Barren County Schools
CERTIFIED EVALUATION PLAN 2014 -15
Overview of the PGES
System
WHAT DOES IT LOOK LIKE FOR TEACHERS IN THE COMING SCHOOL
YEAR WITHIN OUR DISTRICT CEP(CERTIFIED EVALUATION PLAN)?
Kentucky’s New Evaluation System
Requirement of Kentucky’s Elementary and Secondary Act (ESEA) flexibility waiver for the state’s
Race to the Top grant
Goal is to measure teacher effectiveness and act as a catalyst for professional growth
Based on the Kentucky Framework for teaching
What is the Kentucky Framework for
Teaching?
Is designed to support student achievement and professional practice through 4 domains
1.
2.
3.
4.
Planning and Preparation
Classroom environment
Instruction
Professional responsibilities
Has 4 performance levels
1.
2.
3.
4.
Ineffective
Developing
Accomplished
Exemplary
Is the document the observation tool is based on (domains 2 and 3)
Is the document that Domains 1 and 4 will be measured with based on other evidence
What kind of evidence will my principal
use to rate the domains?
These areas are required by the state:
 Professional Growth Plan and Self-Reflection
 Observations
 Student Voice
 Student Growth
Additional categories of evidence in determining overall rating:
 Other measures of student learning
 Products of practice
 Other sources such as surveys, walk-throughs, letters and memos
Professional Practice: Part 1
Self-Reflection and Professional Growth Plan
All teachers will participate in Self-Reflection and Professional Growth Planning each year.
Timeline for Self-Reflection and PGP
August/September
Teacher reflects on current growth goal needs based on data and identifies an area of focus by
utilizing the Reflective Practice and Growth Planning Tool . Documentation Form and Part A of the
Tool due to primary evaluator by September 15. See website
October
Collaborates with administrator, develops growth plan and action steps. Part B of the Reflective
Practice and Growth Planning Tool due to primary evaluator by October 15. See website
November-January
Implementation/Reflection on progress, enter any notes on planning tool part C.
January
Modifies plan as appropriate. Making any changes on planning tool part C.
January-April
Continued implementation and reflection
April/May
Summative reflection on the degree of goal attainment and implications for next step part D.
Completed Reflective Growth Planning Tool. Turn in completed Reflective Growth and Planning Tool
to principal prior to summative conference or end of year (if not evaluation year).
Observation Cycles
Non tenured and tenured teachers on Directed Growth Plans or Corrective Action Plan will be evaluated annually. Tenured
teachers will have a summative evaluation every 3 years. The 2015-16 school year will be A-H, 2016-17 will be I-P, the next year
Q-Z. Each will repeat on a 3 year cycle.
Observation Conferencing
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 conference within five (5) working days.
The summative evaluation conference shall be held at the end of the summative evaluation
cycle.
Professional Practice: Part 2
Observations
The Peer Observation Process
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 observers will have completed the state developed peer observer training within the last three (3) years.
New this year, peer observations are completed on the Barren County Peer Observation Tools (Peer 1 and 2). All
peer observations must be documented on the Peer Observation Documentation Form (Peer 3 only) and
submitted to the primary evaluator.
In 14-15 all teachers were trained using peer observer training as part of a district wide orientation process for
PGES/evaluation plan. From those teachers who earned peer observation certification the principal will select a
minimum of one-third for the approved peer observer pool for the school. If additional teachers need to be
trained, training will be coordinated by the district. 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.
The Student Voice Survey
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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 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.
Student Growth
All teachers must complete the Student Growth Goal each year. Student growth WILL count
towards overall performance rating
How is my Student Growth Rating
Determined?
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 and Math
The state contribution is reported using Student Growth Percentiles (SGP). The local
contribution uses the Student Growth Goal Setting Process and applies to all teachers in the
district, including those who receive Student Growth Percentile from the state contribution.
Will I have a state contribution?
Where does the contribution come
from?
State Contribution (5% of Growth Rating)– 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 scale for determining acceptable growth will be determined by the Kentucky Board of
Education and provided to the district by the Kentucky Department of Education.
Local Contribution (95% of Growth Rating)– Local Student Growth Goals (LSGG) – Applies to all
teachers
The local contribution for the student growth measure is a rating based on the degree to which a
teacher meets the growth goal for a set of students over an identified interval of instruction (i.e.
trimester, semester, year-long) as indicated in the Local Student Growth Goal (LSGG). All teachers will
develop an LSGG for inclusion in the student growth measure. All Local Student Growth Goals will be
determined by the teacher in collaboration with the principal and will be grounded in the
fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective
Communication, and Student Involvement).
What is the criteria for a Local Student
Growth Goal?
The LSGG is congruent with Kentucky Core Academic Standards and appropriate for the grade
level and content area for which it was developed.
The LSGG 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 LSGG will allow high- and low-achieving students to adequately demonstrate their
knowledge.
The LSGG provides access and opportunity for all students, including students with disabilities,
ELLs, and gifted/talented students.
How do I make sure the goal is rigorous and
comparable to other similar populations?
In order to ensure both rigor and comparability in the development of Local Student Growth
Goals (LSGG) 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.
Barren County Rigor and Comparability Rubric
How do I determine growth on my goal?
The Matrix to Assign Overall Rating of
Student Growth
Recommended Assessments to Measure
Growth
How will my principal determine my overall
performance rating on my summative evaluation?
Types of Growth Plans
Refer to Chart on Page 29 of CEP
Three Year Cycle Self-Directed Growth Plan:
Goal 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
One Year Cycle Directed Growth Plan:
Goal(s) determined by evaluator
Goals focus on professional practice
Plan activities designed by evaluator with teacher input
Summative review
Up to 12 Month Improvement Plan (former Corrective Action Plan):
Goal(s) determined by evaluator
Focus on low performance area
Summative at end of plan