CERTIFIED
EVALUATION PLAN
Knox County Public Schools
“Inspiring Leaders and Changing
Futures…One Child at a Time”
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Model Certified Evaluation Plan 5.0
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Table of Contents
5.0 Model Certified Evaluation Plan
Professional Growth and Effectiveness System – TPGES......................................................................................
Roles and Definitions.................................................................................................................. 7
The Kentucky Framework for Teaching………………………………………………………………..……………..... 10
Kentucky Professional Growth & Effectiveness System Model....................................................................... 12
Sources of Evidence/Framework Teaching Alignment.................................................................................... 13
Professional Practice........................................................................................................................................ 0
Professional Growth Planning and Self-Reflection...................................................................... 0
Observation.................................................................................................................................. 3
Observation Model....................................................................................................................... 3
Observation Schedule................................................................................................................... 4
Peer Observation......................................................................................................................... 6
Observation Conferencing…………………………………………………………………………………………………….... 7
Observer Certification...................................................................................................................8
Observer Calibration..................................................................................................................... 9
Products of Practice/Other Sources of Evidence…………..………………………………………………………... 12
Student Growth................................................................................................................................................13
State Contribution – Student Growth Percentiles (MSGPs).................................................... 13
Local Contribution – Student Growth Goals (SGGs).............................................................
13
Rigor of SGGs........................................................................................................................
14
Comparability of SGGs..........................................................................................................
14
Determining Growth for a Single SGG..........................................................................................17
Determining Growth for Multiple SGGs.........................................................................................n/a
Determining the Overall Performance Category..............................................................................................19
Rating Professional Practice.........................................................................................................19
Rating Overall Student Growth.................................................................................................... 20
Determining the Overall Performance Category............................................................................................. 22
Professional Growth Plan and SummativeCycle.............................................................................................. 24
Professional Growth and Effectiveness System – Principal and Assistant Principal.................................................. 25
Kentucky Professional Growth & Effectiveness System Model.......................................................................26
Sources of Evidence/Framework Principal Alignment.....................................................................................27
Principal Professional Growth and Effectiveness System Components..........................................................28
Principal Performance Standards....................................................................................................................29
Professional Practice…………………....................................................................................................................30
Professional Growth Plan and Self-Reflection............................................................................30
Site-Visits………………………………………………………...........................................................................32
Val-Ed 360º.................................................................................................................................34
Working Conditions Goal…......................................................................................................... 36
Products of Practice....................................................................................................................38
Student Growth..............................................................................................................................................39
State Contribution ……............................................……...............................................................39
Local Contribution..................................................... ……...........................................................40
Determining the Overall Performance Category............................................................................................31
Rating Overall Professional Practice...........................................................................................42
Rating Overall Student Growth………………………………………………………………………………………………44
Determining Overall Performance Category…………………………………………………………………………………………….. 46
District Certified Personnel……………………………………………………………………………………………………………………………..………….
48
Appeals Process.............................................................................................................................................................. 78
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Model Certified Evaluation Plan 5.0
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District: Knox______
Date of Review:__5/28/15____________
Evaluation Contact Person:__Stacy B. Imel________________
Page
Number in
District
CEP
Indicators taken from KRS 156.557 and 704 KAR 3:370
A. Procedures and Plan:
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1. Developed by 50/50 Committee equal number of teachers and administrators.
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2. Acted upon by local board of education (include signed assurance document)
B. Plan states that:
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1. Each local school district shall designate a contact person responsible for monitoring
evaluation training and implementing the Professional Growth and Effectiveness
System.
2. Evaluators shall be trained and tested, and shall be approved by the department upon
completion of the required evaluation training program and successful completion of
testing.
3. The evaluation criteria and process used to evaluate a teacher shall be explained to and
discussed with the teacher no later than the end of the first thirty (30) calendar days of
reporting for employment for each school year.
4. The immediate supervisor designated primary evaluator.
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5
0
5. The Professional Growth Plans align with school/district improvement
plans.
6. There is an annual review of growth plans.
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5/7
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5
4
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7. Teachers should receive a conference within five (5) working days of
observation.
8. A summative evaluation conference shall be held at the end of the summative
evaluation cycle and shall include all applicable Professional Growth and
Effectiveness data.
9. Annual evaluations with multiple observations are required for non-tenured
certified personnel.
10. Multiple observations for tenured teachers when observation results yield an
ineffective determination.
11. Summative evaluations for tenured teachers shall occur at least once every
three years.
12. Administrators receive summative evaluations annually.
13. Evaluations will be documented on approved forms to become part of official
personnel file.
14. An opportunity for written response shall be included in the official
personnel record.
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Model Certified Evaluation Plan 5.0
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Page
Number in
District
CEP
Indicators taken from KRS 156.557 and 704 KAR 3:370
C. PGES - Certified Teacher
0-2
3
3
4
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7
8
9
10-11
16
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12
19
20
22
24
78-85
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Professional Growth Planning and Self-Reflection
Observation
Observation Model
Observation Schedule
Peer Observation
Observation Conferencing
Observer Certification
Observer Calibration
Student Voice
Local Student Growth Goal
Student Growth Percentile
Products of Practice/Other Sources of Evidence
Rating Professional Practice
Rating Student Growth
Determining the Overall Performance Category
Professional Growth Plan and Summative Cycle
Appeals Process
D. PGES - Principal & Assistant Principal
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34
36
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78-85
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Professional Growth Planning and Self-Reflection
Site-Visits
Val-ED
Working Conditions Goal
Products of Practice/Other Sources of Evidence
State Student Growth Goal – School Report Cards
Local Student Growth Goal – ASSIST (School Improvement Plan)
Rating Overall Professional Practice
Rating Overall Student Growth
Determining Overall Performance Category
Appeals Process
E. *Other Certified Professionals
N/A
N/A
1. *Evaluation plan for Other Certified Professionals (if running a dual system and not in the plan)
2. *Appeals Process for Other Certified Professionals
F. Other Certified District Personnel
48
24
1. Evaluation plan for Other Certified District Personnel
2. Appeals Process for Other Certified District Personnel
15. A copy of the evaluation is provided to evaluatee.
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Certified Personnel Evaluation Plan Committee
Members 2015-2016
Administrators
Kelly Sprinkles (Superintendent)
Anthony Pennington (Principal Lynn Camp Schools)
Jeff Frost (Principal, Jesse D. Lay School)
Pam Williams (Director Federal Programs, Professional Development Coordinator)
Charlotte McCoy (Director of Special Education)
Stacy Imel (Director of Curriculum, Instruction and Assessment)
Amy Bays (District Assessment Coordinator)
Teachers
Melissa Moren (Central Elementary School)
Beth Mills (Dewitt Elementary)
Jason Cornett (Flat Lick Elementary)
Jessica Smith (Girdler Elementary)
Lisa Yeager (G.R. Hampton Elementary)
Selina Dunaway (Knox County Middle School)
Keith Broughton (Knox Central High School)
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District Professional Growth and Effectiveness Plan
Professional Growth and Effectiveness System
The vision for the Professional Growth and Effectiveness System (PGES) is to have every student taught
by an effective teacher and every school led by an effective leader. The goal is to create a fair and
equitable system to measure teacher and leader effectiveness and act as a catalyst for professional
growth.
Roles and Definitions
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Artifact: A product of a certified school personnel’s work that demonstrates knowledge
and skills.
Assistant Principal: A certified school personnel who devotes the majority of employed
time in the role of assistant principal, for which administrative certification is required by
EPSB.
Certified Administrator: A certified school personnel, other than principal or assistant
principal, who devotes the majority of time in a position for which administrative
certification is required by EPSB.
Certified School Personnel: A certified employee, below the level of superintendent,
who devotes the majority of time in a position in a district for which certification is
required by EPSB.
Conference: A meeting between the evaluator and the evaluatee for the purposes of
providing feedback, analyzing the results of an observation or observations, reviewing
other evidence to determine the evaluatee’s accomplishments and areas for growth, and
leading to the establishment or revision of a professional growth plan.
Evaluatee: A certified school personnel who is being evaluated.
Evaluator: The primary evaluator as described in KRS 156.557(5)(c)2.
Formative Evaluation: Is defined by KRS 156.557(1)(a).
Full Observation: An observation conducted by a certified observer that is conducted for
the length of a full class period or full lesson.
Improvement Plan: A plan for improvement up to twelve months in duration for:
a. Teachers and other professionals who are rated ineffective in professional practice
and have a low overall student growth rating.
b. Principals who are rated ineffective in professional practice and have high, expected,
or low overall student growth rating.
Job Category: A group or class of certified school personnel positions with closely related
functions.
Local Contribution: A rating based on the degree to which a teacher, other professional,
principal, or assistant principal meets student growth goals and is used for the student
growth measure.
Local Formative Growth Measures: Is defined by KRS 156.557(1)(b).
Mini Observation: An observation conducted by a certified observer for 20-30 minutes in
length.
Observation: a data collection process conducted by a certified observer, in person or
through video, for the purpose of evaluation, including notes, professional judgments,
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and examination of artifacts made during one (1) or more classroom or worksite visits of
any duration.
Observer Certification: A process of training and ensuring that certified school personnel
who serve as observers of evaluatees have demonstrated proficiency in rating teachers
and other professionals for the purposes of evaluation and feedback.
Observer calibration: The process of ensuring that certified school personnel have
maintained proficiency and accuracy in observing teachers and other professionals for
the purposes of evaluation and providing feedback.
Other Professionals: Certified school personnel, except for teachers, administrators,
assistant principals, or principals.
Overall Student growth Rating: The rating that is calculated for a teacher or other
professional evaluatee pursuant to the requirements of Section 7(9) and (10) of this
administrative regulation and that is calculated for an assistant principal or principal
evaluatee pursuant to the requirements of Section 10(8) of this administrative
regulation.
Peer observation: Observation and documentation by trained certified school personnel
below the level of principal or assistant principal.
Performance Criteria: The areas, skills, or outcomes on which certified school personnel
are evaluated.
Performance Rating: The summative description of a teacher, other professional,
principal, or assistant principal evaluatee’s performance, including the ratings listed in
Section 7(8) of this administrative regulation.
Principal: A certified school personnel 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.
Professional Growth and Effectiveness System: An evaluation system to support and
improve the performance of certified school personnel that meets the requirements of
KRS 156.557(1)(c), (2), and (3) and that uses clear and timely feedback to guide
professional development.
Professional Growth Plan: An individualized plan for a certified personnel that is focused
on improving professional practice and leadership skills, aligned with performance
standards and the specific goals and objectives of the school improvement plan or the
district improvement plan, built using a variety of sources and types of data that reflect
student needs and strengths, evaluatee data, and school and district data, produced in
consultation with the evaluator as described in Section 9(1), (2), (3), and (4) and Section
12(1), (2), (3), and (4) of this administrative regulation, and includes: (a) Goals for
enrichment and development that are established by the evaluatee in consultation with
the evaluator; (b) Objectives or targets aligned to the goals; (c) An action plan for
achieving the objectives or targets and a plan for monitoring progress; (d) A method for
evaluating success; and (e) The identification, prioritization, and coordination of
presently available school and district resources to accomplish the goals.
Professional Practice: The demonstration, in the school environment, of the evaluatee’s
professional knowledge and skill.
Professional Practice Rating: The rating that is calculated for a teacher or other
professional evaluatee pursuant to Section 7(8) of this administrative regulation and that
is calculated for a principal or assistant principal evaluatee pursuant to the requirements
of Section 10(7) of this administrative regulation.
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Self-Reflection: The process by which certified personnel assesses the effectiveness and
adequacy of their knowledge and performance for the purpose of identifying areas for
professional learning and growth.
Sources of Evidence: The multiple measures listed in KRS 156.557(4) and in Sections 7
and 10 of this administrative regulation.
State Contribution: The student growth percentiles, as defined in 703 KAR 5:200, Section
1(11), for teachers and other professionals, and the next generation learners goal for
principals and assistant principals.
Student Growth: Is defined by KRS 156.557(1)(c).
Student Growth Goal: A goal focused on learning, that is specific, appropriate, realistic,
and time-bound, that is developed collaboratively and agreed upon by the evaluatee and
evaluator, and that uses local formative growth measures.
Student Growth Percentile: each student's rate of change compared to other students
with a similar test score history.
Student Voice Survey: The student perception survey provided by the department that
is administered annually to a minimum of one (1) district-designated group of students per
teacher evaluatee or a district designated selection of students and provides data on
specific aspects of the instructional environment and professional practice of the teacher
or other professional evaluatee.
Summative Evaluation: Is defined by KRS 156.557(1)(d).
Teacher: A certified school personnel who has been assigned the lead responsibility for
student learning in a classroom, grade level, subject, or course and holds a teaching
certificate under 16 KAR 2:010 or 16 KAR 2:020.
Working Condition’s Survey Goal: a school improvement goal set by a principal or
assistant principal every two (2) years with the use of data from the departmentapproved working conditions survey.
For Additional Definitions and Roles, please see 704KAR 3:370 Professional Growth and Effectiveness
System
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The Kentucky Framework for Teaching with
Specialist Frameworks for Other Professionals
The Kentucky Framework for Teaching is designed to support student achievement and professional
practice through the domains of:
Framework for Teaching
Planning and Preparation
Classroom Environment
Instruction
Professional Responsibilities
Specialist Frameworks for Other Professionals
Planning and Preparation
Environment
Instruction/Delivery of Service
Professional Responsibilities
The Frameworks also include themes such as equity, cultural competence, high expectations,
developmental appropriateness, accommodating individual needs, effective technology integration, and
student assumption of responsibility. They provide structure for feedback for continuous improvement
through individual goals that target student and professional growth, thus supporting overall school
improvement. Evidence documenting professional practice is situated within one or more of the four
domains of the framework. Performance is rated for each component according to four performance
levels: Ineffective, Developing, Accomplished, and Exemplary. The summative rating is 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 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 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
o Professional Growth Planning and Self-Reflection
o Observation
o Student Voice
o Student Growth Goals and/or Median Student Growth Percentiles (4-8 - Math & ELA)
Local District Decision
 Other Measures of Student Learning, which may include but not limited to,
universal screeners, other assessments, such as End of Course (EOC), Career,
College and Military Assessments and other measures of academic/social
success that may be specific to grade level and/or content.
 Products of Practice
 Other Sources (e.g. surveys) may include
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All components and sources of evidence related supporting an educator’s professional practice and
student growth ratings will be completed and documented to inform the Overall Performance Category.
All Summative Ratings will be recorded in the department-approved technology platform.
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SOURCES OF EVIDENCE
To Inform Professional Practice
FRAMEWORK for TEACHING (FfT)
Component
Supervisor
Observation
Student
Voice
SelfReflection
Evidence
(pre and post conferences)
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Observation
Kentucky Student Voice Survey
Professional
Growth
Professional Growth Planning and Self Reflection
Model Certified Evaluation Plan 5.0
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
3e-Demonstrating Flexibility & Responsive
3d-Using Assessment in Learning
3c-Engaging Students in Learning
Classroom
Environment
3b-Questioning & Discussion Techniques
3a-Communicating with Students
2e-Organizing Physical Space
2d-Managing Student Behavior
2c-Maintaing Classroom Procedures
Planning & Preparation
2b-Establish Culture of Learning
2a-Creating Env. of Respect & Rapport
1f- Designing Student Assessment
1e-Designing Coherent Instruction
1d-Demonstrates knowledge of resources
1c- Setting Instructional Outcomes
Domain
1b-Demonstrate knowledge of students
1a -Knowledge of content/pedagogy
SOURCES OF EVIDENCE/FRAMEWORK FOR TEACHING ALIGNMENT
Professional
Responsibilities
Evidence
(pre and post conferences)
Peer
Observation
Observation
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Professional Practice
Self-Reflection and Professional Growth Planning
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.
The Professional Growth Plan addresses realistic, focused, and measurable professional goals. The plan connects 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 identify explicit goals which drive the focus of professional growth activities, support, and on-going reflection.
Required

All Teachers and Other Professionals participate in self-reflection and professional growth planning each
year.
Local District Decision
Describe the process the district will use to document the development, approval and monitoring of self-reflection
and the professional growth plan. All teachers and other professionals will document self-reflection and professional
growth planning in CIITS. PGP will be aligned with school/district improvement plans.
Timeline and Monitoring for Self-Reflection
Teachers and Other Professionals…
 will complete their initial self-reflection by the 20th school day after the first student attendance day each year.
(Late hires will complete initial self-reflection within 20 calendar days of reporting to work.)
 will reflect on targeted areas within ten (10) school days after each observation post conference (mini, peer and full).
 will reflect on targeted areas within ten (10) school days after receiving results of the student voice survey, no later than the
summative conference.
 will SUBMIT their final self-reflection no later than April 15 each year.
 may reflect more often based on their professional decision and/or that of their supervisor.
Timeline and Monitoring for Professional Growth Planning
Teachers and Other Professionals…
 will complete their professional growth goal and action plan (PGP), and receive principal approval by the 30 day of school,
after student report (or within window a 30th day window if hired during the school year).
 should update their implementation plan and strategies around their PGP as necessary ( e.g.development of student growth
goal and action plan, observations, student voice survey and other times based upon their professional judgment and/or that
of their supervisor.) Modifications to the PGP shall be reviewed and approved by the supervisor.
th
0
Support and guidance around PGPs will be determined by the below chart following summative ratings.
Level 1: Self-Directed Professional Growth Plan (3 year cycle)
Low SGG Rating
with Accomplished or
Exemplary Professional
Practice Rating
Expected SGG Rating
with Developing
Professional Practice Rating
High SGG Rating
with Developing
Professional Practice
Rating
Expected or High SGG Rating
with Accomplished or Exemplary
Professional Practice Rating
• Goal set by educator with
evaluator input
• One goal must focus on
low student growth
outcome
• Formative review annually
• Goals set by educator with
evaluator input;
• One goal must address
low performance or
outcomes
• Plan activities designed by
educator with evaluator
input.
• Formative Review annually
• Goal set by educator
with evaluator input
• One goal must focus
on low outcome
• Formative review
annually
• Goals set by educator with
evaluator input
• Plan activities are teacher
directed and implemented with
colleagues.
• Formative review annually
Level 2: One-Year Cycle
Directed Professional Growth Plan
Level 3: Up to 12-Month
Improvement Plan
Low SGG Rating with Developing Professional Practice Rating
Or, Expected or High SGG Rating with
Ineffective Professional Practice Rating
Low SGG Rating with
Ineffective Professional Practice Rating
•
•
•
•
•
•
•
•
Goal Determined by Evaluator
Goals focus on low performance/outcome area
Plan activities designed by evaluator with educator input
Formative review at mid-point
Summative at end of plan
Goal determined by evaluator
Focus on low performance area
Summative at end of plan
1
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Describe any differences for other professionals.
Establish a timeline for ongoing Self-Reflection (include information to address late hires).
Establish a timeline for the Professional Growth Plan (include information to address late hires).
TIMELINE FOR SELF-REFLECTION/PGP for all Teachers and other professionals
May-August
September
October – January
January
January-April
April/May
Teacher a n d o t h e r p r o f e s s i o n a l s reflects
on his/her cu rrent growth needs based on data
and identifies an area of focus. Self-reflection to
be completed in CIITS. Teachers and other
professionals will reflect to their particular
framework and reflect on their current growth
need to identify an area to grow.
Teachers and other professionals will
collaborate with his/her a dministrator,
t o develop growth plan and action
steps within the first 20 school days,
beginning with the first day for students.
All PGPs shall be approved by the
administrator and entered into CIITS by
the 30th day of school.
Implementation/Reflection o f progress a nd
impact of the plan on his/her professional
practice.
Modifies plan as a ppropriate.
Contin ued implementation and ongoing
reflection.
Annual Review to include summative
reflection on the degree of goal attainment
and im plications for next steps.
*Timeline will be tentative based on any adjustment of the calendar year. Teachers hired after initial school start date, timeline
for teacher reflection on growth needs and area of focus will begin 15 school days after employee start
2
Observation
The observation process is one source of evidence to determine educator effectiveness that includes
supervisor and peer observation for each certified teacher and other professional. Both peer and
supervisor observations use the same instruments. The supervisor observation provides documentation
and feedback to measure the effectiveness of professional practice. Only the supervisor observation will
be used to inform a summative rating. Peer observation is used only for formative feedback on
professional practice in a collegial atmosphere of trust and common purpose. NO ratings are 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.
Observation Model
The observation model must fulfill the following minimum criteria:
Required




Four observations in the summative cycle. A minimum of three (3) observations
conducted by the supervisor and one observation conducted by the peer.
o PROGRESSIVE MODEL (3 & 1) Observers will conduct three mini observations of
approximately 20 minutes each. Because these are shorter sessions, the
observer will make note of the components observed in order to identify “look
fors” in the next mini observation session. The final observation is a formal
observation consisting of a full class or lesson observation.
The required peer observation must occur in the final year of the summative cycle prior
to the final supervisor’s full observation.
Final observation is conducted by the supervisor and is a full observation.
Address any differences for Other Professionals. Some observations for other
professionals may be similar to a site visit.
Local District Decision


Evidences of observations will be documented in CIITS.
District may reduce the number of minimum observations of a teacher or other professional
evaluatee during the summative evaluation cycle for teacher or other professional evaluatees
who do not report for work sixty (60) or more consecutive school days. Districts shall include a
detailed plan for reduction of minimum observations of teachers or other professional
evaluatees who do not report for work sixty (60) or more consecutive school days in the
district’s system plan and procedures submitted to the department for approval pursuant to
Section 3 of the regulation.
(Teachers or other professionals on a one year cycle hired after 60 days or who do not report for work
sixty (60) or more consecutive days will require one (1) less supervisor mini observation during their
summative evaluation cycle.)
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Teachers and other professionals who are on a one year summative can have their observation schedule
reduced by one observation. A teacher or other professional on a three year summative cycle would
not need to drop his or her one observation.
 Non-tenured teachers and other professionals will follow the progressive 3 & 1 model yearly.
This includes one full observation by the supervisor that is the final observation and three
mini observations with one being by the peer observer.
 Tenured teachers and other professionals, in 2015-2016 school year, will remain on the two
year summative evaluation cycle that began 2014-15. Based on the summative evaluation,
tenured teachers will roll into the appropriate cycle. Tenured teachers will receive one full
observation by the supervisor and three mini observations over the cycle. One of the mini
observations will be by the peer observer and will occur in the summative year. Teachers
with an existing corrective action plan will continue in the PGES system with an
improvement plan.
 Teachers and other professionals deemed low/ineffective after their summative evaluation
will have multiple observations and have an improvement plan or a one year directed
improvement plan developed by the school administrator that requires multiple
observations.
 Evaluation process can be suspended due to extenuating circumstances as per board policy
by a request in writing by the evauatee or evaluator with approval of the Superintendent or
his/her designee.
Observation Schedule
Required

Observations may begin after the evaluation training takes place within 30 calendar days of
reporting for employment each school year.
Local District Decision

Clearly define the observation schedule for Teachers and Other Professionals on a one year
summative cycle.
Timeline for when observations must be completed (Non-tenured Teachers and Other
Professionals/Teachers and Other Professionals on a 1 year summative cycle)
 Two mini observations must be completed at least 10 days prior to Winter Break.
 Peer mini observation will occur prior to January 1st of the summative year.
 Full observation must occur before April 1st for non-tenured teachers
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 Clearly define the observation schedule for Teachers and Other Professionals on a three year
summative cycle.
Timeline for when observations must be completed (Tenure Teachers and other professionals on a 3
year summative cycle)
 Two mini observations must be completed during the non-summative years, by April 15th.
 Third mini observation by peer must occur prior to the final full observation by the supervisor in
the summative year.
 Full observation must occur before April 15th for tenured teachers in the summative year.

Describe the observation schedule or process to address late hires.
Steps
Step 1
Step 2-1
Processes
ORIENTATION: The evaluation criteria and
process used to evaluate certified school
personnel shall be explained and discussed
with certified school personnel no later than
the 30 days of the first day of school. Teachers
hired within the school year will be trained
within 30 days of reporting for employment.
The immediate supervisor is the primary
evaluator.
PRE-OBSERVATION CONFERENCE (TEACHER):
Pre conferences can be done through electronic
correspondence.
FORMAL OBSERVATION (Intern Teacher
and principal): Conduct formal
observation and collect formative data.
Step 3-2
Formal Observation (Non-tenured
teachers: Conduct formal observation
and collect formative data)
Step 3-3
FORMAL OBSERVATION (Tenured teachers):
Conduct formal observations and collect
formative data. An informal conference will be
held for the mini observations.
Step 3-4
FORMAL OBSERVATION (Non Principal
Timeline
First 30 days of school or within
30 days of reporting for
employment
Within 5 working days prior to
observation
District will adhere to the KTIP
approved guidelines when
completing evaluations. (Post
Observation Conference held
within 5 days of the formal
observation).
Two mini observations at least
10 days prior to winter break.
1 mini observation and 1 full
observation prior to April 1st.
(Post Observation Conference
held within 5 working days of
the formal observation).
Observations shall occur
throughout the length of the
summative cycle. A peer and fu ll
ob servation will occu r in the
final year of the cycle. Additional
observations can be conducted if
deemed necessary. (Post
Observation Conference held
within 5 working days of the
formal observation).
A minimum of one formal
5
Administrators): Conduct formal
observation and collect other formative
data (Post Observation Conferences held
within 5 days of the formal observation)
INDIVIDUAL PROFESSIONAL GROWTH PLAN: An
individual professional growth plan shall be
developed jointly by evaluator and evaluate.
SUMMATIVE EVALUATION: Evaluator completes
evaluation summary.
A summative evaluation conference shall be held
at the end of the summative evaluation cycle and
shall include all applicable Professional Growth
and Effectiveness data. A copy of the evaluation
is provided to the evaluatee and become a part
of the official personnel file.
SUPERINTENDENT RECOMMENDATIONS:
Evaluator recommends re-employment
/termination to superintendent.
Step 4
Step 5
Step 6
observation annually when
results are satisfactory(More
observations shall occur when
results are considered
Ineffective)
Growth plans will be developed/
revised according to established
growth plan timeline.
April 1 (non-tenured)
April 15 (tenured)
April 20
*All dates are tentative based upon the adjustments of the calendar year.
Peer Observation
A Peer Observer observes, collects, shares evidence, and provides feedback for formative purposes only.
Peer Observers do not score a teacher’s practice, nor is peer observation data shared with anyone other
than the observee unless permission is granted. A peer observer is trained certified school personnel.
Required



All Teachers and Other Professionals will receive a peer observation in their summative year.
All Peer Observers participating during the summative year observations will complete the
department approved training once every three years.
All peer observation documentation will be accessed only by the evaluatee.
Local District Decision




Describe how the evidences of Peer Observations will be documented.
Describe how Peer Observers will be identified and complete department approved training.
Describe how Peer Observers will be assigned to teachers and other professionals.
Identify any differences for other professionals or alternative settings.
6
All Teachers and Other Professionals will be trained in the peer observation process using state approved
training. Peer observers will be trained every three years. Training will be completed prior to participating
in any peer observation. Peer observation data will be recorded in the state approved technology
platform. Principals will select pool of Peer Observers within his/her building from which Teachers may
select three (3) observers. Principal will make final selection of the Peer Observer and make that
assignment in CIITS.
All teachers shall receive a peer observation in their summative evaluation year by a peer
observer who has successfully completed the state approved t r ai ni ng .
Peer Observers for Other Professionals or teachers in alternative settings may be from another school
within the district.
Observation Conferencing
Observers will adhere to the following observation conferencing requirements for teachers and other
professionals:
Required

Conduct observation post-conference within five working days following each observation.
Local District Decision


If pre-conference is required, describe the expectations.
o Describe the differences that may exist in pre-conferencing expectations for mini or
full observations (include differences for peer observations).
o Identify any differences that may exist for in pre-conference expectations for Other
Professionals observations.
o Identify timelines for any required pre-conferences.
Describe the post-observation conference requirements.
o Describe the differences that may exist in post-conferencing expectations for mini or
full observations (include differences for peer observations).
o Identify any differences that may exist for in post-conference expectations for Other
Professionals observations.
Observers are required to adhere to the following observation conferencing schedule:
 Pre-conferences will occur within 5 days prior to both mini and full observations.
 Pre-conferences will be done through written electronic correspondence, while postconferences will be done in person.
o The summative evaluation conference shall be held at the end of the summative
evaluation cycle.
7

All mini and full post observation conferences must be held within 5 working days
after the observation.
Observer Certification
All administrators serving as a primary evaluator must complete the Initial Certified Evaluation Training
prior to conducting observations for the purpose of evaluation.
To ensure consistency of observations, evaluators must also be trained, tested and approved using the
Proficiency Observation Training for the current approved state platform. The system allows observers
to develop a deep understanding of how the four domains of the Kentucky Framework for Teaching (FfT)
are applied in observation. There are three sections of the proficiency system:



Framework for Teaching Observer Training
Framework for Teaching Scoring Practice
Framework for Teaching Proficiency Assessment
Required
The established cycle for observation certification is as follows:
Year 1
Year 2
Year 3
Year 4

Certification
Calibration
Calibration
Recertification
Only supervisors who have passed the proficiency assessment can conduct mini and full
observations for the purpose of evaluation. In the event that a supervisor has yet to complete
the proficiency assessment, or if the supervisor does not pass the assessment, the district will
provide the following supports:
o Observation data provided by a substitute observer is considered a valid source of
evidence only if the supervisor is present in the observation.
o In cases where the supervisor is not certified through the proficiency system and is
therefore unable to conduct observations during the observation window, the district
will determine how to ensure teachers and other professionals have access to
observations by making the following local decisions:
Local District Decision



Describe the process to ensure all supervisors obtain the initial certified evaluation training.
Describe the process used to ensure all supervisors obtain observation certification.
Describe support procedures for individuals who are not certified.
8




Describe the process used to ensure teachers will have access to certified observers in cases
where the supervisor is not certified.
Describe the process used to ensure late hire supervisors obtain certification.
All uncertified supervisors who are evaluation certified personnel will be assigned a mentor
supervisor who has passes the initial certification process. Mentors will be assigned by the
superintendent or superintendent’s designee. The mentor(s) will meet periodically with
uncertified supervisors(s) to review training modules and give advice regarding the certification
process. When there are more than two supervisors who have not completed the training, they
(along with their mentors) will form a cohort to review certification requirements and the training
modules. Supervisors will take the state-approved certification assessment after completing the
training modules.
All supervisors/designees will complete the certification procedure by October 1 of the year they
are hired or within 60 days of hire. No observations will take place prior to October 1 unless the
certification procedure has been completed. If a supervisor fails to successfully complete the
certification process by the October 1 date, certified supervisors within the district will substitute
in observing teachers for the uncertified supervisor until he/she becomes certified as assigned by
Superintendent or designee. However, the uncertified supervisor must accompany the certified
substitute supervisor to all observations, post conferences, and discussion of the PGP. The only
duty the uncertified supervisor will not perform is to assign evidence to domains in the state
platform (CIITS). Once the non-certified supervisor obtains certification, he/she will assure all
duties of the supervisor’s role.
Observer Calibration
As certified observers may tend to experience “drift” in rating accuracy, the district completes a
calibration process each year where certification is not required (see chart under Observer Certification).
This calibration process is completed in years two and three after certification. Calibration ensures
ongoing accuracy in scoring teaching practice; an awareness of the potential risk for rater bias; and
ensures observers refresh their knowledge of the training and scoring practice. All calibration processes
must be conducted through the state approved technology platform.
Required


Observer calibration during years two and three of the Observer Certification process based on
the department approved platform.
Re-certification after year three.
Local District Decision

Explain processes that the district will use for observer calibration to adhere to the
requirements. The district POC will order and get all calibration information to all district
personnel who evaluate certified staff. All building level supervisors must complete calibration
by September 1 each year. Successful completion of calibration is determined by obtaining a
score of Demonstrated Accuracy.
9

Describe the process for how the district will address the scoring of calibration. (Will the district
require additional support for those with a Red or Yellow rating?)
Supervisors who score a YELLOW RATING will be deemed as needing “additional practice and
support,” which may mean revisiting training in specific modules and doing additional scoring
practice, as well as engaging in discussion with other “calibrated” observers or coaches.
Supervisors who receive a RED RATING will be deemed as “needs remediation and monitoring,”
which may mean more substantial intervention (in addition to retraining and scoring practice),
such as partnering with another observer for observations and then discussing the observation
experience and assignment of scores.
Any supervisor who scores, “Additional Practice” or “Needs Remediation” will be assigned a
mentor by the Superintendent or designee and have a two (2) week window to successfully
complete calibration.
Any late hires throughout the school year who do not have appropriate documentation of ongoing
calibration and recertification must be brought current within the first 45 days of reporting to
work
Student Voice
The Student Voice Survey is a confidential, on-line survey collecting student feedback on specific aspects
of the classroom experience and teaching practice.
Required








All teachers will participate in the state-approved Student Voice Survey annually with a
minimum of one identified group of students.
Student selection for participation must be consistent across the district.
Results will be used as a source of evidence for Professional Practice.
Formative years’ data will be used to inform Professional Practice in the summative year.
All teachers, other professionals 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 7:00 AM and 5:00 PM local
time.
The survey will be administered in the school.
Survey data will be considered only when ten or more students are respondents.
Local District Decision





Identify a District Student Voice Survey Point-of-Contact.
Identify the process for determining the student group(s) who will participate in the survey.
Describe the process for ensuring equal access to all students.
Identify the timeline for administration of the state approved Student Voice Survey.
Describe process for cases where there are less than ten students.
10
 Identify any differences in processes for other professionals or alternative settings.
District PGES POC/Infinite Campus POC
Point of Contact
Selection of Student Groups
District will determine the number of
sections/classes required per teacher to participate
(minimum of one section).

1 SVS per teacher required in Grades 3 6 and in alternative settings.

2 SVS per teacher required in Grades 7 12.
Building principals will determine what
section(s)/class(es) that will respond to the survey at
their school. Ex: May choose all second period
classes.
In some circumstances, classes may be combined in
order to gather at least 10 data points such as
special education classes across multiple grades.
In the event a teacher cannot get the minimum of
ten students they must still administer the survey in
order for the results to be tracked back to schoolwide trend data. (paper and pencil)
Process for Equal Access for All Students
Student Voice Survey Timeline
Other Professionals and Teachers in Alternative
Settings
Students must be enrolled for fifteen (15) days in
order to be assigned to that teacher
Accommodations will be made for all students such
as readers or the use of technological devices as
stated in their Individualized Education Plans. An
assigned proctor will read and record the student's
responses on the Student Voice Survey.
Accommodations for special requirements such as
blind, non-verbal, or hearing impaired students will
be made in accordance with student voice and
special education guidelines.
*Student Voice Survey ethics statement will be signed
by anyone providing accommodations.
A two week period during the spring semester will be
determined by the district leadership team and all
student voice surveys will be completed during a
KDE defined window.
SVS will be conducted through survey monkey or other
digital survey platforms. Other Professionals will
follow same timeline as teachers. Results will be
reported back to building principal by district POC.
11
Products of Practice/Other Sources of Evidence
Teachers and Other Professionals may provide additional evidences to support assessment of their own
professional practice. These evidences should yield information related to the teacher’s practice within
the domains.
Required
 observations conducted by certified supervisor observer(s)
 student voice survey(s)
 self-reflection and professional growth plans
Local District Decision

Identify other sources of evidence that can be used to support educator practice.
 Program Review Evidence
 Team developed curriculum units
 Lesson plans
 Communication logs
 Timely, targeted feedback from mini or informal
observations
 Student data records
 Student work
 Student formative and/or summative course
evaluations/feedback
 Minutes from PLC
 Teacher reflections and/or self-reflection
 Teacher interviews
 Teacher committee or team contributions
 Parent engagement surveys
 Records of student and/or teacher attendance
 Walk-through data
12
Student Growth
The student growth measure is comprised of two possible contributions: a state contribution and a local
contribution. The state contribution pertains only to teachers in the following content areas and grade
levels participating in state assessments:
 4th – 8th Grade
 Reading
 Math
The state contribution is reported as Median Student Growth Percentiles (MSGP).
The local contribution uses the Student Growth Goal Setting Process and applies to all teachers and other
professionals 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 4-8?
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
State Contribution – Median Student Growth Percentiles (MSGP) – (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.
13
Local Contribution – Student Growth Goals (SGG) –All teachers and Other Professionals
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 or other professional 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). SGGs should address:
Rigor-congruency to the Kentucky Core Academic Standards
Comparability- Data collected for the Student Growth Goal must use comparable criteria across similar
classrooms (classrooms that address the same standards) to determine progress toward mastery of
standards/enduring skills. Examples of similar classrooms might be 6th grade science classrooms, 3rd
grade classrooms, English 1 classrooms, band or art classes. For similar classrooms, teachers would be
expected to use common measures or rubrics to determine competency in performance at the level
intended by the standards being assessed. Although specific assessments may vary, the close alignment
to the intent of the standard is comparable.
To fulfill the criteria of measuring student growth at the local level, a protocol must be established to
ensure rigorous and comparable growth measures used for all teachers.
Required




Identify all criteria for Student Growth Goals.
All teachers and other professionals will write a Student Growth Goal based on the criteria.
Protocol for ensuring rigor
Protocol for ensuring comparability
All teachers and other professionals will write a student growth goal based on the criteria
developed in conjunction with their principal:





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.
Other Professionals and Teachers in Alternative setting will write SGG congruent with Standards
appropriate for their job setting.
14
Local District Decision


Identify any differences for:
o Other Professionals
o Alternative Settings
o Preschool
Describe an administration protocol for:
o Identifying the measures used for determining student growth.
o Ensuring expectations are rigorous and comparable using baseline data to set low,
expected and high measurable growth.
Number of Growth Goals
Differences for Other professionals,
Alternative Setting, Preschool
Process/Protocol
All teachers and other professionals will develop one (1) Student Growth
Goal

OPGES may, if applicable, develop a minimum of one SGG based
on a school need

The SGG is aligned to the job expectations of the professional

The OPGES will develop their own benchmarks for determining
goal attainment like principals do.

Goals and benchmarks measures must be approved by the
supervisor
Step 1: Determine Needs
• Context of identified class, student population
• Interval of instruction
• Identify content area enduring skills
• Sources of evidence to establish baseline data and
measure of student growth
Step 2: Create a specific learning goal
• Specify expected growth and proficiency target
• Apply SMART Goal Criteria
• Explain in rationale for goal and how targets meet rigor
expected rigor
Step 3: Peer/PLC review of learning goal
• Allow teachers to meet with their Professional Learning
Community (PLC) when developing their goals.
• Utilize the Rigor Rubric (Appendix B) when working with
their PLC to analyze and adjust the goal as dictated by the
rubric.
Step 4: Submit to Supervisor

SGG completed within the first 25% of the instructional days of the
start of school or course. (If a teacher has students for a nine weeks
course that lasts 45 days then their SGG need to be completed by
the 12th day of instruction. If a teacher has students one day a week
for 36 weeks then their goals must be completed by the 10th
instructional session of the class

Principal will approve or request revisions to SGG
Step 5: Create and Implement Teaching and Learning Strategies
• Describe personal learning needed to support students’
attainment of growth goal.
• Instructional strategies to obtain goal
Step 6: Monitor Student Progress through on-going Formative Assessment
• Plan for progress monitoring
Step 7: Determine whether students achieve goal
15
•
•
Instruments
Analyze results (summative/post assessment)
Reflection/Next Steps
In order to determine if the teacher created Student Growth Goal ensures
rigor, the district/school will utilize the Student Growth Goal rubric criteria
form Appendix B.
Teacher can use other planning tools such as the Enduring Skills Checklist,
Think Plan Guidance format for developing Student Growth Goals, and the
CASL work on Target Method match to ensure rigor.
Administration Protocol
Administrative protocol procedures will ensure rigor
and comparability by ensuring that assessments meet
the following criteria:
 Aligns with standards identified in the
student growth goal.
 Meets the expected rigor of the standards.
 Elicits evidence of the degree to which a
student can independently demonstrate the
targeted enduring skill or concept.
 Measures accurately the growth of individual
students.
 Measures what is says it measures and
provides consistent results.
 Allows high and low achieving students to
adequately demonstrate their knowledge.
 Provides access and opportunity for all
students, including students with disabilities,
ELLs, and gifted/talented students.
 Provides sufficient data to inform future
instruction.
Scoring Process
Step 1: Principal, teacher and/or PLC will meet to
review relevant sources to determine method of
measurement for baseline data and measure of
growth. Processes to be used to determine scoring of
progress toward goal may include:
 Pre and Post Assessments
 Formative Assessments
 Products of Practice
 Student Performance Events
 Writing
 Other methods/instruments as determined
by principal and teacher.
Step 2: At the end of the identified interval of
instruction (i.e. trimester, semester, year-long, etc.)
post data will be analyzed to determine SGG rating.
16
Determining Growth for a Single Student Growth Goal (SGG)
The process for determining the result of student growth (high, expected, low) requires districts to explain
how they will use rigorous and comparable (see above) goals and assessments for that rating. Districts
have several options to consider – none of which are mutually exclusive – for determining student growth.
Required


Describe the protocol or process for using multiple sources of data and evidence to determine
student growth ratings as low, expected, and high for both growth and proficiency.
Describe the protocol or process for using multiple sources of data and evidence to determine
student growth ratings as low, expected, and high for other professionals and alternative
settings.
Local District Decision


Describe the comparable process for combining the growth target and proficiency (when
applicable) for determining overall local student growth as high, expected, or low (matrix,
assigning of points, etc.)
Determine the comparable process that will be used to determine student growth if other
professionals or alternative settings do not have a growth and proficiency target.
All teachers and other professionals will utilize the following measure for rating SGGs as high, expected
or low. Other professionals and teachers in alternative settings may not have both growth and proficiency
rating, but must have one.
Proficiency Rating
Low
Expected
Criteria
Does not meet proficiency target within 10%
Meets proficiency target within a +/- 10% range of the
established proficiency target
Meeting proficiency exceeds their goal by more than
10%
High
Growth Rating
Low
Expected
High
Measures
Percentage of Students Reaching Growth
Less than 75% of students meet the growth target
75- 85% of students meet the growth target
86 -100% of students meet the growth target





Pre and Post Assessments
Formative Assessments
Products of Practice
Student Performance Events
Writing
17

Other methods/instruments as
determined by principal and teacher
Teachers will use pre/post measures to determine the
growth identified in their goal. These assessment can
be identical or comparable versions.
 The matrix below will be used to assign the overall rating of the growth goal by the
building level supervisor.
Growth Rating
Overall Student Growth Rating
High
E
H
H
Expected
E
E
E
Low
L
L
E
Low
Expected
High
Proficiency Rating
18
Determining the Overall Performance Category
Supervisors 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, district-developed rubrics (see local contribution for
student growth), and decision rules that establish a common understanding of performance thresholds
to which all educators are held.
Rating Professional Practice
The Kentucky Framework for Teaching stands as the critical rubric for providing educators and evaluators
with concrete descriptions of practice associated with specific domains. Each element describes a discrete
behavior or related set of behaviors that educators and evaluators can prioritize for evidence-gathering,
feedback, and eventually, evaluation. Supervisors organize and analyze evidence for each individual
educator based on these concrete descriptions of practice.
The process concludes with the evaluator’s analysis of evidence and the final assessment of practice in
relation to performance described under each Domain at the culmination of an educator’s cycle.
Required

Provide a summative rating for each domain based on evidence.
DOMAIN RATINGS
PROFESSIONAL PRACTICE
SOURCES OF EVIDENCE TO INFORM
PROFESSIONAL PRACTICE
DOMAIN 1: [I,D,A,E]
REQUIRED
• Observation
• Student Voice
• Professional Growth Plans
and Self Reflection
• Products of Practice
OPTIONAL
•
•

DOMAIN 2: [I,D,A,E]
PROFESSIONAL
JUDGMENT
DOMAIN 3: [I,D,A,E]
DOMAIN 4: [I,D,A,E]
Other: District-Determined – Must be
identified in the CEP
Other Teacher Evidence/Other
Professional
All ratings must be recorded in the department-approved technology platform, CIITS
19
Rating Overall Student Growth
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]
The overall Student Growth Rating is a result of a combination of professional judgment and the districtdeveloped instrument for summative student growth ratings. The designed instrument aids the
supervisor in applying professional judgment to multiple evidences of student growth over time. The
Student Growth Rating must include data from SGG and MSGP (where available), and will be considered
in a three year cycle (when available).
Required
 SGG and MSGP (when available) will be used to determine overall Student Growth Rating.
 Up to three years of student growth data (when available) will be used to determine overall Student Growth
Rating regardless of the type and length of educator plan.
The overall student growth rating will be determined by each rating receiving a numerical weighting:
LOW = 1
EXPECTED = 2
HIGH = 3
Each year’s rating (up to three years) will be combined through averaging. The average of all SGG ratings will result
in an overall student growth rating as follows:
Example:
Year #1 High =3
Year #2 Low = 1
3+1= 4 4/2 = 2
Overall SGG= Expected
RANKING
AVERAGE SCORE
Low
1.0 – 1.49
Expected
1.50-2.49
High
2.50-3
20
Local District Decision


Describe the process and/or instrument to be used to combine state contribution for teachers
that have both math and ELA MSGP.
Describe the process and/or instrument to be used to rate overall student growth as low,
expected or high. (MSGP individual years, Combined 3-year MSGP, Matrix, Average of assigned
numbers.)
In addition to a local contribution, teachers in grades 4-8 in Reading and Math will have a state
contribution for student growth expressed as a percentile. The scale for determining growth will
be provided by the Kentucky Department of Education. The overall student growth rating will be
calculated by mathematical weights of 25% state contribution and 75% local contribution. The
following matrix will be used to rate overall growth as low, expected, or high for teachers who have
a state and local growth goal.
Combined Student Growth Rating
(applies to teachers of Math/ELA grades 4-8)
Local SGG
Rating
HIGH
EXPECTED
LOW
State SGP Rating
High
Overall Student
Growth Rating
High
Expected
High
Low
Expected
High
High
Expected
Expected
Low
Expected
High
Expected
Expected
Expected
Low
Low
21
Determining the Overall Performance Category
An educator’s Overall Performance Category is determined using the following steps:


Determine the individual domain ratings through the use of sources of evidence and professional
judgment.
Apply State Decisions Rules for determining an educator’s Professional Practice rating.
CRITERIA FOR DETERMINING A TEACHER’S PROFESSIONAL
PRACTICE RATING

Use Local Student Growth Goal instrument to determine overall Student Growth Rating.

Insert district instrument to determine Overall Student Growth
Overall Decision Matrix
State and Local Combined Growth
High
Expected
Low
67% of students or higher
achieve growth goal
67% - 23% of students achieve
growth goal
22% of students or less achieve
growth goal
22
 Apply State Overall Decision Rules for determining educator’s Overall Performance Category.
Required

All summative ratings must be recorded in the department-approved technology
platform.
Required

Implement the Overall Performance Category process for determining effectiveness.
CRITERIA FOR DETERMINING A TEACHER’S OR OTHER PROFESSIONAL’S
OVERALL PERFORMANCE CATEGORY
23
Professional Growth Plan and Summative Cycle
Based on the overall Professional Practice rating and Student Growth rating, the type of Professional
Growth Plan and the length of the summative cycle is determined using the chart below.
ACCOMPLISHED EXEMPLARY
DEVELOPING
INEFFECTIVE
PROFESIONAL PRACTICE
PROFESSIONAL GROWTH PLAN AND CYCLE FOR TENURED TEACHERS AND OTHER PROFESSIONALS
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
•
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
THREE-YEAR CYCLE
SELF-DIRECTED GROWTH PLAN
•
•
•
•
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
•
•
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.
•
•
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
*Evaluations will be documented on approval forms to become part of official personnel file.
*An opportunity for written response shall be included in the official personnel record
*A copy of the evaluation is provided to the evaluatee.
24
PRINCIPAL AND ASSISTANT PRINCIPAL
PROFESSIONAL GROWTH AND EFFECTIVENESS
SYSTEM
25
Back to TOC
Model Certified Evaluation Plan 5.0
26
27
Principal Professional Growth and Effectiveness System Components
Overview and Summative Model
STUDENT GROWTH
PROFESSIONAL PRACTICE
The following graphic outlines the summative model for the Principal Professional Growth and Effectiveness
System.
SOURCES OF
EVIDENCE TO
INFORM
PROFESSIONAL
PRACTICE
STANDARD RATINGS
STANDARD 1: Instructional
Leadership
STANDARD 2: School Climate
Professional Growth
Plans and SelfReflection
Site-Visits
Val-Ed 360°
Working Conditions
Growth Goal
PROFESSIONAL
JUDGMENT
AND
Local Contribution –
Student Growth Goals
(SGGs) based on
school need
STANDARD 4: Organizational
Management
STANDARD 5:
Communication &
Community Relations
STANDARD 6: Professionalism
SOURCES OF
EVIDENCE TO
INFORM STUDENT
GROWTH
State Contribution –
ASSIST/NGL Goal
STANDARD 3: Human
Resource Management
STUDENT GROWTH
RATINGS
PERFORMANCE
TOWARD
TRAJECTORY
PROFESSIONAL
JUDGMENT
AND DISTRICTDETERMINED
RUBRICS
STATE CONTRIBUTION: High,
Expected, Low Growth
Rating
PROFESSIONAL
JUDGMENT &
STATEDETERMINED
DECISION
RULES
establishing a
common
understanding of
performance
thresholds to
which all
educators are
held
OVERALL
PERFORMANCE
CATEGORY
LOCAL CONTRIBUTION: High,
Expected, Low Growth
Rating
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.
28
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 or assistant principal’s
professional practice will be situated within one or more of the six 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 or assistant 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 schoolspecific 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
 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
29
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. Self-reflection improves
principal practice through ongoing, careful consideration of the impact of leadership practice on student growth
and achievement.
Required:


All principals will participate in self-reflection and professional growth planning each year.
All assistant principals will participate in self-reflection and professional growth planning each
year.
Local District Decision:




Explain the timeline for submission of Self-Reflection for principals/assistant principals.
Explain the timeline for submission of PGP for principals/assistant principals.
Describe how late hires will be addressed.
Describe the process the district will use to document the development, approval and
monitoring of self-reflection and the professional growth plan.
o All principals will participate in self-reflection and professional growth planning each year.
Self-reflections will be an on-going process throughout the year.
o All assistant principals will participate in self-reflection and professional g r o w t h planning
each year. Self-reflections will be an on-going process throughout the year.
30
PRINCIPAL/ASSISTANT PRINCIPAL PGP TIMELINE
By August 30
Superintendent or Designee reviews
expectations of PPGES.
Principals/Assistant Principals
complete initial Self-Reflection in
CIITS or other state approved
platform.
September 30
October/November
Mid-Year
March
February/March
May 15
Principal/Assistant Principal
collaboratively develop Student
Growth Goal, Working Conditions
Goal and Professional Growth
Goal/Plan will be submitted and
approved by Superintendent or
Designee
Superintendent or Designee Conducts
a Site Visit
Conference with principal/assistant
principal to review/reflect upon all
goals and modify any strategies as
needed.
Com pletion of TELL or VAL-ED Survey
Superintendent or Designee conducts
a Site Visit
Conference with principal/assistant
principal to review their Student
Growth Goal, Working Condition
Goal, a nd Professional Growth Goal
as well as modify any strategies.
*Additional Conferences may be held as deemed necessary to monitor PGP process.
*All dates are tentative based on the adjustment of the school calendar.
*Late hire: PGP/Self-Reflection to be completed within 30 calendar days of reporting for
employment.
*Documentation of the development, approval and monitoring of self-reflections and PGP will be
in CIITS or other state approved platform.
*Self-reflections are on-going. Principals will revisit self-reflection piece at time of Site-visits.
31
Site-Visits
Completed by supervisor of principal – formal site visits are not required for assistant principals
Site visits are a method by which the superintendent may gain insight into the principal’s practice in relation to
the standards. During a site visit, the superintendent will discuss various aspects of the job with the principal,
and will use the principal’s responses to determine issues to further explore with the faculty and staff.
Additionally, the principal may explain the successes and trials the school community has experienced in relation
to school improvement.
Required:
 Conducted at least twice each year. (Formal site-visits are not required for the assistant principal.)
Local District Decision:





Identify timeline for site-visits.
Describe conference expectations following site visits.
Describe site-visit connections to Principal Performance Standards.
Describe how late hires will be addressed.
Describe how the evidences of site-visits will be documented.
October/November
Superintendent or Designee Conducts
a Site Visit
Mid-Year
Conference with principal/assistant
principal to review/reflect upon all
goals and modify any strategies as
needed.
February/March
Superintendent or Designee conducts
a Site Visit
 Two site visits will l be required for late hires.
Site visits will be conducted twice annually after the completion of the PGP. The first will take
place prior to Jan. 1. The second will take place prior to March 30. Evidences of the site-visits will
be documented in CIITS.
The follow-up conference w i l l o c c u r t h e s a m e d a y a s t h e s i t e v i s i t w ith the
principal. The superintendent/designee will review all Principal Performance Standards and
provide written feedback about each standard.
32
Optional: The Principal may ask the Superintendent to give specific feedback about a particular
standard.
Conferencing:
At least 3 conferences will take place between Evaluator and Evaluatee throughout the year.







1. Beginning of the year conference
Purpose of the meeting
Discuss reflections of data
Discuss and come to agreement on the 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
Set tentative date for Mid-Year Review


2. Mid-Year Conference
Purpose of the meeting
Discuss first observation/site visit and provide feedback
Share progress toward Student Growth Goal
Discuss documentation of each standard. Determine if any other documentation is
needed.
Questions/Concerns/Comments
Set tentative date for End of Year Review








3. End of Year Review
End of Year Review
Purpose of the meeting
Discuss first observation/site visit and provide feedback
Share progress toward Student Growth Goal
Share progress toward Professional Growth Goal
Discuss Progress of each standard. Determine if any other documentation is needed.
Discuss overall rating based on Professional Practice and Student Growth
Questions/Concerns/Comments




33
Val-Ed 360°
Completed for principals – not completed for assistant principals
The VAL-ED 360° is an assessment that provides feedback on a principal’s learning-centered behaviors by using
input from the principal, his/her supervisor, and teachers. All teachers will participate in the Val-Ed 360°. The
results of the survey will be included as a source of data to inform each principal’s professional practice rating.
Required:

Conducted at least once every two years in the school year that TELL Kentucky is not administered.
Local District Decision:






Identify a point of contact for overseeing and administering Val-Ed 360°.
Identify the frequency of Val-Ed 360° administration.
Identify the timeline for administration of Val-Ed 360°.
Describe how Val-Ed 360° results will be used.
Identify who will have access to Val-Ed 360°.
Describe how late hires will be addressed.
Val-Ed 360°
Val-Ed survey must be completed for principals (not completed for assistant principals)
The VAL-ED 360° is an assessment that provides feedback on a principal’s !earning-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 incl uded as a source
of data to inform each principal's professional practice rating.
It will provide feedback to principals that incorporate the input of critical members of
the school 's professional community. When the principal receives the report with the
results of the assessment, he/she will analyze the report and compare his/her own
ratings on each of the core components/key processes against the ratings given by the
teachers and supervisors. In this way, the principal can get informative feedback about
the leadership behaviors in which he or she is excelling and the behaviors on which more
work is needed .
34
Required for all Knox County Principals
Conducted at least once every two years in the school year that TELL Kentucky is not administered.
Principals will refer to the crosswalk between VAL-ED Core Components and Key Processes and the
Principal Performance Standards. This will them identify the performance standards in which he/she
needs to grow and will be used as a data source in the development of the Principal Professional
Growth Plan.
Val Ed Point of Contact
Val Ed Point of Contact will be Superintendent or
designee. Each school will also select a VAL ED
Point of Contact to assist with the Val ED process.
Val Ed Role Groups
District Administrator-oversee and monitor the
implementation of the VAL-ED 360 process.
School VAL-ED Coordinator: Serves as a liaison
between district and school to train and identify how
the school will organize for the teacher survey and to
distribute teacher codes. Each school
Process will be submitted and approved at the
district level.
Superintendent: receives access code to be able to
monitor they survey process and reports.
Supervisors-district may elect up to three district
staff to complete survey for an individual
Principal. This will include the primary supervisor,
who makes final decision regarding employment and
recommendations for growth.
Principals: completes a survey specifically designed
for principals and has access to information contained
within final report.
Certified Teachers: teachers assigned to a specific
school that complete the online survey designed
specifically for teacher input.
Once every other year alternating with the TELL
Kentucky Survey
Val-Ed: October and March
TELL Survey: KDE defined widow, March typically.
The Val-Ed 360 survey results will be used by the
building level principal to develop their individual
professional growth plan. . Val-Ed results will be
available to Superintendent, District Contact and
Principal.
Schools complete the online survey designed
specifically for teacher input
There will be no Val-Ed survey conducted on a
principal who was hired after November 1.
Frequency of Val-Ed 360
Timeline
Val-Ed 360 Results
Val-Ed 360 Access
Late Hires
35
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.
Required:
 Developed following the completion of the TELL Kentucky Survey.
 Minimum of one two-year goal.
Local District Decision:





Identify the number of Working Conditions Goals that will be required.
Describe the process used to establish the Working Conditions Goal rubric.
Describe how a mid-point review will be conducted.
Identify any additional surveys or evidence that will be used to inform the Working
Conditions Goal(s).
Describe how the evidences of the Working Conditions Goal will be documented.
Principals are responsible for setting a 2-year Working Conditions Growth Goal based
on information in the most recent TELL Kentucky Survey. The principal's effort to
accomplish the Working Conditions Growth Goal is a powerful way to enhance
professional performance and, in turn, positively impact school culture and student
success.
Required:
•
Developed following the completion of the TELL Kentucky Survey.
• Minimum of one 2-year goal.
Number of Working Conditions Goals
Principals are responsible for setting one (1) 2-year
Working Conditions Goal that is based on
information in the most recent TELL Kentucky
Survey and any additional relevant data which
might include VAL-ED surveys, school level
documentation, etc. The Goal will be recorded on
the district Reflective Practice, Student Growth, TELL
KY Working Conditions Growth and Professional
Growth Planning Template in CIITS. The principal, in
collaboration with the superintendent/designee, will
review the results from the TELL Kentucky Survey.
(a) Principals will identify a TELL survey question that
indicates a need for growth and will then identify
additional TELL survey questions that may have
similar results.
36
(b) Once these are identified, the principal will
connect these questions to one or more of the
Principal Performance Standards.
Working Conditions Goals Rubric
Example: A principal has identified a WCG area and
has set a goal to increase from 20% to 50%
agreement on the identified question(s).
The rubric would be:
Exemplary: Above 60% Agreement
Accomplished: 40-60% Agreement
Developing: 20-40% Agreement
Ineffective: 20% or Below Agreement
Mid-point Review
Additional Surveys or Evidence
(c) Next, the principal will develop a Working
Conditions Growth Goal statement that will
identify a measurable target that the principal
will set and will be addressed during the next
2 school years.
(d) A rubric will be completed, by the principal
and superintendent that will set the goal
target for Accomplished. The rubric will also
establish what will constitute reaching
Exemplary, Developing and Ineffective.
(e) The final step is to complete the Action Plan
that will prioritize the steps the principal
will take to accomplish the established goal.
(f) Ongoing reflection and modification of the
strategies when needed.
The rubric will be a collaborative effort using the
categories Ineffective, Developing, Accomplished,
and Exemplary. Rating scale for the rubric will reflect
growth in + or – 10% scale.
Example:
Exemplary: Greater than 10% above goal
Accomplished- between 10% above and 10% below
goal
Developing: Between 10% and 30% below goal
Ineffective: Anything below 30% of the goal
During mid-year review, principal can choose for one
of the following:
1. Engage staff in informational conversations that
provide feedback on the progress of meeting the
WCG.
2. Conduct a sample survey using identified
questions from TELL (305) as an interim measure
of growth. Principal will use result to determine
if growth has occurred according to the WCG.
3. Use results for a variety of sources to linked to
TELL data questions that support growth
according to the WCG.
Principals can choose to complete on-line surveys
from Survey Monkey, paper/pencil surveys, etc. to
measure growth in their WCG.
Products of Practice/Other Sources of Evidence
37
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 standards.
Local District Decision:

Identify other sources of evidence that can be used to support educator practice.
Products of Products of Practice/Other Sources of Evidence
Principals/Assistant Principals may provide additional evidences to support assessment
of their own professional practice. These evidences should yield information related to
the Principal’s/assistant principal's practice within the domains.
Knox County Principals can choose from the following:

SBDM Minutes

Faculty Meeting Agendas and Minutes

Department/Grade Level Agendas and Minutes

PLC Agendas and Minutes

Leadership Team Agendas and Minutes

Instructional Round/Walk-through documentation

Budgets

BILA/Professional Learning experience documentation

Surveys

Professional Organization memberships

Parent/Community engagement surveys

Parent/Community engagement events documentation

School schedules

Other
38
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 longterm trajectory target. New goals are identified each year based on the ASSIST goals. The goal should be
customized for the school year with the intent of helping improve student achievement and reaching the
long term goals through on-going improvement.
Required:



Selection based on ASSIST/NGL trajectory.
Based on Gap population unless local goal is based on Gap population.
If the school does not receive state level data, the principal will construct two local student
growth goals.
Local District Decision:


Describe process for determining interim trajectory goals.
Describe process for determining high, expected, low growth.
State Contribution:
The State Contribution is derived from Growth Goals developed around one of the interim
targets housed in ASSIST. The Kentucky Board of Education has established that each school,
based on the grade-levels served, must address particular student growth goals and
objectives; for all four levels- elementary, middle, and high schools-those goals/objectives
are:

Decreasing achievement gaps between disaggregated groups of students
 Increasing the average combined reading and math K-PREP
scores
Middle and High Schools must also address:
39
 Increasing the percentage of College and Career Ready students
 Increasing the average percentage of freshman graduation
Principals will find these ASSIST goals and objectives in their School Report Card.
Principal will select one (1) of the grade-level interim goals to use as the State
contribution of their Student Growth Goal. The goal statements are already set by KDE
with a 2017 trajectory.
The principal will then collaborate with the superintendent to determine what percentage
of the overall trajectory will be targeted for student growth during the CURRENT school
year. For example, of the original goal and trajectory is to decrease the achievement gap
from a 2012 percentage of 45 to 15 percent by 2017, the principal and superintendent may
decide to simply divide the 30 percent difference evenly and set an objective of decreasing
the achievement gap in the current school year by 6 percent. Or, the decision might be
made to be more aggressive initially and set the objective percentage at 10 percent.
The principal and superintendent must then agree to the specific strategies the principal
will implement to reach the objective percentage. It is critical to remember that these are
strategies which the PRINCIPAL HIMSELF/HERSELF w i l l implement-not statements of
what teachers or others will do. Those strategies have already been addressed in the
original CSIP document.
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.
Local District Decision:



Identify the number of local goals for principal
Describe process to develop local goals.
Describe process for determining high, expected, low growth.
o Describe process for determining high, expected, low growth if multiple local
student growth goals are required.
40
Each principal will be required to develop one (1) Local Growth Goal. The Local Growth Goal
Process includes:
•
•
•
•
•
Determining Needs (Based on Data)
Creating specific growth goals based on baseline data
Creating and implementing leadership and management strategies
Monitoring progress through on-going data collection
Determining goal attainment
GAP GOAL RUBRIC
(Can be used for State and/or Local Goal)
LOW
EXPECTED
HIGH
No forward progress or progress
Meets goal or forward progress
Exceeds Goal
declines
toward Goal
LOW
No forward progress or progress
declines
NON-GAP GOAL RUBRIC
EXPECTED
Meets goal or forward progress
toward goal;
And/or
Classification as a proficient or
Distinguished School
HIGH
Exceeds Achievement Goal;
And/or
Categorized as a School of
Distinction
41
Determining the Overall Performance Category
Superintendents are responsible for determining an Overall Performance Category for each principal at
the conclusion of their summative evaluation year. The Overall Performance Category is informed by the
principal’s ratings on professional practice and student growth.
Rating Overall Professional Practice
Required:
 Use decision rules to determine an overall rating.
 Record ratings in the department-approved technology platform.
Local District Decision:

Describe timelines for rating professional practice.
The Superintendent will adhere to timeline in the PPGES Timeline. Rating will be placed in CIITS following
state requirements by May 15th.
PROFESSIONAL PRACTICE
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
STANDARD 2: [I,D,A,E]
PROFESSIONAL
JUDGMENT
STANDARD 3: [I,D,A,E]
STANDARD 5: [I,D,A,E]
STANDARD 4: [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, as well as student growth. Using the sources of
evidence for principals/assistant principals, evaluators will use professional judgment to
determine a rating for each standard. Next, the evaluator will use the following decision rules for
determining the Professional Practice Category:
42
Determining Professional Practice

Apply the State Decision Rules for determining an Overall Professional Practice Rating.
43
Rating Overall Student Growth
Overall Student Growth Rating results from a combination of professional judgment and the districtdeveloped instrument. The instrument is designed to aid the evaluator in applying professional judgment
to multiple evidences of student growth over time. Student growth ratings must include data from both
the local and state contributions.
Required:



Determine the rating using both state and local growth.
Determine the rating using multiple years of data up to 3 years (when available).
Record ratings in the department-approved technology platform.
Local District Decision:

Describe the process used to rate student growth including both state and local
contributions.
The state and local goal will be given a numerical weighting.
Low =1
Expected=2
High =3
Determination of a single yearly combined goal rating will be a simple average of
the two goals. When a principal has established three years of trend data for SGG
the principal will have a ranking based on an average of the three year score. The
total rankings will be averaged from the previous three years (if available) and
applied to the following scale and recorded in CIITS as required by the state.
RANKING
AVERAGE SCORE
Low
1.0 – 1.49
Expected
1.50-2.49
High
2.50-3
44
STUDENT GROWTH
SOURCES OF EVIDENCE TO
INFORM STUDENT GROWTH
STATE

ASSIST/NGL Goal
LOCAL
• Based on school need
STUDENT GROWTH RATING
PROFESSIONAL
JUDGMENT
AND DISTRICTDETERMINED
RUBRICS
STUDENT GROWTH [H,E,L]
Districts will determine the process for determining the rating for High, Expected, and Low
growth. Supervisors will use a Local Student Growth Goal instrument to determine overall
Student Growth Rating.
LOCAL SGG RATING
High
Expected
Low
2 years of data
Current Year
Prior Year
3 years of data
Current Year
Prior Year
Prior Year
PRINCIPAL COMBINED STUDENT GROW RATING
STATE ASSIST/NGL GOAL RATING
OVERALL STUDENT GROWTH
RATING
High
High
Expected
High
Low
Expected
High
High
Expected
Expected
Low
Expected
High
Expected
Expected
Expected
Low
Low
Weight
50%
50%
Weight
50%
25%
25%
45
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.

Apply State Overall Decision Rules for determining a principal’s/assistant principal’s Overall
Performance Category.
Required

All summative ratings must be recorded in the department-approved technology
platform.
CRITERIA FOR DETERMINING A PRINCIPAL’S OVERALL PERFORMANCE
CATEGORY
46
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.
*Administraotrs receive summative evaluations annually.
47
Other District Certified Personnel
The current evaluation standards and procedures for “Other District Certified Personnel” will remain in effect
during the 2015-16 school year.
Evaluation of Central Office Based Certified Staff
The immediate supervisor will communicate individually with the staff member(s) he/she is
responsible for evaluating to schedule specific days and times for formal observations/evaluations.
Central Office staff will complete and submit to his/her immediate supervisor a Professional Growth
Plan for the purpose of identifying professional improvement goals and formulating a plan for
becoming more proficient as an educational administrator. The individualized plan will include
identified growth standard(s) and stage(s), procedures/activities and expected impact on student
learning. The growth plan must be aligned with specific goals and objectives of the district's
comprehensive improvement plan and professional development plan.
All administrators receive a summative evaluation annually. The evaluator will gather data by formal
and informal observations of administrators in all areas of professional responsibility. (Refer to
Evaluation Standards and Performance Criteria for Educational Administrators) Documented data
will become part of the staff member’s file only after the data has been shared with the individual.
After a scheduled conference, data documented on the Formative/Summative Instrument will be
shared with the evaluator within one (1) workweek. The staff member will sign and date the
Observation Record Form, indicating that the observation data was discussed, and the staff member
was informed if district expectations are not being met on any criteria.
704 KAR 3:345- When observations is unsatisfactory multiple observations shall be conducted.
By April 15 of each year, the evaluator will complete the Summative Evaluation Form for Education
Administrators using the data entered on the Formative/Summative Instrument as a basis for final
evaluation. A summative conference will be scheduled and the assessment of performance shared
with the staff member. The administrator will have the opportunity to make comments in writing
concerning the evaluation. The Summative Evaluation Form will be signed and dated to indicate that
the contents of the form have been discussed and that the staff member has received a copy. The
original copy will become a part of the administrator’s personnel file.
Corrective action plans will be formulated by the staff member and the evaluator if the staff
member receives “does not meet” rating(s) on the Summative Evaluation Form or when an
immediate change is required in behavior or practice.
48
KNOX COUNTY SCHOOLS
Individual Growth Plan
for
Administrators
Name ___________________________________________
Employee Work Station(s)
Date ______________
_______________________________________________
SUMMARY OF NEEDS ASSESSMENT FINDINGS:
Required:
District/School Improvement Plan Alignment
(Cite Component/Goal):
___________________________________________________
Recommended:
Formative Evaluation
_____________________________________________________
Self Reflection
_____________________________________________________
Student Performance
_____________________________________________________
Other
_____________________________________________________
GROWTH AREAS
Indicate present growth stage for each standard to be addressed.
O= Orientation/Awareness
I=Implementation/Management
P= Preparation/Application
R=Refinement/Impact
49
Standards:
___ #1 Vision
___ #2 School Culture & Learning
___#3 Management
___#4 Collaboration
___#5 Integrity, Fairness, Ethics
___#6 Political, Economic, Legal
___#7 Technology
___#8 Other Job Duties (see 8.1)
PROCEDURES AND ACTIVITIES
___ Dist., State, Nat’l Workshop/ Conference
___ Collaborate w/or observe colleague
___ Graduate Course
___ Book Study
___ On-line training
___ Other (Describe)
Expected Impact on Student Learning:
Individual Growth Plan Developed
DESCRIPTION (WITH COMPLETION DATE)
Revised;
Achieved;
Annual Review Achieved
______________________________________________
______________________________________________
Employee Signature
Employee Signature
Date
Date
______________________________________________
______________________________________________
Supervisor’s Signature
Supervisor’s Signature
Date
Date
If necessary, use the back of this page for comments. Annual Review
Required KNOX COUNTY SCHOOLS PRE-OBSERVATION FORM
(Education Administrators and Certified Staff)
50
(To be completed by the administrator (observee) and observer before the observation visit.)
________________________________________Admi
nistrator (Observee)
________________________________________
Observer
Position
________________________________________Work
Site
________________________________________
Date
Time
(To be completed by administrator (observee) and provided to the observer before the observation.)
Activity(ies) to be Observed:
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________
Product(s) to be Critiqued:
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________
Special/unique situations or circumstances of which observer should be aware:
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________
Other Comments/Concerns:
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________
Professional Growth (Area(s) of Concentration)
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________
51
____________________________
Observee’s Signature
_________D
ate
_________________________
Observer’s Signature
________
Date
52
53
KNOX COUNTY SCHOOLS
OBSERVATION RECORD –
ADMINSTRATOR
TEACHER
NOTE TO USERS: This form may be used for scripting/observation during ongoing formative process.
Date
Time
Time Span
Observation Notes:
Suggestions/ Recommendations/Comments:
54
_______________________________
Evaluatee’s Signature
________
Date
__________________________________
Evaluator’s Signature
________
Date
55
KNOX COUNTY SCHOOLS
Formative/Summative Instrument
(EDUCATION ADMINSTRATORS)
This form is to be used in the following ways: Please indicate how form is being used.
___ By the evaluator and evaluate prior to developing the professional growth plan.
___ Formal Observation
___ As a summary of data collected such as observations, professional development activities, products, work
samples, reports, & performances of job duties as indicated in the job description.
Observee:
____________________
Position:
___________________________________________
Observer:
____________________
Position:
___________________________________________
Date of Conference:
Time:
_________________
_________________________
Activity Observed:
____________________________
Product Critiqued:
________________________________
The following performance evaluation standards and performance criteria are developed from the Interstate
School Leaders Licensure Consortium (ISLLC) Standards for School Leaders that were adopted by the Education
Professional Standards Board as part of the procedures for obtaining administrative certification in Kentucky.
STANDARD 1: Vision
A school administrator is an educational leader who promotes the success of all students by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared and
supported by the school community.
___ Meets Standard
___ Improvement Needed
___ Does Not Meet Standard
___ Exceeds Standard
56
1:Vision-The education administrator facilitates
processes and engages in activities ensuring
_
that:
1.1
The vision and mission of the school are effectively
communicated to staff, parents, students, and
community. (SI 4.1i)
1.9
An implementation plan is developed in which
objectives and strategies to achieve the vision and
goals are clearly articulated. (SI 9.6a)
1.2
The vision and mission are communicated through
the use of symbols, ceremonies, stories, and similar
activities. (SI 4.1i)
1.10
Assessment data related to student learning are
used to develop the school vision and goals. (SI 7.1d,
9.2a)
1.3
The core beliefs of the school vision are modeled for
all stakeholders. (SI 7.1k)
1.11
Relevant demographic data pertaining to students
and their families are used on developing the school
mission and goals (SI 7.1d)
1.4
The vision is developed with and among
stakeholders. (SI 7,1a, 9.1 a)
1.12
Barriers to achieving the vision are identified,
clarified, and addressed. (SI 7.1g)
1.5
The contributors of school community members to
the realization of the vision are recognized and
celebrated. (SI 4.1j)
1.13
Needed resources are sought and obtained to
support the implementation of the school mission
and goals. (SI 7.1h, 8.2c)
1.6
Progress toward the vision and mission is
communicated to all stakeholders. (SI 4.1i)
1.14
Existing resources are used in support of school
vision and goals. (SI7.1g, 8.1a)
1.7
The school community is involved in school
improvement efforts. (SI 7.1a)
1.15
The vision, mission, and implementation plans are
regularly monitored, evaluated and revised. (SI 7.1g,
9.5c, 9.6a, 9.6b, 9.6c)
1.8
The vision shapes the educational programs, plans,
and actions. (SI 7.1k, 9.5d)
57
Explanation (Strengths/Opportunities):
Consideration for Professional Growth Plan (Standard 1):
58
STANDARD 2: School Culture and Learning
A school administrator is an educational leader who promotes the success of all students by advocating,
nurturing, and sustaining a school culture and instructional program conducive to student learning and staff
professional growth.
___ Meets Standard
___ Needs Improvement
___ Does Not Meet Standard
___ Exceeds Standard
Performances-The administrator facilitates processes and engages in activities ensuring that:
2.1
All individuals are treated with fairness, dignity, and
respect (SI 4.1k)
2.11
Multiple opportunities to learn are available to all
students (SI 4.1k)
2.2
Professional development promotes a focus on
student learning consistent with the school vision
and goals (SI 6.1c, 6.1d)
2.12
The school is organized and aligned for success
2.3
Students and staff feel valued and important (SI
4.1j)
2.13
Curricular, co-curricular, and extra-curricular
programs are designed, implemented, evaluated,
and refined (SI 1.1f)
2.4
The responsibilities and contributions of each
individual are acknowledged
2.14
Curriculum decisions are based on research,
expertise of teachers, and the recommendations of
learned societies (SI 1.1a, 1.1f, 4.1d)
2.5
Barriers to student learning are identified, clarified,
and addressed (SI 4.1k)
2.15
The school culture and climate are assessed on a
regular basis (SI 9.2a)
2.6
Diversity is considered in developing learning
experiences
2.16
A variety of sources of information is used to make
decisions (SI 7.1b)
2.7
Life long learning is encouraged and modeled
2.17
Student learning is assessed using a variety of
techniques (SI 2.1e)
2.8
There is a culture of high expectations for self,
student, and staff performance (SI 4.1b, 4.1c)
2.18
Multiple sources of information regarding
performance are used by staff and students (SI
9.3b)
2.9
Technologies are used in teaching and learning
2.19
A variety of supervisory and evaluation models is
employed (SI 7.1k)
(SI 4.1f)
59
2.10
Student and staff accomplishments are recognized
and celebrated (SI 4.1j)
2.20
Pupil personnel programs are developed to meet
the needs of students and their families
(SI 5.1a, 5.1b, 5.1d)
60
Explanation (Strengths/Opportunities):
Consideration for Professional Growth Plan (Standard 2):
61
STANDARD 3: Management
A school administrator is an educational leader who promotes the success of all students by ensuring
management of the organization, operations, and resources for a safe, efficient, and effective learning
environment.
Performances-The administrator facilities processes and engages in activities ensuring that:
___ Meets Standard
___ Needs Improvement
___ Does Not Meet Standard
___ Exceeds Standard
Knowledge of learning, teaching, and student
development is used to inform management
decisions (SI 7.1b, 7.1k)
3.13
Stakeholders are involved in decisions affecting
schools (SI 9.1a)
3.2
Operational procedures are designed and managed
to maximize opportunities for successful learning
3.14
Responsibility is shared to maximize ownership and
accountability
3.3
Emerging trends are recognized, studied, and
applied as appropriate (SI 7.1e, 9.3a)
3.15
Effective problem-framing and problem-solving
skills are used
3.4
Operational plans and procedures to achieve the
vision and goals of the school are in place
3.16
Effective conflict resolution skills are used
3.5
Collective bargaining and other contractual
agreements related to the school are effectively
managed
3.17
Effective group-process and consensus-building
skills are used
3.6
The school plant, equipment, and support systems
operate safely, efficiently, and effectively
3.18
Effective communication skills are used (SI4.1i)
(SI 7.1g, 7.1h)
3.7
Time is managed to maximize attainment of
organizational goals (SI 7.1i)
3.19
There is effective use of technology to manage
school operations
3.8
Potential problems and opportunities are identified
3.20
Fiscal resources of the school are managed
responsibly, efficiently, and effectively
(SI 7.1g, 8.2c)
62
3.9
Problems are confronted and resolved in a timely
manner
3.21
A safe, clean, and aesthetically pleasing school
environment is created and maintained
(SI 7.1g, 7.1h)
3.10
Financial, human, and material resources are
aligned to the goals of schools (SI 8.1a)
3.22
Human resource functions support the attainment
of school goals
3.11
The school acts entrepreneurially to support
continuous improvement
3.23
Confidentiality and privacy of school records are
maintained (SI 5.1e
3.12
Organizational systems are regularly monitored and
modified as needed
Explanation (Strengths/Opportunities):
Consideration for Professional Growth Plan (Standard 3):
63
STANDARD 4: Collaboration
A school administrator is an educational leader who promotes the success of all students by collaborating with
families and community members, responding to diverse community interests and needs, and mobilizing
community resources.
Performances-The administrator facilities processes and engages in activities ensuring that:
___ Meets Standard
___ Needs Improvement
___ Does Not Meet Standard
___ Exceeds Standard
4.1
High visibility, active involvement, and
communication with the larger community is a
priority (SI 4.1i, 4.1j, 5.1a)
4.9
Community youth family services are integrated
with school programs (SI 5.1b, 5.1c, 5.1d)
4.2
Relationships with community leaders are identified
and nurtured (SI 4.1i, 5.1a)
4.10
Community stakeholders are treated equitably
Information about family and community concerns,
expectations, and needs is used regularly
4.11
4.3
(SI 4.1k, 5.1a, 9.1a)
Diversity is recognized and valued
(SI 3.1c, 4.1f, 4.1k, 5.1c, 8.1b)
(SI 4.1i, 5.1a, 5.1d)
4.4
There is outreach to different business, religious,
political, and service agencies and organizations
4.12
(SI 4.1i, 5.1a, 5.1e, 8.1a, 8.2c)
Effective media relations are developed and
maintained
(SI 4.1i, 4.1j)
4.5
Credence is given to individuals and groups whose
values and opinions may conflict (SI 4.1k)
4.13
A comprehensive program of community relations is
established (SI 4.1i, 5.1a)
4.6
The school and community serve one another as
resources (SI 1.1e, 5.1a, 8.1a)
4.14
Public resources and funds are used appropriately
and wisely (SI 5.1c, 7.1g, 8.1a, 8.2d)
4.7
Available community resources are secured to help
the school solve problems and achieve goals
4.15
Community collaboration is modeled for staff
(SI 4.1i, 5.1a)
(SI 1.1e, 5.1c)
4.8
Partnerships are established with area businesses,
institutions of higher education, and community
groups to strengthen programs and support school
goals (SI 1.1e, 5.1a, 8.1a)
4.16
Opportunities for staff to develop collaborative skills
are provided (SI 4.1b, 7.1f, 8.1a, 8.1e)
64
Explanation (Strengths/Opportunities):
Consideration for Professional Growth Plan (Standard 4):
65
STANDARD 5: Integrity, Fairness, Ethics
A school administrator is an educational leader who promotes the success of all students by acting with
integrity, fairness, and in an ethical manner
Performances-The administrator facilities processes and engages in activities ensuring that:
___ Meets Standard
___ Needs Improvement
___ Does Not Meet Standard
___ Exceeds Standard
5.1
Examines personal and professional values (SI 7.1c,
7.1k)
5.9
Protects the rights and confidentiality of students
and staff (SI 7.1h)
5.2
Adheres to the Professional Code of Ethics for
Kentucky. (SI 7.1c) Evaluation Plan pages 3-4
5.10
Demonstrates appreciation for and sensitivity to the
diversity in the school community (SI 4.1f, 4.1k)
5.3
Demonstrates values, beliefs, and attitudes that
inspire others to higher levels of performance (SI
4.1b)
5.11
Recognizes and respects the legitimate authority of
others
5.4
Serves as a role model (SI 7.1k)
5.12
Examines and considers the prevailing values of the
diverse school community (SI 4.1k, 9.1a)
5.5
Accepts responsibility for school operations
5.13
Expects that others in the school community will
demonstrate integrity and exercise ethical behavior
(SI 7.1a, 7.1e, 7.1g, 7.1h)
(SI 7.1g)
5.6
Considers the impact of one's administrative
practices on others
5.14
Opens the school to public scrutiny
5.7
Uses the influence of the office to enhance the
educational program rather than for personal gain
5.15
Fulfills legal and contractual obligations
5.16
Applies laws and procedures fairly, wisely, and
considerately
(SI 7.1a)
5.8
Treats people fairly, equitably, and with dignity and
respect
66
Explanation (Strengths/Opportunities):
67
Consideration for Professional Growth Plan (Standard 5):
68
STANDARD 6: Political, Economic, Legal
A school administrator is an education leader who promotes the success of all students by understanding,
responding to, and influencing the larger political, social, economic, legal, and cultural context.
Performances-The administrator facilities processes and engages in activities ensuring that:
___ Meets Standard
___ Needs Improvement
___ Does Not Meet Standard
___ Exceeds Standard
6.1
The environment in which schools operate is
influenced on behalf of students and their families
6.4
The school community works within the framework
of policies, laws, and regulations enacted by local,
state, and federal authorities (SI 7.1i, 8.2d)
6.5
Public policy is shaped to provide quality education
for students (SI 7.1i)
6.6
Lines of communication are developed with decision
makers outside the school community (SI 8.2c)
(SI 9.1a)
6.2
Communications occurs among the school
community concerning trends, issues, and potential
changes in the environment in which schools operate
(SI 4.1i)
6.3
There is ongoing dialogue with representatives of
diverse community groups (SI 4.1k)
69
Explanation (Strengths/Opportunities):
70
Consideration for Professional Growth Plan (Standard 6):
71
STANDARD 7: Technology
A school administrator uses technology to support the school's instructional program; access and manipulate
data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and
the community; and conduct research/solve problems.
Performances-The administrator facilities processes and engages in activities ensuring that:
___ Meets Standard
___ Needs Improvement
___ Does Not Meet Standard
___ Exceeds Standard
7.1
Operates a multimedia computer and peripherals to
use a variety of software (Office'97, Excel, e-mail,
internet)
7.5
Facilitates the lifelong learning of self and others
through the use of technology (e.g., professional
growth plans, training provisions, attendance at
technology training) (SI 6.1a, 6.1e, 7.1c)
7.2
Uses the computer to do word processing, create
spreadsheets, access electronic mail and the
internet, and use other emerging technologies to
enhance professional productivity and support
instruction (e.g., newsletters, data analysis, budgets,
templates for performance evaluation
documentation and professional growth (SI 6.1e,
7.1k)
7.6
Demonstrates knowledge of the use of technology
in business, industry, and society (e.g., Power Point
presentations, budget spreadsheets, use of e-mail)
7.3
Uses terminology related to computers and
technology appropriately in written and verbal
communication (e.g., SBDM minutes, newsletters, email responses)
7.7
Ensures appropriate research-based instructional
practices related to the integration of technology
are included in the school's instructional program
(e.g., classroom observations, walk-throughs,
professional growth plans) (SI 3.1e)
7.4
Follows Board policy, laws and regulations in the use
of computers and technology in both professional
and personal activities
7.8
Obtains, promotes, and supports technology
resources to develop technology skills of students
and staff (SI 3.1e, 3.1f, 4.1i, 5.1c)
72
Explanation (Strengths/Opportunities):
Consideration for Professional Growth Plan (Standard 7):
73
STANDARD 8:
Performances-The administrator facilities processes and engages in activities ensuring that:
___ Meets Standard
___ Needs Improvement
___ Does Not Meet Standard
___ Exceeds Standard
8.1
The employee performs any other duties listed in
the job description that are not reflected in the
above standards.
Explanation (Strengths/Opportunities):
Consideration for Professional Growth Plan (Standard 8):
74
75
KNOX COUNTY SCHOOLS
SUMMATIVE EVALUATION FOR ADMINISTRATORS
(This summarizes all of the evaluation data including formative data, products and performances, portfolio materials, professional development
activities, conferences, work samples, reports developed, and other documentation.) The immediate supervisor is designated as the primary
evaluator.
Evaluatee
_________________________________________________
Position
____________________
Evaluator
_________________________________________________
Position
____________________
School/Work Site
____________________________________________________________________________
Date(s) of Observation(s)
_____________________________________________________________________
Date(s) of Conferences
____________________________________________________________________
Administrator Standards:
Ratings:
Meets
Improvement
Needed
Standard
1.
Vision
2.
School Culture and Learning
3.
Management
4.
Collaboration
5.
Integrity, Fairness, Ethics
6.
Political, Economic, Legal
7.
Technology
8.
Employee performs any other duties listed in the job
description that are not reflected in the above standards.
Does not
meet
standard
Exceeds
Standard
Overall Rating
Individual professional growth plan reflects a desire/need to acquire further knowledge/skills in the standard number(s)
checked below:
1. ____
2. ____
3. ____
4. ____
5. ____
6. ____
7. _____
8. _____
76
Evaluatee’s Comments:
Evaluator’s Comments:
To be signed after all information above has been completed:
Evaluatee: ______ Agree with this summative evaluation
_____ Disagree with this summative evaluation
___________________________________________________
Evaluatee Signature
Date
_______________________________________
Evaluator Signature
Date
(Immediate Supervisor)
Employment Recommendation to Central Office:
______ Meets administrator standards for re-employment______ Does not meet administrator standards for re-employment
Any rating in the “Not Satisfactory” column requires the development of an Individual Corrective Action Plan.
Certified employees must make their appeals to this summative evaluation within the time frames,
mandated in 704KAR3:345 sections 7,8,9 and the local district plan. A copy of the Summative Evaluation
has been given to the Evaluatee 704KAR5:3454(2)(m)
77
Appeals
Required

Districts shall have an appeals process established.
According to 156.557 Section 9,
Section 9. (1) A certified employee who feels that the local district is not properly implementing the
evaluation plan according to the way it was approved by the Kentucky Department of Education shall have the
opportunity to appeal to the Kentucky Board of Education.
(2) The appeal procedures shall be as follows:
(a) The Kentucky Board of Education shall appoint a committee of three (3) state board members to serve
on the State Evaluation Appeals Panel. Its jurisdiction shall be limited to procedural matters already addressed
by the local appeals panel required by KRS 156.557(5). The panel shall not have jurisdiction relative to a
complaint involving the professional judgmental conclusion of an evaluation, and the panel's review shall be
limited to the record of proceedings at the local district level.
(b) No later than thirty (30) days after the final action or decision at the local district level, the certified
employee may submit a written request to the chief state school officer for a review before the State
Evaluation Appeals Panel. An appeal not filed in a timely manner shall not be considered. A specific description
of the complaint and grounds for appeal shall be submitted with this request.
(c) A brief, written statement, and other document which a party wants considered by the State Evaluation
Appeals Panel shall be filed with the panel and served on the opposing party at least twenty (20) days prior to
the scheduled review.
(d) A decision of the appeals panel shall be rendered within fifteen (15) working days after the review.
(e) A determination of noncompliance shall render the evaluation void, and the employee shall have the
right to be reevaluated. (11 Ky.R. 1107; Am. 1268; eff. 3-12-85; 12 Ky.R. 1638; 1837; eff. 6-10-86; 15 Ky.R.
1561; 1849; eff. 3-23-89; 17 Ky.R. 116; eff. 9-13-90; 19 Ky.R. 515; 947; 1081; eff. 11-9-92; 20 Ky.R. 845; eff. 126-93; 23 Ky.R. 2277; 2732; eff. 1-9-97; 27 Ky.R. 1874; 2778; eff. 4-9-2001.)
NOTICE:
This Local Evaluation Appeals Procedure is merely a sample that districts may consider as they
develop their own PGES system plan. Districts are responsible for developing procedures for a local evaluation
appeals panel that are consistent with the requirements of KRS 156.557 and 704 KAR 3:370. Districts are
advised to review the requirements of KRS 156.557 and 704 KAR 3:370 as they develop procedures for
evaluation appeals. KDE reserves the right to revise or amend this sample Local Evaluation Appeals Procedure
at any time.
Appeals/Hearings
All certified employees shall have the right to appeal a summative evaluation to the Local Evaluation Appeals
Panel (“LEAP”).
78
Formation of LEAP
A LEAP shall be established in accordance with KRS Chapter 156 and 704 KAR 3:345. The responsibility of the
LEAP is to review and/or hear appeals from certified employees in reference to employees’ summative
evaluations. Two (2) members of the LEAP shall be elected by the certified employees of the District. One (1)
member shall be appointed by the Board, and that person shall be a certified employee of the District. The
Superintendent shall appoint one (1) of the three (3) members as LEAP Chairperson. Alternate membership to
the LEAP shall be elected and appointed as stated above. LEAP elections and appointments will be held before
September 15 of each school year. The names and positions of members, alternates, and chairperson shall be
posted in each school and on file at the Central Office.
An alternate will serve on the LEAP under the following circumstances:
1. A member of the LEAP wishes to make an appeal;
2. Illness or circumstances beyond a member’s control prevents attendance;
3. A relative of a panel member is appealing; or
4. A member has been prejudiced in the appeal being considered.
Appeals Procedure
All certified school personnel shall receive written notice of their right to appeal, including applicable
deadlines and the right to request a hearing, at the time summative evaluation results are provided to the
certified school personnel.
1. Certified personnel shall have the right to appeal within twenty (20) working days after
receiving a summative evaluation. The LEAP will have no jurisdiction unless an appeal is filed
with the LEAP. Appeals must be submitted in writing to the Superintendent.
2. Certified personnel shall submit their written appeals to the Superintendent using the
Certified Evaluation Appeals Form. As directed by the Certified Evaluation Appeals Form,
Certified school personnel shall specifically indicate whether or not a hearing is requested. If
a hearing is not requested by the certified personnel, the LEAP will decide the matter on
written documents submitted by the evaluatee and evaluator.
3. Upon receipt of an appeal from a certified personnel, the Superintendent shall notify the
LEAP. The Certified Evaluation Appeals Form, along with any accompanying documentation,
will be reviewed by the LEAP within ten (10) working days of receipt by the Superintendent.
At the time the LEAP conducts its initial review within ten (10) working days of receipt by the
Superintendent, the LEAP shall do the following:

If a hearing is requested, the LEAP shall set a hearing date not to exceed fortyfive (45) calendar days from the date the appeal was received by the
Superintendent and notify all parties in writing of the hearing date.
79

The LEAP shall send written notification to all parties regarding the appeal
procedure, including all applicable submission deadlines.

If a hearing is requested, the LEAP shall send written notification of the hearing
procedures, including all applicable submission deadlines and the right to have a
chosen representative present at the hearing.

The LEAP shall advise in writing the evaluatee and the evaluator to submit a
copy of all documentation that concerns the summative evaluation.

If a hearing is requested, the LEAP shall advise in writing the evaluatee and the
evaluator to submit lists of persons who may be called as witnesses at a hearing.
4. If a hearing is requested, all documentation, including a list of witnesses, must be submitted
to the LEAP Chairperson no later than five (5) working days prior to the scheduled hearing.
Copies of all documentation, including a list of witnesses, must also be made available to all
parties to the appeal no later than five (5) working days prior to any scheduled hearing.
Hearing
1. Any hearing will be held within forty-five (45) calendar days from receipt of appeal by the
Superintendent.
2. The evaluatee and evaluator have the right to have a chosen representative, including an
attorney, present at the hearing.
3. The hearing will adhere to the following format:

Reading of the written appeal by the LEAP Chairperson.

Questioning of the evaluatee and/or evaluator by the panel.

Presentation of relevant evidence and witnesses by the evaluatee in support of the
appeal.

Presentation of relevant evidence and witnesses by the evaluator in support of the
summative evaluation.

Follow-up questioning by panel of any witnesses, evaluatee, and/or evaluator.

Dismissal of hearing.
4. No party shall be allowed to present any documentation that has not been submitted to the
LEAP Chairperson and made available to the other parties at least five (5) working days prior
to the hearing. Nor shall the parties call any witnesses whose names were not submitted to
the LEAP Chairperson and made available to all other parties at least five (5) working days
prior to the hearing.
80
5. At any time, either the appellant or the evaluator may concede in writing to the LEAP
Chairperson, and the LEAP process will be terminated.
6. Based on the issues identified in the certified personnel’s appeal documentation and
presented during the hearing, the LEAP shall determine whether the employee has
demonstrated that a procedural violation has occurred under the District’s evaluation plan
and whether the summative evaluation is supported by the evidence. The LEAP may decide
to:

Rule in favor of the appellant, either in whole or in part;

Uphold the evaluation; or

Call for a second evaluation by a trained evaluator.
7. The Superintendent must take appropriate action consistent with the Appeal Panel’s decision.
8. The decision of the LEAP shall be given in writing to both the appellant and the evaluator
within thirty (30) working days of the hearing date. The decision of the LEAP shall include
written notification of the right to appeal to the State Evaluation Appeals Panel pursuant to
KRS Chapter 156 and 704 KAR 3:345, including the applicable timeline for such an appeal.
9. The Appeal Panel’s decision and the original summative evaluation form shall be placed in the
employee’s evaluation file. In the case of a new evaluation, both evaluations shall be included
in the employee’s personnel file.
Appeal Without A Hearing
1. If a hearing is not requested by the certified personnel on the Certified Evaluation Appeals
Form, the LEAP will decide the matter based on written documents submitted by the
evaluatee and evaluator.
2. At any time, either the appellant or the evaluator may concede in writing to the LEAP
Chairperson, and the LEAP process will be terminated.
3. Based on the issues identified in the certified personnel’s appeal documentation the LEAP
shall determine whether the employee has demonstrated that a procedural violation has
occurred under the District’s evaluation plan and whether the summative evaluation is
supported by the evidence. The LEAP may decide to:

Rule in favor of the appellant, either in whole or in part;
81

Uphold the evaluation; or

Call for a second evaluation by a trained evaluator.
4. The Superintendent must take appropriate action consistent with the Appeal Panel’s decision.
5. The decision of the LEAP shall be given in writing to both the appellant and the evaluator
within forty-five (45) working days from receipt of appeal by the Superintendent. The
decision of the LEAP shall include written notification of the right to appeal to the State
Evaluation Appeals Panel pursuant to KRS Chapter 156 and 704 KAR 3:345, including the
applicable timeline for such an appeal.
The Appeal Panel’s decision and the original summative evaluation form shall be placed in the employee’s
evaluation file. In the case of a new evaluation, both evaluations shall be included in the employee’s personnel
file.
82
EVALUATION APPEAL FORM
Certified Personnel (3.18 AP .21)
INSTRUCTIONS
This form is to be used by certified employees who wish to appeal their performance evaluations to the Appeal
Panel.
Employee 's Name__________________________________________________________________________
Home Address_____________________________________________________________________________
Job Title
Building
Grade or Department
What specifically do you object to or why do you feel you were not fairly evaluated?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
If additional space is needed, attach extra sheet.
Date you received the summative evaluation_________________________________________________________
Name of Evaluator____________________________________________ Date_____________________________
I hereby give my consent for my evaluation records to be presented to the members of the Evaluation Appeal
Panel for their study and review. I will appear before the Panel if requested.
___________________________________
Employee's Signature
_______________________________
Date
83
Must be requested prior to February 15.
THIRD PARTY OBSERVATION
_____________________________
_________________________
Evaluatee
Evaluator
I do hereby request a third party observation by another teacher from my content
area or by a curriculum content specialist.
Evaluatee Signature _______________________________________________
Date received by Evaluator:
Third Party Observer:
Selected by:
Consensus
________________________________
Evaluator Decision
_____________________________________________________
Evaluatee Signature
Date
_____________________________________________________
Evaluator Signature
Date
84
704 KAR 3:345 Section 4 (2) (a) … If requested by a teacher, observations by another teacher trained in
the teacher’s content area or by curriculum content specialists shall be provided. The selection of the
third party observer shall, if possible, be determined through mutual agreement by evaluator and
evaluatee. A teacher who exercises this option shall do so in writing to the evaluator, by no later than
February 15 of the academic year in which the summative evaluation occurs. If the evaluator and
evaluatee have not agreed upon the selection of the third party observer within five working days of the
teacher’s written request, the evaluator shall select the third party observer.
85
APPENDIX A: Kentucky Framework For
Teaching
86
CERTIFIED EVALUATION PLAN
(adapted for Kentucky Department of
Education)
87
CHING DOMAINS & COMMON THEMES:
Planning &
Preparation
Student
Growth
Equity
Student
Assumption of
Responsibility
The Classroom
Environment
Common
Themes
Effective
Technology
Integration
High Expectations
Accommodating
Individual Needs
Professional
Responsibilities
Cultural
Competence
Developmental
Appropriateness
Instruction
INTRODUCTION:
The Framework for Teaching organizes the multiple measures that comprise Kentucky's proposed Teacher Professional Growth and Effectiveness System. This
framework is designed to support student achievement and professional best-practice through the domains of Planning and Preparation, Classroom Environment,
Instruction, Professional Responsibilities, and Student Growth. The Framework also includes many themes that run throughout the document. These themes include
ideas such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and
student assumption of responsibility. The Kentucky Teaching Standards, Kentucky Department of Education's Characteristics of Highly Effecting Teaching and Learning,
along with research from many of the top educator appraisal specialists and researchers are the foundation for this system. The Framework for Teaching provides
structure and feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement.
Teacher performance will be rated for each component according to four performance levels: Ineffective, Developing, Accomplished, and Exemplary. It is important to
know that the expected performance level is “Accomplished” which is bolded in the framework, but a good rule of thumb is that it is expected for a teacher to “live in
Accomplished but occasionally visit Exemplary”. Exemplary is purposefully designed to be difficult to achieve. The summative rating will be a holistic representation of
performance, combining data from multiple measures across each domain.
88
Component
1A - Knowledge of Content and
Pedagogy



Knowledge of Content and the Structure
of the Discipline
Knowledge of Prerequisite Relationships
Knowledge of Content-Related Pedagogy
Domain 1: Planning & Preparation
Domain
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
Developing
Accomplished
Exemplary
10.
Teacher
displays extensive
1. In planning and practice,
4. Teacher is familiar with the
7. Teacher displays solid
knowledge
of the important
teacher makes content
important concepts in the
knowledge of the important
concepts
in
the discipline and the
errors or does not correct
discipline but displays lack
concepts in the discipline
ways they relate both to one
errors made by students.
of awareness of how these
and the ways they relate to
another and to other disciplines.
2. Teacher’s plans and
concepts relate to one
one another.
11. Teacher’s plans and practice reflect
practice display little
another.
8. Teacher’s plans and
understanding of prerequisite
understanding of
5. Teacher’s plans and
practice reflect accurate
relationships among topics and
prerequisite relationships
practice indicate some
understanding of
concepts and provide a link to
important to student’s
awareness of prerequisite
prerequisite relationships
necessary cognitive structures
needed by students to ensure
learning of the content.
relationships, although such
among topics and concepts.
understanding.
3. Teacher displays little or no
knowledge may be
9. Teacher’s plans and
12. Teacher’s plans and practice reflect
understanding of the range
inaccurate or incomplete.
practice reflect familiarity
familiarity with a wide range of
of pedagogical approaches
6. Teacher’s plans and
with a wide range of
effective pedagogical approaches
suitable to student’s
practice reflect a limited
effective pedagogical
in the discipline, anticipating
learning of the content.
range of pedagogical
approaches to the
student misconceptions.
approaches to the discipline
discipline.
or to the students.
In addition to the characteristics of
 Teacher makes content errors.
 Teacher is familiar with the
 The teacher can identify
“accomplished”:
discipline but does not see
important concepts of the
 Teacher does not consider
conceptual relationships.
discipline and their relationships
 Teacher cites intra- and interdisciplinary
prerequisite relationships when
to one another.
content relationships.
planning.
 Teacher’s knowledge of
prerequisite relationships is
 The teacher consistently
 Teacher is proactive in uncovering student
 Teacher’s plans use
inaccurate or incomplete.
provides clear explanations of
misconceptions and addressing them
inappropriate strategies for the
the content.
before proceeding.
discipline.
 Lesson and unit plans use limited
instructional strategies, and
 The teacher answers student
some may not be suitable to the
questions accurately and
content.
provides feedback that furthers
their learning.
 The teacher seeks out contentrelated professional
development.

The teacher says “the official language of

The teacher plans lessons on area and

The teacher’s plan for area and perimeter  In a unit on 19th century literature, the
Brazil is Spanish, just like other South
perimeter independently of one another,
invites students to determine the shape
teacher incorporates information about
American countries.”
without linking the concepts together.
the history of the same period.
Element(s)
Performance Level
Critical Attributes
Indicators
Essential guidance for
observers
Possible Examples
89


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.


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.


Framework Overview
Domain 1
Planning & Preparation






Demonstrating Knowledge of Content and
Pedagogy
o
Knowledge of Content and the
Structure of the Discipline
o
Knowledge of Prerequisite
Relationships
o
Knowledge of Content-Related
Pedagogy
Demonstrating Knowledge of Students
o
Knowledge of Child and Adolescent
Development
o
Knowledge of the Learning Process
o
Knowledge of Students’ Skills,
Knowledge, and Language Proficiency
o
Knowledge of Students’ Interests and
Cultural Heritage
o
Knowledge of Students’ Special Needs
Selecting Instructional Outcomes
o
Value, Sequence, and Alignment
o
Clarity
o
Balance
o
Suitability for Diverse Learners
Demonstrating Knowledge of Resources
o
Resources for Classroom Use
o
Resources to Extend Content
Knowledge and Pedagogy
o
Resources for Students
Designing Coherent Instruction
o
Learning Activities
o
Instructional Materials and Resources
o
Instructional Groups
o
Lesson and Unit Structure
Designing Student Assessment
Domain 2
Classroom Environment





Creating an Environment of Respect and
Rapport
o Teacher Interaction with
Students
o Student Interactions with One
Another
Establishing a Culture for Learning
o Importance of the Content
o Expectations for Learning and
Achievement
o Student Pride in Work
Managing Classroom Procedures
o Management of Instructional
Groups
o Management of Transitions
o Management of Materials and
Supplies
o Performance of NonInstructional Duties
o Supervision of Volunteers and
Paraprofessionals
Managing Student Behavior
o Expectations
o Monitoring of Student Behavior
o Response to Student
Misbehavior
Organizing Physical Space
o Safety and Accessibility
o Arrangement of Furniture and
Use of Physical Resources
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
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.

Illustrates the meaning of
framework language
Domain 4
Professional Responsibilities
A.
B.
C.
D.
E.
F.
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.
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
Domain 5
Student Growth
A.
Student Growth
i.
Student Growth Goal Setting
Results
ii.
Rigorous Student Growth Goals
iii.
Student Growth Goal Setting
Process
iv.
Student Growth Percentiles
90
o
o
o
o
Congruence with Instructional
Outcomes
Criteria and Standards
Design of Formative Assessments
Use for Planning
iii.
iv.
v.
Advocacy
Decision Making
Compliance with School and
District Regulations
91
Planning &
Preparation
Student Growth
Professional
Responsibilities
The Classroom
Environment
Instruction
92
Domain 1: Planning & Preparation
1A - Knowledge of
Content and Pedagogy



Knowledge of
Content and the
Structure of the
Discipline
Knowledge of
Prerequisite
Relationships
Knowledge of
Content-Related
Pedagogy
Critical Attributes
Possible Examples
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
Developing
Accomplished
Exemplary
13. In planning and practice, teacher
16. Teacher is familiar with the
19. Teacher displays solid knowledge
22. Teacher displays extensive
makes content errors or does not
important concepts in the discipline
of the important concepts in the
knowledge of the important
correct errors made by students.
but displays lack of awareness of
discipline and the ways they relate
concepts in the discipline and the
14. Teacher’s plans and practice display
how these concepts relate to one
to one another.
ways they relate both to one
little understanding of prerequisite
another.
20. Teacher’s plans and practice
another and to other disciplines.
relationships important to
17. Teacher’s plans and practice
reflect accurate understanding of
23. Teacher’s plans and practice reflect
student’s learning of the content.
indicate some awareness of
prerequisite relationships among
understanding of prerequisite
15. Teacher displays little or no
prerequisite relationships, although
topics and concepts.
relationships among topics and
understanding of the range of
such knowledge may be inaccurate
21. Teacher’s plans and practice
concepts and provide a link to
pedagogical approaches suitable to
or incomplete.
reflect familiarity with a wide
necessary cognitive structures
student’s learning of the content.
18. Teacher’s plans and practice reflect
range of effective pedagogical
needed by students to ensure
a limited range of pedagogical
approaches to the discipline.
understanding.
approaches to the discipline or to
24. Teacher’s plans and practice reflect
the students.
familiarity with a wide range of
effective pedagogical approaches in
the discipline, anticipating student
misconceptions.
In addition to the characteristics of
 Teacher makes content errors.
 Teacher is familiar with the discipline but
 The teacher can identify important
“accomplished”:
does not see conceptual relationships.
concepts of the discipline and their
 Teacher does not consider prerequisite
relationships to one another.
 Teacher cites intra- and interdisciplinary
relationships when planning.
 Teacher’s knowledge of prerequisite
content relationships.
relationships is inaccurate or incomplete.
 The teacher consistently provides clear
 Teacher’s plans use inappropriate

Teacher is proactive in uncovering student
explanations
of
the
content.
strategies for the discipline.
 Lesson and unit plans use limited
misconceptions and addressing them before
instructional strategies, and some may
 The teacher answers student questions
proceeding.
not be suitable to the content.
accurately and provides feedback that
furthers their learning.
 The teacher seeks out content-related
professional development.
 The teacher says “the official language of
 The teacher plans lessons on area and
 The teacher’s plan for area and perimeter
 In a unit on 19th century literature, the
Brazil is Spanish, just like other South
perimeter independently of one another,
invites students to determine the shape that
teacher incorporates information about the
American countries.”
without linking the concepts together.
will yield the largest area for a given
history of the same period.
perimeter.
 The teacher says, “I don’t understand why
 The teacher plans to forge ahead with a
 Before beginning a unit on the solar system,
the math book has decimals in the same unit
lesson on addition with regrouping, even
 The teacher realizes her students are not sure
the teacher surveys the class on their beliefs
as fractions.”
though some students have not fully grasped
how to use a compass, so she plans to
about why it is hotter in the summer than in
place value.
practice that before introducing the activity
the winter.
 The teacher has students copy dictionary
on angle measurement.
definitions each week to help his students
 The teacher always plans the same routine to
learn to spell difficult words.
study spelling: pretest on Monday, copy the
 The teacher plans to expand a unit on civics
by having students simulate a court trial.
93
words 5 times each on Tuesday and
Wednesday, test on Friday.
Domain 1: Planning & Preparation
1B - Demonstrating
Knowledge of Students
A.
B.
C.
D.
E.
Knowledge of Child
and Adolescent
Development
Knowledge of the
Learning Process
Knowledge of
Students’ Skills,
Knowledge, and
Language Proficiency
Knowledge of
Students’ Interests
and Cultural Heritage
Knowledge of
Students’ Special
Needs
Critical Attributes
Teachers don’t teach content in the abstract; they teach it to students. In order to ensure student learning, therefore, teachers must know not only their subject content and its related pedagogy but
the students to whom they wish to teach that content. In ensuring student learning, teachers must appreciate what recent research in cognitive psychology has confirmed: namely, that students learn
through active intellectual engagement with content. While there are patterns in cognitive, social, and emotional developmental stages typical of different age groups, students learn in their individual
ways and may come with gaps or misconceptions that the teacher needs to uncover in order to plan appropriate learning activities. In addition, students have lives beyond school, lives that include
athletic and musical pursuits, activities in their neighborhoods, and family and cultural traditions. Students whose first language is not English, as well as students with other special needs, must be
considered when planning lessons and identifying resources that will ensure their understanding.
Ineffective
Developing
Accomplished
Exemplary
 Teacher demonstrates little or no
 Teacher indicates the importance of
 Teacher understands the active nature of
 Teacher actively seeks knowledge of
understanding of how students learn and
understanding how students learn and the
student learning and attains information
students’ levels of development and their
little knowledge of students’ backgrounds,
students’ backgrounds, cultures, skills,
about levels of development for groups of
backgrounds, cultures, skills, language
cultures, skills, language proficiency,
language proficiency, interests, and special
students.
proficiency, interests, and special needs
interests, and special needs and does not
needs, and attains this knowledge about
from a variety of sources. This information
 The teacher also purposefully seeks
seek such understanding.
the class as a whole.
is acquired for individual students.
knowledge from several sources of
students’ backgrounds, cultures, skills,
language proficiency, interests, and
special needs and attains this knowledge
about groups of students.




Teacher does not understand child
development characteristics and has
unrealistic expectations for students.
Teacher does not try to ascertain varied
ability levels among students in the class.
Teacher is not aware of student interests or
cultural heritages.
Teacher takes no responsibility to learn
about students’ medical or learning
disabilities.




Possible Examples

The lesson plan includes a teacher
presentation for an entire 30-minute
period to a group of 7-year-olds.

Teacher cites developmental theory but
does not seek to integrate it into lesson
planning.
Teacher is aware of the different ability
levels in the class but tends to teach to the
“whole group”.
The teacher recognizes that children have
different interests and cultural
backgrounds but rarely draws on their
contributions or differentiates materials to
accommodate those differences.
The teacher is aware of medical issues and
learning disabilities with some students but
does not seek to understand the
implications of that knowledge.
The teacher’s lesson plan has the same
assignment for the entire class, in spite of







The teacher knows, for groups of students,
their levels of cognitive development.
The teacher is aware of the different
cultural groups in the class.
The teacher has a good idea of the range of
interests of students in the class.
The teacher has identified “high”,
“medium”, and “low” groups of students
within the class.
The teacher is well informed about
students’ cultural heritage and
incorporates this knowledge into lesson
planning.
The teacher is aware of the special needs
represented by students in the class.
The teacher creates an assessment of
students’ levels of cognitive development.
In addition to the characteristics of
“accomplished”:
 The teacher uses ongoing methods to
assess students’ skill levels and designs
instruction accordingly.
 The teacher seeks out information about
their cultural heritage from all students.
 The teacher maintains a system of updated
student records and incorporates medical
and/or learning needs into lesson plans.

The teacher plans his lesson with three
different follow-up activities, designed to
94


Possible Examples
(cont.)
The teacher plans to give her ELL students
the same writing assignment she gives the
rest of the class.
The teacher plans to teach his class
Christmas carols, despite the fact that he
has four religions represented among his
students.



the fact that one activity is beyond the
reach of some students.
In the unit on Mexico, the teacher has not
incorporated perspectives from the three
Mexican-American children in the class.
Lesson plans make only peripheral
reference to students’ interests.
The teacher knows that some of her
students have IEPs, but they’re so long that
she hasn’t read them yet.






The teacher examines previous year’s
cumulative folders to ascertain the
proficiency levels of groups of students in
the class.
The teacher administers a student interest
survey at the beginning of the school year.
The teacher plans activities based on
student-interest.
The teacher knows that five of her students
are in the Garden Club; she plans to have
them discuss horticulture as part of the
next biology lesson.
The teacher realizes that not all of his
students are Christian and so he plans to
read a Hanukkah story in December.
The teacher plans to ask her Spanishspeaking students to discuss their ancestry
as part of their social studies unit on South
America.




meet the varied ability levels of his
students.
The teacher plans to provide multiple
project options; students will self-select the
project that best meets their individual
approach to learning.
The teacher encourages students to be
aware of their individual reading levels and
make independent reading choices that will
be challenging but not too difficult.
The teacher attends the local Mexican
heritage day, meeting several of his
students’ extended families.
The teacher regularly creates adapted
assessment materials for several students
with learning disabilities.
95
Domain 1: Planning & Preparation
1C - Setting
Instructional Outcomes
A.
B.
C.
D.
Value, Sequence, and
Alignment
Clarity
Balance
Suitability for Diverse
Learners
Critical Attributes
Possible Examples
Teaching is a purposeful activity; even the most imaginative activities are directed towards certain desired learning. Therefore, establishing instructional outcomes entails identifying exactly what
students will be expected to learn; the outcomes describe not what students will do but what they will learn. The instructional outcomes should reflect important learning and must lend themselves to
various forms of assessment so that all students are able to demonstrate their understanding of the content. Insofar as the outcomes determine the instructional activities, the resources used, their
suitability for diverse learners, and the methods of assessment employed, they hold a central place in Domain 1.
Learning outcomes are of a number of different types: factual and procedural knowledge, conceptual understanding, thinking and reasoning skills, and collaborative and communication strategies. In
addition, some learning outcomes refer to dispositions; not only is it important for students to learn to read, but educators also hope that they will like to read. In addition, experienced teachers are
able to link their learning outcomes with others both within their discipline and in other disciplines.
Ineffective
Developing
Accomplished
Exemplary
 Outcomes represent low expectations for
 Outcomes represent moderately high
 Most outcomes represent rigorous and
 All outcomes represent rigorous and
students and lack of rigor, and not all of
expectations and rigor.
important learning in the discipline.
important learning in the discipline.
them reflect important learning in the
 Some reflect important learning in the
 All the instructional outcomes are clear,
 The outcomes are clear, are written in the
discipline.
discipline and consist of a combination of
are written in the form of student
form of student learning, and permit viable
outcomes and activities.
learning, and suggest viable methods of
methods of assessment.
 Outcomes are stated as activities rather
than as student learning.
assessment.
 Outcomes reflect several types of learning,
 Outcomes reflect several different types of
but teacher has made no attempt at
learning and, where appropriate, represent
 Outcomes reflect only one type of learning
 Outcomes reflect several different types
and only one discipline or stand and are
coordination or integration.
of learning and opportunities for
opportunities for both coordination and
suitable for only some students.
coordination.
integration.
 Most of the outcomes are suitable for most
of the students in the class in accordance
 Outcomes take into account the varying
 Outcomes take into account the varying
with global assessments of student
needs of groups of students.
needs of individual students.
learning.
 Outcomes lack rigor.
 Outcomes represent a mixture of low
 Outcomes represent high expectations and In addition to the characteristics of
“accomplished”:
expectations and rigor.
rigor.
 Outcomes do not represent important
 Teacher plans make reference to curricular
learning in the discipline.
 Some outcomes reflect important learning
 Outcomes are related to the “big ideas” of
frameworks or blueprints to ensure
in the discipline.
the discipline.
 Outcomes are not clear or are stated as
accurate sequencing.
activities.
 Outcomes are suitable for most of the
 Outcomes are written in terms of what
 Teacher connects outcomes to previous
class.
students will learn rather than do.
 Outcomes are not suitable for many
and future learning.
students in the class.
 Outcomes represent a range: factual,
 Outcomes are differentiated to encourage
conceptual understanding, reasoning,
individual students to take educational
social, management, and communication.
risks.
 Outcomes are suitable to groups of
students in the class and are differentiated
where necessary.
 A learning outcome for a fourth-grade class  Outcomes consist of understanding the
 One of the learning outcomes is for
 The teacher encourages his students to set
is to make a poster illustrating a poem.
relationship between addition and
students to appreciate the aesthetics of
their own goals; he provides them a
multiplication and memorizing facts.
18th century English poetry.
taxonomy of challenge verbs to help them
 All the outcomes for a ninth-grade history
strive for higher expectations.
class are factual knowledge.
 The outcomes are written with the needs
 The outcomes for the history unit include
of the “middle” group in mind; however,
some factual information, as well as a
96

Possible Examples
(cont.)

The topic of the social studies unit involves
the concept of revolutions, but the teacher
expects his students to remember only the
important dates of battles.
Though there are a number of ELL students
in the class, the outcomes state that all
writing must be grammatically correct.
the advanced students are bored, and
some lower-level students are struggling.

comparison of the perspectives of different
groups in the events leading to the
Revolutionary War.
The teacher reviews the project
expectations and modifies some goals to
be in line with students’ IEP objectives.


Students will develop a concept map that
links previous learning goals to those they
are currently working on.
Some students identify additional learning.
Domain 1: Planning & Preparation
1D - Demonstrating
Knowledge of
Resources



Resources for
Classroom Use
Resources to Extend
Content Knowledge
and Pedagogy
Resources for
Students
Critical Attributes
Student learning is enhanced by a teacher’s skillful use of resources; some of these are provided by the school as “official” materials; others are secured by teachers through their own initiative.
Resources fall into several different categories: those used in the classroom by students, those available beyond the classroom walls to enhance student learning, those for teachers to further their
own professional knowledge and skill, and those that can provide noninstructional assistance to students. Teachers recognize the importance of discretion in the selection of resources, choosing those
that align directly with the learning outcomes and that will be of most use to the students. Accomplished teachers also ensure that the selection of materials and resources is appropriately challenging
for every student; texts, for example, are available at various reading levels to guarantee all students access to the content and successfully demonstrate understanding of the learning outcomes.
Furthermore, expert teachers look beyond the school for resources to bring their subjects to life and to assist students who need help in both their academic and nonacademic lives.
Ineffective
Developing
Accomplished
Exemplary
 Teacher is unaware of school or district
 Teacher displays basic awareness of school  Teacher displays awareness of resources –  Teacher displays extensive knowledge of
resources for classroom use, for the
or district resources available for classroom
not only through the school and district
resources – not only through the school
expansion of his or her own knowledge, or
use, for the expansion of his or her own
but also through sources external to the
and district but also in the community,
for students.
knowledge, and for students, but no
school and on the Internet – available for
through professional organizations and
knowledge of resources available more
classroom use, for the expansion of his or
universities, and on the Internet—for
broadly.
her own knowledge, and for students.
classroom use, for the expansion of is or
her own knowledge, and for students.
In addition to the characteristics of
 The teacher uses only district-provided
 The teacher uses materials in the school
 Texts are at varied levels.
“accomplished”:
materials, even when more variety would
library but does not search beyond the
 Texts are supplemented by guest speakers
assist some students.
school for resources.
 Texts are matched to student skill level.
and field experiences.
 The teacher does not seek out resources
 The teacher participates in content-area
 The teacher has ongoing relationship with
 Teacher facilitates Internet resources.
available to expand his or her own skill.
workshops offered by the school but does
colleges and universities that support
 Resources are multipdisciplinary.
not pursue other professional
student learning.
 Although aware of some student needs,
 Teacher expands knowledge with
development.
the teacher does not inquire about possible
 The teacher maintains log of resources for
professional learning groups and
resources.
student reference.
organizations.
97

Possible Examples



For their unit on China, the students
acquired all of their information from the
district-supplied textbook.
Mr. J is not sure how to teach fractions but
doesn’t know how he’s expected to learn it
by himself.
A student says, “It’s too bad we can’t go to
the nature center when we’re doing our
unit on environment.”



The teacher locates materials and
resources for students that are available
through the school but does not pursue
any other avenues.
For a unit on ocean life, the teacher really
needs more books, but the school library
has only three for him to borrow.
The teacher knows she should learn more
about teaching literacy, but the school
offered only one professional development
day last year.
The teacher thinks his students would
benefit from hearing about health safety
from a professional; he contacts the school
nurse to visit his classroom.





Teacher pursues options offered by
universities.
Teacher provides lists of resources outside
the class for students to draw on.
The teacher provides her 5th graders a
range of nonfiction texts about the
American Revolution; no matter their
reading level, all students can participate in
the discussion of important concepts.
The teacher took an online course on
literature to expand her knowledge of
great American writers.
The teacher distributes a list of summer
reading materials that would help prepare
his 8th graders’ transition to high school.





The teacher pursues apprenticeships to
increase discipline knowledge.
The teacher facilitates student contact with
resources outside the classroom.
The teacher is not happy with the out-ofdate textbook; his students will critique it
and write their own text for social studies.
The teacher spends the summer at Dow
Chemical learning or about current
research so that she can expand her
knowledge base for teaching chemistry.
The teacher matches students in her Family
and Consumer Science class with local
businesses; the students spend time
shadowing employees to understand how
their classroom skills might be used on the
job.
Domain 1: Planning & Preparation
1F - Designing Student
Assessments




Congruence with
Instructional
Outcomes
Criteria and
Standards
Design of Formative
Assessments
Use for Planning
Good teaching requires both assessment of learning and assessment for learning. Assessments of learning ensure that teachers know that students have learned the intended outcomes. These
assessments must be designed in such a manner that they provide evidence of the full range of learning outcomes; that is, to assess reasoning skills and factual knowledge, different methods are
needed. Furthermore, such assessments may need to be adapted to the particular needs of individual students; an ESL student, for example, may need an alternative method of assessment to allow
demonstration of understanding. Assessment for learning enables a teacher to incorporate assessments directly into the instructional processes, and to modify or adapt instruction as needed to
ensure student understanding. Such assessments, although used during instruction, must be designed as part of the planning process. Such formative assessment strategies are ongoing and may be
used by both teachers and students to monitor progress towards the understanding of the learning outcomes.
Ineffective
Developing
Accomplished
Exemplary
 Assessment procedures are not congruent
 Some of the instructional outcomes are
 Teacher's plan for student assessment is
 Teacher's plan for student assessment is
with instructional outcomes; the proposed
assessed through the proposed approach,
aligned with the instructional outcomes;
fully aligned with the instructional
approach contains no criteria or standards.
but others are not.
assessment methodologies may have
outcomes and has clear criteria and
been adapted for groups of students.
standards that show evidence of student
 Teacher has no plan to incorporate
 Assessment criteria and standards have
contribution to their development.
formative assessment in the lesson or unit
been developed, but they are not clear.
 Assessment criteria and standards are
nor any plan to use assessment results in
clear.
Teacher
has
a
well-developed

Assessment methodologies have been
 Approach to the use of formative
designing future instruction.
strategy for using formative assessment
adapted for individual students, as needed.
assessment is rudimentary, including only
and has designed particular approaches to  The approach to using formative
some of the instructional outcomes.
be used.
assessment is well designed and includes
98
1E - Designing
Coherent Instruction




Learning Activities
Instructional
Materials and
Resources
Instructional Groups
Lesson and Unit
Structure
Critical Attributes
Possible Examples
Possible Examples
(cont.)
Designing coherent instruction is the heart of planning, reflecting the teacher’s knowledge of content and the students in the class, the intended outcomes of instruction, and the available resources.
Such planning requires that educators have a clear understanding of the state, district, and school expectations for student learning, and the skill to translate these into a coherent plan. It also requires
that teachers understand the characteristics of the students they teach and the active nature of student learning. Educators must determine how best to sequence instruction in a way that will
advance student learning through the required content. It further requires the thoughtful construction of lessons that contain cognitively engaging learning activities, the incorporation of appropriate
resources and materials, and the intentional grouping of students. Proficient practice in this component recognizes that a well-designed instruction plan addresses the learning needs of various groups
of students; one size does not fit all. At the distinguished level the teacher plans instruction that takes into account the specific learning needs of each student and solicits ideas from students on how
best to structure the learning.
Ineffective
Developing
Accomplished
Exemplary
 The series of learning experiences is poorly  Some of the learning activities and
 Teacher coordinates knowledge of
 Plans represent the coordination of inaligned with the instructional outcomes
materials are suitable to the instructional
content, of students, and of resources, to
depth content knowledge, understanding
and does not represent a coherent
outcomes and represent a moderate
design a series of learning experiences
of different students’ needs, and available
structure.
cognitive challenge but with no
aligned to instructional outcomes and
resources (including technology), resulting
differentiation
for
different
students.
suitable
to
groups
of
students.
in a series of learning activities designed to
 The activities are not designed to engage
Instructional
groups
partially
support
the
engage students in high-level cognitive
students in active intellectual activity and
 The learning activities have reasonable
instructional
outcomes,
with
an
effort
by
activity.
have unrealistic time allocation.
time allocations; they represent significant
the teacher at providing some variety.
Instructional groups do not support the
cognitive challenge, with some
 Learning activities are differentiated
instructional outcomes and offer no
differentiation for different groups of
appropriately for individual learners.
 The lesson or unit has a recognizable
variety.
structure; the progression of activities is
students.
Instructional groups are varied
uneven, with most time allocations
appropriately with some opportunity for
 The lesson or unit has a clear structure,
reasonable.
student choice.
with appropriate and varied use of
instructional groups.
 The lesson’s or unit’s structure is clear and
allows for different pathways according to
diverse student needs.
In
addition
to the characteristics of
 Learning activities are boring and/or not
 Learning activities are moderately
 Learning activities are matched to
“accomplished”:
well aligned to the instructional goals.
challenging.
instructional outcomes.
 Activities permit student choice.
 Materials are not engaging or do not meet
 Learning resources are suitable, but there
 Activities provide opportunity for higherinstructional outcomes.
is limited variety.
level thinking.
 Learning experiences connect to other
disciplines.
 Instructional groups do not support
 Instructional groups are random or only
 Teacher provides a variety of appropriately
learning.
partially support objectives.
challenging materials and resources.
 Teacher provides a variety of appropriately
challenging resources that are
 Lesson plans are not structured or
 Lesson structure is uneven or may be
 Instructional student groups are organized
differentiated for students in the class.
sequenced and are unrealistic in their
unrealistic in terms of time expectations.
thoughtfully to maximize learning and build
expectations.
on student strengths.
 Lesson plans differentiate for individual
student needs.
 The plan for the lesson or unit is well
structured, with reasonable time
allocations.
 The teacher plans to have his 9th graders
 After the minilesson the teacher plans to
 The teacher reviews her learning activities
 The teacher’s unit on ecosystems lists a
color in the worksheet after memorizing
have the whole class play a game to
with a reference to high-level “action
variety of high level activities in a menu;
the parts of a microscope.
reinforce the skills she taught.
verbs” and rewrites some of the activities
students choose those that suit their
to increase the challenge level.
approach to learning.
 Despite having a textbook that is 15 years
 The teacher has found an atlas to use as a
old, the teacher plans to use that as the
supplemental resource during the
 The teacher creates a list of historical
 While completing their projects, the
sole resource for his communism unit.
geography unit.
fiction titles that will expand her students’
teacher’s students will have access to a
knowledge
of
the
age
of
exploration.
wide variety of resources that she has
 The teacher organizes her class in rows,
 The teacher always lets students select
coded by reading level so they can make
seating the students alphabetically; she
their own working groups because they
 The teacher plans for students to complete
the best selections.
plans to have students work all year in
projects in small groups; he carefully
99

Critical Attributes




groups of four selected on the basis of
where they are sitting.
The teacher’s lesson plans are written on
sticky notes in his grade book; they indicate
lecture, activity, or test.
Assessments do not match instructional
outcomes.
Assessments have no criteria.
No formative assessments have been
designed.
Assessment results do not affect future
plans.

behave better when they can choose
whom they want to sit with.
The teacher’s lesson plans are nicely
formatted, but the timing for many
activities is too short to actually cover the
concepts thoroughly.


Possible Examples
(cont.)

The teacher marks papers on the
foundation of the U.S. constitution on the
basis of grammar and punctuation; for
every mistake, the grade drops from an A
to a B, a B to a C, etc.
After the students present their research
on globalization, the teacher tells them
their letter grade. When students ask how
he has arrived at the grade, he responds,
"After all these years in education, I just
know what grade to give."

student as well as teacher use of the
assessment information. Teacher intends
to use assessment results to plan future
instruction for individual students.
In addition to the characteristics of
"accomplished":
 Assessments provide opportunities for
student choice.
 Students participate in designing
assessments for their own work.
 Teacher-designed assessments are
authentic with real-world application, as
appropriate.
 Students develop rubrics according to
teacher-specified learning objectives.
 Students are actively involved in collecting
information from formative assessments
and provide input.
 To teach persuasive writing, Ms. H plans to
have her class research and write to the
principal on an issue that is important to
the students; the use of cell phones in
class.
 Mr. J's students will write a rubric for their
final project on the benefits of solar
energy; Mr. J has shown them several
sample rubrics, and they will refer to those
as they create a rubric of their own.
 After the lesson Mr. L asks students to rate
their understanding on a scale of 1 to 5; the

Teacher intends to use assessment results
to plan for future instruction for the class
as a whole.

Teacher intends to use assessment results
to plan for future instruction for groups of
students.

Only some of the instructional outcomes
are addressed in the planned assessments.
Assessment criteria are vague.
Plans refer to the use of formative
assessments, but they are not fully
developed.
Assessment results are used to design
lesson plans for the whole class, not
individual students.

All the learning outcomes have a method
for assessment.
Assessment types match learning
expectations.
Plans indicate modified assessments for
some students as needed.
Assessment criteria are clearly written.
Plans include formative assessments to use
during instruction.
Lesson plans indicate possible adjustments
based on formative assessment data.








Possible Examples
selects group members based on their
ability level and learning style.
The teacher reviews lesson plans with her
principal; they are well structured with
pacing times and activities clearly
indicated.



The district goal for the Europe unit is for
students to understand geopolitical
relationships. The teacher plans to have
the students memorize all the country
capitals and rivers.
The teacher's students receive their tests
back; each one is simply marked with a
letter grade at the top.
The plan indicates that the teacher will
pause to "check for understanding" but
without a clear indication of how that is to
be done.



Mr. K knows that his students will write a
persuasive essay on the state assessment;
he plans to have them write a variety of
persuasive essays as preparation.
Ms. M has worked on a writing rubric for
her research assessment; she has drawn on
multiple sources to be sure the levels of
expectation are clearly defined.
Mr. C creates a short questionnaire to
distribute to his students at the end of
class; on the basis of their responses, he

After the cooperative group lesson,
students will reflect on their participation
and make suggestions for new group
arrangements in the future.
The lesson plan clearly indicates the
concepts taught in the last few lessons; the
teacher plans for his students to link the
current lesson’s outcomes to those they
previously learned.
100


The teacher says, "What's the difference
between formative assessment and the
test I give at the end of the unit?"
The teacher says, "The district gave me this
entire curriculum to teach, so I just have to
keep moving."

A student says, "If half the class passed the
test, why are we all reviewing the material
again?"

will organize them into different groups
during the next lesson's activities.
Based on the previous morning's formative
assessment, Ms. D plans to have 5 students
to work on a more challenging project
while she works with 6 other students to
reinforce the concept.

students know that their rating will indicate
their activity for the next lesson.
Mrs. T has developed a routine for her
class: students know that if they are
struggling with a math concept, they will sit
in a small group with her during workshop
time.
101
Planning &
Preparation
Student Growth
Professional
Responsibilities
Classroom
Environment
Instruction
102
Domain 2: The Classroom Environment
2A - Creating an
Environment of
Respect and Rapport


Teacher Interaction
with Students
Student Interactions
with One Another
Critical Attributes
Possible Examples
An essential skill of teaching is that of managing relationships with students and ensuring that those among students are positive and supportive. Teachers create an environment of respect and
rapport in their classrooms by the ways they interact with students and by the interaction they encourage and cultivate among students. An important aspect of respect and rapport relates to how the
teacher responds to students and how students are permitted to treat one another. Patterns of interactions are critical to the overall tone of the class. In a respectful environment, all students feel
valued and safe.
Ineffective
Developing
Accomplished
Exemplary
 Patterns of classroom interactions, both
 Patterns of classroom interactions, both
 Teacher-student interactions are friendly
 Classroom interactions among the teacher
between the teacher and students and
between the teacher and students and
and demonstrate general caring and
and individual students are highly
among students, are mostly negative,
among students, are generally appropriate
respect. Such interactions are appropriate
respectful, reflecting genuine warmth and
inappropriate, or insensitive to students'
but may reflect occasional inconsistencies,
to the ages of the students.
caring and sensitivity to students as
ages, cultural backgrounds, and
favoritism, and disregard for students'
individuals.
 Students exhibit respect for the teacher.
developmental levels. Interactions are
ages, cultures, and developmental levels.
Interactions among students are generally  Students exhibit respect for the teacher
characterized by sarcasm, put-downs, or
 Students rarely demonstrate disrespect for
polite and respectful.
and contribute to high levels of civil
conflict.
one another.
interaction between all members of the
 Teacher responds successfully to
class. The net result of interactions is that
 Teacher does not deal with disrespectful
 Teacher attempts to respond to
disrespectful behavior among students.
behavior.
of connections with students as individuals.
disrespectful behavior, with uneven results.
The net result of the interactions is polite
The net result of the interactions is neutral,
and respectful, but impersonal.
conveying neither warmth nor conflict.
In addition to the characteristics of
 Teacher uses disrespectful talk towards
 The quality of interactions between
 Talk between teacher and students and
"accomplished":
students; student's body language
teacher and students, or among students,
among students is uniformly respectful.
indicates feelings of hurt or insecurity.
is uneven, with occasional disrespect.
 Teacher responds to disrespectful behavior  Teacher demonstrates knowledge and
caring about individual students' lives
 Students use disrespectful talk towards one  Teacher attempts to respond to
among students.
beyond school.
another with no response from the
disrespectful behavior among students,
 Teacher makes superficial connections with
teacher.
with uneven results.
 When necessary, students correct one
individual students.
another in their conduct toward
 Teacher displays no familiarity with or
 Teacher attempts to make connections
classmates.
caring about individual students' interests
with individual students, but student
or personalities.
reactions indicate that the efforts are not
 There is no disrespectful behavior among
completely successful or are unusual.
students.
 The teacher's response to a student's
incorrect response respects the student's
dignity.
 A student slumps in his/her chair following
 Students attend passively to the teacher,
 Teacher greets students by name as they
 Teacher inquires about a student's soccer
a comment by the teacher.
but tend to talk, pass notes, etc. when
enter the class or during the lesson.
game last week-end (or extracurricular
other students are talking.
activities or hobbies).
 Students roll their eyes at a classmate's
 The teacher gets on the same level with
idea; the teacher does not respond.
students, kneeling, for example, beside a
 A few students do not engage with others
 Students hush classmates causing a
in the classroom, even when put together
student working at a desk.
distraction while the teacher or another
 Many students talk when the teacher and
in
small
groups.
student is speaking.
other students are talking; the teacher
 Students attend fully to what the teacher is
does not correct them.
 Students applaud halfheartedly following a
saying.
 Students clap enthusiastically after one
classmate's presentation to the class.
another's presentations for a job well done.
 Some students refuse to work with other
 Students wait for classmates to finish
students.
speaking before beginning to talk.
103
Possible Examples
(cont.)

Teacher does not call students by their
names.

Teacher says: "Don't talk that way to your
classmates," but student shrugs his/her
shoulders.




Students applaud politely following a
classmate's presentation to the class.
Students help each other and accept help
from each other.
Teacher and students use courtesies such
as "please," "thank you," "excuse me."
Teacher says: "Don't talk that way to your
classmates," and the insults stop.

The teacher says: "That's an interesting
idea, Josh, but you're forgetting..."
104
Domain 2: The Classroom Environment
2B - Establishing a
Culture for Learning



Importance of the
Content
Expectations for
Learning and
Achievement
Student Pride in
Work
Critical Attributes
Possible Examples
A “culture of learning” refers to the atmosphere in the classroom that reflects the educational importance of the work undertaken by both students and teacher. It describes the norms that govern the
interactions among individuals about the activities and assignments, the value of hard work and perseverance, and the general tone of the class. The classroom is characterized by high cognitive
energy and by a sense that what is happening there is important and that it is essential to get it right. There are high expectations for all students. The classroom is a place where the teacher and
students value learning and hard work.
Ineffective
Developing
Accomplished
Exemplary
 The classroom culture is characterized by a  The classroom culture is characterized by
 The classroom culture is a cognitively busy  The classroom culture is a cognitively
lack of teacher or student commitment to
little commitment to learning by teacher or
place where learning is valued by all, with
vibrant place, characterized by a shared
the learning and/or little or no investment
students.
high expectations for learning being the
belief in the importance of learning.
of student energy into the task at hand.
norm for most students.
 The teacher appears to be only going
 The teacher conveys high expectations for
Hard work is not expected or valued.
through the motions, and students indicate  The teacher conveys that with hard work
learning by all students and insists on hard
that they are interested in completion of a
students can be successful.
work.
 Medium or low expectations for student
achievement are the norm, with high
task, rather than quality.
 Students understand their role as learners  Students assume responsibility for high
expectations for learning reserved for only
 The teacher conveys that student success is
and consistently expend effort to learn.
quality by initiating improvements, making
one or two students
the result of natural ability rather than
revisions, adding detail, and/or helping
 Classroom interactions support learning
hard work; high expectations for learning
peers.
and hard work.
are reserved for those students thought to
have a natural aptitude for the subject.
 The teacher conveys that the reasons for
 Teacher’s energy for the work is neutral,
 The teacher communicates the importance In addition to the characteristics of
“accomplished”:
the work are external or trivializes the
indicating neither a high level of
of learning and the assurance that with
learning goals and assignments.
commitment nor “blowing it off”.
hard work all students can be successful in
 The teacher communicates a genuine
it.
passion for the subject.
 The teacher conveys to at least some
 The teacher conveys high expectations for
students that the work is too challenging
only some students.
 The teacher demonstrates a high regard for  Students indicate that they are not satisfied
for them
student abilities.
unless they have complete understanding.
 Students comply with the teacher’s
expectations for learning, but they don’t
 Students exhibit little or no pride in their
 Teacher conveys an expectation of high
 Students questions and comments indicate
work.
indicate commitment on their own
levels of student effort.
a desire to understand the content rather
initiative for the work.
than, for example, simply learn a procedure
 Class time is devoted more to socializing
 Students expend good effort to complete
for getting the correct answer.
than to learning.
work of high quality.
 Many students indicate that they are
looking for an “easy path”.
 Students recognize the efforts of their
classmates.
 Students take initiative in improving the
quality of their work.
 The teacher tells students that they’re
 Teacher says: “Let’s get through this.”
 Teacher says: “This is important: you’ll
 The teacher says: “It’s really fun to find the
doing lessons because it’s on the test, in
need to speak grammatical English when
patterns for factoring polynomials.”
 Teachers says: “I think most of you will be
the book, or mandated by the district.
you apply for a job.”
able to do this.”
 Student asks a classmate to explain a
concept or procedure since s/he didn’t
 Teacher says to a student: “Why don’t you
 Teacher says: “This idea is really important!
 Students consult with one another to
try this easier problem?”
It’s central to our understanding of
quite follow the teacher’s explanation.
determine how to fill out a worksheet but
history.”
 Students question one another on answers.
105

Possible Examples
(cont.)



Students turn in sloppy or incomplete
work.
Students don’t engage in work, and the
teacher ignores it.
Students have not completed their
homework, and the teacher does not
respond.
Almost all of the activities are busy work.


do not encourage each other to questions
their ideas.
Teacher does not encourage students who
are struggling.
Only some students get down to work after
an assignment is given or after entering the
room.



Teacher says: “Let’s work on this together:
it’s hard, but you all will be able to do it
well.”
Teacher hands a paper back to a student,
saying, “I know you can do a better job on
this.” The student accepts the comment
without complaint.
Students get down to work right away
when an assignment is given or after
entering the room.


Student asks the teacher whether s/he can
redo a piece of work since s/he now sees
how it could be strengthened.
Students work even when the teacher isn’t
working with them or directing their
efforts.
Domain 2: The Classroom Environment
2C - Managing
Classroom Procedures




Management of
Instructional Groups
Management of
Transitions
Management of
Materials and
Supplies
Performance of NonInstructional Duties
A smoothly functioning classroom is a prerequisite to good instruction and high levels of student engagement. Teachers establish and monitor routines and procedure for the smooth operation of the
classroom and the efficient use of time. Hallmarks of a well-managed operation of the classroom are that instructional groups are used effectively, noninstuctional tasks are completed efficiently, and
transitions between activities and management of materials and supplies are skillfully done in order to maintain momentum and maximize instructional time. The establishment of efficient routines,
and success in teaching students to employ them, may be inferred from the sense that the class “runs itself”.
Ineffective
Developing
Accomplished
Exemplary
 Much instructional time is lost through
 Some instructional time is lost through only  There is little loss of instructional time
 Instructional time is maximized because of
inefficient classroom routines and
partially effective classroom routines and
because of effective classroom routines
efficient routine and procedures.
procedures.
procedures.
and procedures.
 Students contribute to the management of
instructional groups, transitions, and the
 There is little or no evidence that the
 The teacher’s management of instructional  The teacher’s management of
teacher is managing instructional groups,
groups, transitions, and/or the handling of
instructional groups and the handling of
handling of materials and supplies.
transitions, and /or the handling of
materials and supplies is inconsistent, the
materials and supplies are consistently
 Routines are well understood and may be
materials and supplies effectively.
result being some disruption of learning.
successful.
initiated by students.
106

Supervision of
Volunteers and
Paraprofessionals

There is little evidence that students know
or follow established routines.

With regular guidance and prompting¸
students follow established routines.

With minimal guidance and prompting
students follow established classroom
routines.
Critical Attributes

Students not working with the teacher are
not productively engaged or are disruptive
to the class.
There are no established procedures for
distributing and collecting materials.
Procedures for other activities are
confused or chaotic.

Small groups are only partially engaged
while not working directly with the teacher.
Procedures for transitions and for
distribution/collection of materials seem to
have been established, but their operation
is rough.
Classroom routines function unevenly.

The students are productively engaged
during small-group work.
Transitions between large- and small-group
activities are smooth.
Routines for distribution and collections of
materials and supplies work efficiently.
Classroom routines function smoothly.
When moving into small groups, students
are confused about where they are
supposed to go, whether they should take
their chair, etc.
There are long lines for materials and
supplies, or distributing supplies is time
consuming.
Students bump into one another lining up
or sharpening pencils.
Roll taking consumes much time at the
beginning of the lesson, and students are
not working on anything during the
process.
Most students ask what they are to do or
look around for clues from others.

Some students not working with the
teacher are not productively engaged in
learning.
Transitions between large- and small-group
activities are rough, but they are
accomplished.
Students are not sure what to do when
materials are being distributed or collected.
Students ask some clarifying questions
about procedures.
The attendance or lunch count consumes
more time than it would need if the
procedure were more routinized.



Possible Examples




Possible Examples
(cont.)

















Students get started on an activity while
the teacher takes attendance.
Students move smoothly between largeand small-group activities.
The teacher has an established timing
device, such as counting down to signal
students to return to their desks.
Teacher has an established attention
signal, such as raising a hand, or dimming
the lights.
One member of each small group collects
materials for the table.
There is an established color-coded system
indicating where materials should be
stored.
In small-group work, students have
established roles, they listen to one
another summarize different vies, etc.
Cleanup at the end of a lesson is fast and
efficient.
In addition the characteristics of
“accomplished”:
 Students take the initiative with their
classmates to ensure that their time is used
productively.
 Student themselves ensure that transitions
and other routines are accomplished
smoothly.
 Students take initiative in distributing and
collecting materials efficiently.
 Students direct classmates in small groups
not working directly with the teacher o be
more efficient in their work.
 A student reminds classmates of the roles
that they are to play within the group.
 A student redirects a classmate to the
table s/he should be at following a
transition.
 Students propose an improved attention
signal.
 Students independently check themselves
into class on the attendance board.
107
Domain 2: The Classroom Environment
2D - Managing
Student Behavior



Expectations
Monitoring of
Student Behavior
Response to Student
Misbehavior
Critical Attributes
Possible Examples
In order for student to be able to engage deeply with content, the classroom environment must be orderly; the atmosphere must feel businesslike and productive, without being authoritarian. In a
productive classroom, standards of conduct are clear to students; they know what they are permitted to do and what they can expect of their classmates. Even when their behavior is being corrected,
students feel respected; their dignity is not undermined. Skilled teachers regard positive student behavior not as an end in itself, but as a prerequisite to high levels of engagement in content.
Ineffective
Developing
Accomplished
Exemplary
 There appear to be no established
 Standards of conduct appear to have been
 Student behavior is generally appropriate.  Student behavior is entirely appropriate.
standards of conduct and little or no
established, but their implementation is
 The teacher monitors student behavior
 Students take an active role in monitoring
teacher monitoring of student behavior.
inconsistent.
against established standards of conduct.
their own behavior and that of other
students against standards of conduct.
 Students challenge the standards of
 Teacher tries, with uneven results, to
 Teacher response to student misbehavior
conduct.
monitor student behavior and respond to
is consistent, proportionate, respectful to
 Teachers’ monitoring of student behavior is
student misbehavior.
 Response to students’ misbehavior is
students, and effective.
subtle and preventative.
repressive or disrespectful of student
 There is inconsistent implementation of the
 Teacher’s response to student misbehavior
dignity
standards of conduct.
is sensitive to individual student needs and
respects students’ dignity.
In addition to the characteristics of
 The classroom environment is chaotic, with  Teacher attempts to maintain order in the
 Standards of conduct appear to have been
“accomplished”:
no apparent standards of conduct.
classroom but with uneven success;
established.
standards of conduct, if they exist, are not
 Student behavior is entirely appropriate;
 The teacher does not monitor student
 Student behavior is generally appropriate.
evident.
there is no evidence of student
behavior.
 The teacher frequently monitors student
misbehavior.
 Teacher attempts to keep track of student
 Some students violate classroom rules,
behavior.
behavior, but with no apparent system.
without apparent teacher awareness.
 Teacher’s response to student misbehavior  The teacher monitors student behavior
without speaking—just moving about.
 The teacher’s response to student
 When the teacher notices student
is effective.
misbehavior is inconsistent, at times very

Students respectfully intervene as
misbehavior, s/he appears helpless to do
 Teacher acknowledges good behavior.
harsh,
other
times
lenient.
appropriate with classmates to ensure
anything about it.
compliance with standards of conduct.
 Students are talking among themselves,
 Classroom rules are posted, but neither
 Upon a nonverbal signal from the teacher,
 A student suggests a revision in one of the
with no attempt by the teacher to silence
teacher nor students refer to them.
students correct their behavior.
classroom rules.
them.
 The teacher repeatedly asks students to
 The teacher notices that some students are
take their seats, they ignore him/her.
talking among themselves and without a
108



An object flies through the air, without
teacher notice.
Students are running around the room, the
result being a chaotic environment.
Their phones and other electronics distract
students; but, the teacher does nothing.

Teacher says to one student: “Where’s
your late pass? Go to the office.” To
another: “You don’t have a late pass?
Come in and take your seat; you’ve missed
enough already.”


The teacher moves to every section of the
classroom; keeping a close eye on student
behavior.
The teacher gives a student a hard look,
and the student stops talking to his/her
neighbor.


word moves nearer to them, the talking
stops.
The teacher asks to speak to a student
privately about misbehavior.
A student reminds his/her classmates of
the class rule about chewing gum.
Domain 2: The Classroom Environment
2E - Organizing
Physical Space


Safety and
Accessibility
Arrangement of
Furniture and Use of
Physical Resources
Critical Attributes
Possible Examples
The use of the physical environment to promote student learning is a hallmark of an experienced teacher. Its use varies, of course, with the age of the students: in a primary classroom, centers and
reading corners may structure class activities, while with older students, the position of chairs and desks can facilitate, or inhibit, rich discussion. Naturally, classrooms must be safe (no dangling wires
or dangerous traffic patterns), and all students must be able to see and hear what’s going on so they can participate actively. Both the teacher and students make effective use of computer (and other)
technology.
Ineffective
Developing
Accomplished
Exemplary
 The physical environment is unsafe, or
 The classroom is safe, and essential
 The classroom is safe, and learning is
 The classroom is safe, and learning is
many students don’t have access to
learning is accessible to most students.
accessible to all students; teacher ensures
accessible to all students, including those
learning resources.
that the physical arrangement is
with special needs.
 The teacher’s use of physical resources,
appropriate to the learning activities.
including computer technology, is
 There is poor coordination between the
 Teacher makes effective use of physical
lesson activities and the arrangement of
moderately effective.
resources, including computer technology.
 Teacher makes effective use of physical
furniture and resources, including
resources, including computer technology.  The teacher ensures that the physical
 Teacher makes some attempt to modify
computer technology.
the physical arrangement to suit learning
arrangement is appropriate to the learning
activities, with partial success.
activities.
In addition to the characteristics of
 There are physical hazards in the
 The physical environment is safe, and most  The classroom is safe, and all students are
“accomplished”:
classroom, endangering student safety.
students can see and hear.
able to see and hear.
 Modifications are made to the physical
 Many students can’t see or hear the
 The physical environment is not an
 The classroom is arranged to support the
environment to accommodate students
teacher or the board.
impediment to learning but does not
instructional goals and learning activities.
with special needs.
enhance it.
 Available technology is not being used,
 The teacher makes appropriate use of
 There is total alignment between the goals
even if its use would enhance the lesson.
 The teacher makes limited use of available
available technology.
of the lesson and the physical environment.
technology and other resources
 Students take the initiative to adjust the
physical environment.
 Teachers and students make extensive and
imaginative use of available technology.
 There are electrical cords placed in unsafe
 The teacher ensures that dangerous
 There are established guidelines
 Students ask whether they can shift the
locations around the classroom.
chemicals are stored safely.
concerning where backpacks are left during
furniture to better suit the differing needs
109


There is a pole in the middle of the room;
some students can’t see the board.
A white board is in the classroom, but it is
facing the wall, indicating that it is rarely, if
ever, used.


The classroom desks remain in two
semicircles, even though the activity for
small groups would be better served by
moving the desks to make tables for a
portion of the lesson.
The teacher tries to use a computer to
illustrate a concept but requires several
attempts to make it work.


class to keep the pathways clear; students
comply.
Desks are moved to make tables so
students can work together, or in a circle
for class discussion.
The use of an Internet connection enriches
the lesson.


of small-group work and large-group
discussion.
A student closes the door to shut out noise
in the corridor or lowers a blind to block
the sun from a classmate’s eyes.
A student suggests an application of the
white board for an activity.
110
Planning &
Preparation
Student Growth
Professional
Responsibilities
The Classroom
Environment
Instruction
111
Domain 3: Instruction
3A - Communicating
with students




Expectations for
Learning
Directions and
Procedures
Explanation of
Content
Use of Oral and
Written Language
Critical Attributes
Teachers communicate with students for several independent, but related purposes. First they convey that teaching and learning are purposeful activities; they make that purpose clear to students.
They also provide clear directions for classroom activities, so that students know what it is that they are to do. When teachers present concepts and information, those presentations are made with
accuracy, clarity, and imagination; when expanding upon the topic is appropriate to the lesson, skilled teachers embellish their explanations with analogies or metaphors, linking them to students’
interests and prior knowledge. Teachers occasionally withhold information from students (for example in an inquiry-based science lesson) to encourage them to think on their own, but what
information they do convey is accurate and reflects deep understanding. And the teacher’s use of language is vivid, rich and error free, affording the opportunity for students to hear language well
used and to extend their own vocabularies. Teacher presents complex concepts in ways that provide scaffolding and access to students.
Ineffective
Developing
Accomplished
Exemplary
 The instructional purpose of the lesson is
 The teacher’s attempt to explain the
 The teacher clearly communicates
 The teacher links the instructional purpose
unclear to students, and the directions and
instructional purpose has only limited
instructional purpose of the lesson,
of the lesson to the students’ interests; the
procedures are confusing.
success, and/or directions and procedures
including where it is situated within the
directions and procedures are clear and
must be clarified after initial student
broader learning, and explains procedures
anticipate possible student
 The teacher’s explanation of the content
confusion.
and directions clearly.
misunderstanding.
contains major errors.
 The teacher’s explanation of the content
 Teacher’s explanation of content is well
 The teacher’s explanation of content is
 The teacher’s spoken or written language
may contain minor errors; some portions
scaffolded, clear and accurate, and
thorough and clear, developing conceptual
contains errors.
are clear; other portions are difficult to
connects with students’ knowledge and
understanding through artful scaffolding
 The teacher’s spoken or written language
follow.
experience.
and connecting with students’ interest.
contains errors of grammar or syntax
 The teacher’s explanation consists of a
 During the explanation of content, the
 Students contribute to extending the
 The teacher’s vocabulary is inappropriate,
monologue, with no invitation to the
teacher invites student intellectual
content and help explain concepts to their
vague, or used incorrectly, leaving students
students
for
intellectual
engagement.
engagement.
classmates.
confused.
 Teacher’s spoken language is correct;
 Teacher’s spoken and written language is
 The teacher’s spoken and written language
however, his or her vocabulary is limited,
clear and correct and uses vocabulary
is expressive, and the teacher finds
or not fully appropriate to the students’
appropriate to the students’ ages and
opportunities to extend students’
ages or backgrounds.
interests.
vocabularies.
In addition to the characteristics of
 At no time during the lesson does the
 The teacher refers in passing to what the
 The teacher states clearly, at some point
teacher convey to the student what they
students will be learning, or has written it
during the lesson, what the students will be “accomplished”:
will be learning.
on the board with no elaboration or
learning.
 The teacher points out possible areas of
explanation.
misunderstanding.
 Students indicate through their questions
 If the tactic is appropriate, the teacher
that they are confused about the learning
models the process to be followed in the
 The teacher must clarify the learning task
 Teacher explains content clearly and
task.
so that student can complete it.
task.
imaginatively, using metaphors and
analogies to bring content to life.
 The teacher makes a serious content error
 The teacher makes no serious content
 Students engage with the learning task,
that will affect students’ understanding of
errors but may make a minor error.
indicating that they understand what they
 All students seem to understand the
the lesson.
are to do.
presentation.
 The teacher’s explanation of the content
 Students indicate through body language
consists of monologue or is purely
 The teacher makes no content errors.
 The teacher invites student to explain the
or questions that they don’t understand
procedural, with minimal participation by
content to the class or to classmates.
 The teacher’s explanation of content is
the content being presented.
students.
clear and invites student participation and
 Teacher uses rich language, offering brief
thinking.
vocabulary lessons where appropriate.
 Teacher’s communications include errors
 Vocabulary and usage are correct but
of vocabulary or usage.
unimaginative.
 The teacher’s vocabulary and usage are
correct and completely suited to the
 The teacher’s vocabulary is inappropriate
 Vocabulary is too advanced or too juvenile
to the age or culture of the students.
for the students.
lesson.
112
Domain 3: Instruction

Possible Examples






A student asks: “What are we supposed to
be doing? But the teacher ignores the
question.
The teacher states that to add fractions
they must have the same numerator.
Students have a quizzical look on their
faces; some may withdraw from the lesson.
Students become disruptive, or talk among
themselves in an effort to follow the
lesson.
The teacher uses technical terms with an
elementary class without explaining their
meanings.
The teacher tends to say “ain’t.”







The teacher mispronounces some common
words.
The teacher says: “And oh, by the way,
today we’re going to factor polynomials.”
A student asks: “What are we supposed to
be doing?” and the teacher clarifies the
task.
Students ask, “What do I write here?” in
order to complete a task.
Having asked students only to listen, the
teacher says: “Watch me while I show you
how to. . .”
A number of students do not seem to be
following the explanation.
Students are inattentive during the
teacher’s explanation of content.



The teacher’s vocabulary is appropriate to
the students’ ages and levels of
development.
The teacher says, “By the end of today’s
lesson, you’re all going to be able to factor
different types of polynomials.”
In the course of a presentation of content,
the teacher asks students: “Can anyone
think of an example of that?”
The teacher uses a board or projection
device so students can refer to it without
requiring the teacher’s attention.






The teacher says: “Here’s a spot where
some students have difficulty . . . be sure to
read it carefully.”
The teacher asks a student to explain the
task to other students.
When help is needed a student offers
clarification about the learning task to
classmates.
The teacher explains passive solar energy
by inviting student to think about the
temperature in a closed car on a cold but
sunny day or by the water in a hose that
has been sitting in the sun.
The teacher says: “Who would like to
explain this idea to us?”
The teacher pauses during an explanation
of civil rights movement to remind
students that the prefix “in” as in
“inequality,” means “not” and the prefix
“un” means the same thing.
Domain 3: Instruction
3B - Questioning and
Discussion Techniques

Quality of Questions
Questioning and discussion are the only instructional strategies specifically referred to in the framework for teaching; this fact reflects their central importance to teachers’ practice. But in the
framework it is important that questioning and discussion are used as techniques to deepen student understanding are being used rather than serving as recitation or a verbal quiz. Good teachers use
divergent as well as convergent questions, framed in such a way that they invite students to formulate hypotheses, make connections, or challenge previously held views. Students’ responses to
questions are valued; effective teachers are especially adept at responding to and building upon student responses and making use of their ideas. High- quality questions encourage student to make
113


Discussion
Techniques
Student Participation
Critical Attributes
Possible Examples
connections among concepts or events previously believed to be unrelated, and arrive at new understandings of complex material. Effective teachers also pose questions for which they do not know
the answers. Even when a question has limited number of correct responses, the question, being non-formulaic, is likely to promote thinking by students. Class discussions are animated, engaging all
students in important issues and in using their own language to deepen and extend their understanding. These discussions may be based on questions formulated by the students themselves.
Not all questions must be at high cognitive level in order for a teacher’s performance to be rated at a high level; that is, when exploring a topic, a teacher might begin with a series of questions of low
cognitive challenge to provide a review, or to ensure that everyone in the class is “on board.” Furthermore, if the questions are at a high level, but only a few students participate in the discussion, the
teacher’s performance on the component cannot be judged to be at a high level. In addition, in lessons involving student in small-group work, the quality of the student’s questions and discussion in
their small groups may be considered part of this component.
In order for students to formulate high-level questions, they must have learned how to do so. Therefore, high-level questions from students, either in the full class, or in small group discussions,
provide evidence that these skills have been taught.
Ineffective
Developing
Accomplished
Exemplary
 Teacher’s questions are of low cognitive
 Teacher’s questions lead students through
 Although the teacher may use some low Teacher uses a variety or series of
challenge, require single correct responses,
a single path of inquiry, with answers
level questions, he or she asks the
questions or prompts to challenge students
and are asked in rapid succession.
seemingly determined in advance.
students questions designed to promote
cognitively, advance high-level thinking and
thinking and understanding.
discourse, and promote metacognition.
 Interaction between teacher and students
 Alternatively, the teacher attempts to
is predominantly recitation style, with the
frame some questions designed to
 Teacher creates a genuine discussion
 Students formulate many questions,
teacher mediating all questions and
promote student thinking and
among students, providing adequate time
initiate topics, and make unsolicited
answers.
understanding, but only a few students are
for students to respond and stepping
contributions.
involved.
aside when appropriate.
 A few students dominate the discussion.
 Students themselves ensure that all voices
are heard in the discussion.
 Teacher attempts to engage all students in
 Teacher successfully engages most
the discussion and to encourage them to
students in the discussion, employing a
respond to one another, but with uneven
range of strategies to ensure that most
results.
students are heard.
In addition to the characteristics of
 Questions are rapid-fire, and convergent
 Teacher frames some questions designed
 Teacher uses open-ended questions,
“accomplished”:
with a single correct answer.
to promote student thinking, but only a
inviting students to think and/or offer
small number of students are involved.
multiple possible answers.
 Students initiate higher-order questions.
 Questions do not invite student thinking.
 The teacher invites students to respond
 The teacher makes effective use of wait
 Students extend the discussion, enriching
 All discussion is between teacher and
directly to one another’s ideas, but few
time.
it.
students; students are not invited to speak
students respond.
directly to one another.
 The teacher effectively builds on student
 Students invite comments from their
responses to questions.
classmates during a discussion.
 Teacher calls on many students, but only a
 A few Students dominate the discussion.
few actually participate in the discussion.
 Discussions enable students to talk to one
another without ongoing mediation by the
teacher.
Domain 3: Instruction
 The teacher calls on most students, even
those who don’t initially volunteer.
 Many students actively engage in the
discussion.
 All questions are of the “recitation” type
 Many questions are of the “recitation”
 The teacher asks: “What might have
 A student asks, “How many ways are there
such as “What is 3 x 4?”
type, such as “How many members of the
happened if the colonists had not prevailed
to get this answer?”
House of Representatives are there?”
in the American war for independence?”
114


The teacher asks a questions for which the
answer is on the board; students respond
by reading it.
The teacher calls only upon students who
have their hands up.


The teacher asks: “Who has an idea about
this?” but only the usual three students
offer comments.
The teacher asks: “Michael can you
comment on Mary’s idea?” but Michael
does not respond or makes a comment
directly to the teacher.



The teacher uses the plural form in asking
questions, such as “What are some things
you think might contribute to . . .?”
The teacher asks; “Michael, can you
comment on Mary’s idea?” and Michael
responds directly to Mary.
After posing a question and asking each of
the students to write a brief response and
then share it with a partner, the teacher
invites a few to offer their ideas to the
entire class.



A student says to a classmate: “I don’t think
I agree with you on this, because . . .”
A student asks of other students: “Does
anyone have another idea how we might
figure this out?”
A student asks, “What if . . .?”
Domain 3: Instruction
3C - Engaging Students
in Learning


Activities and
Assignments
Grouping of Students
Student engagement in learning is the centerpiece of the framework for teaching; all other components contribute to it. When students are engaged in learning, they are not merely “busy,” nor are
they “on task.” The critical distinction between a classroom in which students are compliant and busy and one in which they are engaged is that the latter students are developing their understanding
through what they do. That is, they are engaged in discussing, debating, answering “what if?” questions, discovering patterns, and the like. They may be selecting their work from a range of (teacherarranged) choices and making important contributions to the intellectual life of the class. Such activities don’t typically consume the entire lesson, but they are essential components of engagement.
A lesson in which students are engaged usually has a discernible structure: a beginning, a middle, and an end, with scaffolding provided by the teacher or by the activities themselves. The teacher
organizes student tasks to provide cognitive challenge and then encourages students to reflect on what they have done and what they have learned. This is, the lesson has closure, in which students
derive the important learning from their own actions. A critical question for an observer in determining the degree of student engagement is “What are the students being asked to do?” If the answer
to that question is that they are filling in blanks on a worksheet or performing a rote procedure, they are unlikely to be cognitively engaged.
115


Instructional
Materials and
Resources
Structure and Pacing
Critical Attributes
Critical Attributes
(cont.)
Possible Examples
In observing a lesson it is essential no only to watch the teacher but also pay close attention to the students and what they are doing. The best evidence for student engagement is what students are
saying and doing as a consequence of what the teacher does, or has done, or has planned.
Ineffective
Developing
Accomplished
Exemplary
 The learning tasks and activities, materials,  The learning tasks and activities are
 The learning tasks and activities are
 Virtually all students are intellectually
resources, instructional groups and
partially aligned with the instructional
aligned with instructional outcomes and
engaged in challenging content through
technology are poorly aligned with the
outcomes but require only minimal
designed to challenge student thinking,
well-designed learning tasks and suitable
instructional outcomes or require only rote
thinking by students, allowing most to be
the result being that most students
scaffolding by the teacher and fully aligned
responses.
passive or merely compliant.
display active intellectual engagement
with the instructional outcomes.
with important and challenging content
 The pace of the lesson is too slow or too
 The pacing of the lesson may not provide
 In addition, there is evidence of some
and are supported in that engagement by
rushed.
students the time needed to be
student initiation of inquiry and of student
teacher scaffolding.
intellectually engaged.
contribution to the exploration of
 Few students are intellectually engaged or
 The pacing of the lesson is appropriate,
important content.
interested.
providing most students the time needed
 The pacing of the lesson provides students
to be intellectually engaged.
the time needed to intellectually engage
with and reflect upon their learning and to
consolidate their understanding.
 Students may have some choice in how
they complete tasks and may serve as
resources for one another.
 Few students are intellectually engaged in
 Some students are intellectually engaged in  Most students are intellectually engaged in In addition to the characteristics of
“accomplished”:
the lesson.
the lesson.
the lesson.
 Virtually all students are highly engaged in
 Learning tasks require only recall or have a
 Learning tasks are a mix of those requiring
 Learning tasks have multiple correct
the lesson.
single correct response or method.
thinking and recall.
responses or approaches and/or demand
higher-order thinking.
 Students take initiative to modify a learning
 The materials used ask students to perform  Students are in large part passively
task to make it more meaningful or
only rote tasks.
engaged with the content, learning
 Students have some choice in how they
relevant to their needs.
primarily
facts
or
procedures.
complete
learning
tasks.
 Only one type of instructional group is used

Students suggest modifications to the
(whole group, small groups) when variety
 Students have no choice in how they
 There is a mix of different types of
grouping patterns used.
would better serve the instructional
complete tasks.
groupings, suitable to the lesson objectives.
purpose.
 Students have extensive choice in how they
 The teacher uses different instructional
 Materials and resources support the
Domain
complete tasks.
groupings; these are partially successful
in 3: Instruction
learning goals and require intellectual
 Instructional materials used are unsuitable
to the lesson and/or students.
achieving the lesson objectives.
engagement, as appropriate.
 Students suggest modifications or additions
to materials being used.
 The lesson drags or is rushed.
 The materials and resources are partially
 The pacing of the lesson provides students
aligned to the lesson objectives and only in
the time needed to be intellectually
 Students have the opportunity for both
some cases demand student thinking.
engaged.
reflection and closure after the lesson to
consolidate their understanding.
 The pacing of the lesson is uneven- suitable
in parts, but rushed or dragging in others.
 Students are able to fill out the worksheet
 Students are asked to fill in a worksheet,
 Students are asked to formulate a
 Students are asked to write an essay “in
without fully understanding what it’s
following an established procedure.
hypothesis about what might happen if the
the spirit of Hemmingway.”
asking them to do.
116


The lesson drags or feels rushed.
Students complete “busy work” activities.


There is a recognizable beginning, middle
and end to the lesson.
Parts of the lesson have a suitable pace:
other parts drag or feel rushed.



American voting system allowed for the
direct election of presidents.
Students are given a task to do
independently, then to discuss with a table
group, and then to report out from each
table.
There is a clear beginning, middle and end
to the lesson.
The lesson neither rushes or drags.



A student asks whether they might remain
in their small groups to complete another
section of the activity, rather than work
independently.
Students identify or create their own
learning materials.
Students summarize their learning from the
lesson.
Domain 3: Instruction
3D - Using Assessment
in Instruction




Assessment Criteria
Monitoring of
Student Learning
Feedback to Students
Student SelfAssessment and
Monitoring of
Progress
Assessment of student learning plays an important role in instruction; no longer does it signal the end of instruction; it is now recognized to be an integral part of instruction. While assessment for
learning has always been and will continue to be an important aspect of teaching (It’s important for teachers to know whether students have learned what was intended), assessment for learning has
increasingly come to play an important role in classroom practice. And in order to assess student learning for the purposes of instruction, teachers must have their “fingers on the pulse” of a lesson,
monitoring student understanding and, where appropriate, offering feedback to students.
Ineffective
Developing
Accomplished
Exemplary
 There is little or no assessment or
 Assessment is used sporadically by teacher  Assessment is used regularly by teacher
 Assessment is fully integrated into
monitoring of student learning; feedback is
and/or students to support instruction
and/or students during the lesson through
instruction through extensive use of
absent or of poor quality.
through some monitoring of progress in
monitoring of learning progress and
formative assessment.
learning.
results in accurate, specific feedback that
 Students do not appear to be aware of the
 Students appear to be aware of, and there
advances learning.
assessment criteria and do not engage in
 Feedback to students is general, students
is some evidence that they have
self-assessment.
appear to be only partially aware of the
 Students appear to be aware of the
contributed to, the assessment criteria
assessment criteria used to evaluate their
assessment criteria; some of them engage  Students self-assess and monitor their
work, and few assess their own work.
in self-assessment
progress.
 Questions, prompts, assessments are used  A variety of feedback, from both their
to diagnose evidence of learning.
teacher and their peers, is accurate,
specific, and advances learning.
117

Critical Attributes




The teacher gives no indication of what
high-quality work looks like.
The teacher makes no effort to determine
whether students understand the lesson.
Feedback is only global.
The teacher does not ask students to
evaluate their own classmates work.





Possible Examples


Possible Examples
(cont.)


A student asks: “How is this assignment
going to be graded?”
A student asks, “Does this quiz count
towards my grade?”
The teacher forges ahead with a
presentation without checking for
understanding.
The teacher says: “Good job, everyone.”



There is little evidence that the students
understand how their work will be
evaluated.
Teacher monitors understanding through a
single method, or without eliciting
evidence of understanding from all
students.
Teacher requests global indications of
student understanding.
Feedback to students is not uniformly
specific and not oriented towards future
improvement of the work.
The teacher makes only minor attempts to
engage students in self-assessment or peer
assessment.




Students indicate that they clearly
understand the characteristics of highquality work.
The teacher elicits evidence of student
understanding during the lesson. Students
are invited to assess their own work and
make improvements.
Feedback includes specific and timely
guidance, at least for groups of students.
The teacher attempts to engage students in
self-assessment or peer assessment.
Teacher asks: “Does anyone have a
 The teacher circulates during small group
question?”
or independent work, offering suggestions
to groups of students.
When a student completes a problem on
Domain 3: Instruction
the board, the teacher corrects the
 The teacher uses a specifically formulated
student’s work without explaining why.
question to elicit evidence of student
understanding.
The teacher, after receiving a correct
response from one student, continues
 The teacher asks student to look over their
without ascertaining whether all students
papers to correct their errors
understand the concept.
Questions, prompts, assessments are used
regularly to diagnose evidence of learning
by individual students.
In addition to the characteristics of
“accomplished”:
 There is evidence that students have
helped establish the evaluation criteria.
 Teacher monitoring of student
understanding is sophisticated and
continuous: the teacher is constantly
“taking the pulse” of the class.
 Teacher makes frequent use of strategies
to elicit information about individual
student understanding.
 Feedback to students is specific and timely,
and is provided from many sources
including other students.
 Students monitor their own understanding,
either on their own initiative or as a result
of tasks set by their teacher.
 The teacher reminds students of the
characteristics of high-quality work (the
assessment criteria), suggesting that the
students themselves helped develop them.
 While students are working, the teacher
circulates, providing substantive feedback
to individual students.
 The teacher uses exit tickets to elicit
evidence of individual student
understanding.
 Students offer feedback to their classmates
on their work.
 Students evaluate a piece of their writing
rubric and confer with the teacher about
how it could be improved.
118
Domain 3: Instruction
3E - Demonstrating
Flexibility and
Responsiveness



Lesson Adjustment
Response to Students
Persistence
Critical Attributes
“Flexibility and responsiveness” refers to a teacher’s skill in making adjustments in a lesson to respond to changing conditions. When a lesson is well planned, there may be no need for changes during
the course of the lesson itself. Shifting the approach in midstream in not always necessary; in fact, with experience comes skill in accurately predicting how a lesson will go and readiness for different
possible scenarios. But even the most-skilled and best-prepared teachers will on occasion find that either a lesson is not going as they would like or that a teachable moment has presented itself. They
are ready to respond to such situations. Furthermore, teachers who are committed to the learning of all students persist in their attempts to engage each student in learning, even when confronted
with initial setbacks.
Ineffective
Developing
Accomplished
Exemplary
 Teacher adheres to the instruction plan in
 Teacher attempts to modify the lesson
 Teacher promotes the successful learning
 Teacher seizes an opportunity to enhance
spite of evidence of poor student
when needed and to respond to student
of all students, making minor adjustments
learning, building on a spontaneous event
understanding or lack of interest.
questions and interests, with moderate
as needed to instruction plans and
or student interests, or successfully adjusts
success.
accommodating student questions, needs,
and differentiates instruction to address
 Teacher ignores student questions; when
and interests.
individual student misunderstandings.
students experience difficulty, the teacher
 Teacher accepts responsibility for student
blames the students or their home
success but has only a limited repertoire of  Drawing on a broad repertoire of
 Teacher persists in seeking effective
environment.
strategies to draw upon.
strategies, the teacher persists in seeking
approaches for students who need help,
approaches for students who have
using an extensive repertoire of
difficulty learning.
instructional strategies and soliciting
additional resources from the school or
community.
In addition to the characteristics of
 Teacher ignores indications of student
 Teacher’s efforts to modify the lesson are
 When necessary, the teacher makes
“accomplished”:
boredom or lack of understanding.
only partially successful.
adjustments to the lesson to enhance
understanding by groups of students.
 Teacher brushes aside student questions
119



Possible Examples



Teacher makes no attempt to incorporate
student interests into the lesson.
The teacher conveys to students that when
they have difficulty learning it is their fault.
In reflecting on practice, the teacher does
not indicate that it is important to reach all
students.
The teacher says: “We don’t have time for
that today.”
The teacher makes no attempt to adjust
the lesson when students appear confused.
The teacher says: “If you’d just pay
attention, you could understand this.”






Teacher makes perfunctory attempts to
incorporate student questions and
interests in the lesson.
The teacher conveys a sense to students of
their own responsibility for their learning
but is uncertain about how to assist them.
In reflecting on practice, the teacher
indicates the desire to reach all students
but does not suggest strategies to do so.

The teacher says: “I’ll try to think of
another way to come at this and get back
to you.”
The teacher says: “I realize not everyone
understands this, but we can’t spend any
more time on it.”
The teacher rearranges the way the
students are grouped in an attempt to help
students understand the lesson.



Teacher incorporates students’ interests
and questions into the heart of the lesson.
The teacher conveys to students that s/he
has other approaches to try when the
students experience difficulty.
In reflecting on practice, the teacher cites
multiple approaches undertaken to reach
students having difficulty.






The teacher says: “That’s an interesting
idea; let’s see how it fits.”
The teacher illustrates a principle of good
writing to a student using his interest in
basketball as context.
The teacher says: “Let’s try this way and
then uses another approach.”



The teacher’s adjustments to the lesson are
designed to assist individual students.
Teacher seizes on a teachable moment to
enhance a lesson.
The teacher conveys to students that s/he
won’t consider a lesson “finished” until
every student understands and that s/he
has a broad range of approaches to use.
In reflecting on practice, the teacher can
cite others in the school and beyond whom
s/he has contacted for assistance in
reaching some students.
The teacher stops midstream in a lesson,
and says: “This activity doesn’t seem to be
working! Here’s another way I’d like you to
try it.”
The teacher incorporates the school’s
upcoming championship game into an
explanation of averages.
The teacher says: “If we have to come back
to this tomorrow, we will; it’s really
important that you understand it.”
120
Planning &
Preparation
Student Growth
Professional
Responsibilities
The Classroom
Environment
Instruction
121
Domain 4: Professional Responsibilities
4A - Reflecting on
Teaching


Accuracy
Use in Future
Teaching
Critical Attributes
Reflecting on teaching encompasses the teacher’s thinking that follows any instructional event – an analysis of the many decisions made both in planning and implementation of a lesson. By
considering these elements in light of the impact they had on student learning, teachers can determine where to focus their efforts in making revisions and what aspects of the instruction they will
continue in future lessons. Teachers may reflect on their practice through collegial conversations, journal writing, examining student work, informal observations and conversations with students, or
simply thinking about their teaching. Reflecting with accuracy, specificity, and ability to use what has been learned in future teaching is a learned skill; mentors, coaches, and supervisors can help
teachers acquire and develop the skill of reflecting on teaching through supportive and deep questioning. Over time, this way of thinking and analyzing instruction through the lens of student learning
becomes a habit of mind, leading to improvement in teaching and learning.
Ineffective
Developing
Accomplished
Exemplary
 Teacher does not know whether a lesson
 Teacher has a generally accurate
 Teacher makes an accurate assessment of
 Teacher makes a thoughtful and accurate
was effective or achieved its instructional
impression of a lesson’s effectiveness and
a lesson’s effectiveness and the extent to
assessment of a lesson’s effectiveness and
outcomes, or he/she profoundly misjudges
the extent to which instructional outcomes
which it achieved its instructional
the extent to which it achieved its
the success of a lesson
were met.
outcomes and can cite general references
instructional outcomes, citing many specific
to support the judgment.
examples from the lesson and weighing the
 Teacher has no suggestions for how a
 Teacher makes general suggestions about
relative strengths of each.
lesson could be improved.
how a lesson could be improved.
 Teacher makes a few specific suggestions
of what could be tried another time the
 Drawing on an extensive repertoire of
lesson is taught.
skills, teacher offers specific alternative
actions, complete with the probable
success of different courses of action.
In addition to the characteristics of
 The teacher considers the lesson but draws  The teacher has a general sense of whether  The teacher accurately assesses the
“accomplished”:
incorrect conclusions about its
or not instructional practices were
effectiveness of instructional activities
effectiveness.
effective.
used.
 Teacher’s assessment of the lesson is
thoughtful and includes specific indicators
 The teacher makes no suggestions for
 The teacher offers general modifications
 The teacher identifies specific ways in
of effectiveness.
improvement.
for future instruction.
which a lesson might be improved.
 Teacher’s suggestions for improvement
draw on an extensive repertoire.
122
Possible Examples


Despite evidence to the contrary, the
teacher says, “My students did great on
that lesson!”
The teacher says: “That was awful; I wish I
knew what to do!”


At the end of the lesson the teacher says,
“I guess that went okay.”
The teacher says: “I guess I’ll try X next
time.”


The teacher says: “I wasn’t pleased with
the level of engagement of the students.”
The teacher’s journal indicates several
possible lesson improvements.


The teacher says: “I think that lesson
worked pretty well, although I was
disappointed in how the group at the back
table performed.”
In conversation with colleagues, the
teacher considers different group
strategies for improving a lesson.
Domain 4: Professional Responsibilities
4B - Maintaining
Accurate Records



Student Completion
of Assignments
Student Progress in
Learning
Non-Instructional
Records
Critical Attributes
An essential responsibility of professional educators is keeping accurate records of both instructional and noninstructional events. This record keeping includes student completion of assignments,
student progress in learning, and records of noninstructional activities that are part of the day-to-day functions in a school setting, including such things as the return of signed permission slips for a
field trip and money for school pictures. Proficiency in this component is vital because these records inform interactions with students and parents and allow teachers to monitor learning and adjust
instruction accordingly. The methods of keeping records vary as much as the type of information that is being recorded. For example, records of formal assessments may be recorded electronically
with the use of spreadsheets and databases that allow for item analysis and individualized instruction. A less formal means of keeping track of student progress may include anecdotal notes that are
kept in student folders.
Ineffective
Developing
Accomplished
Exemplary
 Teacher’s system for maintaining
 Teacher’s system for maintaining
 Teacher’s system for maintaining
 Teacher’s system for maintaining
information on student completion of
information on student completion of
information on student completion of
information on student completion of
assignments and student progress in
assignments and student progress in
assignments, student progress in learning,
assignments, student progress in learning,
learning is nonexistent or in disarray.
learning is rudimentary and only partially
and noninstructional records is fully
and noninstructional records is fully
effective.
effective.
effective.
 Teacher’s records for noninstructional
activities are in disarray, resulting in errors
 Teacher’s records for noninstructional
 Students contribute information and
and confusion.
activities are adequate but require
participate in maintaining the records.
frequent monitoring to avoid errors.
 There is no system for either instructional
 The teacher has a process for recording
 The teacher’s process for recording student In addition to the characteristics of
“accomplished”:
or noninstructional records.
completion og student work. However, it is
work completion is efficient and effective;
out of date or does not permit students to
students have access to information about
 Students contribute to and maintain
 The record-keeping systems are in disarray
gain access to the information.
completed and/or missing assignments.
records indicating completed and overdue
so as to provide incorrect or confusing
work assignments.
information.
 The teacher’s process for tracking student
 The teacher has an efficient and effective
progress is cumbersome to use.
process for recording student attainment
 Students both contribute and maintain
of learning goals; student able to see how
data files indicating their own progress in
 The teacher has a process for tracking, but
they’re progressing.
learning.
not all, noninstructional information, and it
may contain some errors.
 The teacher’s process for recording
 Students contribute to maintaining
noninstructional information is both
noninstructional records for the class.
efficient and effective.
123

Possible Examples


4C - Communicating
with Families



Information About
the Instructional
Program
Information About
Individual Students
Engagement of
Families in the
Instructional Program



A student says, “I wasn’t in school today,
 The teacher creates a link on the class
and my teacher’s website is out of date, so
website that students can access to check
I don’t know what the assignments are.”
on any missing assignment.
The teacher says “I’ve got all these notes
 The teacher’s grade book records student
about how kids are doing; I should put
progress toward learning goals.
them into the system, but I don’t have
 The teacher creates a spreadsheet for
time.”
tracking which students have paid for their
On the morning of the field trip, the
school pictures.
teacher frantically searches all the drawers
in the desk for permission
slips and
finds
Domain
4: Professional
Responsibilities
them just before the bell rings.



A student from each team maintains the
database of current and missing
assignments for the team.
When asked about their progress in class, a
student proudly shows her data file and
can explain how the documents indicate
her progress toward learning goals.
When they bring in their permission slips
for a field trip, students add their own
information to the database.
Although the ability of families to participate in their child’s learning varies widely due to other family or job obligations, it is the responsibility of teachers to provide opportunities for
them to both understand the instructional program and their child’s progress. Teachers establish relationships with families by communicating to them about both the instructional
program and about individual students, and they invite families to be part of the educational process itself. The level of family participation and involvement tends to be greater at the
elementary level when young children are just beginning school. However, the importance of regular communication with families of adolescence cannot be overstated. A teacher’s
effort to communicate with families conveys an essential caring on the part on the part of the teacher, a quality valued by families of students of all ages.
Ineffective
Developing
Accomplished
Exemplary


Critical Attributes
A student says, “I’m sure I turned in that
assignment, but the teacher lost it!”
The teacher says, “I misplaced the writing
samples for my class, but it doesn’t
matter—I know what the students would
have scored.”
On the morning of the field trip, the
teacher discovers that five students have
never turned in their permission slips.




Teacher communication with families—
about the instructional program, about
individual students—is sporadic or
culturally inappropriate.
Teacher makes no attempt to engage
families in the instructional program.
Little or no information regarding the
instructional program is available to
parents.
Families are unaware of their children’s
progress.
Family engagement activities are lacking.
Communication is culturally inappropriate.





Teacher makes sporadic attempts to
communicate with families about the
instructional program and about the
progress of individual students but does not
attempt to engage families in the
instructional program. Communications are
one-way and not always appropriate to the
cultural norms of those families.

School or district-created materials about
the instructional program are sent home.
Infrequent or incomplete information is
sent home by teachers about the
instructional program.
Teacher maintains school-required grade
book but does little else to inform families
about student progress.
Teacher communications are sometimes
inappropriate to families’ cultural norms.





Teacher communicates frequently with
families about the instructional program
and conveys information about individual
student progress.
Teacher makes some attempts to engage
families in the instructional program.
Information to families is conveyed in a
culturally appropriate manner.
Information about the instructional
program is available on a regular basis.
The teacher sends information about
student progress home on a regular basis.
Teacher develops activities designed to
successfully engage families in their
children’s learning, as appropriate.

Teacher’s communication with families is
frequent and sensitive to cultural traditions,
with students contributing to the
communication.
 Response to family concerns is handled
with professional and cultural sensitivity.
 Teacher’s efforts to engage families in the
instructional program are frequent and
successful.
In addition to the characteristics of
“accomplished”:
 On a regular basis, students develop
materials to inform their families about the
instructional program.
 Students maintain accurate records about
their individual learning progress and
frequently share this information with
families.
 Students contribute to regular and ongoing
projects designed to engage families in the
learning process.
124
Possible Examples



A parent says, “I’d like to know what my kid
is working on at school.”
A parent says, “I wish I knew something
about my child’s progress before the report
card comes out.”
A parent says, “I wonder why we never see
any school work come home.”



A parent says, “I received the district
pamphlet on the reading program, but I
wonder how it’s being taught in my child’s
class.”
A parent says, “I emailed the teacher about
my child’s struggles with math, but all I got
back was a note saying that he’s doing
fine.”
Weekly quizzes are sent home for
parent/guardian signature.



The teacher sends weekly newsletter home
to families, including advance notice about
homework assignments, current class
activities, community and/or school
projects, field trips, etc.
The teacher creates a monthly progress
report, which is sent home for each
student.
The teacher sends home a project that asks
students to interview a family member
about growing up during the 1970s.



Students create materials for back-toschool night that outline the approach for
learning science.
Student daily reflection log describes
learning and goes home each week for a
response from a parent or guardian.
Students design a project on charting family
use of plastics.
125
Domain 4: Professional Responsibilities
4D - Participating in a
Professional
Community




Relationships with
Colleagues
Involvement in a
Culture of
Professional Inquiry
Service to the School
Participation in
School and District
Projects
Critical Attributes
Schools are, first of all, environments to promote the learning of students. But in promoting student learning, teachers must work with colleagues to share strategies, plan joint efforts, and plan for the
success of individual students. Schools are, in other words, professional organizations for teachers—organizations whose full potential is realized only when teachers regard themselves as members of
a professional community. This community is characterized by mutual support and respect and by recognition of the responsibility of all teachers to be constantly seeking ways to improve their
practice and to contribute to the life of the school. Inevitably, teachers’ duties extend beyond the doors of their classrooms and include activities related to the entire school and/or larger district.
These activities include such things as school and district curriculum committees or engagement with the parent-teacher organization. With experience, teachers assume leadership roles in these
activities.
Ineffective
Developing
Accomplished
Exemplary
 Teacher’s relationships with colleagues are  Teacher maintains cordial relationships
 Teacher’s relationships with colleagues
 Teacher’s relationships with colleagues are
negative or self-serving.
with colleagues to fulfill duties that the
are characterized by mutual support and
characterized by mutual support and
school or district requires.
cooperation; teacher actively participates
cooperation, with the teacher taking
 Teacher avoids participation in a
in a culture of professional inquiry.
initiative in assuming leadership among the
professional culture of inquiry, resisting
 Teacher becomes involved in the school’s
faculty.
opportunities to become involved.
culture of professional inquiry when invited  Teacher volunteers to participate in school
to do so.
events and in school and district projects,
 Teacher takes a leadership role in
 Teacher avoids becoming involved in
making a substantial contribution.
promoting a culture of professional inquiry.
school events or school and district
 Teacher participates in school events and
projects
school and district projects when
 Teacher volunteers to participate in school
specifically asked to do so.
events and district projects making a
substantial contribution, and assuming a
leadership role in at least one aspect of
school or district life.
In addition to the characteristics of
 The teacher’s relationship with colleagues
 The teacher has pleasant relationship with
 The teacher has supportive and
is characterized by negativity or
colleagues.
collaborative relationships with colleagues. “accomplished”:
combativeness.
 The teacher takes a leadership role in
 When invited, the teacher participates in
 The teacher regularly participates in
promoting activities related to professional
activities related to professional inquiry.
activities related to professional inquiry.
 The teacher purposefully avoids
inquiry.
contributing to activities promoting
 When asked, the teacher participates in
 The teacher frequently volunteers to
professional inquiry.
 The teacher regularly contributes to and
school activities, as well as school, district
participate in school activities, as well as
oversees events that positively impact
 The teacher avoids involvement in school
and community projects.
school, district and community projects.
school life.
activities and school, district and
community projects.
 The teacher regularly contributes to and
serves as head of significant school, district
and community projects.
126
Possible Examples




Possible Examples
(cont.)
The teacher doesn’t share test-taking
strategies with his colleagues. He figures
that if his students do well, it will make him
look good.
The teacher does not attend PLC meetings.
The teacher does not attend any school
function after the dismissal bell.
The teacher says, “I work from 8:30-3:30
and not a minute more. I won’t serve on
any district committee unless they get a
substitute to cover my class”.




The teacher is polite but never shares any
 The principal remarks that the teacher’s
instructional materials with his grade
students have been noticeably successful
partners.
since her team has been focused on
instructional strategies during their team
The teacher attends PLC meetings only
meetings.
when reminded by her supervisor.
 The teacher has decided to take some of
The principal says, “I wish I didn’t have to
the free MIT courses online and to share
ask the teacher to “volunteer” every time
Domainthe
4: Professional Responsibilities
his learning with colleagues.
we need someone to chaperone
dance.”
 The basketball coach is usually willing to
chaperone the 9th grade dance because she
The teacher contributes to the district
knows all of her players will be there.
literacy committee only when requested to
do so by the principal.
 The teacher enthusiastically represents the
school during the district social studies
review and brings her substantial
knowledge of U.S. history to the coursewriting team.




The teacher leads the “mentor” group,
devoted to supporting teachers during
their first years in the profession.
The teacher hosts a book study group that
meets monthly; he guides the book choices
so that the group can focus on topics that
will enhance their skills.
The teacher leads the school’s annual
“Olympics” day, which involves all students
and faculty in athletic events.
The teacher leads the school district’s
wellness committee, which involves healthcare and nutrition specialists from the
community.
127
Domain 4: Professional Responsibilities
4E - Growing and
Developing
Professionally



Enhancement of
Content Knowledge
and Pedagogical Skill
Receptivity to
Feedback from
Colleagues
Service to the
Profession
Critical Attributes
Possible Examples
As in other professions, the complexity of teaching requires continued growth and development in order to remain current. Conscientiousness about continuing to stay informed and increasing their
skills allows teachers to become ever more effective and to exercise leadership among their colleagues. The academic disciplines themselves evolve, and educators constantly refine their
understanding of how to engage students in learning; thus growth in content, pedagogy, and information technology are essential to good teaching. Networking with colleagues through such activities
such as joint planning, study groups, and lesson study provides opportunities for teachers to learn from one another. These activities allow for job-embedded professional development. In addition,
professional educators increase their effectiveness in the classroom by belonging to professional organizations, reading professional journals, attending educational conferences, and taking university
classes. As they gain experience and expertise, educators find ways to contribute to their colleagues and to the profession.
Ineffective
Developing
Accomplished
Exemplary
 Teacher engages in no professional
 Teacher participates in professional
 Teacher seeks out opportunities for
 Teacher seeks out opportunity for
development activities to enhance
activities to a limited extent when they are
professional development to enhance
professional development and makes a
knowledge or skill.
convenient.
content knowledge and pedagogical skill.
systematic effort to conduct action
research.
 Teacher resists feedback on teaching
 Teacher accepts, with some reluctance,
 Teacher welcomes feedback from
performance from either supervisors or
feedback on teaching performance from
colleagues—either when made by
 Teacher seeks out feedback on teaching
more experienced colleagues.
both supervisors and colleagues.
supervisors or when opportunities arise
from both supervisors and colleagues.
through professional collaboration.
 Teacher makes no effort to share
 Teacher finds limited ways to contribute to
 Teacher initiates important activities to
knowledge with others or to assume
the profession.
contribute to the profession.
 Teacher participates actively in assisting
professional responsibility.
other educators.
 The teacher is not involved in any activity
 The teacher participates in professional
 The teacher seeks regular opportunities for In addition to the characteristics of
“accomplished”:
that might enhance knowledge or skill.
activities when they are required or when
continued professional development.
provided by the school district.
 The teacher seeks regular opportunities for
 The teacher purposefully resists discussing
 The teacher welcomes colleagues and
continued professional development,
performance with supervisors or
supervisors into the classroom for the
 The teacher reluctantly accepts feedback
including initiating action research.
colleagues.
from supervisors and colleagues.
purpose of gaining insight from their
feedback.
 The teacher actively seeks feedback from
 The teacher ignores invitations to join
 The teacher contributes in a limited fashion
supervisors and colleagues.
professional organizations or attend
to educational professional organizations.
 The teacher actively participates in
conferences.
professional organizations designed to
 The teacher takes an active leadership role
contribute to the profession.
in professional organizations in order to
contribute to the teaching profession.
 The teacher never takes continuing
 The teacher politely attends district
 The teacher eagerly attends the school
 The teacher’s principal rarely spends time
education courses, even though the credits
workshops and professional development
district optional summer workshops,
observing in her classroom. Therefore, she
would increase his salary.
days but doesn’t make much use of the
finding them to be a wealth of instructional
has initiated an action research project in
materials received.
strategies he can use during the school
order to improve her own instruction.
 The teacher endures the principal’s annual
year.
observations in her classroom, knowing
 The teacher listens to his principal’s
 The teacher is working on a particular
that if she waits long enough, the principal
feedback after a lesson but isn’t sure that
instructional strategy and asks his
 The teacher enjoys her principal’s weekly
will eventually leave and she will simply
the recommendations really apply to his
walk-through visits because they always
colleagues to observe in his classroom in
discard the feedback form.
situation.
lead to a valuable informal discussion
order to provide objective feedback on his
during lunch the next day.
progress.
 Despite teaching high school honors
 The teacher joins the local chapter of the
mathematics, the teacher declines to join
American Library Association because she
 The teacher joins a science education
 The teacher founds a local organization
NCTM because it costs too much and
feels she might benefit from the free
partnership and finds that it provides him
devoted to literacy education; her
makes too many demands on members’
book—but otherwise doesn’t feel it worth
access to resources that truly benefit his
leadership has inspired teachers in the
time.
much of her time.
students’ conceptual understanding.
community to work on several curriculum
and instruction projects.
128
Domain 4: Professional Responsibilities
4F - Showing
Professionalism





Integrity and Ethical
Conduct
Service to Students
Advocacy
Decision Making
Compliance with
School and District
Regulations
Critical Attributes
Expert teachers demonstrate professionalism in service both to students and to the profession. Teaching at the highest levels of performance in this component is student focused, putting students
first, regardless of how this sense of priority might challenge long-held assumptions, past practices, or simply what is easier or more convenient for teachers. Accomplished teachers have a strong
moral compass and are guided by what is the best interest of students. Such educators display professionalism in a number of ways. For example, they conduct their interactions with colleagues with
honesty and integrity. They know their students’ needs and seek out resources in order to step in and provide help that may extend beyond the classroom. Teachers advocate for their students in
ways that might challenge traditional views and the educational establishment, seeking greater flexibility in the ways school rules and policies are applied. These dedicated educators also display their
professionalism in the ways they approach problem solving and decision making, with student needs in mind. Finally, teachers consistently adhere to school and district policies and procedures but are
willing to work to improve those that may be outdated or ineffective.
Ineffective
Developing
Accomplished
Exemplary
 Teacher displays dishonesty in interactions  Teacher is honest in interactions with
 Teacher displays high standards of
 Teacher takes a leadership role with
with colleagues, students and the public.
colleagues, students and the public.
honesty, integrity, and confidentiality in
colleagues and can be counted on to hold
interactions with colleagues, students and
the highest standards of honesty, integrity
 Teacher is not alert to students’ needs and
 Teacher attempts, though inconsistently, to
the public.
and confidentiality.
contributes to school practices that result
serve students. Teacher does not
in some students’ being ill-served by the
knowingly contribute to some students’
 Teacher is active in serving students,
 Teacher is highly proactive in serving
school.
being ill-served by the school.
working to ensure that all students
students, seeking out resources when
receive a fair opportunity to succeed.
needed. Teacher makes a concerted effort
 Teacher makes decisions and
 Teacher’s decisions and recommendations
to challenge negative attitude or practices
recommendations based on self-serving
are based on limited but genuinely
 Teacher maintains an open mind in team
to ensure that all students, particularly
interests. Teacher does not comply with
professional considerations.
or departmental decision-making.
those traditionally underserved, are
school and district regulations.
 Teacher complies fully with school and
honored in the school.
district regulation.
 Teacher takes a leadership role in team or
departmental decision-making and helps
ensure that such decisions are based on
the highest professional standards.
 Teacher complies fully with school and
district regulations, taking a leadership role
with colleagues.
In addition to the characteristics of
 Teacher is dishonest.
 Teacher is honest.
 Teacher is honest and known for having
“accomplished”:
high standards of integrity.
 Teacher does not notice the needs of
 Teacher notices the needs of students but
 Teacher is considered a leader in terms of
students.
is inconsistent in addressing them.
 Teacher actively addresses student needs.
honesty, integrity, and confidentiality.
 The teacher engages in practices that are
 Teacher does not notice that some school
 Teacher actively works to provide
 Teacher is highly proactive in serving
self-serving.
practices result in poor conditions for
opportunities for student success.
students.
students.
 The teacher willfully rejects school district
 Teacher willingly participates in team and
 Teacher makes a concerted effort to
regulations.
 Teacher makes decisions professionally but
departmental decision-making.
ensure that opportunities are available for
on a limited basis.
 Teacher complies completely with school
all students to be successful.
 Teacher complies with school district
district regulations.
 Teacher makes a leadership role in team
regulations.
and departmental decision-making.
 Teacher takes a leadership role regarding
school district regulations.
129
Possible Examples
Possible Examples
(cont.)





The teacher makes some errors when
marking the last common assessment but
doesn’t tell his colleagues.
The teacher does not realize that three of
her neediest students arrive at school an
hour early every morning because their
mother can’t afford day care.
The teacher fails to notice that one of her
kindergartners is often ill, looks
malnourished, and frequently has bruises
on her arms and legs.
When one of his colleagues goes home
suddenly because of illness, the teacher
pretends to have a meeting so that he
won’t have to share in the coverage
responsibilities.
The teacher does not file her students’
writing samples in their cum folders; doing
so is time consuming, and she wants to
leave early for summer break.





The teacher says, “I have always known my
grade partner to be truthful. If she called
in sick, then I believe her.”
The teacher, considering staying late to
help some of her students in after-school
day care, realizes doing so would conflict
with her gym class and decides against
staying.
The teacher notices a student struggling in
his class and sends a quick e-mail to the
counselor. When he doesn’t get a
response, he assumes the problem has
been taken care of.
When her grade partner goes out on
maternity leave, the teacher says, “Hello”
and “Welcome” to the substitute but does
not offer any further assistance.
The teacher keeps his district-required
grade book up to date, but enters exactly
the minimum number of assignments
specified by his department chair.





The teacher is trusted by his grade
partners; they share information with him,
confident it will not be repeated
inappropriately.
Despite her lack of knowledge about
dance, the teacher forms a dance club at
her high school to meet the high interest
level of her minority students who cannot
afford lessons.
The teacher notices some speech delays in
a few of her young students; she calls in
the speech therapist to do a few sessions in
her classroom and provide feedback on
further steps.
The English department chair says, “I
appreciate when Jim attends our afterschool meetings; he always contributes
something meaningful to the discussion.
The teacher learns the district’s new online
curriculum mapping system and enters all
of her courses.





When the new teacher has trouble
understanding directions from the
principal, she immediately goes to the
colleague who she can rely on for expert
advice and complete discretion.
After the school’s intramural basketball
program is discontinued, the teacher finds
some former student-athletes to come in
and work with his students, who have
come to love the after-school sessions.
The teacher enlists the help of her principal
when she realizes that a colleague has
been making disparaging comments about
some disadvantaged students.
The math department looks forward to
their weekly meetings; their leader, the
teacher is always seeking new instructional
strategies and resources for them to
discuss.
When the district adopts a new Web-based
grading program, the teacher learns it
inside and out so that she can assist her
colleagues with its implementation.
130
Planning &
Preparation
Student
Growth
Professional
Responsibilities
The Classroom
Environment
Instruction
131
Domain 5: Student Growth
5A – Student Growth




Student Growth Goal
Setting Results
Rigorous Student
Growth Goals
Student Growth Goal
Setting Process
Fidelity
Student Growth
Percentiles
Critical Attributes
Possible Examples
The teacher contributes to the overall success of the school and the academic growth of each student, regardless of demographics (e.g., socioeconomic status, ethnicity, gender, disability, prior
achievement). We know that teachers have a definite and powerful impact on student learning and academic performance. One approach to linking student growth to teacher performance involves
building the capacity for teachers and their supervisors to interpret and use student data to set goals for student growth. The intent of monitoring student growth is to make explicit the connection
between teaching and learning, make instructional decisions based on student data, provide a tool for school improvement, increase effectiveness of instruction through continuous professional
growth, focus attention on student growth, and ultimately, increase student achievement.
Ineffective
Developing
Accomplished
Exemplary
 The teacher demonstrates little or no
 The teacher demonstrates growth but does  The teacher demonstrates growth that
 The teacher develops and implements
student growth over the course of an
not meet the collaboratively established
meets or exceeds the collaboratively
programs or initiatives based on student
academic year.
student growth goal.
established student growth goal.
data that targets the overall success of the
school.
 The teacher makes no attempt to establish  The teacher makes little effort to set
 The teacher sets rigorous goals as a part of
goals using the goal setting process.
rigorous goals as a part of the goal setting
the goal setting process.
 The teacher supports other staff in the
process.
setting of rigorous student growth goals.
 The teacher does not complete the goal
 The teacher continuously monitors
setting process.
 The teacher makes little effort to adjust
student progress, adjusting strategies as
 The teacher supports other staff to adjust
strategies throughout the school year as a
needed as a part of the goal setting
strategies to achieve student growth goals.
part of the goal setting process.
process.





Student growth is limited.
No evidence of goal setting process.

The teacher does not collaborate with his
administrator to set a student growth goal
for his World Civ class.
The teacher sets a student growth goal that
is not based on relevant data.
The teacher says “this process is not fair for
special ed students.”





Student growth is made but goal is not
met.
Student growth goal is not rigorous.
Little evidence of strategy modification.



Student growth is made and goal is met.
Student growth goal is rigorous.
Strategies to achieve student growth goal
monitored and modified, as appropriate.
In addition to the characteristics of
“accomplished”:
 Teacher supports other staff in their
student growth goal setting process.
The teacher sets a goal for 80% of her
students to move at least one level and
score a “3” on her scoring rubric, but only
75% of her students achieve that goal.
After reviewing mid-term data, the teacher
maintains the original strategies despite
the fact that students are not making
adequate progress to meet the goal.
The teacher’s goal is for 25% of his
students to score a “3” or higher on the AP
Chemistry assessment.

The teacher sets a goal for 85% of her
students to pass the computer
programming certification assessment and
92% actually pass the assessment.
The teacher realizes that he needs to add
additional MAP math modules to meet the
targeted needs of his student, John Smith.



The teacher begins a student mentoring
program that is driven by student data.
The teacher works with colleagues through
PLC’s to review and set rigorous goals.
132
Appendix B: Rigor and Comparability Rubric
133
RIGOR/COMPARABILITY
RUBRIC
Acceptable
Needs Revision
Insufficient
Structure of the Goal
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 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
Fails to specify an interval of instruction
Specifies a year-long/course-long interval of
instruction
Specifies less than a year-long/course-long
interval of instruction
Uses appropriate measures for base-line, midcourse, and end of year/course data collection
Explicitly states year-long/course-long interval of
instruction
Rigor of the Goal
Acceptable
Needs Revision
Uses no baseline data or uses irrelevant data
Insufficient
The student growth goal:
The student growth goal:
The student growth goal:
The student growth goal:
Is congruent to KCAS grade level standards and
appropriate for the grade level and content area
for which it was developed
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
Acceptable
Needs Revision
Insufficient
134
Data collected for the student growth goal:
For similar classrooms, 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
Reflects use of common measures/rubrics to
determine competency in performance at the
level intended by the standard(s) being
assessed
For similar classrooms, data collected for the
student growth goal:
n/a
Does not reflect common criteria used to
determine progress
135
Appendix C: Professional Growth Plan
and Self Reflection
Part A: Self -Reflective & Professional Growth Planning Template
Teacher
School
Grade Level/Subject(s)
Part A: Initial Reflection – Establishing Priority Growth Needs
Component:
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
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
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Rationale:
Model Certified Evaluation Plan 5.0
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I
I
I
I
4D - Participating in a Professional Community
4E - Growing and Developing Professionally
4F - Demonstrating Professionalism
5A - Student Growth
Domain:
D
D
D
D
A
A
A
A
E
E
E
E
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
Select a component from those
circled for focused professional
growth goal development (Part B):
1F
4F
Current Level of Performance for Selected Component:
I
D
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?
Professional Learning
Action Plan
Resources/Support
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
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A
E
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:
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:
Appendix D: Pre-Observation Form
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PRE-OBSERVATION DOCUMENT
Teacher
School
Grade Level/Subject(s)
Observer
Date of Conference
Preconference (Planning Conference)
Questions for Discussion:
Notes:
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What is your identified student learning target(s)?
To which part of your curriculum does this lesson
relate?
How does this learning fit in the sequence of learning
for this class?
Briefly describe the students in this class, including
those with special needs.
How will you engage the students in the learning?
What will you do? What will the students do? Will the
students work in groups, or individually, or as a large
group? Provide any materials that the students will be
using.
How will you differentiate instruction for individuals or
groups of students?
How and when will you know whether the students
have achieved the learning target(s)?
Is there anything that you would like me to specifically
observe during the lesson?
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Appendix E: Post Observation Forms
POST-OBSERVATION DOCUMENT
Teacher
EPSB ID#
School
Grade Level/Subject(s)
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Observer
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?
Evaluator’s Formative Observation Rating:
Domain 2: The Classroom
Environment
A: Creating an Environment of
Respect and Rapport
B: Establishing a Culture for
Learning
C: Managing Classroom
Procedures
Rating:
Domain 3: Instruction
Rating:
I
D
A
E
A: Communicating with Students
I
D
A
E
I
D
A
E
B: Using Questioning and
Discussion Techniques
I
D
A
E
I
D
A
E
C: Engaging Students in Learning
I
D
A
E
D: Managing Student Behavior
I
D
A
E
D: Using Assessment in Instruction
I
D
A
E
E: Organizing Physical Space
I
D
A
E
E: Demonstrating Flexibility
I
D
A
E
Teacher’s Signature*
Date
Evaluator’s Signature
*Denotes sharing of results, not necessarily agreement with the formative rating
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Date
Appendix F: Student Voice
Confidentiality
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STUDENT VOICE SURVEY CONFIDENTIALITY AGREEMENT
This confidentiality agreement must be signed by the following:
1) employees who have user security rights or Student Information System – Log In as
User privileges in Infinite Campus
2) employees who have Open Database Connectivity (ODBC) access to the Infinite
Campus database
3) employees who administer the K-2 Student Voice Survey
Students will take the Student Voice Survey in the student portal of Infinite Campus in March of
2014. The Student Voice Survey is a CONFIDENTIAL online survey. During the survey,
students will be asked questions about a teacher and conditions in the classroom.
All employees who would potentially have access to the results of the Student Voice Survey
must sign this confidentiality agreement.
Confidentiality agreement:
I am aware that all responses and data from the Student Voice Survey are confidential
information. I affirm that I will not share individual student survey responses, teacher results or
any other information from the Student Voice Survey with anyone by any form of
communication. Violation of this Confidentiality Agreement may result in disciplinary action, up
to and including termination of my employment.
__________________________
Signature
_____________________________
Date
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Appendix G: Permission Letter for
Student Voice
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Dear Parent or Guardian,
During the period of _______________, your child will have the chance to
complete an online survey at school called the Kentucky Student Voice Survey.
This confidential survey allows students the opportunity to give feedback on
specific aspects of his or her classroom experience. The purpose of this survey is
to provide valuable information for educators who are working to improve
classroom and learning conditions.
Thank you for allowing your child to participate in this important survey. The
survey will be conducted during school hours only. If you do not want your child
to take this survey, please sign and return this form to your child’s school by
_________.
Only return this Form If you Do Not Want Your Child to Participate.
______________________________
______________________
parent signature
date
_____________________________
______________________
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print student name
teacher
Appendix H: Principal Performance
Standards
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Performance Standard 1: Instructional Leadership
The principal fosters the success of all students by facilitating the development, communication,
implementation, and evaluation of a shared vision of teaching and learning that leads to student
academic growth and school improvement.
Sample Performance Indicators
Examples may include, but are not limited to:
The principal:
1.1 Leads the collaborative development and sustainment of a shared vision for educational
improvement and works with staff, students, parents, school councils and other
stakeholders to develop a mission and programs consistent with the school and district
improvement plan.
1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional
programs that enhance teaching and student academic progress, and lead to continuous
school improvement.
1.3 Analyzes current academic achievement data and instructional strategies to make
appropriate educational decisions to improve classroom instruction, increase student
achievement, and improve overall school effectiveness.
1.4 Demonstrates knowledge of research-based instructional best practices
1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor
instruction to ensure effective delivery of the required curriculum.
1.6 Supports teachers to access resources (e.g., time, fiscal, human) for the successful
implementation of effective instructional strategies.
1.7 Monitors and evaluates the use of assessment of and for learning (e.g., diagnostic,
formative, summative assessments) to inform instructional practices and to provide timely
and accurate feedback to students and parents.*
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1.8 Works with school council to design and implement effective and efficient schedules that
protect and maximize instructional time.
1.9 Provides the instructional focus and creates the culture for continuous learning of all
members of the school community.
1.10 Supports professional learning and instructional practices that incorporate the use of
multiple sources of data and result in increased student growth.
1.11 Participates, as appropriate, in professional learning alongside teachers when instructional
strategies are being taught for future implementation.
1.12 Demonstrates the importance of professional growth by providing adequate time and
resources for teachers and staff to participate in professional learning (i.e., peer
observation, mentoring, coaching, study groups, learning teams).
1.13 Evaluates the impact professional learning has on the staff/school improvement and
student academic progress.
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Ineffective
Developing
.
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.
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.
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Accomplished
Exemplary
is the expected level of
performance
In addition to meeting the
requirements for Accomplished
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.
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.
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Performance Standard 2: School Climate
The principal fosters the success of all students by developing, advocating, and sustaining an academically
rigorous, positive, and safe school climate for all stakeholders.
Sample Performance Indicators
Examples may include, but are not limited to:
The principal:
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2.1 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the school
community to cultivate a positive academic learning environment.
2.2 Consistently models and collaboratively promotes high expectations, mutual respect, concern, and
empathy for students, staff, parents, and community.
2.3 Uses shared decision-making and collaboration to build relationships with all stakeholders and
maintain positive school morale.
2.4 Promotes a culture of collaboration, trust and shared leadership.
2.5 Supports the staff through continuous improvement efforts.
2.6 Addresses barriers to teacher and staff performance and provides positive working conditions to
encourage retention of highly effective personnel.
2.7 In collaboration with the scool council, as appropriate, ensures a school safety plan is developed and
implemented in alignment with district policy.
2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and healthy
learning environment which reflects state, district, and local school policies, and procedures.
2.9 In collaboration with the school council, leads the development and/or implements best practices in
school-wide behavior management that are effective within the school community and communicates
behavior management expectations to students, teachers, and parents.
2.10 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other
stakeholders.
2.11 Maintains a positive, inviting school environment that celebrates, promotes and assists in the
development of the whole child/student, and values every child/student as an important member of the
school community.
Ineffective
The principal rarely
promotes the success of all
students by developing,
advocating, or sustaining an
academically rigorous,
Accomplished
Exemplary
.
is the expected level of
performance
In addition to meeting the
requirements for Accomplished
The principal
inconsistently promotes
the success of all
students by developing,
advocating, or sustaining
an academically
The principal fosters the
success of all students by
developing, advocating,
and sustaining an
academically rigorous,
positive, and safe school
Developing
Back to TOC
The principal seeks out
new opportunities or
substantially improves
existing programs to
create an environment
where students and
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positive, or safe school
climate for all stakeholders.
rigorous, positive, or
safe school climate for
all stakeholders.
climate for all
stakeholders.
stakeholders thrive and
the rigor of academic
expectations has
significantly increased as
evident through results.
Performance Standard 3: Human Resources Management
The principal fosters effective human resources management by assisting with selection and
induction, and by supporting, evaluating, and retaining quality instructional and support
personnel.
Sample Performance Indicators
Examples may include, but are not limited to:
The principal:
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3.1 Actively participates in an effective and efficient selection process in consultation with the
school council.
3.2 Assigns highly-effective staff in a fair and equitable manner based on student and school
needs, assessment data, and local and state requirements.
3.3 Supports formal building-level employee induction processes and informal procedures to
support and assist all new personnel.
3.4 Provides a mentoring process for all new and targeted instructional personnel.
3.5 Manages the supervision and evaluation of staff in accordance with local and state
requirements.
3.6 Properly implements the teacher and staff effectiveness systems, supports the important
role evaluation plays in teacher and staff learning, and evaluates performance of
personnel using multiple data sources.
3.7 Documents evidence of teacher effectiveness, provides timely, on-going formal and
informal feedback on strengths and areas of growth, and provides support, access to
resources, and professional learning opportunities for teachers and staff to improve job
effectiveness.
3.8 Makes appropriate recommendations relative to personnel transfer, retention, promotion,
and dismissal consistent with established policies and procedures and with student
academic growth as a significant consideration.
3.9 Recognizes and supports highly effective teachers and staff and cultivates their leadership
potential.
3.10 Maximizes human resources by building on the strengths of teachers and staff members
through the collaborative development and implementation of the professional growth plan
that aligns with the school and/or district plan.
Ineffective
Developing
.
The principal
inadequately assists with
selection and induction,
or inadequately supports,
evaluates, and retains
quality instructional and
support personnel.
The principal
inconsistently assists with
selection and induction,
or inconsistently
supports, evaluates, and
retains quality
instructional and support
personnel.
Accomplished
Exemplary
is the expected level of
performance
In addition to meeting the
requirements for Accomplished
The principal fosters
effective human
resources management
by assisting with
selection and induction,
and by supporting,
evaluating, and retaining
quality instructional and
support personnel.
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).
Performance Standard 4: Organizational Management
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The principal fosters the success of all students by supporting, managing, and overseeing the
school’s organization, operation, and use of resources.
Sample Performance Indicators
Examples may include, but are not limited to:
The principal:
4.1 Demonstrates and communicates a working knowledge and understanding of Kentucky
school laws and regulations, and school/district policies and procedures.
4.2 Establishes, in collaboration with the school council, and enforces policies and procedures to
ensure a safe, secure, efficient, and orderly facility and grounds.
4.3 Monitors and provides efficient supervision for all physical plant and related activities
through an appropriate process.
4.4 Identifies potential organizational, operational, or resource-related problems and addresses
them in a timely, consistent, and effective manner.
4.5 Reviews fiscal records regularly to ensure accountability for all funds.
4.6 In collaboration with the school council, plans and prepares a fiscally responsible budget to
support the school’s mission and both long- and short-term goals through effective resource
allocation.
4.7 Follows state and local policies with regard to finances, school accountability, and reporting.
4.8 Implements strategies for the inclusion of staff and stakeholders in various planning
processes, shares in management decisions, and delegates duties as applicable, resulting in
an effective and efficient workplace.
Ineffective
Developing
.
The principal
inadequately supports,
manages, or oversees the
school’s organization,
operation, or use of
resources.
The principal
inconsistently supports,
manages, or oversees the
school’s organization,
operation, or use of
resources.
Accomplished
Exemplary
is the expected level of
performance
In addition to meeting the
requirements for Accomplished
The principal fosters the
success of all students by
supporting, managing,
and overseeing the
school’s organization,
operation, and use of
resources.
The principal excels at
organizational
management,
demonstrating proactive
decision-making,
coordinating efficient
operations, and
maximizing available
resources.
Performance Standard 5: Communication and Community Relations
The principal fosters the success of all students by communicating and collaborating effectively
with stakeholders.
Sample Performance Indicators
Examples may include, but are not limited to:
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The principal:
5.1 Plans for and solicits staff, parent, and stakeholder input to promote effective decisionmaking and communication when appropriate.
5.2 Communicates the mission and shared vision, long-and short-term goals, and the school
improvement plan to all stakeholders.
5.3 Disseminates information to staff, parents, and other stakeholders in a timely manner
through multiple channels and sources.
5.4 Involves students, parents, staff and other stakeholders in a collaborative effort to establish
positive relationships.
5.5 Maintains visibility and accessibility to students, parents, staff, and other stakeholders.
5.6 Speaks and writes in an explicit and professional manner to students, parents, staff, and
other stakeholders.
5.7 Provides a variety of opportunities for parent and family involvement in school activities.
5.8 Collaborates and networks with colleagues and stakeholders to effectively utilize the
resources and expertise available in the local community.
5.9 Advocates for students and acts to influence local, district, and state decisions affecting
student learning.
5.10 Assesses, plans for, responds to, and interacts with the larger political, social, economic,
legal, and cultural context that affects schooling based on relevant evidence.
Ineffective
The principal
demonstrates inadequate
and/or detrimental
communication or
collaboration with
stakeholders.
Accomplished
Exemplary
.
is the expected level of
performance
In addition to meeting the
requirements for Accomplished
The principal
inconsistently
communicates and/or
infrequently collaborates
with stakeholders.
The principal fosters the
success of all students by
communicating and
collaborating effectively
with stakeholders.
The principal seeks and
effectively engages
stakeholders in order to
promote the success of all
students through
productive and frequent
communication.
Developing
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Performance Standard 6: Professionalism
The principal fosters the success of all students by demonstrating professional standards and
ethics, engaging in continuous professional learning, and contributing to the profession.
Sample Performance Indicators
Examples may include, but are not limited to:
The principal:
6.1 Creates a culture of respect, understanding, sensitivity, and appreciation for students,
staff, and other stakeholders, and models these attributes on a daily basis.
6.2 Works within professional and ethical guidelines to improve student learning and to meet
school, district, and state requirements.
6.3 Maintains a professional appearance and demeanor.
6.4 Models professional behavior and cultural competency to students, staff, and other
stakeholders.
6.5 Maintains confidentiality.
6.6 Maintains a positive, optimistic, and straight-forward attitude.
6.7 Provides leadership in the exchange of ideas and information with staff and other
professionals.
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6.8 Works in a collegial and collaborative manner with other administrators, school personnel,
and other stakeholders to communicate, promote, and support the shared vision, mission,
and goals of the school district.
6.9 Assumes responsibility for personal professional growth through accurate self-reflection
on professional practice, and engages in continuous learning.
6.10 Contributes and supports the development of the profession through service as an
instructor, mentor, coach, presenter, and/or researcher.
6.11 Remains current with research related to educational issues, trends, and practices and
maintains a high level of technical and professional knowledge.
Ineffective
Developing
.
The principal shows
disregard for professional
standards and ethics,
engaging in continuous
professional learning, or
contributing to the
profession.
The principal is
inconsistent in
demonstrating
professional standards,
engaging in continuous
professional learning, or
in contributing to the
profession.
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Accomplished
Exemplary
is the expected level of
performance
In addition to meeting the
requirements for Accomplished
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
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).
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Performance Standard 7: Student Growth
The principal’s leadership results in acceptable, measurable student academic growth based on
established standards.
Sample Performance Indicators
Examples may include, but are not limited to:
The principal:
7.1 Uses appropriate techniques for gathering and analyzing data from multiple sources to use
in making decisions related to student academic growth and school improvement.
7.2 Collaboratively develops, implements, and monitors the school improvement plan that
addresses student gaps, growth, and achievement.
7.3 In collaboration with their superintendent, sets student growth goals and benchmarks, and
implements appropriate strategies to accomplish desired outcomes.
7.4 Ensures teachers’ student achievement goals are aligned with school/district-level goals for
increased student academic progress and for meeting state benchmarks.
7.5 Collaborates with teachers and staff to monitor and improve multiple measures of student
growth through the analysis of data, the application of educational research, and the
implementation of appropriate intervention and enrichment strategies.
7.6 Demonstrates responsibility for school academic achievement through proactive interactions
with faculty/staff, students, and other stakeholders.
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7.7 Uses faculty meetings, team/department meetings, and professional learning activities to
focus on student growth outcomes.
7.8 Provides evidence that students are meeting specific, measurable, realistic, and appropriate
achievement goals.
7.9 Communicates assessment results to all appropriate stakeholders.
Ineffective
Developing
.
The principal’s leadership
results in minimal
student academic
growth.
The principal’s leadership
results in less than
typical student academic
growth.
Accomplished
Exemplary
is the expected level of
performance
In addition to meeting the
requirements for Accomplished
The principal’s
leadership results in
acceptable, measurable,
student academic
growth based on
established standards.
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In addition to meeting
the standard, the
principal’s leadership
results in a high level of
student academic growth
with all populations of
learners.
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Appendix I: Principal Professional
Growth Plan and Self Reflection
Reflective Practice, Student Growth, TELL KY Working Conditions and
Professional Growth Planning Template
Principal
EPSB ID#
School
Level
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Part A: Reflection on the Standards in the Kentucky Principal Professional
Growth and Effectiveness System
Reflect on the effectiveness and adequacy of your practice in each of the performance standards. Provide
a rating (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) on each performance standard
and list your strengths and areas for growth. A complete listing of performance standards and indicators
can be found at the end of this form.
Standard
Self-Assessment
Strengths and areas for growth
1. Instructional Leadership
The principal fosters the success of all students by
facilitating the development, communication,
implementation, and evaluation of a shared vision
of teaching and learning that leads to student
academic growth and school improvement.
I
D
A
E
I
D
A
E
2. School Climate
The principal fosters the success of all students by
developing, advocating, and sustaining an
academically rigorous, positive, and safe school
climate for all stakeholders.
3. Human Resource Management
The principal fosters effective human resources
management by assisting with selection and
I
D A E
induction, and by supporting, evaluating, and
retaining quality instructional and support
personnel.
4. Organizational Management
The principal fosters the success of all students by
supporting, managing, and overseeing the
I
D A E
school’s organization, operation, and use of
resources.
5. Communication and Community Relationship
The principal fosters the success of all students by
I
D A E
communicating and collaborating effectively with
stakeholders.
6. Professionalism
The principal fosters the success of all students by
demonstrating professional standards and ethics,
I
D A E
engaging in continuous professional learning, and
contributing to the profession.
7. Student Progress
The principal’s leadership results in acceptable,
I
D A E
measurable student academic growth based on
established standards.
Examine additional relevant data sources to make an informed decision on growth needs. Select an area of growth from the ae
self-reflection to focus your professional growth goals.
Part B: Student Growth
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Local Student Growth Goal Statement
(Based on one of the State goals within your
CSIP.)
Principal’s Student Growth Plan
This plan will outline what the principal will do to impact the student growth goal.
(Should be different than the school CSIP plan strategies/actions)
Strategies/Actions
What strategies/actions will I need to do in order to assist my
school in reaching the goal?
How will I accomplish my goal?
Resources/Support
What resources will I need to complete my
plan?
What support will I need?
Targeted
Completion
Date
When will I complete
each identified
strategy/ action?
Part C: Principal’s TELL Kentucky Working Conditions Goal
Target Question(s) from TELL Kentucky Results:
Following a review of TELL Kentucky results, the principal, in collaboration with the superintendent, will identify questions that signify areas of
growth that the principal can address that will impact school culture and ultimately student success.
Target Performance Standard:
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The principal will connect the Target Questions to the appropriate Performance Standard, which becomes the Target Performance Standard for
the WC Growth Goal.
Working Conditions Growth Goal Statement:
The WC Growth Goal statement should be specific to the principal and should identify the specific growth that the principal plans to accomplish
in the 2-year cycle of TELL Kentucky.
Working Conditions Growth Goal Rubric:
The rubric is established when setting the WC Growth Goal in collaboration with the Superintendent. An “Accomplished” result is the expected
outcome from the goal. To achieve “Exemplary” the goal must be exceeded.
Ineffective
% and below
Developing
%-%
Accomplished
%-%
Exemplary
% and above
Working Conditions Goal Action Plan
Working
Conditions
What do I want to change
about my leadership or
role that will effectively
impact working
conditions in my school
and their impact on
student learning?
Strategies/Actions
What will I need to do in order to impact the target
standard and target question(s)?
How will I apply what I have learned?
How will I accomplish my goal?
Resources/Support
What resources will I need to
complete my plan?
What support will I need?
Targeted
Completio
n Date
When will I
complete each
identified
strategy/
action?
Part D: Professional Growth & Effectiveness Data Reflection
What do I need to learn to meet my Student Growth Goal?
What do I need to learn to meet my Working Conditions Goal?
Other Information on which to Reflect
Survey Results
VAL-ED 360
Number of Surveys
Distributed
Other:
Number of Completed
Surveys Returned
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Percentage of Completed
Surveys Returned
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Questions to Consider:
What did teachers/staff perceive as major strengths?
What did teachers/staff perceive as major weaknesses?
List factors that might have influenced the results.
Other Data
Student Achievement Data
Non-Academic Data
Supervisor Feedback
Other
Data Selected
Results
Questions to Consider:
How does the additional data inform your decision about your learning needs?
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