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HARLAN INDEPENDENT SCHOOL DISTRICT

CERTIFIED EVALUATION PLAN

2016

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PROPOSED REVISIONS IN ITALICS APRIL 1, 2015

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CONTENTS

Introduction

Certified Evaluation Plan Committee

Definitions

Part 1. General ConsiderationsPart 2. Teacher Evaluation.Part 3. Principal and Assistant Principal EvaluationPart 4. Other Professionals EvaluationPart 5. Evaluation of District-Level AdministratorsPart 6. Appeals Process

AppendicesA. General Forms

A-1. Formative Conference Record

B. Tools for Teacher EvaluationB-1. Reflective Practice/Professional Growth Plan Template for TeachersB-2. Expectations for Reflections for TeachersB-3. Student Growth Goal Template for TeachersB-4. Student Growth Goal Comparability and Rigor ChecklistB-5. Student Growth Goal Record for TeachersB-6. Student Growth Goal Report for TeachersB-7. Student Voice Survey Confidentiality AgreementB-8. Planning, Preparation, and Professional Responsibilities Rating SheetB-9. Summative Evaluation Report: Teachers and Other Professionals

C. Tools for Principal EvaluationC-1. Principal Performance Standards and Evaluation CriteriaC-2. Reflective Practice/Professional Growth Planning Template for PrincipalsC-3. Site Visit Form: PrincipalC-4 Principal Student Growth Goals TemplateC-5. Principal Student Growth Goals ReportC-6. TELL Kentucky/Principals Standards CrosswalkC-7. Val-Ed/Principal Standards CrosswalkC-8. Samples of Other Products of Practice: Principals and Assistant PrincipalsC-9. Summative Evaluation Report: Principals

D. Tools for Evaluation of Other Professionals


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D-1. Reflective Practice/Professional Growth Planning Template for Guidance CounselorD-2. Reflective Practice/Professional Growth Planning Template for Librarian/Media SpecialistD-3. Student Growth Goal Template for Other ProfessionalsD-4. Student Growth Goal Report for Other ProfessionalsD-5. Site Visit Form for Guidance CounselorD-6. Site Visit Form for Librarian/Media Specialist

E. Tools for Evaluation of District-Level AdministratorsE-1. Performance Standards for District Level AdministratorsE-2. Reflective Practice/Professional Growth Planning Template for District-Level AdministratorsE-3. Site Visit Form for District-Level AdministratorsE-4. Student Growth Goal Template for District-Level AdministratorsE-5. Student Growth Goal Report for District-Level AdministratorsE-6. Samples of Other Products of Practice: District-Level AdministratorsE-7 Summative Evaluation Report District-Level Administrators

F. AppealsF-1. Evaluation Appeal FormF-2. Evaluation Appeal Hearing Procedures

Incorporated by Reference: Kentucky Framework for Teaching 2011 (February 2014).


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INTRODUCTION

Evaluation of staff members is an important function for any institution. In the case of school systems, its importance is underscored by research that shows a correlation between evaluation which leads to professional growth and improvement in student academic achievement. This plan is based on the Kentucky Professional Growth and Effectiveness System (PGES) aligned with the goals of Senate Bill 1 and designed to measure teacher and leader effectiveness and serve as a springboard for professional growth and continuous improvement so that all our students will be successful and graduate from high school college and/or career ready.


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CERTIFIED STAFF EVALUATION PLAN COMMITTEE 2015

1. James Greene, Supervisor of Instruction, Chair2. Vickie Anderson, Principal, Harlan Elementary School3. Emily Bailey, Elementary Teacher4. Emily Clem, Director of Student Services5. Cathy Estep, Guidance Counselor6. Britt Lawson, Principal, Harlan High School7. Kristin Lester, Librarian8. Mandy Longworth, Middle School Science Teacher9. Robin Prince, High School Special Education Teacher

10. Cathy Thomas, High School Math Teacher


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DEFINITIONS

Roles and definitions

1. Artifact: a product of a certified school personnel’s work that demonstrates knowledge and skills.

2. Assistant principal: certified personnel who devotes the majority of employed time in the role of assistant principal, for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050

3. Certified Administrator: A certified school personnel, other than principal or assistant principal, who devotes the majority of time in a position from which administrative certification is required by the Education Professional Standards Board.

4. 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 the Education Professional Standards Board.

5. 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.

6. Evaluatee: A certified school personnel who is being evaluated7. Evaluator: The primary evaluator as described in KRS 156.557(5)(c)2.8. Formative evaluation: a continuous cycle of collecting evaluation information

and providing feedback with suggestions regarding the certified employee’s professional growth and performance.

9. Full observation: an observation conducted by a certified observer that is conducted for the length of a full class period or full lesson.

10. 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.

11. Job category: a group of class of certified school personnel positions with closely related functions.

12. 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 .

13. Local Formative Growth Measures: Is defined by KRS 156.557(1)(b).14. Mini Observation: An observation conducted by a certified observer that is

twenty to thirty minutes in length.15. Observation: a data collection process conducted by a certified observer, in

person or through video, for the purpose of evaluation, including notes,


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professional judgments, and examination of artifacts made during one (1) or more classroom or worksite visits of any duration.

16. Observation 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.

17. 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 feedback.

18. Other professionals: certified school personnel except for teachers, administrators, principals, or assistant principals.

19. 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.

20. Peer Observer: certified staff member below the level of principal/assistant principal who has been trained as outlined in this plan and is available to observe and document another certified staff member’s professional practice and provide supportive and constructive feedback to improve professional practice.

21. Peer Observation: observation and documentation trained certified school personnel below the level of principal or assistant principal.

22. Performance Criteria: The areas, skills, or outcomes on which certified school personnel are evaluated.

23. Performance ratings: the summative description of a certified personnel’s performance and includes the following ratings:

a. Exemplary: the rating for performance that consistently exceeds expectations for effective performance

b. Accomplished: the rating for performance that consistently meets expectations for effective performance

c. Developing: the rating for performance that inconsistently meets expectations for effective performance

d. Ineffective: the rating for performance that consistently fails to meet expectations for effective performance

24. Principal: certified 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

25. 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.

26. Professional Growth Plan: An individualized plan that is focused on improving professional practice and leadership skills, aligned with performance standards and the specific goals and objectives of the school or district improvement plan, built using a variety of sources and types of data that reflect student needs and


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strengths, evaluatee data, and school and district data, and produced in consultation with the evaluator. Plans include goals for enrichment or development established by the evaluatee in consultation with the evaluator, objectives or targets aligned to goals, an action plan for achieving the objectives or targets and a plan for monitoring progress, a method for evaluating success, and identification, prioritization, and coordination of presently available school and district resources to accomplish the goals.

27. Professional Practice: the demonstration, in the school environment, of the evaluatee’s professional knowledge and skill.

28. 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.

29. Self-Reflection: the process by which certified personnel assess the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth

30. Sources of Evidence: The multiple measures listed in KRS 156.557(4) and in Sections 7 and 10 of this administrative regulation.

31. 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.

32. Student Growth: the change in student achievement for an individual student between two (2) or more points in time including achievement on state assessments required per KRS158.6453.

33. Student Growth Goal: a goal Student Voice: the state-approved student perception survey that is administered annually to a minimum of one district-designated group of students per teacher or other professional evaluatee if the evaluatee directly instructs students throughout the school year to provide data on specific aspects of the instructional environment and professional practice of the teacher or other professional evaluatee.

34. Student Growth Percentile: each student's rate of change compared to other students with a similar test score history.

35. 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.

36. Summative Evaluation: the summary of and conclusions from the evaluation data including formative evaluation data that: (1) occur at the end of an evaluation cycle and (2) include a conference between the evaluator and the evaluatee and a written evaluation report.

37. 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 Title 16 KAR.


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38. Trajectory: refers to the development of a pathway to achieve the school specific Next Generation Learners delivery targets set for the school by the Kentucky Department of Education based on the long term state delivery targets set by the Kentucky Board of Education.

39. Working Conditions Survey Goal: a school improvement goal set by a principal or assistant principal every two (2) years with the use of data from the department-approved working conditions survey.

For Additional Definitions and Roles, please see 704KAR 3:370 Professional Growth and Effectiveness System.


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PART ONE: GENERAL CONSIDERATIONS

1.1. The Professional Development Coordinator shall serve as the Certified Evaluation/PGES Point of Contact unless the Superintendent designates this role to another central office administrator in writing.

1.2. The evaluation criteria and process used to evaluate certified school personnel shall be explained to and discussed with evaluatees no later than the end of the evaluatee’s first thirty calendar days of reporting for employment each school year. The primary evaluator is responsible for assuring that this training occurs; documentation of the training is to be filed with the Certified Evaluation/PGES Point of Contact.

1.3. The immediate supervisor of a certified personnel staff member will be that staff member’s primary evaluator.

The Superintendent shall be the primary evaluator for all central office administrators, building principals, and any other administrators working directly under his supervision for a majority of the day.

In the case of itinerant staff assigned to the schools by the superintendent, the principal under whom the staff member works a majority of the day will be the primary evaluator. If an itinerant staff member’s time is divided equally among schools, the superintendent shall designate a principal to serve as primary evaluator. Other trained administrative personnel may assist the primary evaluator when requested to do so.

1.4 Anyone evaluating certified personnel shall have completed required Kentucky Department of Education and district approved training and testing prior to evaluating staff as specified in 704 KAR 3:370, Section 6.

1.5. Certified personnel employed in multiple positions (e.g., teacher and administrative position) shall be evaluated in the position to which the majority of the work day is devoted. If the amount of time devoted to each is equal, the superintendent shall designate the position in which the staff member will be evaluated.

1.6. Teachers and other professionals who have attained tenure shall have summative evaluation at least once every three years. Teachers and other professionals who have not attained tenure and certified administrators, principals, and assistant principals shall have summative evaluation annually.

1.7. Summative evaluation of certified personnel shall be documented in the Kentucky Department of Education approved technology platform and a written copy included in the evaluatee’s official personnel record. A copy of the evaluation shall be provided to the evaluatee. All evidence used to produce a certified school personnel’s overall performance rating shall be included in the documentation of summative evaluation.


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1.8. The Superintendent will designate annually the approved data tools for use in recording evaluation data in areas where use of the state-approved platform is optional. When local electronic tools are used, a back-up copy must be made and/or the information printed out as hard copy

1.9. Evaluatees shall be provided an opportunity for a written response to a summative evaluation, and the response shall become part of the official personnel record.

1.10. Changes to the Certified Evaluation Plan approved by the Kentucky Department of Education after certified employees’ first school month will not apply to those employees until the following school year.

1.11. The Superintendent may extend annually any deadlines contained in this plan provided that the extension falls within the deadlines for personnel decisions specified by state law. Affected parties are to be notified of the extension in writing.


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PART TWO: EVALUATION OF TEACHERS AND OTHER PROFESSIONALS

2.1. PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM—CERTIFIED TEACHER

The Kentucky Framework for Teaching and the Specialist Frameworks for Other Professionals are incorporated into this plan by reference and contain the standards for determining effectiveness of teachers and other professionals. They are designed to support student achievement and professional practice through the domains of:

Framework for Teaching Specialist Frameworks for Other ProfessionalsPlanning and Preparation Planning and PreparationClassroom Environment EnvironmentInstruction Instruction/Delivery of ServiceProfessional Responsibilities 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 will be situated within one or more of the four domains of the framework. Performance will be rated for each component according to four performance levels: Ineffective, Developing, Accomplished, and Exemplary. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each domain.

The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how educators respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual educator performance, such as: school-specific priorities that may drive practice in one domain, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas.

Evaluators must use the following categories of evidence in determining overall ratings for teachers and other professionals:

Professional Growth Planning and Self-Reflection Observation Student Voice Median Student Growth Percentiles and/or Student Growth Goals


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Communication Samples Unit Packet (applies only to teachers) “Teacher Interview” (applies only to teachers) Other products of practice as agreed upon by the evaluator and the evaluatee

The use of these categories is explained below.

All components and sources of evidence 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.

2.2. PROFESSIONAL GROWTH PLANNING AND SELF-REFLECTION

All teachers and other professionals will complete a professional growth plan (Appendix B-1, D-1, or D-2 as appropriate) and a minimum of two self-reflections each year: an initial reflection to be completed by September 30 and an end of the year reflection by April 15 for teachers and other professionals in their summative year and by the last teacher professional day for all others. The end of the year reflection will address progress in meeting the goals of the Professional Growth Plan and will be used in the Summative Evaluation Conference or annual Formative Review. (Expectations and sample questions for reflections for teachers can be found in Appendix B-2.) On-going reflection throughout the year is encouraged to enhance professional growth.

The Professional Growth Plan will be developed at the time of the Summative Evaluation Conference and finalized following the Initial Reflection in the fall. It may be updated at any time by mutual consent of the evaluatee and evaluator and shall be reviewed and updated as necessary at least once a year for tenured teachers and other professionals during the Annual Formative Review.

TIMELINE FOR PROFESSIONAL GROWTH PLANNING AND SELF-REFLECTIONSUMMATIVE YEAR

Activity Start Date End DateInitial Self-Reflection Opening Day September 30

End of year Self-Reflection March 15 April 15New PGP Developed during the

summative evaluation conference and finalized

by September 30.

TIMELINE FOR PROFESSIONAL GROWTH PLANNING AND SELF-REFLECTIONFORMATIVE YEARS

Activity Start Date End DateInitial Self-Reflection Opening Day September 30

End of year Self-Reflection April 1 Closing Day


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Formative review and updated PGP

April 1 Closing Day

During the first year of implementation of this plan, all teachers and other professionals will develop an initial Professional Growth Plan in consultation with the evaluator by September 30. Thereafter, a new PGP will be drafted at the time of the summative evaluation conference, finalized at the beginning of the school year, and updated during the annual formative review.

Teachers and other professionals newly hired in the district will complete an initial reflection and develop a Professional Growth Plan in consultation with the evaluator during the first thirty student attendance days of employment

The required self-reflections and PGP will be recorded using the district-approved data tool.

2.3. OBSERVATION

The observation process is one source of evidence to determine educator effectiveness and includes supervisor and peer observation for each certified teacher and other professional. The supervisor observation will provide documentation and feedback to measure the effectiveness of professional practice. While both peer and supervisor observations will use the same instruments, only the supervisor observation will be used to inform a summative rating. Peer observation will only be used for formative feedback on teaching practice in a collegial atmosphere of trust and common purpose. No ratings will be given by the peer observer. The rationale for each type of observation is to encourage continued professional learning through critical reflection. All observations whether announced in advance or unannounced will be conducted openly and in a manner that the evaluatee is aware that an observation is occurring.

Observation Model

Evaluatees on One Year Cycle

Teachers and other professionals on a one year evaluation cycle will be observed a minimum of five times during the year. These observations include two peer observations (one full and one mini) and three supervisor observations (one mini and two full). The final summative observation will be by the supervisor and will be a full observation. The final observation will be unannounced; all other summative year observations will be announced.

Evaluatees on a Three Year Cycle

Tenured teachers and other professionals on a three year cycle will be observed a minimum of six times during the cycle. There will be an unannounced mini observation by the supervisor each year in the first and second year of the cycle (see Formative


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Observations below). The final year of the cycle there will be two peer observations (one full and one mini) and two supervisor observations (both full). The final summative observation will be by the supervisor and will be a full observation. The final observation will be unannounced; all other final year observations will be announced.

Observation for Late Hires

Any teacher or other professional on a one year cycle hired by the sixtieth day of instruction of the school year will have all observations conducted. The supervisor may eliminate one of the required observations for a teacher or other processional hired after the sixtieth day of instruction and placed on a one year cycle; the observation to be eliminated shall be designated in writing.

If a teacher or other professional misses sixty consecutive school days throughout the year, the supervisor may eliminate one of the required observations; the observation to be eliminated shall be designated in writing.

Observation of KTIP Teachers

KTIP teacher observations will be conducted according to criteria set forth by the Education Professional Standards Board.

Observation Schedule

Observations may begin after completion of the evaluation training required during the first thirty calendar days of reporting for employment each year.

Schedule for Evaluatees on One Year Cycle

Time frame Evaluator Observation Peer ObservationFirst nine weeks Full (announced) Full (announced)Second nine weeks Mini (announced) Mini (announced)Second semester completed by April 15

Full (unannounced) None

Schedule for Evaluatees on Three Year Cycle

Time frame Evaluator Observation Peer Observation

Year One (September 1-March 15)

Mini (unannounced)

Year Two (September 1-March 15)

Mini (unannounced)

Year Three: First nine weeks

Full (announced) Full (announced)


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Year Three: Second nine weeks

None Mini (announced)

Year Three: Second semester completed by April 15

Full (unannounced) None

Year One and Two Observations

As stated above, teachers and other professionals on a three year cycle will have a mini-observation by the evaluator each year during the first and second years of the cycle. This mini-observation will occur between September 1 and March 15 and will be unannounced. If the performance on this mini-observation falls in the developing range, the evaluator at his/her discretion may conduct a full observation to collect additional data to support teacher growth and improvement. If the performance on the mini-observation falls in the ineffective range, the evaluator shall conduct a full observation. In either case, the full observation will be announced and will be in addition to the observations required in the summative year. If the full observation falls in the ineffective range, the evaluator in consultation with the evaluatee shall revise the Professional Growth Plan to address the concerns identified through the observation process. The revised plan may require additional observations (full or mini) by the evaluator and peer observations if desired. These observations do not replace the observations required during the summative year.

Recording Observation Data

Supervisors may choose to record observation data using one of these methods: Data is recorded in the state approved technology platform Data is recorded using the district-approved data tool.

Peer Observation

Peer Observers will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will not score an evaluatee’s practice. All peer observation documentation will be accessed only by the evaluatee.

All teachers and other professionals will receive two peer observations during their summative year. Peer observers shall be current in their training as explained below.

All teachers and other professionals employed by the district will be eligible to receive Peer Observer training. Only tenured teachers and other professionals may perform the Peer Observations required for teachers in their summative year.

Peer observer training will conform to applicable Kentucky Department of Education guidelines. Initial training will include completion of the approved KDE modules. Peer observers will be on a three year certification cycle with retraining following state-


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approved procedures occurring in the first year of each new cycle. The district will provide annual update training during Years 2 and 3 of the cycle.

Peer Observers will be selected by mutual consent of the evaluatee and principal from their school’s pool of trained tenured peer observers. Should an impasse occur, the Superintendent will assign a peer observer. The maximum caseload that can be assigned to one peer observer is three.

Peer observers may record observation data using one of these methods as directed by the supervisor:

Data is recorded in the state approved technology platform Data is recorded using the district-approved data tool.

Observation Conferencing

Pre-observation conferencing consists of submitting a lesson plan (teachers) or work plan (other professionals) and any other pertinent information to the observer two full days prior to the observation. If necessary to provide clarification, either party may request a formal conference face to face or by phone. Pre-observation conferencing is required for announced observations.

Following each observation, a post-observation conference is to be held between the evaluator and the evaluatee within five (5) working days and documented using the Formative Conference Record (Appendix A-1).

Observer Certification

All administrators serving as a primary evaluator must complete the Initial Certified Evaluation Training required by the state 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 which allows observers to develop a deep understanding of how the four domains of the Kentucky Framework for Teaching are applied in observation.

The cycle for observation certification is as follows:

Year 1 CertificationYear 2 CalibrationYear 3 CalibrationYear 4 Recertification

Only supervisors who have passed the proficiency assessment can conduct mini and full observations for the purpose of evaluation. Supervisors evaluating teachers and other


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professionals are expected to have achieved certification (Years 1 and 4) or completed calibration (Years 2, 3) in time to complete the first observation cycle of the year. Supervisors who were hired after the sixtieth instructional day of the year and who do not have appropriate documentation of ongoing calibration and recertification must be brought current within the first 45 days of reporting to work.

In the event that a supervisor has yet to complete the proficiency assessment as in the case of a recent hire, 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 during the observation. In the event that a supervisor suffers an emergency situation such as prolonged illness, death of a significant other, or the like, the Superintendent may waive the presence of the supervisor.

o In cases where the supervisor is not certified though the proficiency system and is therefore unable to conduct observations during the observation window, the Superintendent will assign a certified observer as a substitute to assist the supervisor by performing the actual observation. The supervisor will be present in the classroom when the substitute performs the observation and will participate in the post-observation conference. However, only the substitute may enter observation results and ratings for that evaluation. If no administrator in the district has passed the certification assessment, the superintendent may negotiate with another district for the services of a certified observer.

o If a supervisor does not pass the proficiency assessment on the first attempt, the Superintendent will assign a mentor to assist that person in preparing for additional attempts.

Observer Calibration

To ensure ongoing accuracy in scoring professional practice, promote awareness of the potential risk of rater bias, and ensure observers refresh their knowledge of the training and scoring practice, observers in Years 2 and 3 of the cycle will participate in calibration annually through the state-approved technology platform. Successful completion of calibration is determined by obtaining a score of Demonstrated Accuracy. Any supervisor who scores Needs Practice (yellow light) or Needs Remediation (red light) will be assigned a mentor and have a three week window to successfully complete calibration.

All evaluators will obtain recertification after three years using the state-approved platform.

2.4. STUDENT VOICE


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The Student Voice Survey is a confidential on-line survey that collects student feedback on specific aspects of the classroom experience and teaching practice. The survey will be administered in the school.

The superintendent or designee shall serve as the District Student Voice Survey Point-of-Contact who will oversee the administration of the survey across the district.

All teachers in grades approved for participation by the Kentucky Department of Education will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students. Formative years’ data will be used to inform Professional Practice in the summative year.

Student selection for participation must be consistent across the district.

At the elementary level, students will take the survey for their assigned homeroom teacher In the event the teacher does not have a homeroom, the principal will assign a

class period during which the survey will occur. (e.g. music teacher) In some circumstances, classes may be combined in order to gather at least ten

data points. (e.g. special education across multiple grades) In the event teachers cannot get the minimum of ten students, they must still

administer the survey in order for the results to be tracked back to school-wide trend data.

If a teacher does not work directly with students on a regular basis the student voice survey will not be conducted.

At the middle and high school levels, the principal shall designate each year the particular class period to participate in the student voice survey. This means that students from that class period will be the ones to take the survey, not that they have to take the survey at that exact time of day. For teachers who do not have a class during that period, an adjacent period will be used. Teachers who are collaborating will be assigned to adjacent periods so that the same group of students does not complete a survey for both teachers. The principal may combine classes if necessary to assure at least ten respondents. If a teacher does not work directly with students on a regular basis, the student voice survey will not be conducted.

When responding to the survey, students with special needs may use the specific accommodations that are outlined in the Individualized Education Plan, Program Services Plan, or 504 plan for participation in the state assessment.

All teachers and other staff involved in the administration of the survey and/or interpretation of the results or having security rights within the state student information system that would allow them to see results will read, understand, and sign the district’s Student Voice Confidentiality Agreement (Appendix B-7).


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The Student Voice Survey will be administered according to any applicable Kentucky Department of Education guidelines and the state-approved technology platform. In the absence of a state-approved technology platform, surveys will be administered using a data collection tool approved by the Superintendent.

The Student Voice Survey will be administered during a window designated by KDE, or in the absence of such a designation, by the Superintendent, between the hours of 7:00 a.m. and 5:00 p.m. eastern time. Surveys must be completed at school. Students absent the day of the administration will be given an opportunity by the principal to complete the survey on another day prior to the end of the window.

Survey data for a given teacher will be considered only when ten or more students are respondents. Students must have been enrolled in the teacher’s class for a minimum of twenty student attendance days for their responses to be included.

2.5 STUDENT GROWTH

The student growth measure for teachers consists of two possible contributions: a state contribution and a local contribution. All teachers will have a local contribution, but only teachers of fourth through eighth grade students in reading and math participating in state assessments will receive a state contribution.

State Contribution—Median Student Growth Percentiles (MSGP)

The state contribution is reported using Median Student Growth Percentiles (SGP) generated through state assessments. The state contribution 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 MSGP for a teacher’s class is compared to that of the state. The scale for determining acceptable growth will be determined by the Kentucky Board of Education and provided to the district by the Kentucky Department of Education.

Local Contribution—Student Growth Goals (SGG)—Protocol for Teachers

Teachers and other professionals who work with classes of students on a daily, weekly, or other recurring schedule will follow the Student Growth Goal Protocol for Teachers.

The local contribution for the student growth measure is a rating based on the degree to which a teacher meets a growth goal for a set of students over an identified interval of instruction (e.g., trimester, semester, year-long) as indicated in the teacher’s Student Growth Goal (SGG).

All teachers will develop a single SGG each year for inclusion in the student growth measure. The SGG will be determined by the individual teacher in collaboration with the principal and will be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement). Because


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Individualized Education Plan (IEP) goals are student-specific, IEP goals may inform, but shall not be used as, student growth goals.

Preschool teachers in self-contained classrooms will create developmentally appropriate SGG for one of the sessions they teach. Elementary teachers in self-contained classrooms will develop an SGG in one of the core academic subjects they teach. Middle and high school teachers will develop an SGG for one section of a course they teach. Principals will work with special education, intervention, rotation teachers and impacted other professionals to determine an appropriate “class” to be used.

The criteria for Student Growth Goals as set by the state are: The SGG is congruent with Kentucky Core Academic Standards and appropriate for

the grade level and content area for which it was developed. (Other professionals may use professional standards from their specialty if appropriate.)

The SGG represents or encompasses an enduring skill, process, understanding or concept that students are expected to master by taking the particular course.

The SGG will allow high and low achieving students to demonstrate adequately their knowledge.

The SGG provides access and opportunity for all students including students with disabilities, , English Language Learners, and gifted/talented students.

The minimum number of students to be included in the results is ten except in situations where the nature of the program requires a lower class size (e.g., special education and Reading Recovery).

The time interval for working on the SGG will reflect the length of the class (e.g., year long, semester, or other). To be included in results, students must have been enrolled in that class for a minimum of seventy-five percent of the interval and have a baseline score.

Process for Developing Student Growth Goals— Protocol for Teachers

1. During the first month of school, teachers will select the class for whom the SGG will be written and will assess the students to determine instructional needs.

2. The data from the assessments will be analyzed along with any other pertinent evidence to identify the standard(s) and related enduring skill(s), understanding(s), concept(s), or process(es) to be addressed in the SGG and to set baselines scores for the SGG. Baseline data will be recorded using the Student Growth Record (Appendix B-5)

3. The SGG will be formulated using the Student Growth Goal Template (Appendix B-3), and submitted to the principal for approval by September 30 each school year. For teachers or other professionals hired after that date, the SGG is to be submitted within thirty instructional days of employment.

4. Prior to submission to the principal, the SGG will be reviewed for formative feedback by a Peer Observer using the SGG Comparability and Rigor Checklist (Appendix B-4).


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Process for Assessing Progress— Protocol for Teachers

1. Each teacher will develop or select an appropriate instrument or instruments to use in establishing a baseline, monitoring progress towards proficiency, and determining if growth occurred during the instructional interval. Instruments must be approved by the principal and be comparable for grade or similarly situated classes. Data may be collected using pre and post measures, repeated measures, or a combination of both. The method of collection will be established through collaboration between the teacher and principal prior to final approval of the SGG and will be described on the Student Growth Goal Template and individual student scores recorded on the Student Growth Record (Appendix B-5). In collaboration with the principal, the teacher will prepare an instructional plan for the goal to include data checkpoints across the instructional interval. Students will be monitored, and adjustments made in instruction for students not on track to make growth and demonstrate proficiency.

2. Instrument(s) to be used shall meet these criteria:a. Validity: the instrument measures what it purports to measureb. Reliability: the instrument produces consistent results when administered

on multiple occasions or in multiple venuesc. Instructional value: the instrument produces results that can be used to

shape instruction for students (e.g., can identify where the student stands with regard to proficiency and information about strengths and weaknesses)

d. Access and opportunity: allows both high and low achieving students, students with disabilities, English Language Learners, and gifted/talented students to demonstrate their learning

e. Can function effectively as both a pre and post assessment (the exact prompts to be used can vary from administration to administration but the format remains the same)

3. At the end of the instructional interval, student growth goal results will be compiled using the Student Growth Record (Appendix B-5) and the Student Growth Goal Report (Appendix B-6) and reviewed by the teacher and principal..

Process for Determining the Local Contribution Growth Score— Protocol for Teachers

1. Baseline data will be used to place each student in the class at a performance level (novice, apprentice, proficient, or distinguished). Baseline data will be reported by the teacher as a numerical score using either a 4 point scale or a percentage (0-100) scale as appropriate to the assessment instruments used. This score will be converted to a performance level using the appropriate column from the chart below:

Value Range by 4.0 scale

Range by percentage scale


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Novice 1 0-1.7 0-44%Apprentice 2 1.8-2.7 45-69%Proficient 3 2.8-3.7 70-94%Distinguished

4 3.8-4.0 95-100%

2. End of the interval data will be used to determine the student’s ending performance level.

3. Growth will be defined as movement from a lower level to a higher level.4. Proficiency represents a final student score in the proficient or distinguished range

as defined on the scale above.5. End of interval scores will be translated into individual student growth ratings using

this table:

Growth Proficiency RATINGChange Yes No

0 √ LOW0 √ LOW-n √ LOW-n √ LOW+1 √ EXPECTED+1 √ EXPECTED+2 √ HIGH+3 √ HIGH

6. The percent of students achieving each rating will be calculated. Based on those percentages, teachers will be assigned an SGG rating as follows:

If the combined percentages of Expected and High scores falls below 55%, the Student Growth Rating will be LOW.

If the combined percentages of Expected and High scores falls between 55% and 69%, the Student Growth Rating will be EXPECTED.

If the combined percentages of Expected and High scores is at or above 70%, the Student Growth Rating will be HIGH.

Student Growth Goal results will be summarized using the Student Growth Goal Report (Appendix B-6). The Student Growth Goal Report will be due no later than April 15 for teachers in the Summative year. The Student Growth Goal Report will be due for teachers in the formative years three days prior to the Annual Formative Review.

2.5.B. Student Growth—Protocol for Other Professionals


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Other professionals who are in a role that does not work with students on a regular basis or are administrative in nature will follow the Protocol for Other Professionals.

Develop a minimum of one local goal for student growth based on school need and aligned to the job expectations of the professional.

Use relevant data from one or more levels e.g., (grade, classroom, department, building) to target an area of need and create a baseline.

Develop a goal and a rubric for determining goal attainment. Record using the Student Growth Goal Template for Other Professionals (Appendix D-3). The goal and rubric must be submitted to the supervisor for approval by September 30. For other professionals hired after that date, the goal and rubric must be submitted within the first thirty instructional days of employment.

At the end of the specified interval, collect data to measure accomplishment, and apply benchmarks.

Summarize the results using the Student Growth Goal Report for Other Professionals (Appendix D-4). The Student Growth Goal Report will be due no later than April 15 for other professionals in the summative year and three days prior to the Annual Formative Review for other professionals in the formative years.

Student Growth Goal evidences for teachers and other professionals may be recorded using one of these options:

state-approved technology platform district-approved data tool

2.6. PRODUCTS OF PRACTICE/OTHER SOURCES OF EVIDENCE

Unit Packet (Applies only to teachers)

Teachers in the final year of their cycle shall submit a Unit Packet consisting of a unit taught during that year written up using the current district unit template (including student learning outcomes and instructional resources used), copies of all the lesson plans associated with the unit and all learning activities and formative and summative assessments used. The packet will also include a curriculum map for the course based on the current district template and situating the unit within the course and a brief written reflection on the effectiveness of the unit. The choice of the unit submitted is up to the teacher but it must have been developed by the teacher and taught during the final year of the cycle. The Unit Packet will be due by March 1 of the summative evaluation year. The Unit Packet will provide evidence relating to Domains 1 and 4 of the Framework for Teaching.

Communication Samples (Applies to both teachers and other professionals)

Teachers and other professionals in the final year of their cycle shall submit three varied samples of communications with families during the current year. Samples could include, but are not limited to, class newsletters, letters to parents about specific events, a communication log of phone calls and conferences with parents, on-line classroom pages,


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and learning activities that invite parents to partner with their child. The Communication Samples will be due by March 1 of the summative evaluation year. The samples will provide evidence relating to Domain 4 of the Framework for Teaching.

Teacher Interview Questions for Domains 1 and 4

During the summative evaluation year, the principal will gather additional evidence relating to professional practice as defined in Domains 1 and 4 of the Framework for Teaching by having a professional conversation based on these questions as part of the post-observation conference after each of the two full evaluator observations.

How do you inform yourself about your students’ backgrounds, cultures, skills, language proficiency, interests, and special needs? How do you use this information in planning and preparing for instruction? (Domain1B)

How do you decide on appropriate outcomes for your students? (1C) How do you select resources for a given unit or lesson? (1D) How do you use assessment information? (1F) What process do you use for improving units and lessons? If you were to teach this

unit again, would you change anything about it? Why or why not? (4A) What is your system for maintaining information about student completion of

assignments and progress is learning? How is this information shared with students? (4B)

What are examples of things that you have done this year (or during the cycle) that contribute to the life of the professional community within school and district? (4D)

Kentucky Beginning Teacher Internship Evidence

For an intern teacher, evidence collected during the teacher internship period, pursuant to 16 KAR 7:010, will be included in the determination of the Professional Practice Rating for that teacher. Any units developed as part of the internship may be substituted for the Unit Packet provided that they address the same general criteria.

2.7 DETERMINING THE OVERALL PERFORMANCE CATEGORY

Supervisors are responsible for determining an Overall Performance Category for each teacher and other professional at the conclusion of the educator’s 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 tools, and decision rules that establish a common understanding of performance thresholds to which all educators are held.

Summative Evaluation Conference

A summative evaluation conference to review all professional growth and practice data shall be held at the end of the cycle during the second semester of the school year and no


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later than April 30. All data and evidence gathering must have been completed prior to this conference and ratings established for Professional Practice, Student Growth, and Overall Performance. The Summative Evaluation Report (Appendix B-9) will be completed in the state-approved technology platform and a written copy provided the evaluatee as per Section 1.6 and 1.7 of this plan.

Teachers participating in the Kentucky beginning teacher internship program as non-tenured teachers will have a Summative Evaluation Conference distinct from the internship committee summative evaluation conference.

Annual Formative Review

Teachers and other professionals not in their summative evaluation year shall have an annual formative review by their supervisor with appropriate formative feedback as to their Professional Growth Plans, Student Voice Survey results, and Student Growth Goals. This may take the form of direct conferencing or other appropriate methods of communication, The PGP will be updated as part of this review. This review will occur between April 1 and Closing Day and will be documented using the Formative Conference Record (Appendix A-1).

Rating Professional Practice

The Kentucky Framework of 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 of related set of behaviors that educators and evaluators can prioritize for evidence-gathering, feedback, and eventually, evaluation. Supervisors will organize and analyze evidence for each individual teacher or other professional based on these concrete descriptions of practice.

Using professional judgment to analyze the evidence collected, the evaluator will assign the teacher or other professional a rating on each of the four domains of the Framework for Teaching. Ratings to be used are Ineffective, Developing, Accomplished, and Exemplary. Sources of evidence to be used are those specified in this plan including Observations, Student Voice survey results, Professional Growth Plans and Self-Reflection, Unit Packets, Communication Samples, and Teacher Interview, and when applicable, teacher internship evidence. In establishing ratings for teachers for Domains 1 and 4, the evaluator will complete the Planning, Preparation, and Professional Responsibilities Rating Sheet (Appendix B-8) using the Framework for Teaching as a rubric.

The Professional Practice Rating

The Professional Practice Rating shall be determined by the evaluator using the state decision rules:

IF … THEN…Domains 2 AND 3 are rated Professional Practice Rating shall be


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INEFFECTIVE INEFFECTIVEDomains 2 OR 3 are rated INEFFECTIVE Professional Practice Rating shall be

DEVELOPING or INEFFECTIVEDomains 1 OR 4 are rated INEFFECTIVE Professional Practice Rating shall NOT

be EXEMPLARYTwo Domains are rated DEVELOPING and two Domains are rated ACCOMPLISHED

Professional Practice shall be ACCOMPLISHED

Two Domains are rated DEVELOPING and two Domains are rated EXEMPLARY

Professional Practice shall be ACCOMPLISHED

Two Domains are rated ACCOMPLISHED and two Domains are rated EXEMPLARY

Professional Practice shall be EXEMPLARY

Cases not addressed by the above rules shall be determined by the professional judgment of the evaluator.

All summative ratings will be recorded in the state-approved technology platform.

The Overall Student Growth Rating

The overall Student Growth Rating uses as evidence the state contribution (when applicable) consisting of Median Student Growth Percentiles rated using state predefined cut scores and the local contribution consisting of the Student Growth Goal ratings.

Three years’ of growth data (when available regardless of the type and length of educator plan) will be used in determining the Student Growth Rating with each year weighted equally. Growth data must be current (state contribution data is lagged by one year).

The evaluator will average separately the teacher’s state contribution ratings (if applicable) and the local contribution ratings. In averaging, these values will be used:

Each Low rating has the value of one (1).Each Expected rating has the value of two (2).Each High rating has the value of three (3).

In averaging the state contribution, each individual year reading and math score will have equal weight.

These averages will be combined to derive a final score using weights of twenty (20) percent for the state contribution (SC) and eighty (80) percent for the local contribution (LC) as represented in this formula: .20(SC ) + .80(LC)=Final Score. If there is no state contribution, the local contribution ratings will be averaged without weights.In assigning a final rating, the numerical score will be converted using this chart:

Average Score Rating


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1.0-1.49 LOW1.50-2.49 EXPECTED2.50-3.00 HIGH

Example demonstrating application of the process:

Scores for Teacher XState Contribution

Value Local Contribution

Value

Year A Reading: ExpectedMath: Low

2+1=3 Expected 2

Year B Reading: Expected

2 High 3

Year C Reading: High 3 Expected 2Total Points 8 7Average (4 scores) 2 (3 scores) 2.33

Application of formula: .20(2)+.80(2.33)=.4+1.86 = 2.26. On the conversion chart this translates to an overall growth rating of Expected.

To determine the growth rating for a single year apply the formula as shown for Year A in the chart.

The Overall Performance Category

A teacher or other professional’s Overall Performance Category is determined by applying the state criteria shown in the table below:

PROFESSIONAL PRACTICE RATING

STUDENT GROWTH RATING

OVERALL PERFORMANCE CATEGORY

ExemplaryHigh OR Expected EXEMPLARYLow DEVELOPING

Accomplished

High EXEMPLARYExpected ACCOMPLISHEDLow DEVELOPING

DevelopingHigh ACCOMPLISHED

Expected OR Low DEVELOPING

IneffectiveHigh DEVELOPINGExpected OR Low INEFFECTIVE



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2.8. GROWTH PLAN AND SUMMATIVE EVALUATION CYCLES

Teachers and other professionals shall be placed on an appropriate growth plan and summative evaluation cycle based on the professional practice rating and student growth rating as illustrated by the Kentucky Professional Growth Plan Model for Teachers (Figure 1) and defined below.

2.8.a. A teacher or other professional whose professional practice rating is Exemplary or Accomplished and who has an expected or high overall student growth rating shall have a professional growth plan that includes goals set by the educator with evaluator input, activities that are educator-directed and implemented with colleagues; an annual formative review; and a summative evaluation that occurs at the end of Year Three (3) of the evaluation cycle.

2.8.b. A teacher or other professional whose professional practice rating is Exemplary or Accomplished, with a low overall student growth rating, or Developing, with a high overall student growth rating, shall have a professional growth plan that includes goals set by the educator with evaluator input; if there is a low overall student growth rating, one goal shall focus on low student growth outcomes; an annual formative review; and a summative evaluation that occurs at the end of Year Three (3) of the evaluation cycle.

2.8.c. A teacher or other professional whose professional practice rating is Developing, with an expected overall student growth rating, shall have a professional growth plan that includes goals set by the educator with evaluator input; one goal that addresses professional practice or student growth; activities that are educator-directed and implemented with colleagues; an annual formative review; and a summative evaluation that occurs at the end of Year Three (3) of the evaluation cycle.

2.8.d. A teacher or other professional whose professional practice rating is Developing, with a low overall student growth rating, or Ineffective, with a high or expected overall student growth rating shall have a professional growth plan that includes goals determined by the evaluator; goals shall focus on professional practice and student growth; activities that are educator-directed and implemented with colleagues; an annual formative review; and a summative evaluation that occurs at the end of one (1) year.

2.8.e. A teacher or other professional whose professional practice rating is Ineffective, with a low overall student growth rating, shall have an improvement plan with goals determined by the evaluator; the goals shall focus on low performance areas and a summative evaluation shall occur at the end of the plan, whose duration is determined by the evaluator and may last up to one (1) year.

2.8.f. Non-tenured teachers and other professionals shall have a professional growth plan based on the criteria for tenured teachers except that they will have summative evaluation annually until they achieve tenure.


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2.8.g. Until a teacher or other professional has received a summative evaluation under this plan, that individual will have a growth plan that includes goals set by the educator with evaluator input, activities that are educator-directed and implemented with colleagues, an annual formative review, and a summative evaluation that occurs at the end of the evaluation cycle.

Figure 1. Kentucky Professional Growth Plan Model for Teachers


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PART THREE: PRINCIPAL AND ASSISTANT PRINCIPAL EVALUATION

3.1. PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM—PRINCIPALS AND ASSISTANT PRINCIPALS

The vision for the Professional Growth and Effectiveness System (PGES) for principals and assistant principals is to have every school led by an effective principal. The goal is to create a fair and equitable system to measure principal effectiveness and act as a catalyst for professional growth.

The Principal Performance Standards (Appendix C-1) are designed to support student achievement and professional best-practice through the standards of Instructional Leadership; School Climate; Human Resource Management; Organizational Management; Communication & Community Relations; and Professionalism. Included in the Performance Standards are Performance Indicators that provide examples of observable, tangible behaviors that provide evidence of each standard. The Performance Standards provide the structure for feedback for continuous improvement through individual goals that target professional growth, thus supporting overall student achievement and school improvement. Evidence supporting a principal’s professional practice will be situated within one or more of the six standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary using the criteria included in the standards document. It is important to note that the expected performance level is “Accomplished,” but a good rule of thumb is that it is expected that a principal will “live in Accomplished but occasionally visit “Exemplary”. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each standard.

The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how principals respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual principal performance. These factors may include school-specific priorities that may drive practice in one standard, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas.

In determining overall performance ratings, evaluators must use these categories of evidence:

Professional Growth Planning and Self-Reflection Site Visits (not required for assistant principals) State-approved Survey of Perception on Principal Practice (Val-Ed) Working Conditions Goal (based on TELL Kentucky)


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State and Local Student Growth Goal data Other Measures/Products of Practice


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.

All principals and assistant principals will participate in self-reflection and professional growth planning each year. This will include an initial self-reflection and an end of the year reflection as described below and additional reflections requested by the Superintendent in writing, if any.

The initial self-reflection and development of Professional Growth Plan will occur during the opening months of the school year with a completed PGP in place by October 30. The PGP will be prepared using the Reflective Practice/Professional Growth Planning Template (Appendix C-2) and recorded using the district-approved data tool. Principals and assistant principals hired after October 30 will complete the initial self-reflection and PGP within the first thirty calendar days of employment in the position.

An end of the year reflection will be completed using the Reflective Practice/Professional Growth Planning Template (Appendix C-2) by April 15 and reviewed with the evaluator during the Summative Evaluation Conference.

3.3. INITIAL PLANNING CONFERENCE

An Initial Planning Conference will be held between the principal and the Superintendent each year to establish the Professional Growth Plan, student growth goals, and working conditions goal for the year. Items to be discussed will include the evaluatee’s initial self-reflection, the student growth goals and working condition goal, and professional learning experiences. This conference will occur by October 30. For a principal hired after October 30, this conference will occur during the first thirty calendar days of employment. This conference will be documented using the Formative Conference Record (Appendix A-1).

3.4 SITE VISITS

Site visits are a method by which the Superintendent may gain insight into the principal’s practice in relation to the standards. Sites visits include a formal interview or less structured discussion between the evaluator and the principal and may also include watching how the principal interacts with others, observing programs, and shadowing the principal. The evaluator may use information from the visit to determine issues to be explored further with the principal’s faculty and staff. The Site Visit Form (Appendix C-3)


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serves as a tool for shaping the visit but may be adapted to fit the specific context. Site visits do not apply to assistant principals.

Site visits by the evaluator will be conducted twice each year. The first visit will occur between October 1 and December 15; the second visit will occur between February 1 and April 15. Principals hired on or after January 1 will receive two site visits between the date hired and April 15 as scheduled by the Superintendent.

Following each site visit a post-observation conference must be conducted within five working days. During this conference, the following topics must be addressed if available: self-reflection, PGP progress, SGG progress, Working Conditions Goal progress, evidences relevant to the principal standards, and TELL and/or Val-Ed 360° results. This will be documented using the Formative Conference Record (Appendix A-1).

Evidences from site visits may be recorded using one of these options: state-approved technology platform district-approved data tool

3.5. STATE-APPROVED SURVEY OF PERCEPTION ON PRINCIPAL PRACTICE (VAL-ED)

The state-approved survey of perception of superintendents, district personnel, and teachers on principal practice (VAL-ED) will be administered in March of the year when the state approved working conditions survey (TELL Kentucky] is not being administered. The superintendent or designee will serve as the survey point of contact for the district. The superintendent or designee shall oversee survey implementation. The survey will be completed by the principal, the superintendent, and the teachers assigned to the school who have worked with the principal in the school for at least two months prior to the survey. All teachers will have the opportunity to participate but a participation rate of fifty percent is the minimum acceptable for use of results in evaluation. Survey results will be confidential and available only to the principal and the superintendent. Results will be interpreted using the standards crosswalk (Appendix C-7) and used as a source of evidence in determining the principal’s professional practice rating.

This survey does not apply to assistant principals.

A principal who is hired after the beginning of the school year must have been in the position for at least sixty working days to have the Val-Ed survey to be completed.

3.6. WORKING CONDITIONS GOAL

Following the biennial administration of the state-approved working conditions survey (TELL Kentucky), each principal will develop, in consultation with the superintendent, a working conditions goal using data from the survey. The goal is to be measurable and to target a specific principal performance standard as identified by using survey results and the TELL to Standards Crosswalk (Appendix C-6) and be accompanied by an action plan for its accomplishment (Appendix C-4). Surveys or other appropriate methods identified in the


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plan may be used as a formative tool to monitor progress towards the goal. Progress will be reviewed during site visits and at the Initial Planning Conference at the start of the survey off-year. Completion of the goal will be assessed following release of the survey results for the time period covered by the goal using the Principal Student Growth Goal Report (Appendix C-5).

Assistant principals inherit the principal’s working conditions goal.

Achievement of the working conditions goal will be rated using this rubric:

High Growth Reaches or exceeds the goalExpected Growth Growth that is at least half way to, but does not reach the

goalLow Growth Growth that is less than fifty percent towards attainment of

the goal

Evidences of the Working Condition Goal may be recorded using one of these options: state-approved technology platform district-approved data tool

Should the Kentucky Department of Education replace the TELL or the Val-Ed 360°with a different approved working conditions or perception survey, that survey will substitute in this plan wherever the former survey is designated.


Principals/assistant principals may provide additional evidence to support assessment of their professional practice. The evidence to be provided will be agreed upon by the evaluatee and the primary evaluator. Samples of evidence may be found in Appendix C-8.

3.8 STUDENT GROWTH GOALS

The student growth measure for principals and assistant principals shall consist of a state contribution and a local contribution. The assistant principal will inherit the principal’s contributions. Student growth goals are to be set by October 30 each year.For principals hired after that date, the goals are to be set within thirty calendar days of employment in the position.

State contribution


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The state contribution shall be based on the degree to which the evaluatee meets the Next Generation Learners Goal. Principals are responsible for setting at least one student growth goal that is tied directly to Kentucky Board of Education delivery targets established for the school and reported in the School Report Card. If the school does not receive state level data, the principal will construct two local student growth goals.During the Initial Planning Conference for the year, the principal and the evaluator will discuss the selection of the specific goal and its trajectory to establish the year’s goal that will help reach the trajectory end target. The goal will be based on an appropriate interim target from the School Report Card but may be adjusted if the school’s actual current score falls significantly below the target. A new goal may be identified each year. The goal must focus on school gap population data unless the local contribution does so. The goal shall be accompanied by an action plan for attaining it that focuses on what the principal will do and a means for formative monitoring of progress towards the goal (Appendix C-4).

As achievement of this goal requires state assessment data, it will be assessed at the Initial Planning Conference at the beginning of the next school year. This means that goal ratings will be lagged one academic year.

Ratings for goal attainment for the state contribution will be determined as follows:

High Growth Reaching or exceeding the targeted percentageExpected Growth Growth that is at least halfway to, but does not reach the targetLow Growth Growth that is less than fifty percent towards attainment of the

target

For example: Our current proficiency/distinguished percentage for our gap population was at

56% The state trajectory data shows that we should be at 66% at the end of this year These two data points provide the basis for the rubric.

Example: if the trajectory target was to move from 56% P/D to 66% P/DLow Expected High

Less than 61% 61% to 65% 66% or greater%This would indicate that

the principal did not even make it halfway to

the target.

This would indicate the principal made it more

than halfway, but did not reach the goal.

This would indicate that the principal reached or

exceeded the goal.

Results will be reported using the Principal Student Growth Goal Report (Appendix C-5).

Local contribution


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Principals will develop a minimum of one local student growth goal that may parallel the state contribution or have a different focus. The local goal must:

focus on school gap population data unless the state contribution does so be based on actions that can be taken by the principal to impact results rather than

actions than can be assigned by the principal to the teachers connect to other school/district initiative where appropriate.

If a principal does not have state data, then he/she will develop two student local growth goals.

The local goal will be developed by the principal and the evaluator at the Initial Planning Conference for the year using baseline data drawn from existing data or generated for this purpose. The goal shall be accompanied by a rubric (see below) for determining high, expected, and low growth and an action plan for attaining the goal that focuses on what the principal will do and a means for formative monitoring of progress towards the goal (Appendix C-4). Results will be reported using the Principal Student Growth Goal Report (Appendix C-5).

PRINCIPAL LOCAL STUDENT GROWTH GOAL

GOAL:

Principal Local Student Growth GoalStudent Growth

GoalLow Growth Expected Growth High Growth

____ % Below ____ % ___% - ___ % Above____ %

3.9. DETERMINING THE OVERALL PERFORMANCE CATEGORY FOR PRINCIPALS AND ASSISTANT PRINCIPALS

The evaluator is responsible for determining an Overall Performance Category for the evaluatee at the conclusion of the summative evaluation year. The Overall Performance Category is informed by the evaluatee’s ratings on Professional Practice and Student Growth.

Professional Practice Rating

To determine the Professional Practice Rating for a principal or assistant principal, the evaluator will use the sources of evidence described above and professional judgment to assign a rating on each of the six performance standards. The evaluator will then apply these decision rules to determine the overall rating.


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Criteria for Determining a Principal orAssistant Principal’s Professional Practice Rating

IF… THEN…The evaluatee is rated Exemplary in at least four of the standards and no standard is rated Developing or Ineffective

Professional Practice Rating shall be Exemplary

The evaluatee is rated Accomplished in at least four standards and no standard is rated Ineffective

Professional Practice Rating shall be Accomplished

The evaluatee is rated Developing in at least five standards

Professional Practice Rating shall be Developing

The evaluatee is rated Ineffective in two or more standards

Professional Practice Rating shall be Ineffective

Cases not addressed by the above rules shall be determined by the professional judgment of the evaluator.

Overall Student Growth Rating

The overall student growth rating uses as evidence the state and local growth contribution as explained in Section 3.8. The three most recent years’ data will be used (when available).

The evaluator will average the state and local contribution ratings separately using these values

Each Low rating has the value of one (1).Each Expected rating has the value of two (2).Each High rating has the value of three (3).

The average state and local contributions will then be averaged together ((SC + LC)/2=final numerical score) and assigned a overall growth rating by converting the numerical score using this chart:

Average Score Rating1.0-1.49 LOW1.50-2.49 EXPECT

ED2.50-3.00 HIGH

The Overall Performance Category

A principal or assistant principal’s Overall Performance Category is determined by applying the state criteria shown in the table below:


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OVERALL PERFORMANCE

CATEGORY

ExemplaryHigh or Expected EXEMPLARY

Low DEVELOPING

Accomplished

High EXEMPLARY

Expected ACCOMPLISHED

Low DEVELOPING

DevelopingHigh ACCOMPLISHED

Expected or Low DEVELOPING

Ineffective High, Expected, or Low INEFFECTIVE


3.10. SUMMATIVE EVALUATION

A summative evaluation conference to review all professional growth and practice data shall be held at the end of the cycle during the second semester of the school year and no later than April 30. All data and evidence gathering must have been completed prior to this conference and ratings established for Professional Practice, Student Growth, and Overall Performance Category. The summative evaluation report (Appendix C-9) will be entered into the state-approved technology platform and a written copy provided the evaluatee as per Sections 1.6 and 1.7 on this plan.

3.11. PROFESSIONAL GROWTH PLAN AND SUMMATIVE CYCLE

The evaluator shall place an assistant principal or principal evaluatee on an appropriate growth plan based on the professional practice and overall student growth ratings as illustrated by the Kentucky Professional Growth Plan Model for Assistant Principals and Principals (Figure 2) and defined below.


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(a) an evaluatee whose professional practice rating is Exemplary, with an expected to high overall student growth rating, shall have, at a minimum, a professional growth plan with goals set by the evaluatee with evaluator input and a summative evaluation that occurs at the end of each school year.(b) an evaluatee whose professional practice rating is Accomplished, with an expected to high overall student growth rating, shall have, at a minimum, a professional growth plan with goals set by the evaluatee with evaluator input and a summative evaluation that occurs at the end of each school year.(c) an evaluatee whose professional practice rating is Developing, with a high overall student growth rating, shall have, at a minimum, a professional growth plan with goals set by the evaluatee with evaluator input and a summative evaluation that occurs at the end of each school year.(d) an evaluatee whose professional practice rating is Exemplary, Accomplished, or Developing with a low overall student growth rating, shall have, at a minimum, a professional growth plan with goals set by the evaluator and a summative evaluation that occurs at the end of each school year.(e) an evaluatee whose professional practice rating is Ineffective shall have, at a minimum, a professional growth plan with goals set by the evaluator and a summative evaluation that occurs at the end of the plan, as determined by the evaluator, not to exceed one year in duration.

Figure 2.


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PART FOUR:

EVALUATION OF DISTRICT-LEVEL ADMINISTRATORS

4.1. EVALUATING DISTRICT-LEVEL ADMINISTRATORS OTHER THAN THE SUPERINTENDENT—GENERAL

In this section, "Administrator" means a certified staff member other than principal, assistant principal, counselor, or superintendent who devotes the majority of employed time in a position for which administrative certification is required by the Education Professional Standards Board.

Administrators will be evaluated using locally developed standards (Appendix E-1) aligned with the ISLCC Educational Leadership Policy Standards 2008 and the requirements of KRS156.557(4).

The administrator performance standards are designed to support student achievement and professional best-practice through the standards of Instructional Leadership; School Climate; Human Resource Management; Organizational Management; Communication & Community Relations; and Professionalism. The Performance Standards provide a structure for feedback for continuous improvement through individual goals that target professional growth, thus supporting overall student achievement and district improvement. Evidence supporting an administrator’s professional practice will be situated within one or more of the standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each 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 administrators 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 district-specific priorities that may drive practice in one standard, 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 will use the following categories of evidence in determining overall performance ratings:

Worksite visits Self-Reflections Professional Growth Plan


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Student Growth Other products of practice (e.g., sample documents produced by the

administrator as part of the job, minutes of meetings conducted by the administrator, budgets prepared by the administrator, records of EILA training, parent/community engagement surveys, state monitoring reports. See Appendix E-6).


Each administrator shall develop and work to achieve a Professional Growth Plan (Appendix E-2). These plans shall reflect the administrator's professional growth needs as identified through self-reflection and current evaluation results and shall be coordinated with school and/or district comprehensive improvement and professional development plans.

The initial self-reflection and development of Professional Growth Plan will occur during the opening months of the school year with a completed PGP in place by October 30. The PGP will be prepared using the Reflective Practice/Professional Growth Planning Template (Appendix E-2) and recorded using the district-approved data tool. Progress on the plan will be reviewed during the formative conferences following each site visit. An end of the year review will be held as part of the Summative Evaluation conference.

Each administrator will develop an initial self-reflection (Appendix E-2) to be shared with the evaluator prior to the Initial Planning conference and an end of year self-reflection to be shared prior to the Summative Evaluation Conference.

4.3. INITIAL PLANNING CONFERENCE

An Initial Planning Conference will be held between the administrator and the Superintendent each year to establish the Professional Growth Plan and student growth goal for the year. Items to be discussed will include the evaluatee’s initial self-reflection, the student growth goal, and professional learning experiences. This conference will occur by October 30. For an administrator hired after October 30, this conference will occur during the first thirty calendar days of employment. This conference will be documented using the Formative Conference Record (Appendix A-1)

4.4 WORKSITE VISITS

The purpose of site visits is to give the evaluator insight into the administrator’s practice in relation to the standards. During the site visit, the evaluator may observe the administrator at work and will engage in a professional conversation with the administrator about various aspects of the job and the successes and challenges the administrator has experienced in carrying out his or her responsibilities for school improvement. The Site Visit Form (Appendix E-3) serves as a tool for shaping the visit but may be adapted to fit the specific context.


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Site visits by the evaluator will be conducted twice each year. The first visit will occur between the Initial Planning Conference and December 15. The second will occur between February 1 and April 15. A district-level administrator hired on or after January 1 will be required to have only one formal site visit completed.

A post-observation formative conference will be held within five working days following each site visit. Topics to be discussed will include the site visit, progress on the PGP and the student growth goal, and evidences relevant to the administrator standards.

Evidences from site visits will be recorded using the district-approved data tool. (Appendix A-1)

4.5. Student Growth

District level administrators will develop a minimum of one local student growth goal based on district need. This goal may be developed to parallel the Superintendent’s growth goal, or it may be developed with a different focus. The goal should be:

based on actions that can be taken by the administrator to impact results as opposed to actions that can be assigned to principals and teachers.

connected to other school/district initiatives where appropriate

Protocol for developing the goal: Collect relevant data from one or more levels e.g., (school, district, particular student

populations) to target an area of need and create a baseline. Develop a goal and a rubric for determining goal attainment and rating as Low,

Expected, or High Growth. Record using the Student Growth Goal Template for District-Level Administrators (Appendix E-4). The goal and rubric must be approved by the Superintendent.

Growth goals are to be set by October 30 of each year. For administrators hired after October 30, growth goals are to be set within the first thirty calendar days of employment.

At the end of the specified interval, collect data to measure accomplishment, and apply benchmarks.

Summarize the results using the Student Growth Goal Report for District-Level Administrators (Appendix E-5). The Student Growth Goal Report will be due at the time of the Initial Planning Conference each fall unless otherwise specified at the time the goal was developed. This means data will normally be lagged. Results will be recorded using the district-approved data tool.


Administrators may provide additional evidence to support assessment of their professional practice. The evidence to be provided will be agreed upon by the evaluatee and the primary evaluator. (Samples of evidence may be found in Appendix E-6.)


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4.7. DETERMINING THE OVERALL PERFORMANCE CATEGORY

The primary evaluator shall review all available evidence and using professional judgment determine the overall category performance for the administrator.An administrator who is rated Accomplished or Exemplary shall have a professional growth plan with goals set by the evaluatee with evaluator input and a summative evaluation that occurs at the end of the school year. An administrator who is rated Developing shall have a professional growth plan with goals set by the evaluator and a summative evaluation that occurs at the end of the school year. An administrator who is rated ineffective shall be placed on a professional growth plan with goals set by the evaluator and a summative evaluation at the end of the plan, as determined by the evaluator, not to exceed one year in duration.

4.8. SUMMATIVE EVALUATION CONFERENCE

Each year the primary evaluator shall hold a summative evaluation conference with the administrator by April 30. During the conference, the Summative Evaluation Report for District-Level Administrators (Appendix E-7) containing the overall performance category will be reviewed along with the administrator’s end of year self-reflection, Professional Growth Plan, and Student Growth Goal results (lagged). A written copy of the report will be given to the evauatee,

All components and sources of evidence supporting an administrator’s overall performance category will be stored in paper format in the administrator’s personnel file and entered in a district-approved technology platform if available.


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PART FIVE: APPEALS

5.1. APPEAL OF INDIVIDUAL EVALUATION

1. Appeal Panel. The District shall establish a panel to hear appeals from summative evaluations as required by law.

2. Election. Two (2) members of the panel shall be elected by and from the certified employees of the district. Two (2) alternates shall also be elected by and from the certified employees, to serve in the event an elected member cannot serve. The Board shall appoint one (1) certified employee and one (1) alternate certified employee to the panel.

3. Terms. All terms of panel members and alternates shall be for one year and run from July 1 to June 30. Members may be reappointed or reelected.

4. Chairperson. The chairperson of the panel shall be the certified employee appointed by the Board.

5. Appeal to Panel. Any certified employee who believes that he or she was not fairly evaluated on the summative evaluation may appeal to the panel within five (5) working days of the receipt of the summative evaluation. The certified employee may review any evaluation material related to him/her. Both the evaluator and the evaluatee shall be given the opportunity to review documents to be given to the hearing committee reasonably in advance of the hearing and may have representation of their choosing.

6. Appeal Form. The appeal shall be signed and in writing on the Evaluation Appeal Form (Appendix F-1). The form shall state that evaluation records may be presented to and reviewed by the panel.

7. Conflicts of Interests. No panel member shall serve on any appeal panel considering an appeal for which he/she was the evaluator.

Whenever a panel member or a panel member's immediate family appeals to the panel, the member shall not serve for that appeal. Immediate family shall include father, mother, brother, sister, husband, wife, son, daughter, uncle, aunt, nephew, niece, grandparent, and corresponding in-laws.

A panel member shall not hear an appeal filed by his/her immediate supervisor.

8. Burden of Proof. The certified employee appealing to the panel has the burden of proof. The evaluator may respond to any statements made by the employee and may present written records which support the summative evaluation.


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9. Hearing. The panel shall hold necessary hearings. The evaluation committee shall develop necessary procedures for conducting the hearings (Appendix F-2).

10. Panel Decision. The panel shall deliver its decision to the District Superintendent, who shall take whatever action is appropriate or necessary as permitted by law. The panel’s written decision shall be issued within fifteen (15) working days from the date an appeal is filed. No extension of that deadline shall be granted without written approval of the Superintendent.

11. Superintendent. The Superintendent shall receive the panel's decision and shall take

such action as permitted by law as s/he deems appropriate or necessary.

5.2. APPEAL OF EVALUATION PLAN IMPLEMENTATION

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 following procedures outlined in KRS 156.557, Section 9, a copy of which is available in the Superintendent's office or on-line from the Kentucky Legislative Research Commission at http://www.lrc.ky.gov/Law.htm.


http://www.lrc.ky.gov/Law.htm

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APPENDICES


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APPENDIX A-1.Harlan Independent School District

FORMATIVE CONFERENCE RECORD

EvaluateeEvaluatorDate

Mode of conferring

____ Face to face ____ Telephone ____ Electronic conferencing tool____ E-mail ____ Other: _____________________________________________________

Purpose

____ Initial planning conference of year____ Post-observation or site visit conference____ Midyear review____ End of year review ____ Annual Formative Review____ Other: __________________________________________________

Items discussed at the conference including summary of feedback, actions taken or to be taken:

Evaluator's signature _______________________________________________________

Evaluatee's signature _______________________________________________________


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APPENDIX B-1

TEACHER REFLECTIVE PRACTICE & PROFESSIONAL GROWTH PLANNING TEMPLATE

Teacher

Grade Level/Subject(s)

School Year

Part A: Initial Reflection – Establishing Priority Growth NeedsComponent: Self-Assessment: Rationale:

1A - Demonstrating Knowledge of Content and Pedagogy I D A E1B - Demonstrating Knowledge of Students I D A E1C - Selecting Instructional Outcomes I D A E1D - Demonstrating Knowledge of Resources I D A E1E - Designing Coherent Instruction I D A E1F - Designing Student Assessment I D A E2A - Creating an Environment of Respect and Rapport I D A E2B - Establishing a Culture for Learning I D A E2C - Managing Classroom Procedures I D A E2D - Managing Student Behavior I D A E2E - Organizing Physical Space I D A E3A - Communicating with Students I D A E3B - Using Questioning and Discussion Techniques I D A E3C - Engaging Students in Learning I D A E3D - Using Assessment in Instruction I D A E3E - Demonstrating Flexibility and Responsiveness I D A E4A - Reflecting on Teaching I D A E4B - Maintaining Accurate Records I D A E4C - Communicating with Families I D A E4D - Participating in a Professional Community I D A E4E - Growing and Developing Professionally I D A E4F - Demonstrating Professionalism I D A E

Overall reflection on practice:


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END OF YEAR REFLECTION

Frame your reflection using this question and others from Appendix B-2 as a guide:

1. To what degree have I achieved my PGP? What would be appropriate next steps?

Part B: Professional Growth Plan

Starting Date __________________________________ Review Date ______________________________________

Areas targeted by this plan and connection to student learning:

Number of goals attached to this plan: _____

We agree to work together on this plan:

___________________________________________________ Date _____________________ Teacher Signature

___________________________________________________ Date _____________________ Primary Evaluator Signature


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Professional Growth Goal No. ______

Action Plan

Activities Timeline Resources/Support Needed

Documentation of achievement/Method of Evaluation

End of Year Evaluation (Degree to which the objectivehas been achieved; next steps, if any)


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APPENDIX B-2

EXPECTATIONS FOR REFLECTIONS

These questions can be used to help shape written reflections at the various points of the year. They do not preclude consideration of others not listed.

Initial/beginning of year focuses on assessing how things went previously and where they need to go in the coming year.

1. In terms of the Framework for Teaching, what are my strengths as a teacher? 2. How well satisfied am I with how my students learned last year? What factors

account for their success? What factors were barriers to learning? 3. What did I learn from my students last year?4. What things do I need to work on to become a more effective teacher?5. What are my priorities for improvement this year? Why?6. How will I reshape my practice this year to become more effective?

Optional midyear reflections relate back to the PGP and the SGG as well as any observations that may have occurred.

1. How am I coming with my PGP? Is it working? Does it need to be modified? Is it making a difference in my practice?

2. How are my students progressing towards achieving expected growth on my SGG? What factors have contributed to progress? What factors have been barriers to learning? How can I overcome the latter?

3. In terms of the Framework for Teaching, what are my most pressing needs at this point in the year?

End of the year reflections assess accomplishment of the PGP and SGG, consider summative evaluation results if any, and look forward to the future.

1. To what degree did I achieve my PGP? What factors played a role in this?2. What score did I achieve on my SGG? What factors played a role in this?3. In terms of the Framework of Teaching, which practices should be a priority for me

in the coming school year? Why?4. What adjustments do I want to make to my courses for the coming year? Why? 5. What do I most need to do at this point in time to grow in my effectiveness as a

teacher?


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APPENDIX B-3STUDENT GROWTH GOAL TEMPLATE

Teacher _________________________________________________________________

Class ________________________________________________________________ Level __________________

Instructional Interval _________________________________________ School Year ________________

1. Describe the context of the class (number of students, student demographics)

2. Identify the KCAS standard(s) to be addressed along with the associated Enduring Skill(s), Concept(s), or Process(es) to be targeted by the SGG.

3. Describe the assessment process that led to the selection of the targeted skill(s). Identify the instrument(s) used.

4. Identify the process to be used to measure growth (instruments, assessment points). Will you use pre/post, repeated measures, or a combination?


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5. Student Growth Goal

6. How will this SGG be accessible to all students in the class?

7. Baseline data to be used for comparison against end results (record on Student Growth Record)

Number %Students with baseline scores 100Students scoring NoviceStudents scoring ApprenticeStudents scoring ProficientStudents scoring Distinguished

8. Describe your overall instructional plan for helping students achieve the gains projected in the SGG.


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9. Describe any professional learning you may need to support students’ attainment of the SGG.

10. Peer review completed on ________________________________________________

Peer reviewer’s signature _________________________________________________

We agree to this goal:

Teacher’s signature ______________________________________________ Date ____________________

Principals’s signature ___________________________________________ Date ____________________


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APPENDIX B-4STUDENT GROWTH GOAL

COMPARABILITY AND RIGOR CHECKLIST

Teacher __________________________________________________________Peer Observer ___________________________________________________Date Reviewed __________________________________________________

GOAL

CHECKLISTCriteria Met Need

s work

Comments

1. The SGG focuses on a standards-based enduring skill, concept, or process

2. The SGG is congruent to KCAS standards appropriate for the course and grade level

3. The SGG is related to a specific area of need supported by data for current students

4. Data analysis provides a rationale for the significance of this goal for students in the designated class

5. The SGG provides an opportunity for all students to demonstrate growth.

6. The SGG is doable but rigorous enough to stretch the outer bounds of what is attainable

7. The SGG is designed to stretch across a stated interval of instruction

8. The interval is of sufficient length to determine goal attainment.


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9. Measures that demonstrate where students are in meeting or exceeding the intent to the standard(s) are identified.

10. Measures to be used are valid and reliable and aligned with the standard being addressed

11. Measures to be used are those appropriate for similarly situated classrooms.

12. Measures provide access and opportunity for all students to demonstrate learning (e.g. students with disabilities, English Language Learners, gifted and talented students)

Additional comments and suggestions:


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APPENDIX B-5

STUDENT GROWTH RECORD (attach to Appendix B-6 SGG Summative Report)

Teacher ____________________________________________ Class ______________________________________________Instructional Interval ___________________________________ School Year _________________

Enter names of all students who had either a baseline or end of interval score. For students without both scores, draw a line across the remaining columns:

StudentBaseline

NumericalScore

BaselinePerformance

Level

End of Interval

NumericalScore

End of Interval

PerformanceLevel

Change by #

levels

√ if proficient or

distinguished

Growth Rating

‍‍‍


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APPENDIX B-6STUDENT GROWTH GOAL SUMMATIVE REPORT

Teacher __________________________________________________________ Date ______________________

STUDENT GROWTH GOAL

1. Describe how summative data was collected.

2. Summative results (In tallying results, use only scores for students with both a baseline and an end of interval scores).

#students with baseline scores ______________ #with end of interval scores _____________

#students with LOW growth ________________ % ________________

#students with EXPECTED growth _________________ % __________

#students with HIGH growth ______________ % ________________

Combined % Expected and High _______________

Teacher SGG Rating _________________

Signatures: ____________________________________________ Teacher

___________________________________________ Principal

Date: ___________________________________________


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APPENDIX B-7

HARLAN INDEPENDENT SCHOOL DISTRICT

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 Campus2) employees who have Open Database Connectivity (ODBC) access to the Infinite

Campus database3) employees who administer the K-2 Student Voice Survey

Students will take the Student Voice Survey in the student portal of Infinite Campus on _____________________________________. 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 B-8

PLANNING, PREPARATION, AND PROFESSIONAL REPONSIBILITIES RATINGSFRAMEWORK FOR TEACHING: DOMAINS 1 and 4.

Teacher _________________________________________________________________

Ratings are assigned based on the Framework for Teaching Indicators and Critical Attributes Ineffective = 1 Developing = 2 Accomplished = 3 Exemplary = 4ID Component Rating Comments

DOMAIN 11A Knowledge of Content and

Pedagogy1B Demonstrating Knowledge of

Students1C Setting Instructional Outcomes

1D Demonstrating Knowledge of Resources1E

1E Designing Coherent Instruction

1F Designing Student Assessments

OVERALL RATING DOMAIN 1

ID ComponentDOMAIN 4

Rating Comments

4A Reflecting on Teaching

4B Maintaining Accurate Records

4C Communicating with Families

4D Participating in a Professional Community

4E Growing and Developing Professionally

4F Showing Professionalism

OVERALL RATING DOMAIN 4

Evaluator signature ________________________________________________ Date ________________________________________________


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APPENDIX B-9 SUMMATIVE EVALUATION REPORT(Teachers and Other Professionals)

NamePositionPrimary EvaluatorDate of Report


DOMAIN 1DOMAIN 2DOMAIN 3DOMAIN 4PROFESSIONAL PRACTICE RATING

STUDENT GROWTH GOAL RATING

Overall Evaluation Performance Category

☐ Exemplary ☐ Accomplished ☐ Developing ☐ Ineffective

General Comments of Evaluator:


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On the basis of supervision and evaluation as outlined in school board policy and summarized in this report, this employee is:

Recommended for reemployment without qualifications.Recommended for reemployment with qualifications (see below)Not recommended for re employment (see below)

Qualifications, if any:

If not recommended for reemployment and tenured, list reasons in accordance with KRS 161.750:

Signature of Primary Evaluator __________________________________________

Date ________________________________________________

I acknowledge receipt of this report:

Signature of Evaluatee ______________________________________________

Date _______________________________________________

Evaluatees have the right to submit a response to this summative evaluation, and the response shall become part of the official personnel record.


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APPENDIX C -1.

KENTUCKY PRINCIPAL PERFORMANCE STANDARDS AND EVALUATION CRITERIA

Performance Standard 1: Instructional LeadershipThe 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 IndicatorsExamples 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 practices1.5 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.*

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.

1.10Supports professional learning and instructional practices that incorporate the use of multiple sources of data and result in increased student growth.

1.11Participates, as appropriate, in professional learning alongside teachers when instructional strategies are being taught for future implementation.

1.12Demonstrates the importance of professional growth by providing adequate time and resources for teachers and staff to participate in


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professional learning (i.e., peer observation, mentoring, coaching, study groups, learning teams).

1.13Evaluates the impact professional learning has on the staff/school improvement and student academic progress.

* Principals should reference the ten assessment competencies identified in Appendix A.

ExemplaryIn addition to meeting the

requirements for Accomplished...

Accomplished is the expected level of

performance.Developing Ineffective

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.

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 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.

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.

Performance Standard 2: School ClimateThe 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 IndicatorsExamples may include, but are not limited to:The principal:

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 school 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.


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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.

2.10Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders.

2.11Maintains 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.





The principal seeks out new opportunities or substantially improves existing programs to create an environment where students and stakeholders thrive and the rigor of academic expectations has significantly increased as evident through results.

The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.

The principal inconsistently promotes the success of all students by developing, advocating, or sustaining an academically rigorous, positive, or safe school climate for all stakeholders.

The principal rarely promotes the success of all students by developing, advocating, or sustaining an academically rigorous, positive, or safe school climate for all stakeholders.

Performance Standard 3: Human Resources ManagementThe 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 IndicatorsExamples may include, but are not limited to:The principal:

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


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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.

3.10Maximizes 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.





The principal consistently demonstrates expertise in human resources management, which results in a highly- effective workforce (e.g. high teacher and staff efficacy, increased student learning, teacher leaders).

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 inconsistently assists with selection and induction, or inconsistently supports, evaluates, and retains quality instructional and support personnel.

The principal inadequately assists with selection and induction, or inadequately supports, evaluates, and retains quality instructional and support personnel.


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Performance Standard 4: Organizational ManagementThe principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.Sample Performance IndicatorsExamples 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.





The principal excels at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources.

The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.

The principal inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources.

The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of resources.


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Performance Standard 5: Communication and Community RelationsThe principal fosters the success of all students by communicating and collaborating effectively with stakeholders.Sample Performance IndicatorsExamples may include, but are not limited to:The principal:

5.1 Plans for and solicits staff, parent, and stakeholder input to promote effective decision-making 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.





The principal seeks and effectively engages stakeholders in order to promote the success of all students through productive and frequent communication.

The principal fosters the success of all students by communicating and collaborating effectively with stakeholders.

The principal inconsistently communicates and/or infrequently collaborates with stakeholders.

The principal demonstrates inadequate and/or detrimental communication or collaboration with stakeholders.


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Performance Standard 6: ProfessionalismThe 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 IndicatorsExamples 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.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.

6.10Contributes and supports the development of the profession through service as an instructor, mentor, coach, presenter, and/or researcher.

6.11Remains current with research related to educational issues, trends, and practices and maintains a high level of technical and professional knowledge.



Accomplishedis the expected level of


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

The principal fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession.

The principal is inconsistent in demonstrating professional standards, engaging in continuous professional learning, or in contributing to the profession.

The principal shows disregard for professional standards and ethics, engaging in continuous professional learning, or contributing to the profession.


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award(s).


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APPENDIX C-2


Reflective Practice /Professional Growth Plan Template for Principals

Principal

School

School Year

Part A: Initial Reflection on the Standards in the Kentucky Principal Professional Growth and Effectiveness SystemReflect 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.

StandardSelf-

Assessment Strengths and areas for growth

1. Instructional LeadershipThe 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

2. School ClimateThe principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.

I D A E

3. Human Resource ManagementThe principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support

I D A E

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personnel.4. Organizational ManagementThe principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.

I D A E

5. Communication and Community RelationshipThe principal fosters the success of all students by communicating and collaborating effectively with stakeholders.

I D A E

6. ProfessionalismThe principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession.

I D A E

Overall Reflection on Practice:

PART B. END OF YEAR REFLECTION

Frame your reflection using these questions as a guide:

1. How have things gone with my job this year? What factors have played a role in this? In terms of the performance standards, where am I?


PART C. Growth Plan


Areas targeted by this plan:

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___________________________________________________ Date _____________________ Administrator Signature


Professional Growth Goal No. ____

Action Plan

Activities Timeline Support Needed

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APPENDIX C-3SITE VISIT FORM: PRINCIPAL

These questions can serve as a starting point for discussion and evidence gathering during the site visit. They are not intended to be all inclusive and it is not necessary to ask them as written. The evaluator may use additional items based on the standards.

STANDARD 1Instructional Leadership

Sample questions/topics to explore

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.

• Please describe any innovative and effective leadership strategies that you have used this year.• What opportunities have you created this

year for collaboration among teachers?• How have you strived this year to improve

the teachers’ effective instructional practices associated with different subject areas?• How do you make sure curriculum

standards are taught by the teachers and mastered by the students?• How do you monitor teachers’

performance and provide constructive feedback to them?

• What types of teacher learning and development activities or programs have you participated in this year? What have you learned?

• How do you involve the expertise of teacher leaders?

STANDARD 2School 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.

Please give some examples of where you have sought out new opportunities or improved existing programs to create an environment where students and stakeholders thrive.

Please give some examples of the strategies you used to create and sustain a positive and safe learning environment in your school.

What are the strategies you use to nurture and sustain a climate of trust in your school?

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Please provide a few examples of how you model care for children or model other desired characteristics for teachers and staff.

What are the internal and external factors that you perceive are affecting your school?

How have you strived this year to make the school environment more academically rigorous?

STANDARD 3Human 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..

Please give examples of ways you have helped your teachers and staff to become more effective this year.Please give examples of professional learning implemented and/or continued this school year to improve teacher performance.In what ways do you support the achievements of high-performing teachers?How do you ensure new teachers and staff receive the support they need during their first year?How do you foster an atmosphere of professional learning among staff?What are the most difficult human resources management decisions you have made this year? What aspects went well and what aspects were challenging?

STANDARD 4Organizational Management

Rationale

The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.

Please explain the ways in which you have demonstrated proactive decision-making this year.

Please provide an example of how you have been able to maximize your available resources.

How do you establish routines and procedures for the smooth running of the school that staff members understand and follow?

What information is used to inform the decisions related to organizational management?

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Instructional time is one of the most essential resources for student success in learning. What are you doing to protect instructional time?

What are the strengths, weaknesses, opportunities, and challenges you have perceived in your school’s organizational management?

STANDARD 5Communication and

Community RelationsThe principal fosters the success of all students by communicating and collaborating effectively with stakeholders.

Please describe how you promote the success of all students through communication.

How do you engage in open dialogue with multiple stakeholders from the larger school community?

How do you involve parents and families in student learning?

How do you disseminate needed information (such as student academic progress) to students, staff, parents, and the greater learning community?

Please give an example of how you network with individuals and groups outside the school (e.g., business and government organizations) to build partnerships for pursuing shared goals.

STANDARD 6Professionalism

The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession.

Please give an example of a way in which you have demonstrated your professionalism in activities outside the school district.

How do you communicate professional beliefs and values to all stakeholders?

Give an example of a skill that you learned during professional interactions with colleagues that you have used successfully in your school.

What professional learning have you sought out this year?

In what ways have you observed a

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change in your role as a school leader and your leadership style?

In what ways do you take an active role in professional organizations?

General:

1. What do you consider strengths in your work with your school?2. What are examples of successes within your school this year?3. What current challenges do you face in carrying out your responsibilities and

in being effective in your job?4. What progress is being made on your Professional Growth Plan? Does it

support your work effectively?

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APPENDIX C-4

STUDENT GROWTH GOALS/WORKNG CONDITIONS GOAL TEMPLATE FOR PRINCIPALS

PrincipalSchoolSchool Year

State Contribution Student Growth Goal

Write your state SGG here.

Ratings for goal attainment for the state contribution will be determined as follows:

High Growth Reaching or exceeding the targeted percentageExpected Growth Growth that is at least halfway to, but does not reach the targetLow Growth Growth that is less than fifty percent towards attainment of the

target

Principal’s Student Growth Plan: State Contribution

Strategies/ActionsWhat strategies/actions will I need to do in order to

assist my school in reaching the goal?How will I accomplish my goal?

Resources/SupportWhat resources will I need to complete my

plan?What support will I need?

Targeted Completion

DateWhen will I complete

each identified strategy/ action?

Local Contribution Student Growth Goal

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Goal StatementWrite your complete goal statement here.

Context/Needs Assessment/Baseline DataDescribe the rationale for the goal and the baseline data which will be used as a starting point for measurement.

Growth CriteriaLow Growth Expected Growth High Growth

Principal’s Student Growth Plan: Local Contribution

Strategies/ActionsWhat strategies/actions will I need to do in order to assist

my school in reaching the goal?How will I accomplish my goal?



Targeted Completion

DateWhen will I

complete each identified strategy/

action?

WORKING CONDITIONS GOAL

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Context/Needs Assessment/Baseline DataDescribe the rationale for the goal and the baseline data which will be used as a starting point for measurement.

Achievement of the working conditions goal will be rated using this rubric:

High Growth Reaches or exceeds the goalExpected Growth Growth that is at least half way to, but does not reach the

goalLow Growth Growth that is less than fifty percent towards attainment of

the goal

Plan for Achieving the Working Conditions Goal

Strategies/ActionsWhat strategies/actions will I need to do in order to

assist my school in reaching the goal?How will I accomplish my goal?



Targeted Completion

DateWhen will I complete

each identified strategy/ action?


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___________________________________________________ Date _____________________ Principal’s Signature

___________________________________________________ Date _____________________ Superintendent’s Signature

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APPENDIX C-5

PRINCIPAL STUDENT GROWTH GOAL/WORKING CONDITIONS GOALREPORT

Name _________________________________________________________ Position _____________________Date Goal Set _______________________ Date Goal Completed _________________________________Date of Report ___________________________________

This is a report for (check):_____ State Contribution Student Growth Goal_____ Local Contribution Student Growth Goal_____ Working Conditions Goal


Growth DataBASELINE DATA END OF INTERVAL DATA

Student Growth Rating

Signatures: ____________________________________________ Principal

___________________________________________ Superintendent

Date: ___________________________________________

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APPENDIX C-6

CROSSWALK BETWEEN TELL KENTUCKY AND PRINCIPAL PERFORMANCE STANDARDS

TELL Kentucky Categories Performance Standards

TimeInstructional LeadershipSchool Climate

Facilities and ResourcesInstructional LeadershipOrganizational Management

Professional Development Instructional Leadership

Instructional Practices and SupportInstructional LeadershipHuman Resources Management

Community Support and Involvement

Communication & Community Relations

Managing Student Conduct School Climate

Teacher LeadershipHuman Resources ManagementOrganizational Management

School LeadershipInstructional LeadershipHuman Resources Management Organizational Management

New Teacher Support Human Resources Management

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APPENDIX C-7

CROSS WALK BETWEEN VAL-ED AND PRINCIPAL PERFORMANCE STANDARDS

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APPENDIX C-8

SAMPLES OF OTHER PRODUCTS OF PRACTICE/DOCUMENTATIONPRINCIPALS

Standard 1 ‒ Instructional Leadership : Comprehensive School Improvement Plan; instructional walk-through data; vision/mission/core belief statements; leadership/school improvement team/PLCs agendas; professional growth plan; student growth monitoring data; schedules for students in the alternative education program; faculty meeting agendas/minutes; project-specific summaries of a goal; compliance with Standards of Accreditation; program reviews; staff learning plan; school committees, members, and minutes.

Standard 2 ‒ School Climate : Monthly discipline report; Teacher of the Year recommendation; annual report of discipline, crime, and violence; summary of surveys of staff; student recognition; student groups/clubs; student survey form; TELL survey results; VAL-ED survey results.

Standard 3 ‒ Human Resources Management : Staff evaluation schedule including observation schedule; evidence of teachers and staff serving as leaders in the school, school district, and school community; staff evaluations; school celebrations; teacher/staff appreciation; staff recognition program; Corrective Action Plans; mentorship program.

Standard 4 ‒ Organizational Management : Building schedules; administrator responsibility chart; master schedule and course compliance; facility use log; physical plant and grounds management schedule; annual financial audits; uncollected debts; inventory records; Career and Technical Education compliance; Special Education compliance; Title I compliance; gifted program compliance; long-range goals; short-range goals; master schedule; building administrator organizational chart.

Standard 5 ‒ Communication and Community Relations : School council meeting minutes; newsletters; PAC/PTO/PTA agendas/minutes; optional parent/community survey; website link; completion of annual school safety audit; Safe School’s committee agendas and minutes of meetings; School Health Advisory Board agendas and minutes of meetings; media communications; presentation to civic/community groups; FRYSC; parent/community volunteer hours.

Standard 6 ‒ Professionalism : Staff development activity agendas; department/grade level meeting documentation; summary of staff surveys; professional conference attendance; professional organization membership; demonstrating/applying professional learning; results of professional learning on school goals.

Standard 7 ‒ Student Growth : Analysis of grades for the marking period; documentation of meeting established annual goals (e.g., school improvement plan); student growth percentile data; data on student achievement from other valid, reliable sources (e.g., pattern of improvement in advanced pass rate on state assessments, KPREP data, etc). See listing in the Goal Setting section of this document.).

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APPENDIX C-9Harlan Independent School District

SUMMATIVE EVALUATION REPORTPrincipal

NamePositionPrimary EvaluatorDate of Report

PROFESSIONAL PRACTICE

1. Instructional Leadership2. School Climate3. Human Resources Management4. Organizational Management5. Communication and Community Relations6. ProfessionalismPROFESSIONAL PRACTICE RATING


Overall Evaluation Performance Category

☐ Exemplary ☐ Accomplished ☐ Developing ☐ Ineffective


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Recommended for reemployment without qualifications.Recommended for reemployment with qualifications (see below)Not recommended for re employment (see below)



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Signature of Superintendent __________________________________________

Date ________________________________________________


Signature of Principal ______________________________________________

Date _______________________________________________

Evaluatees have the right to submit a response to this summative evaluation, and the response shall become part of the official personnel record.APPENDIX D-1

Guidance CounselorReflective Practice and Professional Growth Planning Template

Name

Primary Evaluator

School Year

Part A: Reflection on the Performance Standards for Guidance Counselor

Component: Self-Assessment: Rationale:

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1A - Demonstrating Knowledge of Counseling Theory and Techniques I D A E

1B - Demonstrating Knowledge of Child and Adolescent Development I D A E

1C – Establishing Goals for the Counseling Program I D A E1D - Demonstrating Knowledge of State and Federal Regulations and of Resources Within and Beyond District I D A E1E –Counseling Program Integrated with Regular School Program I D A E

1F – Developing Plan to Evaluate Counseling Program I D A E2A - Creating an Environment of Respect and Rapport I D A E2B – Developing Culture for Productive Communication I D A E2C - Managing Routines and Procedures I D A E2D – Establishing Standards of Conduct and Contributing to Culture for Student Behavior throughout the School I D A E

2E - Organizing Physical Space I D A E3A – Assessing Student Needs I D A E3B – Assisting Students and Teachers in Formulation of Academic, Personal, Social ,and Career Plans I D A E

3C – Using Counseling Techniques in Individual and Classroom Programs I D A E

3D – Brokering Resources to Meet Needs I D A E3E - Demonstrating Flexibility and Responsiveness I D A E4A - Reflecting on Practice I D A E4B - Maintaining Records and Submitting Them in Timely Fashion I D A E

4C - Communicating with Families I D A E4D - Participating in a Professional Community I D A E4E – Engaging in Professional Development I D A E4F – Showing Professionalism I D A E

Overall reflection on professional practice





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Growth Plan


Areas targeted by this plan and connection to student growth:



___________________________________________________ Date _____________________ Counselor Signature



Action Plan


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APPENDIX D-2Librarian/Media Specialist

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Reflective Practice and Professional Growth Planning Template

Name

Primary Evaluator

School Year

Part A: Initial Reflection—Establishing Priority Growth Needs

Component: Self-Assessment: Rationale:1A - Demonstrating Knowledge of Content, Curriculum, and Process I D A E

1B - Demonstrating Knowledge of Students I D A E1C - Supporting Instructional Goals I D A E1D - Demonstrating Knowledge and Use of Resources I D A E1E - Demonstrating Knowledge of Literature and Lifelong Learning I D A E1F – Collaborating in the Design of Instructional Experiences I D A E

2A - Creating an Environment of Respect and Rapport I D A E2B - Establishing a Culture for Learning I D A E2C - Managing Library Procedures I D A E2D - Managing Student Behavior I D A E2E - Organizing Physical Space I D A E3A - Communicating Clearly and Accurately I D A E3B - Using Questioning and Research Techniques I D A E3C - Engaging Students in Learning I D A E3D - Assessment in Instruction (whole class, one-on-one, and small group) I D A E

3E - Demonstrating Flexibility and Responsiveness I D A E4A - Reflecting on Practice I D A E4B - Maintaining Accurate Records I D A E4C - Communicating with School Staff and Community I D A E4D - Participating in a Professional Community I D A E4E - Growing and Developing Professionally I D A E4F – Collection Development and Maintenance I D A E4G - Managing the Library Budget

4H –Managing Personnel

4I – Professional Ethics I D A E

Overall reflection on professional practice:



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Part B: Professional Growth Plan


Areas targeted by this plan and connection to student learning:

Number of objectives attached to this plan: _____


___________________________________________________ Date _____________________ Librarian Signature


Professional Growth Goal No. ______

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Action Plan

Activities Timeline Resources/Support Needed



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APPENDIX D-3

STUDENT GROWTH GOAL TEMPLATE FOR OTHER PROFESSIONALS

For use with the Other Professionals protocol. If on teacher protocol, use B-3.

Name _________________________________________________________ Position _____________________School Year __________________ Interval for Goal _____________________________________________

ContextDescribe the context, including student population.

Needs AssessmentWhat student needs have been identified? What are the related content area essential/enduring skills, concepts and/or processes?

Sources of EvidenceWhat sources of evidence/measures will you use to establish baseline data and measure student growth?

Baseline DataRecord your baseline data here.


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___________________________________________________ Date _____________________ Evaluatee Signature

___________________________________________________ Date _____________________ Evaluator Signature

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APPENDIX D-4

STUDENT GROWTH GOAL REPORT FOR OTHER PROFESSIONALS

For use with Other Professionals protocol. If on teacher protocol, use B-4.

Name _________________________________________________________ Position _____________________School Year __________________ Interval for Goal _____________________________________________Date of Report ___________________________________




Student Growth Goal Rating

Signatures: ____________________________________________ Administrator

___________________________________________ Superintendent

Date: ___________________________________________

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APPENDIX D-5SITE VISIT FORM: GUIDANCE COUNSELOR


DOMAIN 1: Planning and Preparation


Knowledge of counseling theory and techniques; knowledge of child and adolescent development; establishing goals for the counseling program; demonstrating knowledge of state and federal regulations and of resources within and beyond school district; counseling plan integrated with regular school program; plan for evaluating counseling program

What is the mission and vision of the school counseling program? what are its goals? What information did you use to set these goals ? How will you evaluate their achievement?

How do you use your knowledge of the students’ developmental levels, basic skills, backgrounds and interests, as well as abilities and specials needs in developing counseling services?

How do you actively solicit feedback and input from the school’s staff and community to improve instruction, program and services of the Comprehensive School Counseling Program? What role does ASCA’s National Model and the associated standards play in your efforts?

What is your system for managing and ensuring the confidentiality of student records?

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DOMAIN 2: The EnvironmentCreating environment of respect and rapport, establishing culture for productive communication, managing routines and procedures, establishing standards of conduct; organizing physical space

How have you participated in developing interventions for students and in reducing barriers to learning?

What role do you play in creating a safe environment for students?

Describe your referral process for counseling services and how this is communicated to others.

Describe how you might assist a teacher with academic/behavior concerns involving a student.

Describe how you might handle interpersonal problems among students.

How do you ensure the counseling environment is conducive to working with students?

How do you ensure that the work environment is conducive to open communication with school staff, parents, and students?

DOMAIN 3: DELIVERY OF SERVICEAssessing student needs; assisting student and teachers in formulation of academic, personal, social, and career plans; using counseling techniques in individual and classroom programs; brokering resources to meet needs; demonstrating flexibility and responsiveness

What kinds of small and large guidance sessions have you held this year?

How do you adapt the guidance program to address individual needs and differences?

How do you use technology to support the guidance program?

Describe how you assist students in education planning and course selection

What role does conferencing with students and parents play in your work? How do you manage conferences?

Describe how you assist students in education and career planning and course selection.

How are ILPs developed and monitored? What is your role in this process?

As a counselor, how do you keep up

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with the academic, career and personal/social curriculum and current research in counseling in order to make meaningful connections with resources?

DOMAIN 4: PROFESSIONAL RESPONSIBILITIESReflecting on practice; maintaining records and submitting them in a timely fashion; communicating with families; participating in a professional community

To what extent and in what ways do you counsel individual students?

What kinds of small and large guidance sessions have you held this year?

What is your system for managing student records?

How do you involve parents and families when working with students?

How do you disseminate needed information (such as academic progress, progress on interventions, assessment results) to students, staff and parents?

Please give an example of a way in which you have demonstrated your professionalism in activities outside the school district.

Tell about participation in school events, service on school and district committees and leadership roles. How does this involvement impact your relationship with colleagues?

General:

1. What do you consider some of the strengths of our guidance program?2. What are examples of successes of the program this year?3. What current challenges do you face in having a quality program and in being

effective in your job?4. What progress is being made on your Professional Growth Plan? Does it

support your work effectively? Are you current on your EILA hours?

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APPENDIX D-6

SITE VISIT FORM: LIBRARIAN/MEDIA SPECIALIST


DOMAIN 1: PLANNING AND PREPARATION


Knowledge of content, curriculum, and process; knowledge of students; supporting instructional goals (technology and services), knowledge and use of resources; knowledge of literature and lifelong learning; collaborating in design of instructional experiences

As the librarian how do you keep up with the curriculum in order to make meaningful connections with resources?

How do you use your knowledge of the students’ developmental levels, basic skills, backgrounds and interests, as well as abilities and specials needs to plan for instruction, promote reading, provide technology services, and develop the resource collection?

Tell about how you have worked with groups and individuals to promote good books, reading for pleasure and love of learning.

Give an example of your collaboration with teacher(s) in designing, planning, implementing, and assessing meaningful learning activities that integrate the use of multiple resources. What will you do differently next time?

How do you use technology in your work and promote effective use of technology by library media center users?

DOMAIN 2: THE LIBRARY ENVIRONMENTCreating environment of respect and rapport; establishing culture for learning; managing library procedures; managing student behavior; organizing physical space

Give examples of how you teach and encourage mutually respectful behavior by students.

How do you work with the principal, staff, and school council to make sure support for academic instruction is the library media center’s first priority?

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Give examples of things you have done this year to encourage library media center use

How do you communicate clear standards of conduct, monitor student behavior, and respond to student misbehavior in the library?

DOMAIN 3: INSTRUCTION/ DELIVERY OF SERVICECommunicating clearly and accurately; using questioning and research techniques; engaging students in learning; assessment in instruction; demonstrating flexibility and responsiveness

How do you support individual needs and differences among students so that all can use the library media center effectively?

What are examples of ways that you teach students to be effective users of the library media center?

How do you work with students and teachers to develop student capacity for research and support achievement of the Kentucky Core Academic Standards?

What strategies do you use to guide students’ inquiry and to help students think critically as they formulate pertinent questions about their research topics?

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Reflecting on practice; maintaining accurate records; communicating with school staff and community; participating in a professional community; growing professionally; collection development and maintenance

Describe the procedures you follow in managing and expanding library media center collections. How do you determine what new resources are needed? How do you develop a budget for the library?

What strategies do you use for managing the library budget and maintaining accurate records?

What professional learning have you participated in recently? What did you learn?

What strategies have you used to build a high regard for the library media

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center by students and staff? What are ways you communicate key information about the library media center to staff, students, and families?

Tell about any past participation in school events, service on school and district committees, and leadership roles. How did this involvement impact your relationship with colleagues?

General:

1. What do you consider some of the strengths of our library/media program?2. What are examples of successes of the program this year?3. What current challenges do you face in having a quality program and in being

effective in your job?4. What progress is being made on your Professional Growth Plan? Does it

support your work effectively?

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APPENDIX E-1Harlan Independent School District

PERFORMANCE STANDARDS FOR DISTRICT-LEVEL ADMINISTRATORS

Standard One: Vision and Mission

1.‍‍Exercises leadership in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals and coordinated with the district mission and vision.Sample‍indicators:

Participates‍in‍the‍development‍and‍implementation‍of‍a‍vision‍and‍mission‍for‍the‍district.

Works‍collaboratively‍with‍principals,‍councils,‍and‍school‍staffs‍to‍develop‍and‍achieve‍school‍and‍district‍initiatives.

Engages‍stakeholders‍in‍development‍of‍short‍and‍long‍range‍plans‍based‍on‍the‍district‍mission‍and‍initiatives.

Leads‍members‍of‍the‍school‍community‍in‍evaluation‍of‍progress‍in‍achieving‍school‍and‍district‍goals.

Sets‍and‍communicates‍high‍expectations‍for‍student‍and‍staff‍achievement‍and‍interprets‍district‍mission‍to‍members‍of‍the‍school‍community.

Interprets‍Next‍Generation‍goals‍and‍district‍philosophy‍and‍missions‍to‍members‍of‍the‍school‍community.

Collects‍and‍uses‍data‍to‍develop‍school‍and‍district‍initiatives‍and‍engage‍in‍short‍and‍long‍term‍planning.

Aligned with ISLLC#1 and Principal Framework#1; KRS 156.557 (4) (b)(c)(f)

Standard Two: Climate for Learning

2.‍‍Facilitates a climate conducive to teaching and learning supportive of the success of all students.Sample‍indicators:

Works‍collaboratively‍with‍principals,‍councils,‍and‍school‍staffs‍to‍assure‍support‍for‍academic‍instruction‍as‍the‍first‍

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priority. Works‍with‍staff‍to‍implement‍research-based‍instructional‍

and‍behavior‍management‍techniques‍throughout‍the‍district. Works‍with‍stakeholders‍to‍evaluate‍and‍adjust‍programs‍to‍

meet‍identified‍needs.

Aligned with ISLLC#2 and Principal Framework#2; KRS 156.557 (4)(b)

Standard Three: Human Resources Management

3.‍Provides effective leadership and supervision for staff assigned to or engaged with his/her program areas.Sample‍indicators:

Participates‍in‍selection‍and‍hiring‍of‍staff‍members‍when‍appropriate.

Assures‍that‍staff‍members‍working‍with‍a‍particular‍program‍understand‍their‍roles‍and‍responsibilities‍with‍regard‍to‍that‍program.

Supervises‍staff‍members‍using‍procedures‍that‍enhance‍individual‍responsibility‍and‍decision-making‍on‍part‍of‍staff‍members.

Recognizes‍staff‍achievements‍and‍provides‍positive‍feedback‍to‍staff.

Works‍to‍build‍staff‍capacity‍for‍job‍success‍and‍leadership. Promotes‍professional‍learning‍on‍the‍part‍of‍staff.

Aligned with ISLLC#3 and Principal Framework#3; KRS 156.557 (4)(b)(c)(g)

Standard Four: Organizational Management

4.‍Manages programs and resources to support achievement of district and school missions and initiatives.Sample‍indicators:

Develops‍‍plans,‍budgets,‍and‍procedures‍for‍operation‍of‍programs‍for‍which‍responsible.

Monitors‍implementation‍of‍programs‍to‍assure‍compliance‍with‍applicable‍laws,‍regulations,‍and‍policies

Follows‍applicable‍laws,‍regulations,‍and‍policies‍in‍administration‍of‍his/her‍assigned‍programs.

Completes‍required‍paperwork‍in‍a‍timely‍manner. Monitors‍expenditures‍and‍reviews‍program‍fiscal‍records‍on‍a‍

regular‍basis.

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Develops‍and‍implements‍procedures‍for‍acquisition‍of‍needed‍materials‍and‍services‍in‍a‍timely‍fashion.

Develops‍and‍implements‍appropriate‍record-keeping‍procedures‍for‍programs‍for‍which‍responsible.

Evaluates‍program‍effectiveness‍and‍makes‍appropriate‍adjustments.

Interprets‍programs‍to‍members‍of‍the‍school‍community. Informs‍Superintendent‍of‍factors‍significant‍in‍program‍

operation. Uses‍technology‍to‍support‍instruction‍and‍administration‍

(e.g.,‍state-approved‍technology‍platforms).

Aligned with ISLLC#3 and Principal Framework#4; KRS 156.557 (4)(b)(c)(f)(g)

Standard Five: Collaboration with Faculty and Community for Student Success

5.‍‍Develops and maintains positive working relationships with school and district staff, with parents and students, and with community partners.Sample‍indicators:

Communicates‍effectively‍in‍speaking‍and‍writing. Listens‍interactively. Demonstrates‍respect‍for‍diversity‍and‍for‍individual‍

differences Develops‍and‍maintains‍open‍channels‍of‍communication‍

between‍district‍and‍parents‍and‍community. Makes‍self‍available‍for‍conferences‍with‍members‍of‍the‍

school‍community‍‍including‍parents‍when‍appropriate. Facilitates‍mutually‍respectful‍and‍effective‍relationships‍

between‍schools‍in‍the‍district. Facilitates‍mutually‍respectful‍and‍effective‍relationships‍

between‍the‍district‍and‍other‍educational‍and‍community‍agencies.

Participates‍in‍keeping‍the‍community‍informed‍about‍the‍school‍program‍and‍activities.

Promotes‍use‍of‍community‍resources‍in‍the‍schools. Promotes‍parent‍involvement‍in‍the‍schools.

Aligned with ISLLC#4 and Principal Framework#5; KRS 156.557 (4)(c)(d)(e)

Standard Six: Professionalism

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6. Demonstrates positive professional leadership traits and acts in a manner that demonstrates fairness, openness, and ethical behavior.Sample indicators:

Makes‍and‍implements‍decisions‍in‍a‍timely‍fashion.Gathers‍input‍from‍affected‍parties‍prior‍to‍making‍decisions.Evaluates‍effects‍of‍decisions‍and‍adjusts‍them‍when‍appropriate.Recognizes‍sources‍of‍potential‍conflicts‍or‍problems‍and‍acts‍to‍avert‍them.Demonstrates‍conflict‍resolution‍skills.Selects‍and‍uses‍appropriate‍channels‍in‍resolving‍problems‍or‍communicating‍information.Uses‍discretion‍in‍handling‍confidential‍or‍sensitive‍information.Demonstrates‍self-confidence‍and‍emotional‍stability‍in‍working‍with‍others.Accepts‍responsibility‍for‍own‍actions.Allocates‍time‍by‍priorities‍rather‍than‍by‍circumstance.Participates‍‍in‍professional‍learning‍activities‍including‍required‍Effective‍Instructional‍Leadership‍training.Completes‍in‍a‍timely‍fashion‍training‍mandated‍for‍the‍position‍by‍the‍state.Develops‍and‍works‍to‍achieve‍an‍Individual‍Professional‍Growth‍Plan.Improves‍knowledge‍of‍and‍keeps‍current‍in‍field.Keeps‍informed‍regarding‍laws,‍regulations,‍and‍policies‍applicable‍to‍the‍school‍and‍shares‍pertinent‍information‍with‍appropriate‍members‍of‍the‍school‍community‍including‍parents.Meets‍required‍work‍schedule‍(e.g.‍regular‍in‍attendance‍and‍punctual‍in‍meeting‍scheduled‍obligations).Follows‍the‍Kentucky‍School‍Personnel‍Code‍of‍Ethics‍as‍established‍by‍the‍Kentucky‍Education‍Professional‍Standards‍Board.

Aligned with ISLLC#5 and Principal Framework#6; KRS 156.557 (4)(a)(d)(e)(f)(h)(i)(j)

PERFORMANCE RATINGS

Exemplary: the rating for performance that consistently exceeds expectations for effective performanceAccomplished: the rating for performance that consistently meets expectations for effective performanceDeveloping: the rating for performance that inconsistently meets expectations for effective performance

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Ineffective: the rating for performance that consistently fails to meet expectations for effective performance

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APPENDIX E-2District-Level Administrator

Reflective Practice and Professional Growth Planning Template

Administrator

Position

Part A: Initial Reflection on District-Level Administrator Performance StandardsRate yourself on each standard (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) and list your strengths and areas for growth.

StandardSelf-

Assessment Strengths and areas for growth

1. Vision and MissionExercises leadership in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals and coordinated with the district mission and vision.

I D A E

2. Climate for LearningFacilitates a climate conducive to teaching and learning supportive of the success of all students. I D A E

3. Human Resources ManagementProvides effective leadership and supervision for staff assigned to or engaged with his/her program areas.

I D A E

4. Organizational ManagementManages programs and resources to support achievement of district and school missions and initiatives.

I D A E

5. Communication and Community RelationshipDevelops and maintains positive working relationships with school and district staff, with parents and students, and with community partners.

I D A E

6. ProfessionalismDemonstrates positive professional leadership traits and acts in a manner that demonstrates fairness, openness, and ethical behavior.

I D A E

Overall reflection on professional practice:

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PART B. END OF YEAR REFLECTION




PART C. Growth Plan


Areas targeted by this plan:





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Action Plan




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APPENDIX E-3

SITE VISIT FORM: DISTRICT-LEVEL ADMINISTRATOR

These questions can serve as a starting point for discussion and evidence gathering during the site visit. They are not intended to be all inclusive, and it is not necessary to ask them as written. The evaluator may use additional items based on the standards.

STANDARD 1 Sample questions/topics to exploreExercises leadership in the development, implementation, and evaluation of effective education programs based on Kentucky’s Next Generation goals and coordinated with the district mission and vision.

• Please describe any innovative and effective leadership strategies that you have used this year.• What opportunities have you created this

year for collaboration among stakeholders?• How have you used data to inform and

drive decision-making this year? What have you learned?

• How have you been involved in interpreting Next Generation goals and/or the district philosophy and mission to members of the school community?

STANDARD 2Facilitates a climate conducive to teaching and learning supportive of the success of all students.

Give examples of how you have collaborated with the schools to assure support for academic instruction as the first priority

What role do you play in implementing research-based instructional and behavioral management techniques throughout the district?

How have you worked with stakeholders to improve the effectiveness of the programs you administer?

STANDARD 3Provides effective leadership and supervision for staff assigned to or engaged with his/her program areas.

Describe how you work to assure that staff members understand their roles and responsibilities with regard to initiatives that you manage.

How do you promote professional learning to build job capacity for staff?

How do you recognize staff

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achievements and/or provide positive feedback to staff?

STANDARD 4 Rationale

Manages programs and resources to support achievement of district and school missions and initiatives.

Please explain the ways in which you have demonstrated proactive decision-making this year.

Please provide an example of how you have been able to maximize our available resources.

How do you establish routines and procedures for the smooth running of programs you manage?

What are the strengths, weaknesses, opportunities, and challenges you have perceived in our district’s organizational management?

STANDARD 5Develops and maintains positive working relationships with school and district staff, with parents and students, and with community partners.

How do you disseminate needed information to those who need it?

Please give an example of how you network with individuals and groups outside the school (e.g., business and government organizations) to build partnerships for pursuing shared goals.

STANDARD 6Demonstrates positive professional leadership traits and acts in a manner that demonstrates fairness, openness, and ethical behavior.

Describe a typical day/week in your office. How do you determine what you are going to do?

What professional learning have you participated in recently? What did you learn? Are you current on your EILA hours?

General:

1. What do you consider strengths within your program areas?2. What are examples of successes within your program areas this year?

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3. What current challenges do you face in carrying out your responsibilities and in being effective in your job?

4. What progress is being made on your Professional Growth Plan? Does it support your work effectively?

APPENDIX E-4

STUDENT GROWTH GOAL TEMPLATE FOR DISTRICT-LEVEL ADMINISTRATORS

Name _________________________________________________________ Position _____________________School Year __________________ Interval for Goal _____________________________________________

ContextDescribe the context, including student population.

Needs AssessmentWhat student needs have been identified? What are the related content area essential/enduring skills, concepts and/or processes?

Sources of EvidenceWhat sources of evidence/measures will you use to establish baseline data and measure student growth?

Baseline DataRecord your baseline data here.


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___________________________________________________ Date _____________________ Superintendent’s Signature

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APPENDIX E-5

STUDENT GROWTH GOAL REPORT FOR DISTRICT-LEVEL ADMINISTRATORS

Name _________________________________________________________ Position _____________________School Year __________________ Interval for Goal _____________________________________________Date of Report ___________________________________




Student Growth Goal Rating

Signatures: ____________________________________________ Administrator

___________________________________________ Superintendent

Date: ___________________________________________

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APPENDIX E-6

SAMPLES OF OTHER PRODUCTS OF PRACTICE/DOCUMENTATIONDISTRICT-LEVEL ADMINISTRATORS

Standard 1 Instructional Leadership‒ : Comprehensive School Improvement Plan; Accountability data; vision/mission/core belief statements; leadership/school improvement team/PLCs agendas; professional growth plan; student growth monitoring data; schedules for students in the alternative education program; faculty meeting agendas/minutes; project-specific summaries of a goal; program reviews external reviews; staff learning plan; district committees, members, and minutes.

Standard 2 District Climate‒ : summary of surveys of staff or other stakeholders; student and staff recognition; TELL survey results;

Standard 3 Human Resources Management‒ : evidence of teachers and staff serving as leaders in the school community; teacher/staff appreciation; staff recognition program; mentorship program; procedures for supervising/working with staff; professional learning presentations made to staff

Standard 4 Organizational Management‒ : administrator responsibility chart; annual financial audits; inventory records; program budgets and financial reports; handbooks for programs; federal state categorical program compliances; long-range goals; short-range goals; examples of technology used in administration

Standard 5 Communication and Community Relations‒ : advisory committee meetings (e.g., health advisory; SIT teams; media communications; presentation to civic/community groups; parent involvement activities

Standard 6 Professionalism‒ : Staff development activity agendas; summary of staff surveys; professional conference attendance; completion of EILA requirement; professional organization membership; demonstrating/applying professional learning; results of professional learning on district goals.

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APPENDIX E-7Harlan Independent School District

SUMMATIVE EVALUATION REPORTDistrict-Level Administrators

NamePositionPrimary EvaluatorDate of ReportOVERALL PERFORMANCERATING

SUMMARY OF RATINGS BY STANDARD (if a standard does not apply to the position, write NA in the box

Vision and Mission

Climate for Learning

Human Resources Management

Organizational Management

Collaboration for Student Success

Professionalism




Recommended for reemployment without qualifications.

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Recommended for reemployment with qualifications (see below)Not recommended for re employment (see below)



Signature of Primary Evaluator __________________________________________

Date ________________________________________________


Signature of Evaluatee ______________________________________________

Date _______________________________________________

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Evaluatees have the right to submit a response to this summative evaluation, and the response shall become part of the official personnel record.

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APPENDIX F-1

Evaluation Appeal Form

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.

_____________________________________________ _______________________________Employee's Signature Date

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APPENDIX F-2

APPEALS/HEARINGS

PURPOSE

An Appeals Panel shall be established in accordance with KRS Chapter 156 and 704 KAR 3:345. This panel shall determine if the evaluation process and guidelines have been followed according to the District’s evaluation plan and to ascertain whether the content of the summative evaluation is substantially correct or incorrect.The burden of proof that an employee was not fairly and/or correctly evaluated on the summative evaluation rests with the employee who appeals to the Panel.APPEALS

Pursuant to Board Policy 03.18, any certified employee who believes that s/he was not fairly evaluated on the summative evaluation may appeal to the Evaluation Appeals Panel in accordance with the following procedures:

1. Both the evaluatee and evaluator shall submit three (3) copies of any appropriate documentation to be reviewed by members of the Appeals Panel in the presence of all three (3) members. The members of the Appeals Panel will be the only persons to review the documentation. All documentation will be located in a secure place in the Central Office except during Appeals Panel meetings. Confidentiality will be maintained. Copies of the documentation shall not be carried away from the established meeting by either parties involved or the Panel members.

2. The Panel will meet, review all documents, discuss, and prepare questions to be asked of each party by the Chairperson. Additional questions may be posed by panel members during the hearing.

3. The Panel will set the time and place for the hearing, and the Chairperson will provide written notification to the appealing employee and his/her evaluator of the date, time, and place to appear before the Panel to answer questions.

4. Legal counsel and/or chosen representative may be present during the hearing to represent either or both parties.

5. For official records, the hearing will be audiotaped and a copy provided to both parties if requested in writing.

6. Only Panel members, the evaluatee and evaluator, legal counsel, and the employee’s chosen representative will be present at the hearing.

7. Witnesses may be presented, but will be called one at a time and will not be allowed to observe the proceedings.

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HEARINGS

The following procedures will be implemented during the hearings:

1. The Chairperson of the Appeals Panel will convene the hearing, review procedures, and clarify the panel’s responsibilities.

2. Each party will be allowed to make a statement of claim. The evaluatee will begin.

3. The Panel may question the evaluatee and evaluator.

4. The Chairperson may disallow materials and/or information to be presented or used in the hearing when s/he determines that such materials and/or information is not relevant to the appeal.

5. Each party (evaluator and evaluatee) will be asked to make closing remarks.

6. The chairperson of the Panel will make closing remarks.

7. The decision of the Panel, after sufficiently reviewing all evidence, may include, but not be limited to, the following:

a. Upholding all parts of the original evaluation.

b. Voiding the original evaluation or parts of it.

c. Ordering a new evaluation by a second certified employee.

d. Removing the summative evaluation from the personnel file and placing a copy of the Panel’s written findings in the file.

8. The chairperson of the Panel shall present the Panel’s decision to the evaluatee, evaluator, and the Superintendent within fifteen (15) working days from the date the appeal is filed.

9. The Superintendent shall act on the recommendation(s) of the Panel.

10. The Superintendent’s decision, the Panel’s recommendation, 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.

11. The Panel’s decision may be appealed to the Kentucky Board of Education based on grounds and procedures contained in statute and regulation.

12. Employees may file a grievance/communication if they believe they have been the subject of discrimination or for any other reason covered by applicable policy.

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