘—•‡Ž‹‰’”‘‰”ƒ
ʹǦ•–ƒ„Ž‹•Š‹‰•–ƒ†ƒ”†•‘ˆ…‘†—…–ƒ†…‘–”‹„—–‹‰–‘–Š‡
—Ž–—”‡ˆ‘”•–—†‡–„‡Šƒ˜‹‘”–Š”‘—‰Š‘—––Š‡•…Š‘‘Ž
ʹǦ”‰ƒ‹œ‹‰’Š›•‹…ƒŽ•’ƒ…‡
Domain 3: Delivery of Service
Domain 4: Professional Responsibilities
ϯͲ••‡••‹‰•–—†‡–‡‡†•
ͶǦ‡ˆŽ‡…–‹‰‘’”ƒ…–‹…‡
͵Ǧ••‹•–‹‰•–—†‡–•ƒ†–‡ƒ…Š‡”•‹–Š‡ˆ‘”—Žƒ–‹‘‘ˆƒ…ƒ†‡‹
’‡”•‘ƒŽ•‘…‹ƒŽƒ†…ƒ”‡‡”’Žƒ•„ƒ•‡†‘‘™Ž‡†‰‡‘ˆ•–—†‡–
‡‡†•
ͶǦƒ‹–ƒ‹‹‰”‡…‘”†•ƒ†•—„‹––‹‰–Š‡‹ƒ–‹‡Ž›ˆƒ•Š‹‘
͵Ǧ•‹‰…‘—•‡Ž‹‰–‡š–ƒ‡•ƒ‹†‹˜‹†—ƒŽƒ†…Žƒ••”‘‘
’”‘‰”ƒ•
͵Ǧ”‘‡”‹‰”‡•‘—”…‡•–‘‡‡–‡‡†•
͵Ǧ‡‘•–”ƒ–‹‰ˆŽ‡š‹„‹Ž‹–›ƒ†”‡•’‘•‹˜‡‡••
ͶǦ‘—‹…ƒ–‹‰™‹–Šˆƒ‹Ž‹‡•
ͶǦƒ”–‹…‹’ƒ–‹‰‹ƒ’”‘ˆ‡••‹‘ƒŽ…‘—‹–›
ͶǦ‰ƒ‰‹‰‹’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–
ͶǦŠ‘™‹‰’”‘ˆ‡••‹‘ƒŽ‹•
KY FRAMEWORK FOR INSTRUCTIONAL SPECIALISTS
Adapted from the Charlotte Danielson’s Framework for Teaching, 2011
Domain 1 - Planning & Preparation
Domain 2: The Environment
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ…—””‡––”‡†•‹•’‡…‹ƒŽ–›ƒ”‡ƒƒ†
’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–
ʹǦ”‡ƒ–‹‰ƒ‡˜‹”‘‡–‘ˆ–”—•–ƒ†”‡•’‡…–
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ–Š‡•…Š‘‘Žǯ•’”‘‰”ƒƒ†Ž‡˜‡Ž•‘ˆ
–‡ƒ…Š‡”•‹ŽŽ‹†‡Ž‹˜‡”‹‰–Šƒ–’”‘‰”ƒ
ʹǦ•–ƒ„Ž‹•Š‹‰…Ž‡ƒ”’”‘…‡†—”‡•ˆ‘”–‡ƒ…Š‡”•–‘‰ƒ‹ƒ……‡••–‘
–Š‡‹•–”—…–‹‘ƒŽ•—’’‘”–
ͳǦ•–ƒ„Ž‹•Š‹‰‰‘ƒŽ•ˆ‘”–Š‡‹•–”—…–‹‘ƒŽ•—’’‘”–’”‘‰”ƒ
ƒ’’”‘’”‹ƒ–‡–‘–Š‡•‡––‹‰ƒ†–Š‡–‡ƒ…Š‡”••‡”˜‡†
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ”‡•‘—”…‡•„‘–Š™‹–Š‹ƒ†„‡›‘†
–Š‡•…Š‘‘Žƒ††‹•–”‹…–
ʹǦ•–ƒ„Ž‹•Š‹‰ƒ…—Ž–—”‡ˆ‘”‘‰‘‹‰‹•–”—…–‹‘ƒŽ‹’”‘˜‡‡–
ʹǦ•–ƒ„Ž‹•Š‹‰ƒ†ƒ‹–ƒ‹‹‰‘”•‘ˆ„‡Šƒ˜‹‘”ˆ‘”
’”‘ˆ‡••‹‘ƒŽ‹–‡”ƒ…–‹‘•
ʹǦ”‰ƒ‹œ‹‰’Š›•‹…ƒŽ•’ƒ…‡ˆ‘”™‘”•Š‘’•‘”–”ƒ‹‹‰
ͳǦŽƒ‹‰–Š‡‹•–”—…–‹‘ƒŽ•—’’‘”–’”‘‰”ƒ‹–‡‰”ƒ–‡†™‹–Š–Š‡
‘˜‡”ƒŽŽ•…Š‘‘Ž’”‘‰”ƒ
ͳǦ‡˜‡Ž‘’‹‰ƒ’Žƒ–‘‡˜ƒŽ—ƒ–‡–Š‡‹•–”—…–‹‘ƒŽ•—’’‘”–’”‘‰”ƒ
Domain 3: Delivery of Service
Domain 4: Professional Responsibilities
͵Ǧ‘ŽŽƒ„‘”ƒ–‹‰™‹–Š–‡ƒ…Š‡”•‹–Š‡†‡•‹‰‘ˆ‹•–”—…–‹‘ƒŽ—‹–•
ƒ†Ž‡••‘•
ͶǦ‡ˆŽ‡…–‹‰‘’”ƒ…–‹…‡
͵Ǧ‰ƒ‰‹‰–‡ƒ…Š‡”•‹Ž‡ƒ”‹‰‡™‹•–”—…–‹‘ƒŽ•‹ŽŽ•
ͶǦ‘‘”†‹ƒ–‹‰™‘”™‹–Š‘–Š‡”‹•–”—…–‹‘ƒŽ•’‡…‹ƒŽ‹•–•
͵ǦŠƒ”‹‰‡š’‡”–‹•‡™‹–Š•–ƒˆˆ
͵Ǧ‘…ƒ–‹‰”‡•‘—”…‡•ˆ‘”–‡ƒ…Š‡”•–‘•—’’‘”–‹•–”—…–‹‘ƒŽ
‹’”‘˜‡‡–
͵Ǧ‡‘•–”ƒ–‹‰ˆŽ‡š‹„‹Ž‹–›ƒ†”‡•’‘•‹˜‡‡••
ͶǦ”‡’ƒ”‹‰ƒ†•—„‹––‹‰„—†‰‡–•ƒ†”‡’‘”–•
ͶǦƒ”–‹…‹’ƒ–‹‰‹ƒ’”‘ˆ‡••‹‘ƒŽ…‘—‹–›
ͶǦ‰ƒ‰‹‰‹’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–
ͶǦŠ‘™‹‰’”‘ˆ‡••‹‘ƒŽ‹•‹…Ž—†‹‰‹–‡‰”‹–›ƒ†
‘ˆ‹†‡–‹ƒŽ‹–›
KY FRAMEWORK FOR LIBRARY MEDIA
Adapted from the Charlotte Danielson’s Framework for Teaching, 2011
Domain 1 - Planning & Preparation
Domain 2: The Library Environment
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ‘–‡–—””‹…—Ž—ƒ†”‘…‡••
ʹǦ”‡ƒ–‹‰ƒ‡˜‹”‘‡–‘ˆ”‡•’‡…–ƒ†”ƒ’’‘”–
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ–—†‡–•
ʹǦ•–ƒ„Ž‹•Š‹‰ƒ—Ž–—”‡ˆ‘”‡ƒ”‹‰
ͳǦ—’’‘”–‹‰•–”—…–‹‘ƒŽ
‘ƒŽ•
ʹǦƒƒ‰‹‰‹„”ƒ”›”‘…‡†—”‡•
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡ƒ†•‡‘ˆ‡•‘—”…‡•
ʹǦƒƒ‰‹‰•–—†‡–„‡Šƒ˜‹‘”
ͳǦ‡‘•–”ƒ–‹‰ƒ‘™Ž‡†‰‡‘ˆ‹–‡”ƒ–—”‡ƒ†‹ˆ‡Ž‘‰‡ƒ”‹‰
ʹǦ”‰ƒ‹œ‹‰’Š›•‹…ƒŽ•’ƒ…‡
ͳǦ‘ŽŽƒ„‘”ƒ–‹‰‹–Š‡‡•‹‰‘ˆ•–”—…–‹‘ƒŽš’‡”‹‡…‡•
Domain 3: Instruction/Delivery of Service
Domain 4: Professional Responsibilities
͵Ǧ‘—‹…ƒ–‹‰Ž‡ƒ”Ž›ƒ†……—”ƒ–‡Ž›
ͶǦ‡ˆŽ‡…–‹‰‘”ƒ…–‹…‡
͵Ǧ•‹‰—‡•–‹‘‹‰ƒ†‡•‡ƒ”…Š‡…Š‹“—‡•
ͶǦƒ‹–ƒ‹‹‰……—”ƒ–‡‡…‘”†•
͵Ǧ‰ƒ‰‹‰–—†‡–•‹‡ƒ”‹‰
ͶǦ‘—‹…ƒ–‹‰™‹–Š…Š‘‘Ž–ƒˆˆƒ†‘—‹–›
͵Ǧ••‡••‡–‹•–”—…–‹‘ȋ™Š‘Ž‡…Žƒ••ǡ‘‡Ǧ‘Ǧ‘‡ƒ†•ƒŽŽ
‰”‘—’
ͶǦƒ”–‹…‹’ƒ–‹‰‹ƒ”‘ˆ‡••‹‘ƒŽ‘—‹–›
͵Ǧ‡‘•–”ƒ–‹‰Ž‡š‹„‹Ž‹–›ƒ†‡•’‘•‹˜‡‡••
Ͷ‘ŽŽ‡…–‹‘‡˜‡Ž‘’‡–ƒ†ƒ‹–‡ƒ…‡
ͶǦ
”‘™‹‰ƒ†‡˜‡Ž‘’‹‰”‘ˆ‡••‹‘ƒŽŽ›
Ͷ
Ǧƒƒ‰‹‰–Š‡‹„”ƒ”›—†‰‡–
ͶǦƒƒ‰‹‰‡”•‘‡Ž
ͶǦ”‘ˆ‡••‹‘ƒŽ‡–Š‹…•
KY FRAMEWORK FOR THERAPEUTIC SPECIALISTS
Adapted from the Charlotte Danielson’s Framework for Teaching, 2011
Domain 1 - Planning & Preparation
Domain 2: The Environment
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡ƒ†•‹ŽŽ‹–Š‡•’‡…‹ƒŽ‹•––Š‡”ƒ’›ƒ”‡ƒ
Š‘Ž†‹‰–Š‡”‡Ž‡˜ƒ–…‡”–‹ˆ‹…ƒ–‡‘”Ž‹…‡•‡
ʹǦ•–ƒ„Ž‹•Š‹‰”ƒ’’‘”–™‹–Š•–—†‡–•
ͳǦ•–ƒ„Ž‹•Š‹‰‰‘ƒŽ•ˆ‘”–Š‡–Š‡”ƒ’›’”‘‰”ƒƒ’’”‘’”‹ƒ–‡–‘–Š‡
•‡––‹‰ƒ†–Š‡•–—†‡–••‡”˜‡†
ʹǦ•–ƒ„Ž‹•Š‹‰ƒ†ƒ‹–ƒ‹‹‰…Ž‡ƒ”’”‘…‡†—”‡•ˆ‘””‡ˆ‡””ƒŽ•
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ‹•–”‹…–•–ƒ–‡ƒ†ˆ‡†‡”ƒŽ”‡‰—Žƒ–‹‘•
ƒ†‰—‹†‡Ž‹‡•
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ”‡•‘—”…‡•„‘–Š™‹–Š‹ƒ†„‡›‘†
–Š‡•…Š‘‘Žƒ††‹•–”‹…–
ʹǦ”‰ƒ‹œ‹‰–‹‡‡ˆˆ‡…–‹˜‡Ž›
ʹǦ•–ƒ„Ž‹•Š‹‰•–ƒ†ƒ”†•‘ˆ…‘†—…–‹–Š‡–”‡ƒ–‡–…‡–‡”
ʹǦ”‰ƒ‹œ‹‰’Š›•‹…ƒŽ•’ƒ…‡ˆ‘”–‡•–‹‰‘ˆ•–—†‡–•ƒ†
’”‘˜‹†‹‰–Š‡”ƒ’›
Domain 3: Delivery of Service
Domain 4: Professional Responsibilities
͵Ǧ‡•’‘†‹‰–‘”‡ˆ‡””ƒŽ•ƒ†‡˜ƒŽ—ƒ–‹‰•–—†‡–‡‡†•
ͶǦ‡ˆŽ‡…–‹‰‘”ƒ…–‹…‡
͵Ǧ‡˜‡Ž‘’‹‰ƒ†‹’Ž‡‡–‹‰–”‡ƒ–‡–’Žƒ•–‘ƒš‹‹œ‡
•–—†‡–••—……‡••
ͶǦ‘ŽŽƒ„‘”ƒ–‹‰™‹–Š–‡ƒ…Š‡”•ƒ†ƒ†‹‹•–”ƒ–‘”•
͵Ǧ‘—‹…ƒ–‹‰™‹–Šˆƒ‹Ž‹‡•
ͶǦƒ”–‹…‹’ƒ–‹‰‹ƒ”‘ˆ‡••‹‘ƒŽ‘—‹–›
͵Ǧ‘ŽŽ‡…–‹‰‹ˆ‘”ƒ–‹‘Ǣ™”‹–‹‰”‡’‘”–•
͵Ǧ‡‘•–”ƒ–‹‰ˆŽ‡š‹„‹Ž‹–›ƒ†”‡•’‘•‹˜‡‡••
ͶǦƒ‹–ƒ‹‹‰ƒ‡ˆˆ‡…–‹˜‡†ƒ–ƒƒƒ‰‡‡–•›•–‡
ͶǦ‰ƒ‰‹‰ƒ†’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–
ͶŠ‘™‹‰’”‘ˆ‡••‹‘ƒŽ‹•‹…Ž—†‹‰‹–‡‰”‹–›ƒ†˜‘…ƒ…›ƒ†
ƒ‹–ƒ‹‹‰…‘ˆ‹†‡–‹ƒŽ‹–›
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
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
A
E
I
D
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
E
E
E
E
GROWTH
H
E
E
H
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
Š›•‹…ƒŽŽƒ••”‘‘ƒ›‘—–ǣ
Teacher/Other
Professional Name:
Date:
Beginning Time:
Ending Time:
Number of
Students:
Other general info:
‹‡
–‹‘•ƒ†–ƒ–‡‡–•Ȁ—‡•–‹‘•„›‡ƒ…Š‡”•ƒ†–—†‡–•
‘ƒ‹Ȁ
‘’‘‡–
Page __/__
Teacher/Other professional
Name:
Date:
‹‡
–‹‘•ƒ†–ƒ–‡‡–•Ȁ—‡•–‹‘•„›‡ƒ…Š‡”•ƒ†–—†‡–•ǡ…‘–‹—‡†
‘ƒ‹Ȁ
‘’‘‡–
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:Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ
School Year:Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ School: Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ
Directions: ‘’Ž‡–‡† „› ”‹…‹’ƒŽȀ—’‡”˜‹•‘”Ǥ ˜‡”ƒŽŽ ‡”ˆ‘”ƒ…‡ ƒ–‡‰‘”› ‹• „ƒ•‡† ‘ ”‘ˆ‡••‹‘ƒŽ ”ƒ…–‹…‡ ƒ†
ƒ……‘’ƒ›‹‰ †‡…‹•‹‘ ”—Ž‡• ƒ† –—†‡– ”‘™–Šǡ „‘–Š Ž‘…ƒŽ ƒ† •–ƒ–‡ …‘–”‹„—–‹‘•ǡ ‹ˆ ƒ˜ƒ‹Žƒ„Ž‡Ǥ …‡ „‘–Š –Š‡ ‘˜‡”ƒŽŽ
”‘ˆ‡••‹‘ƒŽ”ƒ…–‹…‡”ƒ–‹‰ƒ†–—†‡–
”‘™–Š”ƒ–‹‰Šƒ˜‡„‡‡†‡–‡”‹‡†ǡ–Š‡˜‡”ƒŽŽ‡”ˆ‘”ƒ…‡ƒ–‡‰‘”›‹•ƒ…Š‹‡˜‡†
—•‹‰–Š‡‡•–ƒ„Ž‹•Š‡†˜‡”ƒŽŽ‡”ˆ‘”ƒ…‡ƒ–‡‰‘”›ƒ–”‹š.
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
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˜ƒŽ—ƒ–‡‡ǯ•ƒ‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴”‹…‹’ƒŽǯ•ƒ‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
˜ƒŽ—ƒ–‡‡ǯ•‹‰ƒ–—”‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴”‹…‹’ƒŽǯ•‹‰ƒ–—”‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
ƒ–‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴ƒ–‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
ȋ‹‰ƒ–—”‡†‡‘–‡•”‡…‡‹’–‘ˆ–Š‡•—ƒ–‹˜‡‡˜ƒŽ—ƒ–‹‘ǡ‘–‡…‡••ƒ”‹Ž›ƒ‰”‡‡‡–™‹–Š–Š‡…‘–‡–•‘ˆ–Š‡ˆ‘”ǤȌ
*8,)RUP
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
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ…‘—•‡Ž‹‰–Š‡‘”›ƒ†
–‡…Š‹“—‡•
Evidences
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ…Š‹Ž†ƒ†ƒ†‘Ž‡•…‡–
†‡˜‡Ž‘’‡–
ͳǦ•–ƒ„Ž‹•Š‹‰‰‘ƒŽ•ˆ‘”–Š‡…‘—•‡Ž‹‰’”‘‰”ƒ
ƒ’’”‘’”‹ƒ–‡–‘–Š‡•‡––‹‰ƒ†–Š‡•–—†‡–••‡”˜‡†
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ•–ƒ–‡ƒ†ˆ‡†‡”ƒŽ
”‡‰—Žƒ–‹‘•ƒ†‘ˆ”‡•‘—”…‡•„‘–Š™‹–Š‹ƒ†
„‡›‘†–Š‡•…Š‘‘Žƒ††‹•–”‹…–
ͳǦŽƒ‹–Š‡…‘—•‡Ž‹‰’”‘‰”ƒ‹–‡‰”ƒ–‡†™‹–Š–Š‡
”‡‰—Žƒ”•…Š‘‘Ž’”‘‰”ƒ
ͳǦ‡˜‡Ž‘’‹‰ƒ’Žƒ–‘‡˜ƒŽ—ƒ–‡–Š‡…‘—•‡Ž‹‰’”‘‰”ƒ
Comments
Domain 2: The Environment
ʹǦ”‡ƒ–‹‰ƒ‡˜‹”‘‡–‘ˆ”‡•’‡…–ƒ†”ƒ’’‘”–
ʹǦ•–ƒ„Ž‹•Š‹‰ƒ…—Ž–—”‡ˆ‘”’”‘†—…–‹˜‡…‘—‹…ƒ–‹‘
ʹǦƒƒ‰‹‰”‘—–‹‡•ƒ†’”‘…‡†—”‡•
ʹǦ•–ƒ„Ž‹•Š‹‰•–ƒ†ƒ”†•‘ˆ…‘†—…–ƒ†…‘–”‹„—–‹‰–‘
–Š‡…—Ž–—”‡ˆ‘”•–—†‡–„‡Šƒ˜‹‘”–Š”‘—‰Š‘—––Š‡•…Š‘‘Ž
ʹǦ”‰ƒ‹œ‹‰’Š›•‹…ƒŽ•’ƒ…‡
Comments
Evidences
Domain 3: Delivery of Service
͵Ǧ••‡••‹‰•–—†‡–‡‡†•
Evidences
͵Ǧ••‹•–‹‰•–—†‡–•ƒ†–‡ƒ…Š‡”•‹–Š‡ˆ‘”—Žƒ–‹‘‘ˆ
ƒ…ƒ†‡‹…’‡”•‘ƒŽ•‘…‹ƒŽƒ†…ƒ”‡‡”’Žƒ•„ƒ•‡†‘
‘™Ž‡†‰‡‘ˆ•–—†‡–‡‡†•
͵Ǧ•‹‰…‘—•‡Ž‹‰–‡š–ƒ‡•ƒ‹†‹˜‹†—ƒŽƒ†
Žƒ••”‘‘’”‘‰”ƒ•
͵Ǧ”‘‡”‹‰”‡•‘—”…‡•–‘‡‡–‡‡†•
͵Ǧ‡‘•–”ƒ–‹‰ˆŽ‡š‹„‹Ž‹–›ƒ†”‡•’‘•‹˜‡‡••
Comments
Domain – 4 Professional Responsibilities
ͶǦ‡ˆŽ‡…–‹‰‘’”ƒ…–‹…‡
Evidences
ͶǦƒ‹–ƒ‹‹‰”‡…‘”†•ƒ†•—„‹––‹‰–Š‡‹ƒ–‹‡Ž›
ˆƒ•Š‹‘
ͶǦ‘—‹…ƒ–‹‰™‹–Šˆƒ‹Ž‹‡•
ͶǦƒ”–‹…‹’ƒ–‹‰‹ƒ’”‘ˆ‡••‹‘ƒŽ…‘—‹–›
ͶǦ‰ƒ‰‹‰‹’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–
ͶǦŠ‘™‹‰’”‘ˆ‡••‹‘ƒŽ‹•
Comments
˜ƒŽ—ƒ–‘”‘‡–•ǣ
˜ƒŽ—ƒ–‡‡‘‡–•ǣ
˜ƒŽ—ƒ–‘”‹‰ƒ–—”‡Ƭƒ–‡
˜ƒŽ—ƒ–‡‡‹‰ƒ–—”‡Ƭƒ–‡
The evaluatee is provided with a copy of the completed evaluation at the close of the conferenceǤ
GUI-Sum
Counselor Overall Performance Category (Summative Evaluation)
Evaluatee:Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ
School Year:Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ School: Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ
Directions: ‘’Ž‡–‡† „› ”‹…‹’ƒŽȀ—’‡”˜‹•‘”Ǥ ˜‡”ƒŽŽ ‡”ˆ‘”ƒ…‡ ƒ–‡‰‘”› ‹• „ƒ•‡† ‘ ”‘ˆ‡••‹‘ƒŽ ”ƒ…–‹…‡ ƒ†
ƒ……‘’ƒ›‹‰ †‡…‹•‹‘ ”—Ž‡• ƒ† –—†‡– ”‘™–Šǡ „‘–Š Ž‘…ƒŽ ƒ† •–ƒ–‡ …‘–”‹„—–‹‘•ǡ ‹ˆ ƒ˜ƒ‹Žƒ„Ž‡Ǥ …‡ „‘–Š –Š‡ ‘˜‡”ƒŽŽ
”‘ˆ‡••‹‘ƒŽ”ƒ…–‹…‡”ƒ–‹‰ƒ†–—†‡–
”‘™–Š”ƒ–‹‰Šƒ˜‡„‡‡†‡–‡”‹‡†ǡ–Š‡˜‡”ƒŽŽ‡”ˆ‘”ƒ…‡ƒ–‡‰‘”›‹•ƒ…Š‹‡˜‡†
—•‹‰–Š‡‡•–ƒ„Ž‹•Š‡†˜‡”ƒŽŽ‡”ˆ‘”ƒ…‡ƒ–‡‰‘”›ƒ–”‹š.
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
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˜ƒŽ—ƒ–‡‡ǯ•‹‰ƒ–—”‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴”‹…‹’ƒŽǯ•‹‰ƒ–—”‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
ƒ–‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴ƒ–‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
ȋ‹‰ƒ–—”‡†‡‘–‡•”‡…‡‹’–‘ˆ–Š‡•—ƒ–‹˜‡‡˜ƒŽ—ƒ–‹‘ǡ‘–‡…‡••ƒ”‹Ž›ƒ‰”‡‡‡–™‹–Š–Š‡…‘–‡–•‘ˆ–Š‡ˆ‘”ǤȌ
/LE)RUP
BARREN COUNTY SCHOOLS
LIBRARY MEDIA SPECIALIST 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
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ‘–‡–—””‹…—Ž—ƒ†
”‘…‡••
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ–—†‡–•
Evidences
ͳǦ—’’‘”–‹‰•–”—…–‹‘ƒŽ
‘ƒŽ•
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡ƒ†•‡‘ˆ‡•‘—”…‡•
ͳǦ‡‘•–”ƒ–‹‰ƒ‘™Ž‡†‰‡‘ˆ‹–‡”ƒ–—”‡ƒ†‹ˆ‡Ž‘‰
‡ƒ”‹‰
ͳǦ‘ŽŽƒ„‘”ƒ–‹‰‹–Š‡‡•‹‰‘ˆ•–”—…–‹‘ƒŽš’‡”‹‡…‡•
Comments
Domain 2: The Library Environment
ʹǦ”‡ƒ–‹‰ƒ‡˜‹”‘‡–‘ˆ”‡•’‡…–ƒ†”ƒ’’‘”–
ʹǦ•–ƒ„Ž‹•Š‹‰ƒ—Ž–—”‡ˆ‘”‡ƒ”‹‰
ʹǦƒƒ‰‹‰‹„”ƒ”›”‘…‡†—”‡•
ʹǦƒƒ‰‹‰•–—†‡–„‡Šƒ˜‹‘”
ʹǦ”‰ƒ‹œ‹‰’Š›•‹…ƒŽ•’ƒ…‡
Comments
Evidences
Domain 3: Instruction/Delivery of Service
Evidences
͵Ǧ‘—‹…ƒ–‹‰Ž‡ƒ”Ž›ƒ†……—”ƒ–‡Ž›
͵Ǧ•‹‰—‡•–‹‘‹‰ƒ†‡•‡ƒ”…Š‡…Š‹“—‡•
͵Ǧ‰ƒ‰‹‰–—†‡–•‹‡ƒ”‹‰
͵Ǧ••‡••‡–‹•–”—…–‹‘ȋ™Š‘Ž‡…Žƒ••ǡ‘‡Ǧ‘Ǧ‘‡ƒ†
•ƒŽŽ‰”‘—’
͵Ǧ‡‘•–”ƒ–‹‰Ž‡š‹„‹Ž‹–›ƒ†‡•’‘•‹˜‡‡••
Comments
Domain – 4 Professional Responsibilities
ͶǦ‡ˆŽ‡…–‹‰‘”ƒ…–‹…‡
Evidences
ͶǦƒ‹–ƒ‹‹‰……—”ƒ–‡‡…‘”†•
ͶǦ‘—‹…ƒ–‹‰™‹–Š…Š‘‘Ž–ƒˆˆƒ†‘—‹–›
ͶǦƒ”–‹…‹’ƒ–‹‰‹ƒ”‘ˆ‡••‹‘ƒŽ‘—‹–›
ͶǦ
”‘™‹‰ƒ†‡˜‡Ž‘’‹‰”‘ˆ‡••‹‘ƒŽŽ›
Ͷ‘ŽŽ‡…–‹‘‡˜‡Ž‘’‡–ƒ†ƒ‹–‡ƒ…‡
Ͷ
Ǧƒƒ‰‹‰–Š‡‹„”ƒ”›—†‰‡–
ͶǦƒƒ‰‹‰‡”•‘‡Ž
ͶǦ”‘ˆ‡••‹‘ƒŽ‡–Š‹…•
Comments
˜ƒŽ—ƒ–‘”‘‡–•ǣ
˜ƒŽ—ƒ–‡‡‘‡–•ǣ
˜ƒŽ—ƒ–‘”‹‰ƒ–—”‡Ƭƒ–‡
˜ƒŽ—ƒ–‡‡‹‰ƒ–—”‡Ƭƒ–‡
The evaluatee is provided with a copy of the completed evaluation at the close of the conferenceǤ
Lib-Sum
Library Media Overall Performance Category (Summative Evaluation)
Evaluatee:Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ
School Year:Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ School: Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ
Directions: ‘’Ž‡–‡† „› ”‹…‹’ƒŽȀ—’‡”˜‹•‘”Ǥ ˜‡”ƒŽŽ ‡”ˆ‘”ƒ…‡ ƒ–‡‰‘”› ‹• „ƒ•‡† ‘ ”‘ˆ‡••‹‘ƒŽ ”ƒ…–‹…‡ ƒ†
ƒ……‘’ƒ›‹‰ †‡…‹•‹‘ ”—Ž‡• ƒ† –—†‡– ”‘™–Šǡ „‘–Š Ž‘…ƒŽ ƒ† •–ƒ–‡ …‘–”‹„—–‹‘•ǡ ‹ˆ ƒ˜ƒ‹Žƒ„Ž‡Ǥ …‡ „‘–Š –Š‡ ‘˜‡”ƒŽŽ
”‘ˆ‡••‹‘ƒŽ”ƒ…–‹…‡”ƒ–‹‰ƒ†–—†‡–
”‘™–Š”ƒ–‹‰Šƒ˜‡„‡‡†‡–‡”‹‡†ǡ–Š‡˜‡”ƒŽŽ‡”ˆ‘”ƒ…‡ƒ–‡‰‘”›‹•ƒ…Š‹‡˜‡†
—•‹‰–Š‡‡•–ƒ„Ž‹•Š‡†˜‡”ƒŽŽ‡”ˆ‘”ƒ…‡ƒ–‡‰‘”›ƒ–”‹š.
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
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˜ƒŽ—ƒ–‡‡ǯ•ƒ‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴”‹…‹’ƒŽǯ•ƒ‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
˜ƒŽ—ƒ–‡‡ǯ•‹‰ƒ–—”‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴”‹…‹’ƒŽǯ•‹‰ƒ–—”‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
ƒ–‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴ƒ–‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
ȋ‹‰ƒ–—”‡†‡‘–‡•”‡…‡‹’–‘ˆ–Š‡•—ƒ–‹˜‡‡˜ƒŽ—ƒ–‹‘ǡ‘–‡…‡••ƒ”‹Ž›ƒ‰”‡‡‡–™‹–Š–Š‡…‘–‡–•‘ˆ–Š‡ˆ‘”ǤȌ
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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
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ…—””‡––”‡†•‹•’‡…‹ƒŽ–›
ƒ”‡ƒƒ†’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–
Evidences
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ–Š‡•…Š‘‘Žǯ•’”‘‰”ƒƒ†
Ž‡˜‡Ž•‘ˆ–‡ƒ…Š‡”•‹ŽŽ‹†‡Ž‹˜‡”‹‰–Šƒ–’”‘‰”ƒ
ͳǦ•–ƒ„Ž‹•Š‹‰‰‘ƒŽ•ˆ‘”–Š‡‹•–”—…–‹‘ƒŽ•—’’‘”–’”‘‰”ƒ
ƒ’’”‘’”‹ƒ–‡–‘–Š‡•‡––‹‰ƒ†–Š‡–‡ƒ…Š‡”••‡”˜‡†
ͳǦ‡‘•–”ƒ–‹‰‘™Ž‡†‰‡‘ˆ”‡•‘—”…‡•„‘–Š™‹–Š‹
ƒ†„‡›‘†–Š‡•…Š‘‘Žƒ††‹•–”‹…–
ͳǦŽƒ‹‰–Š‡‹•–”—…–‹‘ƒŽ•—’’‘”–’”‘‰”ƒ‹–‡‰”ƒ–‡†
™‹–Š–Š‡‘˜‡”ƒŽŽ•…Š‘‘Ž’”‘‰”ƒ
ͳǦ‡˜‡Ž‘’‹‰ƒ’Žƒ–‘‡˜ƒŽ—ƒ–‡–Š‡‹•–”—…–‹‘ƒŽ•—’’‘”–
’”‘‰”ƒ
Comments
Domain 2: The Environment
ʹǦ”‡ƒ–‹‰ƒ‡˜‹”‘‡–‘ˆ–”—•–ƒ†”‡•’‡…–
ʹǦ•–ƒ„Ž‹•Š‹‰ƒ…—Ž–—”‡ˆ‘”‘‰‘‹‰‹•–”—…–‹‘ƒŽ
‹’”‘˜‡‡–
ʹǦ•–ƒ„Ž‹•Š‹‰…Ž‡ƒ”’”‘…‡†—”‡•ˆ‘”–‡ƒ…Š‡”•–‘‰ƒ‹
ƒ……‡••–‘–Š‡‹•–”—…–‹‘ƒŽ•—’’‘”–
ʹǦ•–ƒ„Ž‹•Š‹‰ƒ†ƒ‹–ƒ‹‹‰‘”•‘ˆ„‡Šƒ˜‹‘”ˆ‘”
’”‘ˆ‡••‹‘ƒŽ‹–‡”ƒ…–‹‘•
ʹǦ”‰ƒ‹œ‹‰’Š›•‹…ƒŽ•’ƒ…‡ˆ‘”™‘”•Š‘’•‘”–”ƒ‹‹‰
Comments
Evidences
Domain 3: Delivery of Service
͵Ǧ‘ŽŽƒ„‘”ƒ–‹‰™‹–Š–‡ƒ…Š‡”•‹–Š‡†‡•‹‰‘ˆ
‹•–”—…–‹‘ƒŽ—‹–•ƒ†Ž‡••‘•
Evidences
͵Ǧ‰ƒ‰‹‰–‡ƒ…Š‡”•‹Ž‡ƒ”‹‰‡™‹•–”—…–‹‘ƒŽ•‹ŽŽ•
͵ǦŠƒ”‹‰‡š’‡”–‹•‡™‹–Š•–ƒˆˆ
͵Ǧ‘…ƒ–‹‰”‡•‘—”…‡•ˆ‘”–‡ƒ…Š‡”•–‘•—’’‘”–‹•–”—…–‹‘ƒŽ
‹’”‘˜‡‡–
͵Ǧ‡‘•–”ƒ–‹‰ˆŽ‡š‹„‹Ž‹–›ƒ†”‡•’‘•‹˜‡‡••
Comments
Domain – 4 Professional Responsibilities
ͶǦ‡ˆŽ‡…–‹‰‘’”ƒ…–‹…‡
Evidences
ͶǦ”‡’ƒ”‹‰ƒ†•—„‹––‹‰„—†‰‡–•ƒ†”‡’‘”–•
ͶǦ‘‘”†‹ƒ–‹‰™‘”™‹–Š‘–Š‡”‹•–”—…–‹‘ƒŽ•’‡…‹ƒŽ‹•–•
ͶǦƒ”–‹…‹’ƒ–‹‰‹ƒ’”‘ˆ‡••‹‘ƒŽ…‘—‹–›
ͶǦ‰ƒ‰‹‰‹’”‘ˆ‡••‹‘ƒŽ†‡˜‡Ž‘’‡–
ͶǦŠ‘™‹‰’”‘ˆ‡••‹‘ƒŽ‹•‹…Ž—†‹‰‹–‡‰”‹–›ƒ†
‘ˆ‹†‡–‹ƒŽ‹–›
Comments
˜ƒŽ—ƒ–‘”‘‡–•ǣ
˜ƒŽ—ƒ–‡‡‘‡–•ǣ
˜ƒŽ—ƒ–‘”‹‰ƒ–—”‡Ƭƒ–‡
˜ƒŽ—ƒ–‡‡‹‰ƒ–—”‡Ƭƒ–‡
The evaluatee is provided with a copy of the completed evaluation at the close of the conferenceǤ
Inst Sp-Sum
Instructional Specialist Overall Performance Category (Summative Evaluation)
Evaluatee:Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ
School Year:Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ School: Ž‹…Š‡”‡–‘‡–‡”–‡š–Ǥ
Directions: ‘’Ž‡–‡† „› ”‹…‹’ƒŽȀ—’‡”˜‹•‘”Ǥ ˜‡”ƒŽŽ ‡”ˆ‘”ƒ…‡ ƒ–‡‰‘”› ‹• „ƒ•‡† ‘ ”‘ˆ‡••‹‘ƒŽ ”ƒ…–‹…‡ ƒ†
ƒ……‘’ƒ›‹‰ †‡…‹•‹‘ ”—Ž‡• ƒ† –—†‡– ”‘™–Šǡ „‘–Š Ž‘…ƒŽ ƒ† •–ƒ–‡ …‘–”‹„—–‹‘•ǡ ‹ˆ ƒ˜ƒ‹Žƒ„Ž‡Ǥ …‡ „‘–Š –Š‡ ‘˜‡”ƒŽŽ
”‘ˆ‡••‹‘ƒŽ”ƒ…–‹…‡”ƒ–‹‰ƒ†–—†‡–
”‘™–Š”ƒ–‹‰Šƒ˜‡„‡‡†‡–‡”‹‡†ǡ–Š‡˜‡”ƒŽŽ‡”ˆ‘”ƒ…‡ƒ–‡‰‘”›‹•ƒ…Š‹‡˜‡†
—•‹‰–Š‡‡•–ƒ„Ž‹•Š‡†˜‡”ƒŽŽ‡”ˆ‘”ƒ…‡ƒ–‡‰‘”›ƒ–”‹š.
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
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˜ƒŽ—ƒ–‡‡ǯ•ƒ‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴”‹…‹’ƒŽǯ•ƒ‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
˜ƒŽ—ƒ–‡‡ǯ•‹‰ƒ–—”‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴”‹…‹’ƒŽǯ•‹‰ƒ–—”‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
ƒ–‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴ƒ–‡̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
ȋ‹‰ƒ–—”‡†‡‘–‡•”‡…‡‹’–‘ˆ–Š‡•—ƒ–‹˜‡‡˜ƒŽ—ƒ–‹‘ǡ‘–‡…‡••ƒ”‹Ž›ƒ‰”‡‡‡–™‹–Š–Š‡…‘–‡–•‘ˆ–Š‡ˆ‘”ǤȌ
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
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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
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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
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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
The principal fosters the
success of all students by
communicating and
collaborating effectively with
stakeholders.
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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.
‫܆‬
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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