Moving Kentucky’s
Teacher Professional Growth
and Effectiveness System
from Pilot to Implementation
Prepared by the Kentucky Education Association
for use during the move to full implementation


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Kentucky’s ESEA/NCLB waiver and its Race to the Top
Grant require student growth to be a significant
portion of any effectiveness/evaluation system.
KRS 156.557 requires the KY Department of
Education to develop a framework for a statewide
personnel evaluation system by 2014-2015.
Procedures for implementing this system are found
in 704 KAR 3:370 (Proposed).
1. Participants will understand how the previous PGES
measures have been modified.
2. Participants will become aware of the various decisions
that must be made by the local 50/50 committee
(certified evaluation committee).
3. Participants will review how the various measures are
ultimately combined into a summative rating for each
teacher being evaluated.
Relies on decision rules and
professional judgment
Supervisor
Observations
Products
of
Practice
Kentucky
Framework for
Teaching
Student
Voice
Peer
Observations
Reflection
PGP
Kentucky
Framework for
Teaching
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
The Framework for Teaching
Title
1A - Knowledge of Content and Pedagogy
Domain 1: Planning & Preparation



Knowledge of Content and the Structure of
the Discipline
Knowledge of Prerequisite Relationships
Knowledge of Content-Related Pedagogy
Component
language
In order to guide student learning, accomplished teachers have command of the subjects they teach. They must know how the discipline has evolved into the 21st century, incorporating such issues as
global awareness and cultural diversity, as appropriate. Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which concepts and skills are
prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to dispel them. But knowledge of the content is not sufficient; in
advancing student understanding, teachers are familiar with the particularly pedagogical approaches best suited to each discipline.
Ineffective



In planning and practice, teacher makes
content errors or does not correct errors
made by students.
Teacher’s plans and practice display little
understanding of prerequisite relationships
important to student’s learning of the
content.
Teacher displays little or no understanding of
the range of pedagogical approaches
suitable to student’s learning of the content.
Developing

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Teacher is familiar with the important
concepts in the discipline but displays lack of
awareness of how these concepts relate to
one another.
Teacher’s plans and practice indicate some
awareness of prerequisite relationships,
although such knowledge may be inaccurate
or incomplete.
Teacher’s plans and practice reflect a limited
range of pedagogical approaches to the
discipline or to the students.
Accomplished



Exemplary
Teacher displays solid knowledge of the
important concepts in the discipline and
the ways they relate to one another.
Teacher’s plans and practice reflect
accurate understanding of prerequisite
relationships among topics and concepts.
Teacher’s plans and practice reflect
familiarity with a wide range of effective
pedagogical approaches to the discipline.

The teacher can identify important concepts
of the discipline and their relationships to
one another.
The teacher consistently provides clear
explanations of the content.
The teacher answers student questions
accurately and provides feedback that
furthers their learning.
The teacher seeks out content-related
professional development.
In addition to the characteristics of “accomplished”:

Teacher cites intra- and interdisciplinary
content relationships.

Teacher is proactive in uncovering student
misconceptions and addressing them before
proceeding.
The teacher’s plan for area and perimeter
invites students to determine the shape that
will yield the largest area for a given
perimeter.
The teacher realizes her students are not
sure how to use a compass, so she plans to
practice that before introducing the activity
on angle measurement.
The teacher plans to expand a unit on civics
by having students simulate a court trial.
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Indicators
Critical Attributes

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
Teacher makes content errors.
Teacher does not consider prerequisite
relationships when planning.
Teacher’s plans use inappropriate strategies
for the discipline.

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Teacher is familiar with the discipline but
does not see conceptual relationships.
Teacher’s knowledge of prerequisite
relationships is inaccurate or incomplete.
Lesson and unit plans use limited
instructional strategies, and some may not
be suitable to the content.
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Possible Examples
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The teacher says “the official language of
Brazil is Spanish, just like other South
American countries.”
The teacher says, “I don’t understand why
the math book has decimals in the same unit
as fractions.”
The teacher has students copy dictionary
definitions each week to help his students
learn to spell difficult words.

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
The teacher plans lessons on area and
perimeter independently of one another,
without linking the concepts together.
The teacher plans to forge ahead with a
lesson on addition with regrouping, even
though some students have not fully grasped
place value.
The teacher always plans the same routine
to study spelling: pretest on Monday, copy
the words 5 times each on Tuesday and
Wednesday, test on Friday.




Teacher displays extensive knowledge of the
important concepts in the discipline and the
ways they relate both to one another and to
other disciplines.
Teacher’s plans and practice reflect
understanding of prerequisite relationships
among topics and concepts and provide a
link to necessary cognitive structures needed
by students to ensure understanding.
Teacher’s plans and practice reflect
familiarity with a wide range of effective
pedagogical approaches in the discipline,
anticipating student misconceptions.
In a unit on 19th century literature, the
teacher incorporates information about the
history of the same period.
Before beginning a unit on the solar system,
the teacher surveys the class on their beliefs
about why it is hotter in the summer than in
the winter.
Supervisor
Observations
Kentucky
Framework for
Teaching
Supervisor
Observation
SUPPORTED BY
Evidence
•
The supervisory evaluator must
be certified in the observation
protocol.
•
All behaviors during an
instructional period must be
scripted.
•
The supervisor must provide
feedback on the teacher’s
professional practices and
observable behaviors.
•
The data is housed in EDS/CIITS.
Documents or demonstrations that indicate proof of a particular
descriptor constitute evidence. This evidence should be a natural
by-product created through the process of teaching.
Supervisor Observation Requirements
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A minimum of 3 observations must be done during
the summative cycle (peer will do an additional one)
Supervisor will do final observation --- must be a
full observation.
All observations will be documented in CIITS.
Post observation conferences will be conducted
within 5 working days following the observation.
Local Decisions


Describe requirements for pre/post conferences.
Timeline for conducting, completing observations.
Supervisor
Observations
Kentucky
Framework for
Teaching
Peer
Observations
• Observation and
documentation by
trained certified school
personnel.
Peer
Observation
• The peer provides
supportive, constructive
feedback for formative
purposes, only
SUPPORTED BY
Evidence
Documents or demonstrations that indicate proof of a particular
descriptor constitute evidence. This evidence should be a natural
by-product created through the process of teaching.
Peer Observation Requirements



All teachers receive peer observation during
summative year.
All peer observers will complete state training once
every 3 years.
All peer observations will be documented in CIITS.
Local Decisions



How will peer observers be identified?
How will their training be documented?
How will peer observers be paired with evaluatees?
DURING THE
PILOT
Window 1
Sept./Oct.
Window 2
Nov./Dec.
Window 3
Jan./Feb.
Method 1
(Progressive)
•3 minis and 1
full
•One mini will be
completed by
the peer
observer.
Method 2
(Traditional)
•2 full and 2 mini
•One mini will be
completed by
the peer
observer.
Peer observer will do one twenty
to thirty minute observation during
one of these windows.
Window 4
Mar./April
Administrator
does
formal
observation
The administrator will do two
mini observations, twenty to thirty
minute in duration, spread across
these three windows.
Administrator
does
formal
observation
Administrator does one
mini observation, 20-30
minutes, spread across
these two windows.
Peer observer will do one 20 to
30 minute observation during one
of these windows.
Administrator
does
formal
observation
Selection of the observation model is now a
local district decision.
Model 1 is now Option A.
Model 2 is now Option B.
NEW-Option C - district determines own model
which must include:
• At least 4 observations during summative cycle,
with at least 3 by supervisor, at least 1 by peer
• Peer observation must occur in final year of cycle.
• Final observation is full, conducted by supervisor.
• All observations must be documented in CIITS.
Full Observation
Mini Observation
• Follows Observation
Sequence as defined by
local 50/50 committee
• Follows Observation
Sequence as defined by
local 50/50 committee
• Full class period or a
complete lesson
• Shorter in duration—less
than a class period
• Evaluating Domains 2
and 3
• Evaluating Domains 2
and 3
• Collecting evidence for
Domains 1 and 4
• Collecting evidence for
Domains 1 and 4
“……teachers can and should lead these conferences……..
principals provide support with specific, meaningful feedback.”
PGES Newsletter, October 2, 2013
Required – Post Observation conference must
occur within 5 working days of the
observation. The summative conference
must be held at the end of the summative
evaluation cycle.
All other decisions relating to conducting and
completing observations are local decisions
•
•
•
•
•
Pre conferences—full observations only, prior to mini observations?
Conferences the same for full and mini observations?
Timelines for conferences?
Timelines for conducting and completing observations?
Other topics can be considered.
Supervisor
Observations
Kentucky
Framework for
Teaching
Peer
Observations
Reflection
PGP
Self
Reflection/
Professional
Growth Plan
•
A regular, critical selfexamination of practice leading
to deepening knowledge,
expanding repertoire of skills and
incorporating findings to improve
practice
•
An individualized plan focused on
improving professional practice
and leadership skills, aligned with
performance standards and
specific goals of the school or
district improvement plan
SUPPORTED BY
Evidence
Documents or demonstrations that indicate proof of a particular
descriptor constitute evidence. This evidence should be a natural
by-product created through the process of teaching.
1.
2.
Using the self reflection tool, identify your
strengths and areas for growth.
Develop a draft action plan by answering these
three questions:
i.) What do I want to change about my instruction that will
effectively impact student learning?
ii.) What is my personal learning necessary to make that
change?
iii.) What are the measures of success?
3.
4.
Share your draft with your evaluator and then
collaborate on the final Professional Growth Plan.
The plan will be stored in EDS/CIITS and reviewed
throughout the year.
Professional Growth Planning and SelfReflection Requirements


All teachers will participate in self-reflection and
professional growth each year.
All teachers will document self-reflection and
planning in CIITS.
Local Decisions

Time line for Self-Reflection/PGP development,
approval, and monitoring.
Supervisor
Observations
Kentucky
Framework for
Teaching
Student
Voice
Peer
Observations
Reflection
PGP
Student Voice
Survey
KDE approved student
perception survey that
provides data on specific
aspects of classroom
experience and
professional practice of
the teacher evaluatee.
SUPPORTED BY
Evidence
Documents or demonstrations that indicate proof of a particular
descriptor constitute evidence. This evidence should be a natural
by-product created through the process of teaching.
S.T.U.D.E.N.T. Voice Survey
•
Student surveys will be used to collect data and generate reports
focused on classroom learning conditions, student engagement, and
school climate.
•
Student responses are anonymous and individual teacher results will
not be shared with the public.
•
Three versions exist---K-2, 3-5 and 6-12. K-2 survey has been
piloted. Feedback will determine its future usage.
•
Language is considered grade-appropriate.
•
The questions have been through an extensive validation process.
•
Surveys will be administered online at classroom
level.
Required:
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Teachers must have data from at least one group of students each year.
Student selection process must be consistent across district.
All survey data collected since last summative evaluation will be used to
inform Professional Practice.
Teachers and administrative staff must read, sign District Student Voice
Code of Ethics.
Survey will be administered in school between 7:00 a.m. and 5:00 p.m.
Must have at least 10 respondents for data to be considered.
Local Decisions:

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Who will be the District Point of Contact?
How will which student groups participate in survey be determined?
What is the process for ensuring equal access to all students?
What is the timeline for administration?
Supervisor
Observations
Products
of
Practice
Kentucky
Framework for
Teaching
Student
Voice
Peer
Observations
Reflection
PGP
Products of
Practice/Other
Sources of
Evidence
Teachers may provide
additional resources
to support assessment
of their own
professional practice.
SUPPORTED BY
Evidence
Documents or demonstrations that indicate proof of a particular
descriptor constitute evidence. This evidence should be a natural
by-product created through the process of teaching.
Required:



Observations conducted by certified supervisor observer(s)
Student voice survey(s)
Self-reflection and professional growth plans
Local Decisions:

Allow use of other evidence to support educator practice.
MULTIPLE MEASURES
(supported by evidence)
FRAMEWORK
Component
Supervisor
Observation
Student
Voice
Professional
Growth/Self
Reflection
Peer
Observation
Evidence
(pre and post
conferences)
Observation Instrument
Observation Instrument
Kentucky Student Perception Survey
Professional Growth and Self Reflection Tool
4f-Showing Professionalism
4e-Growing & Developing
Professionally
4d-Participating in Profess. Learning
Comm.
4c-Communicating With Families
Instruction
4b-Maintaining Accurate Records
4a-Reflecting On Teaching
3d-Using Assessment in Learning
3e-Demonstrating Flexibility &
Responsive
3c-Engaging Students in Learning
Classroom
Environment
3b-Questioning & Discussion
Techniques
3a-Communicating with Students
2e-Organizing Physical Space
Planning & Preparation
2a-Creating Env. of Respect &
Rapport
2b-Establish Culture of Learning
2c-Maintaining Classroom
Procedures
2d-Managing Student Behavior
1f- Designing Student Assessment
1e-Designing Coherent Instruction
1d-Demonstrates knowledge of
resources
1c- Setting Instructional Outcomes
1b-Demonstrate knowledge of
students
Domain
1a -Knowledge of content/pedagogy
Multiple Measures of Professional Practice
Professional
Responsibilities
Evidence
(pre and post conferences)
The Kentucky Framework for Teaching is a critical rubric,
providing descriptions of practice within specific domains.
Supervisors will organize evidence for each teacher based on
these concrete descriptions of practice.
Supervisors and educators are to be engaged in dialogue
throughout the evaluation process.
The process concludes with the evaluator analyzing evidence and
making a final assessment of practice with each domain receiving
a rating of Ineffective, Developing, Accomplished, or Exemplary.
IF……
THEN….
Domains 2 AND 3 are rated
INEFFECTIVE,
Professional Practice Rating
SHALL be INEFFECTIVE.
Domains 2 OR 3 are rated
INEFFECTIVE,
Professional Practice Rating shall
be DEVELOPING or INEFFECTIVE.
Domains 1 OR 4 are rated
INEFFECTIVE,
Professional Practice Rating shall
NOT be EXEMPLARY.
Two Domains are rated
DEVELOPING and two domains
are rated ACCOMPLISHED,
Professional Practice Rating shall
be ACCOMPLISHED.
Two Domains are rated
DEVELOPING and two Domains
are rated EXEMPLARY,
Professional Practice Rating shall
be ACCOMPLISHED.
Two Domains are rated
Professional Practice Rating shall
ACCOMPLISHED and two Domains be EXEMPLARY
are rated EXEMPLARY,
Relies on decision rules and
professional judgment
KRS 156.557 (1) (c) Student growth means the
change in student achievement for an
individual student between two (2) or more
points of time including achievement on state
assessments required per KRS 158.6453.
Student Growth Measures
Local Contribution:
Goal Setting for Student Growth
All teachers develop at least one student growth goal.
State Contribution:
Student Growth Percentiles
This measure applies only to teachers of reading and math at
all grade levels 4th through 8th.
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
Required:




All teachers will write at least one student growth goal that is congruent to
KY Core Academic Standards and appropriate for grade level/content area.
This must allow all levels of students to adequately demonstrate their
knowledge.
Growth goals must be rigorous.
Goals must be comparable across the district.
There must be a process for rating as high, expected or low growth.
Local Decisions:





Either select a provided process to determine rigor or define one.
Create process for producing comparable goals.
Create process for rating student growth as high, expected, or low.
Identify the measures used for determining student growth rating, including
the number of student growth goals each teacher will write.
If using 2 or more growth measures, design process for merging into 1
rating.
SGPs focus on the relative standing of a student from
year to year compared to the student’s academic
peers.
◦ Academic peers are students who perform very
similarly on the test to the student. The student is
only compared to students who start at the same
place.
◦ In year two, the question is: Did the student outpace
his/her peer group?
◦ Teachers will receive a report containing class roster
identifying how each student compared to his/her
own academic peer group.
◦ KY Board of Education will determine how individual
student results are compiled to create teacher
growth rating.
39
State Contribution—SGP Report
Local Contribution—SGG
Professional
Judgment and
District Determined
Rubrics
Student
Growth
Rating
Required:


SGG and SGP (if available) must be used to determine rating.
Three years of student growth data (when available) must be used to
determine rating.
Local Decisions:


Process and/or instrument used to rate student growth as high,
expected or low growth
Procedures for ensuring quality
NOTE: Determination of the
overall Student Growth Rating
is totally a
decision.
Decision Rules
Professional Practice
Student Growth Trend
OVERALL
PERFORMANCE
Exemplary
High or Expected
EXEMPLARY
Exemplary
Low
ACCOMPLISHED
Accomplished
High
EXEMPLARY
Accomplished
Expected
ACCOMPLISHED
Accomplished
Low
DEVELOPING
Developing
High
ACCOMPLISHED
Developing
Expected or Low
DEVELOPING
Ineffective
High
DEVELOPING
Ineffective
Expected or Low
INEFFECTIVE
EXEMPLARY
or
ACCOMPLISHED
DEVELOPING
INEFFECTIVE
Three Year Cycle
Self-Directed
1 goal on low growth
Annual formative review
Summative year 3
Three Year Cycle
Self-Directed
Annual formative review
Summative at end of year 3
One Year Cycle
Directed
Three Year
Self-Directed
Up to 12 Month
Plan
One Year Directed Growth Plan
Goals focus on low
growth/performance
Summative at end of plan
Goals determined by
evaluator
Summative at end of plan
LOW
1 goal on low area
Annual formative
review
Summative year 3
Three Year
Self-Directed
Annual formative
review
Summative year 3
Goals determined by evaluator
Goals focus on low performance areas
Formative review at mid point of plan
Summative at end of the year
EXPECTED
HIGH
All data related to Teacher PGES will be collected in the
Educator Development Suite developed by Schoolnet and
housed in CIITS.
KDE has identified some glitches in the software.
Schoolnet will release solutions in upcoming updates.
These glitches include
1) teachers having difficulty accessing SelfReflection and Professional Growth Plans and
2) maintaining confidentiality of peer observation data
(Keeping observation in DRAFT status will ensure
that only observer and teacher may view the data.)
….is on its way. KEA
has created training
modules for each of the
domains in the
framework and for
student growth. For
more information about
these offerings,
contact Candice Edmonds
cedmonds@kea.org.