Erlanger-Elsmere Independent Schools Evaluation Plan for Certified Personnel

Transcription

1 Erlanger-Elsmere Independent Schools Evaluation Plan for Certified Personnel Erlanger-Elsmere Board of Education 500 Graves Avenue Erlanger, Kentucky Dr. Kathlyn Burkhardt, Superintendent

2 Philosophy... 1 Objectives... 1 Introduction... 1 District Evaluation Committee... 2 Section 1: TPGES and OPGES... 3 Components of Evaluation System Overview and Summative Model... 3 The Kentucky Frameworks for Teaching and Other Professionals... 3 Framework for Teaching... 3 Framework for Instructional Specialists, Therapeutic Specialists, and School Guidance Counselors... 3 Framework for Library/Media Specialists... 4 Required Sources of Evidence:... 4 Additional Sources May Include:... 4 Timeline of TPGES and OPGES Activities... 5 Timeline of TPGES and OPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days... 6 Professional Practice... 6 Self-Reflection and Professional Growth Planning... 6 Observation... 7 Observation Conferencing for Teachers and Other Professionals... 7 Observation Schedule... 7 Observer Certification and Calibration... 8 Peer Observation Student Voice Professional Practice Rating Student Growth State Contribution Median Student Growth Percentiles (MSGP) Local Contribution Student Growth Goals (SGG) Rigor and Comparability of Student Growth Goals Administration Protocol and Scoring Process for Student Growth Goals Pre-Assessment and Summative/Post-Assessment Determining Growth for a Single Local Contribution Student Growth Goal Determining Growth for Multiple Contribution Student Growth Goals ELA and Math Median Student Growth Percentile (MSGP) Determining Growth for Multiple Contribution Student Growth Goals Local and Median Student Growth Percentile (MSGP) Determining Overall Student Growth Rating Determining the Overall Performance Category Professional Growth Plan and Summative Cycle for Tenured Educators... 21

3 Section 2: PPGES Components of Evaluation System Overview and Summative Model Timeline of PPGES Activities - Principals Timeline of PPGES Activities Assistant Principals Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Principal Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Assistant Principal Principal Performance Standards Professional Practice Self-Reflection and Professional Growth Planning Principals and Assistant Principals Site Visits Completed by Evaluator of Principal Observations Completed by Evaluator of Assistant Principal Val-Ed 360 Principals Only Working Conditions Goal (Goal Inherited by Assistant Principal) Products of Practice/Other Sources of Evidence Rating Professional Practice Student Growth State Contribution (Goal inherited by Assistant Principal) Local Contribution (Goal inherited by Assistant Principal) Determining High, Expected, or Low Growth for State and Local SGG (Rubrics inherited by Assistant Principal) Overall Student Growth Rating Determining Growth for Multiple Contribution Student Growth Goals State and Local Determining the Overall Performance Category Overall Performance Rating and Growth Plans Section 3: District PGES Components of Evaluation System Overview and Summative Model Timeline of District PGES Activities Timeline of District PGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Performance Standards Professional Practice Self-Reflection and Professional Growth Planning Observations Completed by Evaluator Products of Practice/Other Sources of Evidence Rating Professional Practice Professional Practice Rating and Growth Plans Section 4: CIO PGES Components of Evaluation System Overview and Summative Model... 41

4 Timeline of CIO PGES Activities Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Performance Standards Professional Practice Self-Reflection and Professional Growth Planning Observations Completed by Evaluator Products of Practice/Other Sources of Evidence Rating Professional Practice Professional Practice Rating and Growth Plans Section 5: TPGES and OPGES Forms Kentucky Professional Growth and Effectiveness System Model for TPGES and OPGES TPGES Sources of Evidence TPGES Self-Reflection Template TPGES Professional Growth Plan Template OPGES Sources of Evidence Instructional Specialist OPGES Sources of Evidence Instructional Specialist OPGES Sources of Evidence School Guidance Counselor OPGES Sources of Evidence Therapeutic Specialist OPGES Sources of Evidence Library/Media Specialist OPGES Self-Reflection Template Instructional Specialist OPGES Self-Reflection Template School Guidance Counselor OPGES Self-Reflection Template Therapeutic Specialist OPGES Self-Reflection Template Library/Media Specialist OPGES Professional Growth Plan Template Instructional Specialist OPGES Professional Growth Plan Template School Guidance Counselor OPGES Professional Growth Plan Template Therapeutic Specialist OPGES Professional Growth Plan Template Library/Media Specialist TPGES and OPGES Student Growth Goal Template TPGES and OPGES Student Growth Goal (SGG) Rubric TPGES and OPGES Formative Performance Review TPGES and OPGES Summative Performance Review TPGES and OPGES Documentation of Peer Observation Timeline of TPGES and OPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Section 6: PPGES Forms Kentucky Professional Growth and Effectiveness System Model for PPGES PPGES Sources of Evidence PPGES Initial Conference Planning Template

5 PPGES Mid-year Review Planning Template PPGES Summative Conference Planning Template PPGES Site Visit/Observation Form PPGES Mid-year Performance Review Form PPGES Summative Performance Review Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days - Principals Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Assistant Principals Section 7: District PGES Forms Professional Growth and Effectiveness System Model for District PGES District PGES Sources of Evidence District PGES Initial Conference Planning Template District PGES Mid-year Review Planning Template District PGES Summative Conference Planning Template District PGES Observation Form District PGES Mid-year Performance Review Form District PGES Summative Performance Review Timeline of District PGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Section 8: CIO PGES Forms Professional Growth and Effectiveness System Model for CIO PGES CIO PGES Sources of Evidence CIO PGES Initial Conference Planning Template CIO PGES Mid-year Review Planning Template CIO PGES Summative Conference Planning Template CIO PGES Observation Form CIO PGES Mid-year Performance Review Form CIO PGES Summative Performance Review Timeline of CIO PGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Section 9: Appeals Process Appeals Panel Membership Appeal Procedures Hearing Procedures Appeals Process Board of Education Approval Certified Evaluation Appeal Form Section 10: Appendix Roles and Definitions Individual Assistance Plan

6 Philosophy The Erlanger-Elsmere School District is committed to a tradition of academic excellence and an appreciation of the worth of the individual student. If the system is to provide an educational environment and an education program for students that will prepare them for later life; it must maintain an excellent faculty. Objectives A. The primary objective of evaluation is to improve instruction and provide for the professional growth of certified staff members. B. A secondary objective is to help assess teacher and administrative performance for reappointment and promotion. Strong performance is to be recognized, honored, and encouraged. C. A third objective is to provide a measure of performance accountability to citizens. Introduction The Erlanger-Elsmere School District has taken the position that the primary purpose of evaluation is to improve performance and promote professional growth. The focus of the evaluative process is to emphasize a deliberate means of improvement rather than a post-performance rating system. It is to be a cooperative endeavor between the evaluator and the person being evaluated. Effective teaching and school leadership depend on clear standards and expectations, reliable feedback, and the tools, resources and support for professional growth and continuous improvement. The purpose of the evaluation system shall be to: improve instruction; provide a measure of performance accountability to citizens; foster professional growth, and support individual personnel decisions. It is effective teaching supported by effective leadership that will ensure all Kentucky students are successful and graduate from high school college/careerready. The evaluation system is designed to measure teacher and leader effectiveness and serve as a catalyst for professional growth and continuous improvement. The Superintendent shall recommend for approval of the Board and the Kentucky Department of Education an evaluation system, developed by an Evaluation Committee, for all certified employees below the level of District Superintendent, which is in compliance with applicable statute and regulation. The Evaluation Committee shall review the plan annually to ensure appropriate implementation and to make revisions as necessary. Revisions are to be approved by the Erlanger-Elsmere Board of Education and the Kentucky Department of Education. The evaluation criteria and evaluation process to be used shall be explained to and discussed with certified school personnel annually on, or prior to, opening day. Pursuant to KRS , only certified administrative and supervisory personnel trained, tested, and approved in accordance with administrative regulations adopted by the Kentucky Board of Education and in the use of the school district evaluation system shall evaluate certified personnel. Video recording shall be done at the mutual consent of both parties. Additional administrative personnel may be used to observe and provide information to the primary evaluator. The Superintendent may designate additional trained administrative personnel to provide evaluations, or to review any evaluation. 07/10/2015 Page 1

7 District Evaluation Committee I. The District Evaluation Committee shall consist of an equal number of teachers and administrators. II. III. IV. Evaluation Committee membership shall include teachers, school principals, and one administrator appointed by the Superintendent to serve as committee chairperson and the designated contact person for Kentucky Department of Education monitoring purposes. The District Evaluation Committee shall develop evaluation procedures and forms for certified positions below the level of the district Superintendent. The committee shall annually review the district s evaluation procedures. V. Current committee members (April, 2015): Darrell Cammack, Teacher Bartlett Educational Center Tiffany Engels, Teacher Lindeman Elementary Matthew Engel, Principal Arnett Elementary Gregory Gervers, Teacher Tichenor Middle School Joshua Jackson, Principal Miles Elementary School Chris Klosinski, Principal Bartlett Educational Center Chad Molley, Instructional Coordinator Erlanger-Elsmere Schools John Riehemann, Principal - Lloyd Memorial High School Stefanie Stubblefield, Teacher Howell Elementary Tyler Teke, Teacher Tichenor Middle School 07/10/2015 Page 2

8 Section 1: TPGES and OPGES Teacher Professional Growth and Effectiveness System and Other Professional Growth and Effectiveness System for Evaluation of Certified School Personnel in the Categories of: Teacher Instructional Specialist School Guidance Counselor Therapeutic Specialist Library/Media Specialist Components of Evaluation System Overview and Summative Model Graphics can be found in Section 5: TPGES and OPGES Forms that outline the summative model for the Teacher Professional Growth and Effectiveness System, the Other Professional Growth and Effectiveness System, and the Sources of Evidence and Framework Alignments. There are neither numbers nor percentages that dictate ratings on domains and overall performance category for an individual educator. Rather, evaluators will look for trends and patterns in practice across multiple sources of evidence and apply their professional judgment based on this evidence when evaluating an educator. The role of evidence and professional judgment in the determination of ratings on domains and an overall rating is paramount in this process. All evaluations will be documented on district approved forms and will become part of the evaluatee s personnel file. The Kentucky Frameworks for Teaching and Other Professionals The Frameworks are designed to support student achievement and professional practice through the domains of: Framework for Teaching Planning and Preparation Classroom Environment Instruction Professional Responsibilities Framework for Instructional Specialists, Therapeutic Specialists, and School Guidance Counselors Planning and Preparation The Environment Delivery of Service Professional Responsibilities 07/10/2015 Page 3

9 Framework for Library/Media Specialists Planning and Preparation The Library Environment Instruction/Delivery of Service Professional Responsibilities The Frameworks also include themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. It provides structure for feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement. Evidence supporting an educator s 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: Required Sources of Evidence: Self-Reflection and Professional Growth Planning Observation Student Voice Median Student Growth Percentiles (MSGP) and/or Student Growth Goals (SGG) Additional Sources May Include: Additional Measures of Student Learning District or State Assessments Products of Practice 07/10/2015 Page 4

10 Timeline of TPGES and OPGES Activities Erlanger-Elsmere Teacher and Other Professional Growth & Effectiveness Timeline Evaluation Activity Explanation & Review of Certified Evaluation Process Self-Reflection Professional Growth Plan Student Growth Goal Student Voice Surveys Educators in a Summative Year Student Growth Goal Submission of Summative/Postassessment Data for Analysis Educators in a Formative Year Student Growth Goal Submission of Summative/Post-assessment Data for Analysis Educators in a Summative Year Review of Professional Growth Plan Educators in a Formative Year Review of Professional Growth Plan Summative Evaluation Completed Assistance Plan for Corrective Action Timeline The district shall explain and discuss the professional practice rating domains, components, and performance criteria, and the evaluation process with an evaluatee no later than the end of the evaluatee s first thirty (30) calendar days of reporting for employment each year Observations may begin only after this explanation and review of the certified evaluation process takes place On a date determined by the evaluator not to exceed the 25 th instructional school day: All educators complete and submit to their primary evaluator a self-reflection on the district approved form On a date determined by the evaluator not to exceed the 50 th instructional school day: All educators, in collaboration with the primary evaluator, complete and submit a professional growth plan and student growth goal to be approved by the primary evaluator on the district approved form KDE Approved Window The results of the survey will be included as a source of data to inform each educator s professional practice rating On a date determined by the evaluator not to exceed the 130 th instructional school day: Submit summative/post-assessment data for analysis of goal attainment to primary evaluator On a date determined by the evaluator not to exceed the 170 th instructional school day: Submit summative/post-assessment data for analysis of goal attainment to primary evaluator Completed by the summative conference On a date determined by the evaluator not to exceed the 170 th instructional school day On or before April 15 th on district approved forms and in the department-approved (KDE) technology platform As determined by the evaluator throughout the Evaluation Process 07/10/2015 Page 5

11 Timeline of TPGES and OPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days The district may reduce the number of minimum observations of a teacher or other professional evaluatee during the summative evaluation cycle for teacher or other professional evaluatees who do not report for work sixty (60) or more consecutive school days. The Superintendent, or his/her designee, will collaborate with the primary evaluator to determine the appropriate timeline and deadlines for the completion of all required components of the Teacher Professional Growth and Effectiveness System and Other Professional Growth and Effectiveness System for Evaluation of Certified School Personnel. The revised timeline and deadlines for completion shall be noted on the district approved form (Section 5: TPGES and OPGES Forms, Timeline of TPGES and OPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days) and added to the evaluatee s personnel file. Professional Practice Self-Reflection and Professional Growth Planning All teachers and other professionals will participate in Self-Reflection and Professional Growth Planning annually. The process for the development, approval, and monitoring of Self-Reflection and Professional Growth Planning can be found on the Timeline of TPGES and OPGES Activities on the previous page. Reflective practices and professional growth planning are iterative processes. The educator (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her administrator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps. The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including classroom observation feedback, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. In collaboration with the administrators, educators will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection. 07/10/2015 Page 6

12 Observation The observation process is one source of evidence to determine educator effectiveness that includes evaluator and peer observation for each certified educator. Both peer and evaluator observations will use the same instruments. The evaluator observation will provide documentation and feedback to measure the effectiveness of an educator s professional practice. Only the evaluator observation will be used to inform a summative rating. Peer observation will only be used for formative feedback on 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 and learning through critical reflection. There are four (4) observations in the summative cycle. A minimum of three (3) observations will be conducted by the evaluator and one (1) observation will be conducted by the peer observer. The evaluator will conduct three (3) full observations as defined in the Roles and Definitions of Section 10: Appendix. The required peer observation must occur in the final year of the cycle and prior to the final full observation conducted by the evaluator. Observations may be announced or unannounced All School Guidance Counselors will be evaluated and receive Summative evaluations annually Observation Conferencing for Teachers and Other Professionals Educators and observers will adhere to the following observation conferencing requirements: A Pre-Conference is not required, but is considered best practice for announced observations, and may conducted in person or electronically A Post-Conference is mandatory after each observation and must be completed within five (5) working days of the observation. Post-Conferences for all observations will be conducted in person and shall provide feedback. Observation Schedule Erlanger-Elsmere Teacher and Other Professional Growth & Effectiveness Timeline Evaluation Activity Explanation & Review of Certified Evaluation Process Timeline The district shall explain and discuss the professional practice rating domains, components, and performance criteria, and the evaluation process with an evaluatee no later than the end of the evaluatee s first thirty (30) calendar days of reporting for employment each year Observations may begin only after this explanation and review of the certified evaluation process takes place All Required Observations for Tenured and Nontenured TPGES and OPGES Participants Must be completed by April 15 th of the Summative Year 07/10/2015 Page 7

13 Observer Certification and Calibration To ensure consistency of observations, evaluators must complete the state approved observer certification process for an evaluator who is observing educators for the purpose of evaluation. The system allows observers to develop a deep understanding of how the four domains of the Kentucky Framework for Teaching (FfT) are applied in observation. There are 3 sections of the proficiency system: Framework for Teaching Observer Training Framework for Teaching Scoring Practice Framework for Teaching Proficiency Assessment Only evaluators who have passed the proficiency assessment can conduct observations for the purpose of evaluation. The cycle for observation certification established is as follows [NOTE: This evaluation certification cycle mirrors the existing 704 KAR 3:370 related to initial and update training for certified evaluators]: Principals in their first year shall receive training on all statutes and administrative regulations applicable to the evaluation of certified school personnel. After this initial training each evaluator shall complete twelve hours of additional training every two years to continue approval as an evaluator. As certified observers may tend to experience drift in rating accuracy, the district will establish a calibration process to be completed each year where certification is not required. This calibration process will be completed in years two (2) and three (3) after certification. Calibration ensures ongoing accuracy in scoring teaching practice; an awareness of the potential risk for rater bias; and that observers refresh their knowledge of the training and scoring practice. Recertification will take place after year three (3). 07/10/2015 Page 8

14 Year 1 Certification In the event that an evaluator does not pass after one attempt, a mentor will be provided for support. In the event that an evaluator is unable to pass the assessment after the second attempt a mentor will be provided, as well as, additional professional learning opportunities. In the event the evaluator is not certified through the state approved proficiency system and, therefore, unable to conduct observations, the superintendent or his/her designee will ensure that ALL educators will have access to certified observers through one of the following options: District level personnel, certified through the state approved proficiency system, will conduct the observation with the evaluator. Certified Administrators (either in the building or in a different building), certified through the state approved proficiency system, will conduct the observation with the evaluator. Note: Observation data provided by district level personnel or a certified administrator is considered a valid source of evidence only if the primary evaluator participated (passively) in the observation. Observer Certification and Calibration CYCLE Year 2 and 3 Calibration The district will provide training through the state approved technology platform for calibration each school year. Documentation of the calibration process will be kept on file at central office. Calibration will include: Accuracy in scoring teaching practice Awareness of the potential risk for rater bias Refresh observers knowledge of the training and scoring practice Additional professional learning opportunities will be provided to evaluators whose scoring accuracy does not meet the technology platforms benchmarks. Re-calibration may be required at the discretion of the Superintendent or his/her designee. Year 4 Recertification Certified Evaluators will complete the required recertification process during the fourth year of their cycle through the state approved technology platform. Continued certification will depend upon successful completion of the state approved recertification process. In the event the evaluator is not certified through the state approved proficiency system and, therefore, unable to conduct observations, the superintendent or his/her designee will ensure that ALL educators will have access to certified observers through one of the following options: District level personnel, certified through the state approved proficiency system, will conduct the observation with the evaluator. Certified Administrators (either in the building or in a different building) certified through the state approved proficiency system will conduct the observation with the evaluator. Note: Observation data provided by district level personnel or a principal is considered a valid source of evidence only if the evaluator participated (passively) in the observation. 07/10/2015 Page 9

15 Peer Observation A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will not score an educator s practice, nor will peer observation data be shared with anyone other than the observee unless written permission is granted by the observee. At the request of a teacher or other professional, peer observations may be used in the summative process. All educators will receive at minimum a peer observation in their summative year. The TPGES and OPGES Documentation of Peer Observation form shall be completed and submitted to the primary evaluator of the observee within three (3) days of the Peer Observation Post-Conference. Peer Observers Selection Training Assignment The primary evaluator will be responsible for selecting peer observers annually from the district list of trained peer observers using the options provided in the Assignment column of this chart. All certified teachers and other professionals are eligible to complete the Peer Observer training. All peer observers must be trained once every three years using the state approved technology platform. Documentation of all trainings will be kept on file in the central office and a list of trained Peer Observers will be provided to primary evaluators. It is at the discretion of the primary evaluator to choose one of the following options for educators: Allow educators to choose their peer observer from the district list of trained peer observers - OR - Assign peer observers to the evaluatee from the district list of trained peer observers 07/10/2015 Page 10

16 Student Voice The Student Voice Survey is a confidential survey that collects student feedback on specific aspects of the classroom experience and teaching practice. Student Voice Survey The district student voice survey point of contact will be the Superintendent or his/her designee. Selection for surveys will be consistent throughout the district. Timeline for completion: Survey will be completed during the KDE approved window. Requirements Administration Results Student Selection All educators will participate in the state-approved Student Voice Survey annually with a minimum of ten (10) eligible students. The Student Voice Survey will be administered in the school between the hours of 7AM and 5PM local time. To ensure equal access to all students, appropriate accommodations will be given to students with an IEP, 504 plan, or other situations as deemed necessary by administration. The educator being surveyed may not be in the room when the students are completing the survey. Every effort will be made by the Superintendent or his/her designee and school administration to ensure that each educator has at least ten (10) eligible students completing the Student Voice Survey. Results will be used to inform Professional Practice. Formative years data will be used to inform Professional Practice in the summative year. The Superintendent or his/her designee will work with district and school administration to document instances with fewer than 10 responses. The Superintendent or his/her designee will work with district and school administration to determine student selection for consistency across the district and maximum opportunity for student participation. The Superintendent or his/her designee and district and school administration will consider time and ageappropriateness when determining the number of surveys students will take. Student Voice Survey results will not be available for educators with less than ten (10) eligible students. 07/10/2015 Page 11

17 Professional Practice Rating The Kentucky Frameworks stand as the critical rubric for providing educators and evaluators with concrete descriptions of practice associated with specific domains. Each element describes a discrete behavior or related set of behaviors that educators and evaluators can prioritize for evidence-gathering, feedback, and eventually, evaluation. Evaluators will organize and analyze evidence for each individual educator based on these concrete descriptions of practice. Evaluators and educators will be engaged in ongoing dialogue throughout the evaluation cycle. The process concludes with the evaluator s analysis of evidence and the final assessment of practice in relation to performance described under each Domain at the culmination of an educator s cycle. Evaluators will provide a summative rating for each domain based on evidence and professional judgment. The summative rating for each domain shall be documented on district approved forms and in the departmentapproved (KDE) technology platform. Educators may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the educator s practice within the domains. Examples include: Program Review evidence Team-developed curriculum units Lesson plans Communication logs Timely, targeted feedback from mini or informal observations Student data records Student work Student formative and/or summative course evaluations/feedback Minutes from team or PLC meetings Educator reflections and/or self-reflections Educator interviews Educator committee or team contributions Parent engagement surveys Records of student and/or educator attendance Video lessons 07/10/2015 Page 12

18 Engagement in professional organizations Action research Other items deemed appropriate by the evaluator and the educator Evaluators will refer to the chart below when applying the state decision rules for determining an educator s professional practice. CRITERIA FOR DETERMINING AN EDUCATOR S PROFESSIONAL PRACTICE RATING IF THEN Domains 2 and 3 are rated INEFFECTIVE Domains 2 OR 3 are rated INEFFECTIVE Domains 1 OR 4 are rated INEFFECTIVE Two Domains are rated DEVELOPING, and two Domains are rated ACCOMPLISHED Two Domains are rated DEVELOPING, and two Domains are rated EXEMPLARY Two Domains are rated ACCOMPLISHED, and two Domains are rated EXEMPLARY Professional Practice Rating shall be INEFFECTIVE Professional Practice Rating shall be DEVELOPING OR INEFFECTIVE Professional Practice Rating shall NOT be EXEMPLARY Professional Practice Rating shall be ACCOMPLISHED Professional Practice Rating shall be ACCOMPLISHED Professional Practice Rating shall be EXEMPLARY 07/10/2015 Page 13

19 Student Growth The student growth measure is comprised of two possible contributions: a state contribution and a local contribution. The state contribution pertains to teachers of the following content areas and grade levels participating in state assessments: 4 th 8 th Grade Reading 4 th 8 th Grade Math The state contribution is reported using Median Student Growth Percentiles (MSGP). The local contribution uses the Student Growth Goal Setting Process and applies to all educators in the district, including those who receive MSGP. The following graphic provides a roadmap for determining which educators receive which contributions: State Contribution Median Student Growth Percentiles (MSGP) Applies to all 4 th -8 th Grade ELA & Math Teachers The state contribution for student growth is a rating based on each student s rate of change compared to other students with a similar test score history ( academic peers ) expressed as a percentile. The median SGP 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) Applies to all Teachers and Other Professionals The local contribution for the student growth measure is a rating based on the degree to which an educator meets the growth goal for a set of students over an identified interval of instruction (i.e. trimester, semester, year-long) as indicated in the educator s Student Growth Goal (SGG). All educators, regardless of grade level and content area, will develop one (1) SGG for inclusion in the student growth measure. All SGGs will be determined by the educator in collaboration with the evaluator and will be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement). 07/10/2015 Page 14

20 Rigor and Comparability of Student Growth Goals Erlanger-Elsmere Independent Schools has adopted the rubric shown in the Appendix of the Certified Evaluation Plan. The Student Growth Goal Rubric has been established to ensure rigorous and comparable growth measures are used for all educators. Rigor refers to the congruency to the Kentucky Core Academic Standards or role-specific standards. Comparability means the data collected for the student growth goal must use comparable criteria across similar settings (settings that address the same standards) to determine progress toward mastery of standards / enduring skills. Examples of similar settings might be 6 th grade science classrooms, 3 rd grade classrooms, English I classrooms, or band or art classes. For similar settings, educators would be expected to use common measures or rubrics to determine competency in performance at the level intended by the standards being assessed. Although specific assessments may vary, the close alignment to the intent of the standard is comparable. Administration Protocol and Scoring Process for Student Growth Goals Educators, in collaboration with colleagues and administration, will: Identify a priority need based on assessment data Identify the specific content or role-specific standard/s associated with the priority need Identify the Enduring Learning associated with the specific content or role-specific standard/s Identify the appropriate assessment and rubric for the specific content or role-specific standard/s and Enduring Learning associated with the priority need Administer the appropriate assessment for the specific content or role-specific standard/s and Enduring Learning associated with the priority need to gather baseline data (Pre-Assessment) Write a Student Growth Goal that meets the following Student Growth Goal Criteria: o The SGG is congruent with Kentucky Core Academic Standards or role-specific standards and appropriate for the grade level and content area or delivery of service role for which it was developed. o The SGG represents or encompasses an enduring skill, process, understanding, or concept that students are expected to master by taking a particular course (or courses) in school or through delivery of service. o The SGG shall be written as a SMART goal and will include both a growth and proficiency component. The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge. o The SGG provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students. On a date determined by the evaluator not to exceed the 50 th instructional school day all educators, in collaboration with the primary evaluator, complete and submit a student growth goal to be approved by the primary evaluator on the district approved form Provide instruction or delivery of service for the specific content or role-specific standard/s and Enduring Learning associated with the priority need Formatively assess student s progress towards the growth and proficiency component of the Student Growth Goal at multiple intervals between the Pre-Assessment and Post-Assessment for the specific content or role-specific standard/s and Enduring Learning associated with the priority need Reflect on the results of the formative assessment to inform future instruction or delivery of service for the specific content or role-specific standard/s and Enduring Learning associated with the priority need Administer the appropriate assessment for the specific content or role-specific standard/s and Enduring Learning associated with the priority need to gather end-of-goal data (Summative/Post-Assessment) Submit Summative/Post-Assessment data for analysis of goal attainment 07/10/2015 Page 15

21 Pre-Assessment and Summative/Post-Assessment Educators will use pre-assessments and summative/post-assessments to determine the growth and proficiency identified in their goals. These assessments shall be comparable versions. Erlanger-Elsmere Teacher and Other Professionals Student Growth Goal Timeline Student Growth Goal Activity Student Growth Goal Submission Educators in a Summative Year Submission of Summative/Post-assessment Data for Analysis Timeline On a date determined by the evaluator not to exceed the 50 th instructional school day: All educators, in collaboration with the primary evaluator, complete and submit a professional growth plan and student growth goal to be approved by the primary evaluator on the district approved form On a date determined by the evaluator not to exceed the 130 th instructional school day: Submit summative/post-assessment data for analysis of goal attainment to primary evaluator Educators in a Formative Year Submission of Summative/Post-assessment Data for Analysis On a date determined by the evaluator not to exceed the 170 th instructional school day: Submit summative/post-assessment data for analysis of goal attainment to primary evaluator Evaluators in an Educator s Summative Year Evaluators in an Educator s Formative Year On or before April 15 th : will, using the submitted summative/post-assessment data for analysis of goal attainment, apply all appropriate Student Growth Goal decision rules to determine a Student Growth Goal Overall Rating for the Summative Cycle On or before June 30 th : will, using the submitted summative/post-assessment data for analysis of goal attainment, apply all appropriate Student Growth Goal decision rules to determine a Student Growth Goal Overall Rating for the Formative Year 07/10/2015 Page 16

22 Determining Growth for a Single Local Contribution Student Growth Goal The following decision rules will be used in determining the result of local student growth goals as low, expected, or high: Erlanger-Elsmere Independent Schools Decision Rules for Growth Component of Student Growth Goals Low Expected High 69% or less met the projected growth component in the educator s Student Growth Goal 70 to 90% met the projected growth component in the educator s Student Growth Goal 91% or above met the projected growth component in the educator s Student Growth Goal Erlanger-Elsmere Independent Schools Decision Rules for Proficiency Component of Student Growth Goals Low Expected High Below the margin of error Example: If the educator expected 75% of students to meet the proficiency level, then the LOW Range would be 0% to 64%. Margin of error range will be plus/minus 10% of educator s proficiency goal Example: If the educator expected 75% of students to meet the proficiency level, then the EXPECTED Range would be 65% to 85%. Above the margin of error Example: If the educator expected 75% of students to meet the proficiency level, then the HIGH Range would be 86% to 100%. The following decision rules will be used to rate locally developed Student Growth Goals: Erlanger-Elsmere Independent Schools STUDENT GROWTH GOAL OVERALL DECISION MATRIX HIGH EXPECTED HIGH HIGH GROWTH COMPONENT EXPECTED LOW EXPECTED HIGH LOW LOW EXPECTED EXPECTED LOW EXPECTED HIGH PROFICIENCY COMPONENT 07/10/2015 Page 17

23 Determining Growth for Multiple Contribution Student Growth Goals ELA and Math Median Student Growth Percentile (MSGP) The following decision rules will be used to determine the combined rating for the ELA and Math Median Student Growth Percentiles (MSGP) for educators that receive an ELA and Math Median Student Growth Percentile (MSGP). Erlanger-Elsmere Independent Schools OVERALL STATE & LOCAL STUDENT GROWTH DECISION MATRIX Combined Median Student Growth Percentile (MSGP) Teacher has ANY Low Ratings CANNOT be rated as High Combined Median Student Growth Percentile (MSGP) Teacher has ANY High Ratings CANNOT be rated as Low Determining Growth for Multiple Contribution Student Growth Goals Local and Median Student Growth Percentile (MSGP) The following decision rules will be used to determine the combined rating for multiple years of Student Growth Goal (SGG) and Median Student Growth Percentile (MSGP) data. Up to the three (3) most recent years of Median Student Growth Percentile (MSGP) data and Student Growth Goal (SGG) data will be used, when available. Erlanger-Elsmere Independent Schools OVERALL STATE & LOCAL STUDENT GROWTH DECISION MATRIX Combined Median Student Growth Percentile (MSGP) Teacher has ANY Low Ratings or Student Growth Goal (SGG) CANNOT be rated as High Combined Median Student Growth Percentile (MSGP) Teacher has ANY High Ratings or Student Growth Goal (SGG) CANNOT be rated as Low Determining Overall Student Growth Rating The overall Student Growth Rating is a result of a combination of professional judgment and the district-developed instrument for summative student growth ratings. The designed instrument aids the evaluator in applying professional judgment to multiple evidences of student growth over time. The Student Growth Rating must include data from SGG and MSGP (where available), and will be considered in a three year cycle (when available). SGG and MSGP (when available) will be used to determine overall Student Growth Rating. Up to three years of student growth data (when available) will be used to determine overall Student Growth Rating. Yearly student growth data will be used to determine overall Student Growth Rating for non-tenured educators. 07/10/2015 Page 18

24 The following decision rules will be used to rate overall student growth as low, expected, or high for educators who have a Median Student Growth Percentile Rating and local SGG rating, as determined by the Local SGG Decision Matrix. If there is no Median Student Growth Percentile Rating (State Contribution) available, then the Overall Student Growth Goal Rating shall be equal to the Student Growth Goal Rating (Local Contribution). The ratings for Student Growth (State Contribution [when available], Local Contribution, and Overall Student Growth Rating) shall be documented on district approved forms and in the department-approved (KDE) technology platform. Erlanger-Elsmere Independent Schools OVERALL STATE & LOCAL STUDENT GROWTH DECISION MATRIX HIGH EXPECTED HIGH HIGH STATE GROWTH EXPECTED EXPECTED EXPECTED HIGH LOW LOW EXPECTED EXPECTED LOW EXPECTED HIGH LOCAL GROWTH 07/10/2015 Page 19

25 Determining the Overall Performance Category Evaluators are responsible for determining an Overall Performance Category for each educator at the conclusion of their 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 Kentucky s Frameworks, the district-developed rubrics, and decision rules that establish a common understanding of performance thresholds to which all educators are held. Once an evaluator has determined the overall professional practice rating and the overall student growth rating the following decision rules shall be applied for determining an educator s Overall Performance Category. The Overall Performance Category shall be documented on district approved forms and in the departmentapproved (KDE) technology platform. CRITERIA FOR DETERMINING AN EDUCATOR S OVERALL PERFORMANCE CATEGORY Professional Practice Rating + Student Growth Goal Rating PROFESSIONAL PRACTICE RATING STUDENT GROWTH TREND RATING OVERALL PERFORMANCE CATEGORY Exemplary High or Expected Low EXEMPLARY DEVELOPING Accomplished Developing Ineffective High Expected Low High Expected or Low High Expected or Low EXEMPLARY ACCOMPLISHED DEVELOPING ACCOMPLISHED DEVELOPING DEVELOPING INEFFECTIVE 07/10/2015 Page 20

26 Professional Growth Plan and Summative Cycle for Tenured Educators Based on the overall Professional Practice rating and Student Growth rating, evaluators will help tenured educators determine the type of Professional Growth Plan and the length of the summative cycle. TYPE & LENGTH OF EDUCATOR PLAN FOR TENURED EDUCATORS EXEMPLARY ACCOMPLISHED THREE-YEAR SELF-DIRECTED CYCLE Goal set by educator with evaluator input One goal must focus on low outcome Formative review annually THREE-YEAR SELF-DIRECTED CYCLE Goals set by educator with evaluator input Plan activities are educator directed and implemented with colleagues Formative review annually Summative occurs at the end of Year 3 Professional Practice Rating DEVELOPING ONE-YEAR DIRECTED CYCLE Goal determined by evaluator Goals focus on low performance/ outcome area Plan activities designed by evaluator with educator input Formative review at mid-point Summative at end of plan THREE-YEAR SELF-DIRECTED CYCLE Goals set by educator with evaluator input; one must address low performance or outcomes Plan activities designed by educator with evaluator input Formative review annually THREE-YEAR SELF-DIRECTED CYCLE Goal set by educator with evaluator input One goal must focus on low outcome Formative review annually INEFFECTIVE UP TO 12-MONTH IMPROVEMENT PLAN Goal determined by evaluator Focus on low performance area Summative at end of plan ONE-YEAR DIRECTED GROWTH PLAN Goal determined by evaluator Goals focus on low performance / outcome area Plan activities designed by evaluator with educator input Formative review at mid-point Summative at end of plan LOW EXPECTED HIGH Student Growth Rating 07/10/2015 Page 21

27 Section 2: PPGES Principal Professional Growth and Effectiveness System for Evaluation of Certified School Personnel in the Categories of: Principal Assistant Principal The vision for the Professional Growth and Effectiveness System (PGES) 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. Components of Evaluation System Overview and Summative Model Graphics can be found in Section 6: PPGES Forms that outline the summative model for the Principal Professional Growth and Effectiveness System and the Sources of Evidence and Framework Alignments. Evaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional judgment based on this evidence when evaluating a principal or assistant principal. The role of evidence and professional judgment in the determination of ratings on standards and an overall rating is paramount in this process. However, professional judgment is grounded in a common framework: The Principal Performance Standards. All evaluations will be documented on district approved forms and will become part of the personnel file. 07/10/2015 Page 22

28 Timeline of PPGES Activities - Principals Principal PPGES Evaluation Activity Explanation & Review of Certified Evaluation Process Initial Conference First Site Visit Mid-year Review Second Site Visit Other Site Visits (if needed) Summative Conference Val-Ed or TELL Kentucky Survey Summative Evaluation Completed Assistance Plan for Corrective Action Timeline (To be completed annually) The evaluation criteria and process used to evaluate a certified administrator, assistant principal, or principal shall be explained and discussed with the evaluatee no later than the end of the evaluatee s first thirty (30) calendar days of reporting for employment each school year. Site Visits may begin only after this explanation and review of the certified evaluation process takes place. On a date determined by the evaluator not to exceed the 50 th instructional school day. Prior to the Initial Conference principals shall: Complete the PPGES Initial Conference Planning Template On a date determined by the evaluator not to exceed the 85 th instructional school day. On a date determined by the evaluator after the First Site Visit: the primary evaluator and principal will meet to review and discuss evidence of each principal performance standard and progress on the Professional Growth Plan, Student Growth Goals, and TELL Working Conditions Goal to provide systematic feedback. Prior to the Mid-year Review: Principal shall complete the PPGES Mid-year Conference Planning Template Evaluator shall complete the PPGES Mid-year Performance Review Form Completed by the summative conference. Post-conference is required. Completed by the summative conference. Post-conference is required. On or before April 15th: the primary evaluator and principal will meet to review and discuss an assessment of principal performance standards and progress on the Professional Growth Plan, Student Growth Goals, and TELL Working Conditions Goal to provide systematic feedback. Prior to the Summative Conference: Principal shall complete the PPGES Summative Conference Planning Template Evaluator shall complete the PPGES Summative Performance Review Form The Val-Ed and TELL are given in opposite years. Val-Ed will be conducted between November 1 st and 30 th of its year. The TELL will be given during the KDE-assigned window. On or before April 15 th on district approved forms and in the department-approved (KDE) technology platform As Determined by the Evaluator throughout the Evaluation Process 07/10/2015 Page 23

29 Timeline of PPGES Activities Assistant Principals Assistant Principal PPGES Evaluation Activity Explanation & Review of Certified Evaluation Process Initial Conference First Observation Mid-year Review Other Site Visits (if needed) Summative Conference Summative Evaluation Completed Assistance Plan for Corrective Action Timeline (To be completed annually) The evaluation criteria and process used to evaluate a certified administrator, assistant principal, or principal shall be explained and discussed with the evaluatee no later than the end of the evaluatee s first thirty (30) calendar days of reporting for employment each school year. Site Visits may begin only after this explanation and review of the certified evaluation process takes place. On a date determined by the evaluator not to exceed the 50 th instructional school day. Prior to the Initial Conference assistant principals shall: Complete the PPGES Initial Conference Planning Template Completed by the summative conference. On a date determined by the evaluator after the First Site Visit: the primary evaluator and principal will meet to review and discuss evidence of each principal performance standard and progress on the Professional Growth Plan, Student Growth Goals, and TELL Working Conditions Goal to provide systematic feedback. Prior to the Mid-year Review: Evaluatee shall complete the PPGES Mid-year Conference Planning Template Evaluator shall complete the PPGES Mid-year Performance Review Form Completed by the summative conference. Post-conference is required. On or before April 15th: the primary evaluator and principal will meet to review and discuss an assessment of principal performance standards and progress on the Professional Growth Plan, Student Growth Goals, and TELL Working Conditions Goal to provide systematic feedback. Prior to the Summative Conference: Evaluatee shall complete the PPGES Summative Conference Planning Template Evaluator complete the PPGES Summative Performance Review Form On or before April 15 th on district approved forms and in the department-approved (KDE) technology platform As Determined by the Evaluator throughout the Evaluation Process 07/10/2015 Page 24

30 Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Principal The Superintendent, or his/her designee, will collaborate with the evaluatee to determine the appropriate timeline and deadlines for the completion of all required components of the Principal Professional Growth and Effectiveness System for Evaluation of Certified School Personnel. The revised timeline and deadlines for completion shall be noted on the district approved form (Section 6: PPGES Forms, Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days - Principal) and added to the evaluatee s personnel file. The principal must have thirty (30) instructional days of employment prior to the start date of VAL-ED 360 survey window (November 1 st ) for the survey to be administered. Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Assistant Principal The Principal, or his/her designee, will collaborate with the evaluatee to determine the appropriate timeline and deadlines for the completion of all required components of the Principal Professional Growth and Effectiveness System for Evaluation of Certified School Personnel. The revised timeline and deadlines for completion shall be noted on the district approved form (Section 6: PPGES Forms, Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Assistant Principal) and added to the evaluatee s personnel file. Principal Performance Standards The Principal Performance Standards are designed to support student achievement and professional best-practice through the standards of: 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. 2. School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 3. Human 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. 4. Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. 5. Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. 6. Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. 07/10/2015 Page 25

31 Included in the Performance Standards are Performance Indicators that provide examples of observable, tangible behaviors that provide evidence of each standard. The Performance Standards provide the structure for feedback for continuous improvement through individual goals that target professional growth, thus supporting overall student achievement and school improvement. Evidence supporting a principal s or assistant principal s professional practice will be situated within one or more of the 6 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 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 principal performance, such as: school-specific priorities that may drive practice in one domain, a principal s or assistant principal s number of goals, experience level and/or leadership opportunities, and contextual variables that may also impact the learning environment, such as unanticipated outside events or traumas. Professional Practice Self-Reflection and Professional Growth Planning Principals and Assistant Principals The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including site-visit conferences, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. In collaboration with district administrators, principals and assistant principals will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection. Reflective practices and professional growth planning are iterative processes. The principal and assistant principal (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her evaluator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps. Self-reflection improves principal and assistant principal practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement. The Professional Growth Plan is the vehicle through which the outcomes of self-reflection are organized, articulated as specific goals, contextualized in a support framework, and monitored through pre-determined methods. Together, the multiple measures of selfreflection and professional growth planning provide critical information in determining a rating for each standard. All principals and assistant principals will participate in self-reflection and professional growth planning each year. The process for the development, approval, and monitoring of Self-Reflection and Professional Growth Planning can be found on the Timeline of PPGES Activities Principals and the Timeline for PPGES Activities Assistant Principals on the previous pages. Assistant Principals will inherit the principal s student growth goals and TELL Working Conditions goal, but will collaborate with their building principal to complete the professional growth plan. 07/10/2015 Page 26

32 Site Visits Completed by Evaluator of Principal Site visits are one source of evidence that is included when determining an administrator's Overall Professional Practice Rating. School site visits applied in a variety of settings, provide information on a wide range of contributions made by principals. School site visits may range from watching how a principal interacts with others to observing programs and shadowing the administrator. Site visits are a method by which the superintendent/designee may gain insight into the principal s practice in relation to the standards. During a site visit, the superintendent/designee will discuss various aspects of the job with the principal, and will use the principal s responses to determine issues to further explore with the faculty and staff. Additionally, the principal may explain the successes and trials the school community has experienced in relation to school improvement. The timeline for Site Visits can be found on the Timeline of PPGES Activities Principals on the previous pages Site Visits are to be conducted at least twice each year by the superintendent/designee, but additional Site Visits may be conducted if needed All Site Visits will be documented on the district approved form All principals will be evaluated and receive summative evaluations annually An Initial, Mid-year, and Summative Conference is required A Post-conference is required for any Site Visit conducted in addition to the two required Site Visits and shall be conducted like the Mid-year Review Observations Completed by Evaluator of Assistant Principal Observations are one source of evidence that is included when determining an administrator's Overall Professional Practice Rating. Observations applied in a variety of settings, provide information on a wide range of contributions made by assistant principals. Observations may range from watching how an assistant principal interacts with others to observing programs and shadowing the administrator. Observations are a method by which the principal/designee may gain insight into the assistant principal s practice in relation to the standards. During an observation, the principal will discuss various aspects of the job with the assistant principal. The timeline for Observations can be found on the Timeline of PPGES Activities Assistant Principals on the previous pages Observations are to be conducted at least once each year by the principal/designee, but additional observations may be conducted if needed All Observations will be documented on the district approved form All assistant principals will be evaluated and receive summative evaluations annually An Initial, Mid-year, and Summative Conference is required A Post-conference is required for any observation conducted in addition to the one required observation and shall be conducted like the Mid-year Review 07/10/2015 Page 27

33 Val-Ed 360 Principals Only The VAL-ED 360 is an assessment that provides feedback on a principal s learning-centered behaviors by using input from the principal, his/her evaluator, and teachers. All teachers will participate in the Val-Ed 360. The results of the survey will be included as a source of data to inform each principal s professional practice rating. The Val-Ed survey is to be conducted at least once every two years (in the school year that TELL Kentucky is not administered) in the district determined window. The Superintendent will be the point of contact for overseeing and administering Val-Ed 360. The evaluator of the principal, the principal, and all certified educators serving in the principal s school will have access to complete the Val-Ed survey. Val-Ed survey results will be treated as confidential and only the principal and the evaluator will receive the survey results. Working Conditions Goal (Goal Inherited by Assistant Principal) Principals are responsible for setting one (1) 2-year Working Conditions Growth Goal based on the most recent TELL Kentucky Survey. The principal s effort to accomplish the Working Conditions Growth Goal is a powerful way to enhance professional performance and, in turn, positively impact school culture and student success. The working conditions goal is developed following the completion of the TELL Kentucky Survey. Each principal is required to create one (1) 2-year goal. The Initial Conference, Mid-year Review, and Summative Conference will be the catalyst for the development, approval, and monitoring of the TELL Working Conditions Goal The principal, in collaboration with the superintendent, will establish a working conditions goal rubric in the SMART Goal format to measure the outcome of the working conditions growth goal. An Accomplished result is the expected outcome of the goal. To achieve Exemplary the goal must be exceeded. A mid-point review will be conducted at the summative conference in the first year of the goal. Products of Practice/Other Sources of Evidence Principals/Assistant Principals may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the principal s/assistant principal s practice within the domains. Examples include: SBDM Minutes Faculty Meeting Agendas and Minutes PLC/Team Meeting Agendas and Minutes Leadership Team Agendas and Minutes Instructional Round/Walk-Through documentation Budgets EILA/Professional Learning experience documentation Surveys Professional Organization memberships Parent/Community engagement surveys Parent/Community engagement events documentation School schedules Other item(s) deemed appropriate by the evaluator and evaluatee 07/10/2015 Page 28

34 Rating Professional Practice The principal performance standards stand as the critical rubric for providing principals, assistant principals and evaluators with concrete descriptions of practice associated with specific standards. The uniform performance standards used in the system provide a balance between structure and flexibility and define common purposes and expectations, thereby guiding effective leadership. Evaluators will organize and analyze evidence for each individual principal based on these performance standards. Evaluators and principals will be engaged in ongoing dialogue throughout the evaluation cycle. The process concludes with the evaluator s analysis of evidence and the final assessment of practice in relation to performance described under each standard. Evaluators will apply state decision rules for determining an educator s Professional Practice Rating. Evaluators shall record the Standard ratings and the Professional Practice Rating on district approved forms and in the state approved technology platform. The Standard ratings and the Professional Practice Rating shall be completed on or before April 15 th of each school year. CRITERIA FOR DETERMINING A PRINCIPAL S OR ASSISTANT PRINCIPAL S PROFESSIONAL PRACTICE RATING IF THEN At least four (4) standards are rated as EXEMPLARY and no standard is rated below ACCOMPLISHED At least four (4) standards are rated as ACCOMPLISHED and no standard is rated below DEVELOPING At least five (5) standards are rated as DEVELOPING Two (2) or more standards are rated as INEFFECTIVE Professional Practice Rating shall be EXEMPLARY Professional Practice Rating shall be ACCOMPLISHED Professional Practice Rating shall be DEVELOPING Professional Practice Rating shall be INEFFECTIVE 07/10/2015 Page 29

35 Student Growth The following sections provide a detailed overview of the various sources of evidence used to inform Student Growth Ratings. State Contribution (Goal inherited by Assistant Principal) Next Generation Learners (NGL) Goal Based on Delivery Targets Principals are responsible for setting one (1) student growth goal that is tied directly to the Comprehensive School Improvement Plan and Kentucky Board of Education student growth goals and objectives in the areas of; decreasing achievement gaps between disaggregated groups of students, increasing the average combined reading and math K-PREP scores, increasing the percentage of College and Career Ready students (Middle School and High School only), and increasing the average percentage of freshman graduation (Middle School and High School only). The superintendent and the principal will meet to discuss the trajectory for the Delivery Target and to establish the year s goal that will help reach the long-term Delivery Target. New goals are identified each year based on the Comprehensive School Improvement Plan and Kentucky Board of Education student growth goals and objectives. The goal should be customized for the school year with the intent of helping improve student achievement and reaching the long term goals through on-going improvement. Each principal will set one (1) state growth goal based on an identified need outlined in the Next Generation Learners (NGL) Delivery Targets. If the school does not receive state level data, the principal will construct two Local Contribution Student Growth Goals The state student growth goal will be based on Gap population unless the local student growth goal is based on Gap population. The state student growth goal will be determined by the principal in collaboration with the superintendent/designee by looking at baseline data and discussing the proposed goal. The state student growth goal is to be customized for the school year with the intent of helping improve student achievement and reaching the long term goals through on-going improvement. The Initial Conference, Mid-year Review, and Summative Conference will be the catalyst for the development, approval, and monitoring of the State Contribution Student Growth Goal Local Contribution (Goal inherited by Assistant Principal) Based on School Need Principals are responsible for setting at one (1) student growth goal that is based on school need. It may be developed to parallel the State Contribution or it may be developed with a different focus. Each principal will set one (1) local growth goal based on an identified need outlined in the Comprehensive School Improvement Plan (CSIP). If the school does not receive state level data, the principal will construct two Local Contribution Student Growth Goals The local student growth goal will be based on Gap population unless the state student growth goal is based on Gap population. The local student growth goal will be determined by the principal in collaboration with the superintendent/designee by looking at baseline data and discussing the proposed goal. The local student growth goal is to be customized for the school year with the intent of helping improve student achievement and reaching the long term goals through on-going improvement. The Initial Conference, Mid-year Review, and Summative Conference will be the catalyst for the development, approval, and monitoring of the Local Contribution Student Growth Goal 07/10/2015 Page 30

36 Determining High, Expected, or Low Growth for State and Local SGG (Rubrics inherited by Assistant Principal) The superintendent, or his/her designee, in collaboration with the principal will develop a rubric to measure Student Growth, both the State Contribution and the Local Contribution at the Initial Conference. The rubrics shall be developed to rate growth as Low, Expected, or High. The Assistant Principal will inherit the rubrics developed to measure the State and Local Student Growth goals. Overall Student Growth Rating Overall Student Growth Rating results from a combination of professional judgment and the district-developed instrument. The instrument is designed to aid the evaluator in applying professional judgment to multiple evidences of student growth over time. Student growth ratings must include data from both the local and state contributions. Evaluators will apply state decision rules for determining an educator s Overall Student Growth Rating. Evaluators shall record the Overall Student Growth Rating on district approved forms and in the state approved technology platform. The Overall Student Growth Rating shall be completed on or before April 15 th of each school year. 07/10/2015 Page 31

37 Determining Growth for Multiple Contribution Student Growth Goals State and Local The following decision rules will be used to determine the combined rating for multiple years of state and/or local Student Growth Goal (SGG) data. Up to the three (3) most recent years of state and/or local Student Growth Goal (SGG) data will be used, when available. Erlanger-Elsmere Independent Schools OVERALL STATE & LOCAL STUDENT GROWTH DECISION MATRIX Combined Median Student Growth Percentile (MSGP) Principal or Assistant Principal has ANY Low Ratings or Student Growth Goal (SGG) CANNOT be rated as High Combined Median Student Growth Percentile (MSGP) Principal or Assistant Principal has ANY High Ratings or Student Growth Goal (SGG) CANNOT be rated as Low Determination of a single yearly combined goal rating will be established using the following matrix. If the school does not receive state level data, the two Local Contribution Student Growth Goal scores will be used on this matrix STATE GROWTH Erlanger-Elsmere Independent Schools OVERALL STATE & LOCAL STUDENT GROWTH DECISION MATRIX HIGH EXPECTED HIGH HIGH EXPECTED EXPECTED EXPECTED HIGH LOW LOW EXPECTED EXPECTED LOW EXPECTED HIGH LOCAL GROWTH 07/10/2015 Page 32

38 Determining the Overall Performance Category A principal s or assistant principal s Overall Performance Category is determined by the evaluator based on the principal s or assistant principal s ratings on each standard, as well as student growth. Evaluators will use the following decision rules for determining the Overall Performance Category: Evaluators will apply state decision rules for determining an educator s Overall Performance Category. Evaluators shall record the Overall Performance Category on district approved forms and in the state approved technology platform. The Overall Performance Category shall be completed on or before April 15 th of each school year. PROFESSIONAL PRACTICE RATING Exemplary Accomplished Developing Ineffective CRITERIA FOR DETERMINING AN EDUCATOR S OVERALL PERFORMANCE CATEGORY Professional Practice Rating + Student Growth Goal Rating STUDENT GROWTH TREND RATING High or Expected Low High Expected Low High Expected or Low High Expected or Low OVERALL PERFORMANCE CATEGORY EXEMPLARY DEVELOPING EXEMPLARY ACCOMPLISHED DEVELOPING ACCOMPLISHED DEVELOPING INEFFECTIVE INEFFECTIVE 07/10/2015 Page 33

39 Overall Performance Rating and Growth Plans Based on the overall Professional Practice rating and Student Growth rating, the chart below will be used to determine the type of Professional Growth Plan. TYPE & LENGTH OF EDUCATOR PLAN FOR PRINCIPAL AND ASSISTANT PRINCIPAL Professional Practice Rating EXEMPLARY ACCOMPLISHED DEVELOPING Shall have a minimum of a Professional Growth Plan developed by Evaluator Shall have a minimum of a Professional Growth Plan developed by Evaluator Shall have a minimum of a Professional Growth Plan developed by Evaluatee Shall have a minimum of a Professional Growth Plan developed by Evaluatee INEFFECTIVE Shall have a minimum of a Professional Growth Plan, for a duration of up to one (1) year, developed by the Evaluator LOW EXPECTED HIGH Student Growth Rating 07/10/2015 Page 34

40 Section 3: District PGES A Professional Growth and Effectiveness System for Evaluation of Certified School Personnel in the Categories of: Assistant Superintendent Director of Pupil Personnel Director of Special Education ELL Consultant Literacy Consultant Pre-school Director Special Education Coach Supervisor of Instruction Components of Evaluation System Overview and Summative Model Graphics can be found in Section 7: District PGES Forms that outline the summative model for the District Professional Growth and Effectiveness System and the Sources of Evidence and Framework Alignments. Evaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional judgment based on this evidence when evaluating personnel. The role of evidence and professional judgment in the determination of ratings on standards and an overall rating is paramount in this process. However, professional judgment is grounded in a common framework: The Performance Standards. All evaluations will be documented on district approved forms and will become part of the personnel file. 07/10/2015 Page 35

41 Timeline of District PGES Activities District PGES Evaluation Activity Explanation & Review of Certified Evaluation Process with Administration Initial Conference First Observation Mid-year Review Other Observations (if needed) Summative Conference Summative Evaluation Completed Assistance Plan for Corrective Action Timeline (To be completed annually) The evaluation criteria and process used to evaluate a certified district employee shall be explained and discussed with the evaluatee no later than the end of the evaluatee s first thirty (30) calendar days of reporting for employment each school year. Site Visits may begin only after this explanation and review of the certified evaluation process takes place On a date determined by the evaluator not to exceed the 50 th instructional school day. Prior to the Initial Conference evaluatee shall: Complete the District PGES Initial Conference Planning Template On a date determined by the evaluator not to exceed the 85 th instructional school day. On a date determined by the evaluator after the First Observation: the primary evaluator and evaluatee will meet to review and discuss evidence of each performance standard and progress on the Professional Growth Plan to provide systematic feedback. Prior to the Mid-year Review: Evaluatee shall complete the District PGES Mid-year Conference Planning Template Evaluator shall complete the District PGES Mid-year Performance Review Form Completed by the summative conference. On or before April 15th: the primary evaluator and evaluatee will meet to review and discuss an assessment of performance standards and progress on the Professional Growth Plan to provide systematic feedback. Prior to the Summative Conference: Evaluatee shall complete the District PGES Summative Conference Planning Template Evaluator shall complete the District PGES Summative Performance Review Form On or before April 15 th on District approved forms As Determined by the Evaluator throughout the Evaluation Process Timeline of District PGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days The Superintendent, or his/her designee, will collaborate with the evaluatee to determine the appropriate timeline and deadlines for the completion of all required components of the District Professional Growth and Effectiveness System for Evaluation of Certified School Personnel. The revised timeline and deadlines for completion shall be noted on the district approved form (Section 7: District PGES Forms, Timeline of District PGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days) and added to the evaluatee s personnel file. 07/10/2015 Page 36

42 Performance Standards The Performance Standards are designed to support student achievement and professional best-practice through the standards of: 1. Instructional Leadership District leadership 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. 2. School Climate District leadership fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 3. Human Resources Management District leadership fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. 4. Organizational Management District leadership fosters the success of all students by assisting with the school s organization, operation, and use of resources. 5. Communication and Community Relations District leadership fosters the success of all students by communicating and collaborating effectively with stakeholders. 6. Professionalism District leadership fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. Professional Practice Self-Reflection and Professional Growth Planning The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including observation conferences, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. In collaboration with the primary evaluator evaluatee s will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection. Reflective practices and professional growth planning are iterative processes. The evaluatee (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her evaluator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps. Self-reflection improves practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement. The Professional Growth Plan is the vehicle through which the outcomes of selfreflection are organized, articulated as specific goals, contextualized in a support framework, and monitored through pre-determined methods. Together, the multiple measures of self-reflection and professional growth planning provide critical information in determining a rating for each standard. All personnel in the District PGES category will participate in self-reflection and professional growth planning each year. The process for the development, approval, and monitoring of Self-Reflection and 07/10/2015 Page 37

43 Professional Growth Planning can be found on the Timeline of District PGES Activities on the previous pages. Observations Completed by Evaluator Observations are one source of evidence that is included when determining an administrator's Overall Professional Practice Rating. Observations applied in a variety of settings, provide information on a wide range of contributions made by assistant principals. Observations may range from watching how an administrator interacts with others to observing programs and shadowing the administrator. Observations are a method by which the superintendent/designee may gain insight into the administrators practice in relation to the standards. During an observation, the evaluator will discuss various aspects of the job with the evaluatee. The timeline for Observations can be found on the Timeline of District PGES Activities on the previous pages Observations are to be conducted at least once each year by the superintendent/designee, but additional observations may be conducted if needed All Observations will be documented on the district approved form All personnel in the District PGES category will be evaluated and receive summative evaluations annually An Initial, Mid-year, and Summative Conference is required A Post-conference is required for any observation conducted in addition to the one required observation and shall be conducted like the Mid-year Review Products of Practice/Other Sources of Evidence Personnel in the District PGES category may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the evaluatee s practice within the domains. Examples include: Meeting Agendas and Minutes PLC/Team Meeting Agendas and Minutes Leadership Team Agendas and Minutes Instructional Round/Walk-Through documentation Budgets EILA/Professional Learning experience documentation Surveys Professional Organization memberships Parent/Community engagement surveys Parent/Community engagement events documentation Other item(s) deemed appropriate by the evaluator and evaluatee 07/10/2015 Page 38

44 Rating Professional Practice The performance standards stand as the critical rubric for providing personnel in the District PGES category and evaluators with concrete descriptions of practice associated with specific standards. The uniform performance standards used in the system provide a balance between structure and flexibility and define common purposes and expectations, thereby guiding effective leadership. Evaluators will organize and analyze evidence for each individual based on these performance standards. Evaluators and evaluatees will be engaged in ongoing dialogue throughout the evaluation cycle. The process concludes with the evaluator s analysis of evidence and the final assessment of practice in relation to performance described under each standard. Evaluatees may provide additional evidences to support assessment of their own professional practice. (See Products of Practice/Other Sources of Evidence) Evaluators will apply district decision rules for determining an educator s professional practice. Professional practice ratings shall be completed on or before April 15 th of each school year. CRITERIA FOR DETERMINING PROFESSIONAL PRACTICE RATING FOR DISTRICT PGES IF THEN At least four (4) standards are rated as EXEMPLARY and no standard is rated below ACCOMPLISHED At least four (4) standards are rated as ACCOMPLISHED and no standard is rated below DEVELOPING At least five (5) standards are rated as DEVELOPING Two (2) or more standards are rated as INEFFECTIVE Professional Practice Rating shall be EXEMPLARY Professional Practice Rating shall be ACCOMPLISHED Professional Practice Rating shall be DEVELOPING Professional Practice Rating shall be INEFFECTIVE 07/10/2015 Page 39

45 Professional Practice Rating and Growth Plans Based on the overall Professional Practice rating the chart below will be used to determine the type of Professional Growth Plan. TYPE & LENGTH OF EDUCATOR PLAN FOR District PGES Professional Practice Rating EXEMPLARY ACCOMPLISHED DEVELOPING INEFFECTIVE The individual shall have a minimum of a PGP with goals set by the evaluatee The individual shall have a minimum of a PGP with goals set by the evaluatee with evaluator input The individual shall have a minimum of a Corrective Action Plan that is directed by the evaluator 07/10/2015 Page 40

46 Section 4: CIO PGES A Professional Growth and Effectiveness System for Evaluation of Certified School Personnel in the Categories of: Chief Information Officer Components of Evaluation System Overview and Summative Model Graphics can be found in Section 8: CIO PGES Forms that outline the summative model for the CIO Professional Growth and Effectiveness System and the Sources of Evidence and Framework Alignments. Evaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional judgment based on this evidence when evaluating personnel. The role of evidence and professional judgment in the determination of ratings on standards and an overall rating is paramount in this process. However, professional judgment is grounded in a common framework: The Performance Standards. All evaluations will be documented on district approved forms and will become part of the personnel file. 07/10/2015 Page 41

47 Timeline of CIO PGES Activities CIO PGES Evaluation Activity Explanation & Review of Certified Evaluation Process with Administration Initial Conference First Observation Mid-year Review Other Observations (if needed) Summative Conference Summative Evaluation Completed Assistance Plan for Corrective Action Timeline (To be completed annually) The evaluation criteria and process used to evaluate a certified district employee shall be explained and discussed with the evaluatee no later than the end of the evaluatee s first thirty (30) calendar days of reporting for employment each school year. Observations may begin only after this explanation and review of the certified evaluation process takes place On a date determined by the evaluator not to exceed the 50 th instructional school day. Prior to the Initial Conference evaluatee shall: Completes the Initial Conference Planning Template On a date determined by the evaluator not to exceed the 85 th instructional school day. On a date determined by the evaluator after the First Observation: the primary evaluator and evaluatee will meet to review and discuss evidence of each performance standard and progress on the Professional Growth Plan to provide systematic feedback. Prior to the Mid-year Review: Evaluatee shall complete the CIO PGES Mid-year Conference Planning Template Evaluator shall complete the CIO PGES Mid-year Performance Report Form Completed by the summative conference. On or before April 15th: the primary evaluator and evaluatee will meet to review and discuss an assessment of performance standards and progress on the Professional Growth Plan to provide systematic feedback. Prior to the Summative Conference: Evaluatee shall complete the CIO PGES Summative Conference Planning Template Evaluator shall complete the CIO PGES Summative Performance Report Form On or before April 15 th on District approved forms As Determined by the Evaluator throughout the Evaluation Process Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days The Superintendent, or his/her designee, will collaborate with the evaluatee to determine the appropriate timeline and deadlines for the completion of all required components of the CIO Professional Growth and Effectiveness System for Evaluation of Certified School Personnel. The revised timeline and deadlines for completion shall be noted on the district approved form (Section 8: PPGES Forms, Timeline of CIO PGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days) and added to the evaluatee s personnel file. 07/10/2015 Page 42

48 Performance Standards The Performance Standards are designed to support student achievement and professional best-practice through the standards of: 1. Leadership and Vision 2. Strategic Planning 3. Ethics and Policies 4. Instructional Focus and Professional Development 5. Team Building and Staffing 6. Stakeholder Focus 7. Information Technology 8. Communication Systems 9. Standard IT Business Practices 10. Data Management Professional Practice Self-Reflection and Professional Growth Planning The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including observation conferences, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. In collaboration with the primary evaluator evaluatee s will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection. Reflective practices and professional growth planning are iterative processes. The evaluatee (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her evaluator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps. Self-reflection improves practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement. The Professional Growth Plan is the vehicle through which the outcomes of selfreflection are organized, articulated as specific goals, contextualized in a support framework, and monitored through pre-determined methods. Together, the multiple measures of self-reflection and professional growth planning provide critical information in determining a rating for each standard. All personnel in the CIO PGES category will participate in self-reflection and professional growth planning each year. The process for the development, approval, and monitoring of Self-Reflection and Professional Growth Planning can be found on the Timeline of CIO PGES Activities on the previous pages. 07/10/2015 Page 43

49 Observations Completed by Evaluator Observations are one source of evidence that is included when determining an administrator's Overall Professional Practice Rating. Observations applied in a variety of settings, provide information on a wide range of contributions made by the individual. Observations may range from watching how an individual interacts with others to observing programs and shadowing the individual. Observations are a method by which the superintendent/designee may gain insight into the individual s practice in relation to the standards. During an observation, the evaluator will discuss various aspects of the job with the evaluatee. The timeline for Observations can be found on the Timeline of CIO PGES Activities on the previous pages Observations are to be conducted at least once each year by the superintendent/designee, but additional observations may be conducted if needed All Observations will be documented on the district approved form All personnel in the CIO PGES category will be evaluated and receive summative evaluations annually An Initial, Mid-year, and Summative Conference is required A Post-conference is required for any observation conducted in addition to the one required Observation and shall be conducted like the Mid-year Review Products of Practice/Other Sources of Evidence Personnel in the CIO PGES category may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the evaluatee s practice within the domains. Examples include: Meeting Agendas and Minutes PLC/Team Meeting Agendas and Minutes Leadership Team Agendas and Minutes Instructional Round/Walk-Through documentation Budgets EILA/Professional Learning experience documentation Surveys Professional Organization memberships Parent/Community engagement surveys Parent/Community engagement events documentation Other item(s) deemed appropriate by the evaluator and evaluate 07/10/2015 Page 44

50 Rating Professional Practice The performance standards stand as the critical rubric for providing personnel in the CIO PGES category and evaluators with concrete descriptions of practice associated with specific standards. The uniform performance standards used in the system provide a balance between structure and flexibility and define common purposes and expectations, thereby guiding effective leadership. Evaluators will organize and analyze evidence for each individual based on these performance standards. Evaluators and evaluatees will be engaged in ongoing dialogue throughout the evaluation cycle. The process concludes with the evaluator s analysis of evidence and the final assessment of practice in relation to performance described under each standard. Evaluatees may provide additional evidences to support assessment of their own professional practice. (See Products of Practice/Other Sources of Evidence) Evaluators will apply district decision rules for determining an educator s professional practice. Professional practice ratings shall be completed on or before April 15 th of each school year. CRITERIA FOR DETERMINING PROFESSIONAL PRACTICE RATING FOR CIO PGES IF At least six (6) standards are rated as EXEMPLARY and no standard is rated below ACCOMPLISHED At least six (6) standards are rated as ACCOMPLISHED and no standard is rated below DEVELOPING At least eight (8) standards are rated as DEVELOPING Four (4) or more standards are rated as INEFFECTIVE THEN Professional Practice Rating shall be EXEMPLARY Professional Practice Rating shall be ACCOMPLISHED Professional Practice Rating shall be DEVELOPING Professional Practice Rating shall be INEFFECTIVE 07/10/2015 Page 45

51 Professional Practice Rating and Growth Plans Based on the overall Professional Practice rating the chart below will be used to determine the type of Professional Growth Plan. TYPE & LENGTH OF EDUCATOR PLAN FOR District PGES Professional Practice Rating EXEMPLARY ACCOMPLISHED DEVELOPING INEFFECTIVE The individual shall have a minimum of a PGP with goals set by the evaluatee The individual shall have a minimum of a PGP with goals set by the evaluatee with evaluator input The individual shall have a minimum of a Corrective Action Plan that is directed by the evaluator 07/10/2015 Page 46

52 Section 5: TPGES and OPGES Forms Kentucky Professional Growth and Effectiveness System Model for TPGES and OPGES 07/10/2015 Page 47

53 TPGES Sources of Evidence Domain Planning & Preparation Classroom Environment Instruction Professional Responsibilities Framework for Teaching Component 1a: Knowledge of content/pedagogy 1b: Demonstrate knowledge of students 1c: Setting Instructional Outcomes 1d: Demonstrates knowledge of resources 1e: Designing Coherent Instruction 1f: Designing Student Assessment 2a: Creating Environment of Respect & Rapport 2b: Establish Culture of Learning 2c: Maintaining Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space 3a: Communicating with Students 3b: Questioning & Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Learning 3e: Demonstrating Flexibility & Responsive 4a: Reflecting On Teaching 4b: Maintaining Accurate Records 4c: Communicating With Families 4d: Participating in Professional Learning Community 4e: Growing & Developing Professionally 4f: Showing Professionalism Sources of Evidence to Inform Professional Practice Supervisor Observation Student Voice Self- Reflection Professional Growth Plan Peer Observation Pre and Post Conferences Observation Pre and Post Conferences N/A Kentucky Student Voice Survey N/A Self-Reflection and Professional Growth Planning N/A Observation N/A 07/10/2015 Page 48

54 TPGES Self-Reflection Template Evaluatee: School Year: Choose an item. Component Self-Assessment I D A E 1a: Knowledge of content/pedagogy 1b: Demonstrate knowledge of students 1c: Setting Instructional Outcomes 1d: Demonstrates knowledge of resources 1e: Designing Coherent Instruction 1f: Designing Student Assessment Rationale for Domain 1 Component Self-Assessment I D A E 2a: Creating Environment of Respect & Rapport 2b: Establish Culture of Learning 2c: Maintaining Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space Rationale for Domain 2 07/10/2015 Page 49

55 Component Self-Assessment I D A E 3a: Communicating with Students 3b: Questioning & Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Learning 3e: Demonstrating Flexibility & Responsive Rationale for Domain 3 Component Self-Assessment I D A E 4a: Reflecting On Teaching 4b: Maintaining Accurate Records 4c: Communicating With Families 4d: Participating in Professional Learning Community 4e: Growing & Developing Professionally 4f: Showing Professionalism Rationale for Domain 4 07/10/2015 Page 50

56 TPGES Professional Growth Plan Template Evaluatee: School Year: Choose an item. Guiding Questions for Goal Development Professional Practice What do I want to change about my practice that will positively impact student learning? Connecting Priority Growth Needs to Professional Growth Planning Please select one or more areas that show how your goal connects with a priority area of need. Self-Reflection Student Growth Goals Observations Student Voice Framework for Teaching Comprehensive District or School Improvement Plan Component Alignment 1a: Knowledge of content/pedagogy 1b: Demonstrate knowledge of students 1c: Setting Instructional Outcomes 1d: Demonstrates knowledge of resources 1e: Designing Coherent Instruction 1f: Designing Student Assessment 2a: Creating Environment of Respect & Rapport 2b: Establish Culture of Learning 2c: Maintaining Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space 3a: Communicating with Students 3b: Questioning & Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Learning 3e: Demonstrating Flexibility & Responsive 4a: Reflecting On Teaching 4b: Maintaining Accurate Records 4c: Communicating With Families 4d: Participating in Professional Learning Community 4e: Growing & Developing Professionally 4f: Showing Professionalism 07/10/2015 Page 51

57 Professional Learning What personal learning is necessary to make that change? Monitoring Progress How will I monitor my progress towards my goal? (Student Data, Student Feedback, Unit Lesson Plans, Videotaped Lessons) Action Plan Action Plan What is my plan of action to advance my professional growth? Click here to enter a date. Support and Resources What resources and/or support do I need to achieve my goal? Target Completion Date What is my target completion date for achievement of my goal? Choose an item. 07/10/2015 Page 52

58 End of Year Reflection Professional Learning Update List the professional learning activities related to your goal that you have completed at this time. Instructional Changes Describe the instructional changes you have made as a result of each professional learning activity listed. Professional Learning Impact Describe the impact the professional learning activities have had on student learning. End of Year Status Select the status of your goal. Choose an item. Evaluator Signature Date Observee Signature Date 07/10/2015 Page 53

59 OPGES Sources of Evidence Instructional Specialist Domain Planning & Preparation Classroom Environment Instruction Professional Responsibilities Framework for Instructional Specialist Component 1a: Demonstrating knowledge of current trends in specialty area and professional development 1b: Demonstrating knowledge of the school s program and levels of teacher skill in delivering that program 1c: Establishing goals for the instructional support program appropriate to the setting and the teachers served 1d: Demonstrating knowledge of resources both within and beyond the school and district 1e: Planning the instructional support program integrated with the overall school program 1f: Developing a plan to evaluate the instructional support program 2a: Creating an environment of trust and respect 2b: Establishing a culture for ongoing instructional improvement 2c: Establishing clear procedures for teachers to gain access to the instructional support 2d: Establishing and maintaining norms of behavior for professional interactions 2e: Organizing space for workshops or training 3a: Collaborating with teachers in the design of instructional units and lessons 3b: Engaging teachers in learning new instructional skills 3c: Sharing expertise with staff 3d: Locating resources for teachers to support instructional improvement 3e: Demonstrating flexibility and responsiveness 4a: Reflecting on practice 4b: Preparing and submitting budgets and reports 4c: Coordinating work with other instructional specialists 4d: Participating in a Professional Learning Community 4e: Engaging in professional development 4f: Showing Professionalism including integrity and confidentiality Sources of Evidence to Inform Professional Practice Supervisor Observation Student Voice Self- Reflection Professional Growth Plan Peer Observation Pre and Post Conferences Observation Pre and Post Conferences N/A Kentucky Student Voice Survey N/A Self-Reflection and Professional Growth Planning N/A Observation N/A 07/10/2015 Page 54

60 OPGES Sources of Evidence Instructional Specialist Domain Planning & Preparation Classroom Environment Instruction Professional Responsibilities Framework for Instructional Specialist Component 1a: Demonstrating knowledge of current trends in specialty area and professional development 1b: Demonstrating knowledge of the school s program and levels of teacher skill in delivering that program 1c: Establishing goals for the instructional support program appropriate to the setting and the teachers served 1d: Demonstrating knowledge of resources both within and beyond the school and district 1e: Planning the instructional support program integrated with the overall school program 1f: Developing a plan to evaluate the instructional support program 2a: Creating an environment of trust and respect 2b: Establishing a culture for ongoing instructional improvement 2c: Establishing clear procedures for teachers to gain access to the instructional support 2d: Establishing and maintaining norms of behavior for professional interactions 2e: Organizing space for workshops or training 3a: Collaborating with teachers in the design of instructional units and lessons 3b: Engaging teachers in learning new instructional skills 3c: Sharing expertise with staff 3d: Locating resources for teachers to support instructional improvement 3e: Demonstrating flexibility and responsiveness 4a: Reflecting on practice 4b: Preparing and submitting budgets and reports 4c: Coordinating work with other instructional specialists 4d: Participating in a Professional Learning Community 4e: Engaging in professional development 4f: Showing Professionalism including integrity and confidentiality Sources of Evidence to Inform Professional Practice Supervisor Observation Student Voice Self- Reflection Professional Growth Plan Peer Observation Pre and Post Conferences Observation Pre and Post Conferences N/A Kentucky Student Voice Survey N/A Self-Reflection and Professional Growth Planning N/A Observation N/A 07/10/2015 Page 55

61 OPGES Sources of Evidence School Guidance Counselor Domain Planning & Preparation Classroom Environment Instruction Professional Responsibilities Framework for School Guidance Counselor Component 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing goals for the counseling program appropriate to the setting and the students served 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district 1e: Planning the counseling program integrated with the regular school program 1f: Developing a plan to evaluate the counseling program 2a: Creating an environment of respect and rapport 2b:Establishing a culture for productive communication 2c: Managing routines and procedures 2d: Establishing standards of conduct and contributing to the culture for student behavior throughout the school 2e: Organizing physical space 3a: Assessing student needs 3b: Assisting students and teachers in the formulation of academic personal social and career plans based on knowledge of student needs 3c: Using counseling techniques in individual and classroom programs 3d: Brokering resources to meet needs 3e: Demonstrating flexibility and responsiveness 4a: Reflecting on practice 4b: Maintaining records and submitting them in a timely fashion 4c: Communicating with families 4d: Participating in a professional community 4e: Engaging in professional development 4f Showing professionalism Sources of Evidence to Inform Professional Practice Supervisor Observation Student Voice Self- Reflection Professional Growth Plan Peer Observation Pre and Post Conferences Observation Pre and Post Conferences N/A Kentucky Student Voice Survey N/A Self-Reflection and Professional Growth Planning N/A Observation N/A 07/10/2015 Page 56

62 OPGES Sources of Evidence Therapeutic Specialist Domain Planning & Preparation Classroom Environment Instruction Professional Responsibilities Framework for Therapeutic Specialist Component 1a: Demonstrating knowledge and skill in the specialist therapy area holding the relevant certificate or license 1b: Establishing goals for the therapy program appropriate to the setting and the students served 1c: Demonstrating knowledge of District state and federal regulations and guidelines 1d: Demonstrating knowledge of resources both within and beyond the school and district 1e: Planning the therapy program integrated with the regular school program to meet the needs of individual students 1f: Developing a plan to evaluate the therapy program 2a: Establishing rapport with students 2b: Organizing time effectively 2c: Establishing and maintaining clear procedures for referrals 2d: Establishing standards of conduct in the treatment center 2e: Organizing physical space for testing of students and providing therapy 3a: Responding to referrals and evaluating student needs 3b: Developing and implementing treatment plans to maximize student s success 3c: Communicating with families 3d: Collecting information; writing reports 3e: Demonstrating flexibility and responsiveness 4a: Reflecting on practice 4b: Collaborating with teachers and administrators 4c: Maintaining an effective data management system 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism including integrity advocacy and maintaining confidentiality Sources of Evidence to Inform Professional Practice Supervisor Observation Student Voice Self- Reflection Professional Growth Plan Peer Observation Pre and Post Conferences Observation Pre and Post Conferences N/A Kentucky Student Voice Survey N/A Self-Reflection and Professional Growth Planning N/A Observation N/A 07/10/2015 Page 57

63 OPGES Sources of Evidence Library/Media Specialist Domain Planning & Preparation Environment Delivery of Service Professional Responsibilities Framework for Library/Media Specialist Component 1a: Demonstrating Knowledge of Content Curriculum and Process 1b: Demonstrating Knowledge of Students 1c: Supporting Instructional Goals 1d: Demonstrating Knowledge and Use of Resources 1e: Demonstrating a Knowledge of Literature and Lifelong Learning 1f: Collaborating in the Design of Instructional Experiences 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Library Procedures 2d: Managing student behavior 2e: Organizing physical space 3a: Communicating Clearly and Accurately 3b: Using Questioning and Research Techniques 3c: Engaging Students in Learning 3d: Assessment in Instruction (whole class, one-on-one and small group) 3e: Demonstrating Flexibility and Responsiveness 4a: Reflecting on Practice 4b: Maintaining Accurate Records 4c: Communicating with School Staff and Community 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Collection Development and Maintenance 4g: Managing the Library Budget 4h: Managing Personnel 4i: Professional ethics Sources of Evidence to Inform Professional Practice Supervisor Observation Student Voice Self- Reflection Professional Growth Plan Peer Observation Pre and Post Conferences Observation Pre and Post Conferences N/A Kentucky Student Voice Survey N/A Self-Reflection and Professional Growth Planning N/A Observation N/A 07/10/2015 Page 58

64 OPGES Self-Reflection Template Instructional Specialist Evaluatee: School Year: Choose an item. Component 1a: Demonstrating knowledge of current trends in specialty area and professional development 1b: Demonstrating knowledge of the school s program and levels of teacher skill in delivering that program 1c: Establishing goals for the instructional support program appropriate to the setting and the teachers served 1d: Demonstrating knowledge of resources both within and beyond the school and district 1e: Planning the instructional support program integrated with the overall school program Self-Assessment I D A E 1f: Developing a plan to evaluate the instructional support program Rationale for Domain 1 Component Self-Assessment I D A E 2a: Creating an environment of trust and respect 2b: Establishing a culture for ongoing instructional improvement 2c: Establishing clear procedures for teachers to gain access to the instructional support 2d: Establishing and maintaining norms of behavior for professional interactions 2e: Organizing space for workshops or training Rationale for Domain 2 07/10/2015 Page 59

65 Component Self-Assessment I D A E 3a: Collaborating with teachers in the design of instructional units and lessons 3b: Engaging teachers in learning new instructional skills 3c: Sharing expertise with staff 3d: Locating resources for teachers to support instructional improvement 3e: Demonstrating flexibility and responsiveness Rationale for Domain 3 Component Self-Assessment I D A E 4a: Reflecting on practice 4b: Preparing and submitting budgets and reports 4c: Coordinating work with other instructional specialists 4d: Participating in a Professional Learning Community 4e: Engaging in professional development 4f: Showing Professionalism including integrity and confidentiality Rationale for Domain 4 07/10/2015 Page 60

66 OPGES Self-Reflection Template School Guidance Counselor Evaluatee: School Year: Choose an item. Component Self-Assessment I D A E 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing goals for the counseling program appropriate to the setting and the students served 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district 1e: Planning the counseling program integrated with the regular school program 1f: Developing a plan to evaluate the counseling program Rationale for Domain 1 Component Self-Assessment I D A E 2a: Creating an environment of respect and rapport 2b: Establishing a culture for productive communication 2c: Managing routines and procedures 2d: Establishing standards of conduct and contributing to the culture for student behavior throughout the school 2e: Organizing physical space Rationale for Domain 2 07/10/2015 Page 61

67 Component Self-Assessment I D A E 3a: Assessing student needs 3b: Assisting students and teachers in the formulation of academic personal social and career plans based on knowledge of student needs 3c: Using counseling techniques in individual and classroom programs 3d: Brokering resources to meet needs 3e: Demonstrating flexibility and responsiveness Rationale for Domain 3 Component Self-Assessment I D A E 4a: Reflecting on practice 4b: Maintaining records and submitting them in a timely fashion 4c: Communicating with families 4d: Participating in a professional community 4e: Engaging in professional development 4f Showing professionalism Rationale for Domain 4 07/10/2015 Page 62

68 OPGES Self-Reflection Template Therapeutic Specialist Evaluatee: School Year: Choose an item. Component 1a: Demonstrating knowledge and skill in the specialist therapy area holding the relevant certificate or license 1b: Establishing goals for the therapy program appropriate to the setting and the students served 1c: Demonstrating knowledge of District state and federal regulations and guidelines 1d: Demonstrating knowledge of resources both within and beyond the school and district 1e: Planning the therapy program integrated with the regular school program to meet the needs of individual students Self-Assessment I D A E 1f: Developing a plan to evaluate the therapy program Rationale for Domain 1 Component Self-Assessment I D A E 2a: Establishing rapport with students 2b: Organizing time effectively 2c: Establishing and maintaining clear procedures for referrals 2d: Establishing standards of conduct in the treatment center 2e: Organizing physical space for testing of students and providing therapy Rationale for Domain 2 07/10/2015 Page 63

69 Component Self-Assessment I D A E 3a: Responding to referrals and evaluating student needs 3b: Developing and implementing treatment plans to maximize student s success 3c: Communicating with families 3d: Collecting information; writing reports 3e: Demonstrating flexibility and responsiveness Rationale for Domain 3 Component Self-Assessment I D A E 4a: Reflecting on practice 4b: Collaborating with teachers and administrators 4c: Maintaining an effective data management system 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism including integrity advocacy and maintaining confidentiality Rationale for Domain 4 07/10/2015 Page 64

70 OPGES Self-Reflection Template Library/Media Specialist Evaluatee: School Year: Choose an item. Component Self-Assessment I D A E 1a: Demonstrating Knowledge of Content Curriculum and Process 1b: Demonstrating Knowledge of Students 1c: Supporting Instructional Goals 1d: Demonstrating Knowledge and Use of Resources 1e: Demonstrating a Knowledge of Literature and Lifelong Learning 1f: Collaborating in the Design of Instructional Experiences Rationale for Domain 1 Component Self-Assessment I D A E 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Library Procedures 2d: Managing student behavior 2e: Organizing physical space Rationale for Domain 2 07/10/2015 Page 65

71 Component Self-Assessment I D A E 3a: Communicating Clearly and Accurately 3b: Using Questioning and Research Techniques 3c: Engaging Students in Learning 3d: Assessment in Instruction (whole class, one-on-one and small group) 3e: Demonstrating Flexibility and Responsiveness Rationale for Domain 3 Component Self-Assessment I D A E 4a: Reflecting on Practice 4b: Maintaining Accurate Records 4c: Communicating with School Staff and Community 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Collection Development and Maintenance 4g: Managing the Library Budget 4h: Managing Personnel 4i: Professional ethics Rationale for Domain 4 07/10/2015 Page 66

72 OPGES Professional Growth Plan Template Instructional Specialist Evaluatee: School Year: Choose an item. Guiding questions for Goal Development Professional Practice What do I want to change about my practice that will positively impact student learning? Connecting Priority Growth Needs to Professional Growth Planning Please select one or more areas that show how your goal connects with a priority area of need. Self-Reflection Student Growth Goals Observations Student Voice Framework for Instructional Specialist Comprehensive District or School Improvement Plan Component Alignment 1a: Demonstrating knowledge of current trends in specialty area and professional development 1b: Demonstrating knowledge of the school s program and levels of teacher skill in delivering that program 1c: Establishing goals for the instructional support program appropriate to the setting and the teachers served 1d: Demonstrating knowledge of resources both within and beyond the school and district 1e: Planning the instructional support program integrated with the overall school program 1f: Developing a plan to evaluate the instructional support program 2a: Creating an environment of trust and respect 2b: Establishing a culture for ongoing instructional improvement 2c: Establishing clear procedures for teachers to gain access to the instructional support 2d: Establishing and maintaining norms of behavior for professional interactions 2e: Organizing space for workshops or training 3a: Collaborating with teachers in the design of instructional units and lessons 3b: Engaging teachers in learning new instructional skills 3c: Sharing expertise with staff 3d: Locating resources for teachers to support instructional improvement 3e: Demonstrating flexibility and responsiveness 4a: Reflecting on practice 4b: Preparing and submitting budgets and reports 4c: Coordinating work with other instructional specialists 4d: Participating in a Professional Learning Community 4e: Engaging in professional development 4f: Showing Professionalism including integrity and confidentiality 07/10/2015 Page 67

73 Professional Learning What personal learning is necessary to make that change? Monitoring Progress How will I monitor my progress towards my goal? (Student Data, Student Feedback, Unit Lesson Plans, Videotaped Lessons) Action Plan Action Plan What is my plan of action to advance my professional growth? Click here to enter a date. Support and Resources What resources and/or support do I need to achieve my goal? Target Completion Date What is my target completion date for achievement of my goal? Choose an item. 07/10/2015 Page 68

74 End of Year Reflection Professional Learning Update List the professional learning activities related to your goal that you have completed at this time. Instructional Changes Describe the instructional changes you have made as a result of each professional learning activity listed. Professional Learning Impact Describe the impact the professional learning activities have had on student learning. End of Year Status Select the status of your goal. Choose an item. Evaluator Signature Date Observee Signature Date 07/10/2015 Page 69

75 OPGES Professional Growth Plan Template School Guidance Counselor Evaluatee: School Year: Choose an item. Guiding questions for Goal Development Professional Practice What do I want to change about my practice that will positively impact student learning? Connecting Priority Growth Needs to Professional Growth Planning Please select one or more areas that show how your goal connects with a priority area of need. Self-Reflection Student Growth Goals Observations Student Voice Framework for School Guidance Counselor/Social Worker Comprehensive District or School Improvement Plan Component Alignment 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing goals for the counseling program appropriate to the setting and the students served 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district 1e: Planning the counseling program integrated with the regular school program 1f: Developing a plan to evaluate the counseling program 2a: Creating an environment of respect and rapport 2b: Establishing a culture for productive communication 2c: Managing routines and procedures 2d: Establishing standards of conduct and contributing to the culture for student behavior throughout the school 2e: Organizing physical space 3a: Assessing student needs 3b: Assisting students and teachers in the formulation of academic personal social and career plans based on knowledge of student needs 3c: Using counseling techniques in individual and classroom programs 3d: Brokering resources to meet needs 3e: Demonstrating flexibility and responsiveness 4a: Reflecting on practice 4b: Maintaining records and submitting them in a timely fashion 4c: Communicating with families 4d: Participating in a professional community 4e: Engaging in professional development 4f Showing professionalism 07/10/2015 Page 70

76 Professional Learning What personal learning is necessary to make that change? Monitoring Progress How will I monitor my progress towards my goal? (Student Data, Student Feedback, Unit Lesson Plans, Videotaped Lessons) Action Plan Action Plan What is my plan of action to advance my professional growth? Click here to enter a date. Support and Resources What resources and/or support do I need to achieve my goal? Target Completion Date What is my target completion date for achievement of my goal? Choose an item. 07/10/2015 Page 71

77 End of Year Reflection Professional Learning Update List the professional learning activities related to your goal that you have completed at this time. Instructional Changes Describe the instructional changes you have made as a result of each professional learning activity listed. Professional Learning Impact Describe the impact the professional learning activities have had on student learning. End of Year Status Select the status of your goal. Choose an item. Evaluator Signature Date Observee Signature Date 07/10/2015 Page 72

78 OPGES Professional Growth Plan Template Therapeutic Specialist Evaluatee: School Year: Choose an item. Guiding questions for Goal Development Professional Practice What do I want to change about my practice that will positively impact student learning? Connecting Priority Growth Needs to Professional Growth Planning Please select one or more areas that show how your goal connects with a priority area of need. Self-Reflection Student Growth Goals Observations Student Voice Framework for Therapeutic Specialist Comprehensive District or School Improvement Plan Component Alignment 1a: Demonstrating knowledge and skill in the specialist therapy area holding the relevant certificate or license 1b: Establishing goals for the therapy program appropriate to the setting and the students served 1c: Demonstrating knowledge of District state and federal regulations and guidelines 1d: Demonstrating knowledge of resources both within and beyond the school and district 1e: Planning the therapy program integrated with the regular school program to meet the needs of individual students 1f: Developing a plan to evaluate the therapy program 2a: Establishing rapport with students 2b: Organizing time effectively 2c: Establishing and maintaining clear procedures for referrals 2d: Establishing standards of conduct in the treatment center 2e: Organizing physical space for testing of students and providing therapy 3a: Responding to referrals and evaluating student needs 3b: Developing and implementing treatment plans to maximize student s success 3c: Communicating with families 3d: Collecting information; writing reports 3e: Demonstrating flexibility and responsiveness 4a: Reflecting on practice 4b: Collaborating with teachers and administrators 4c: Maintaining an effective data management system 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism including integrity advocacy and maintaining confidentiality 07/10/2015 Page 73

79 Professional Learning What personal learning is necessary to make that change? Monitoring Progress How will I monitor my progress towards my goal? (Student Data, Student Feedback, Unit Lesson Plans, Videotaped Lessons) Action Plan Action Plan What is my plan of action to advance my professional growth? Click here to enter a date. Support and Resources What resources and/or support do I need to achieve my goal? Target Completion Date What is my target completion date for achievement of my goal? Choose an item. 07/10/2015 Page 74

80 End of Year Reflection Professional Learning Update List the professional learning activities related to your goal that you have completed at this time. Instructional Changes Describe the instructional changes you have made as a result of each professional learning activity listed. Professional Learning Impact Describe the impact the professional learning activities have had on student learning. End of Year Status Select the status of your goal. Choose an item. Evaluator Signature Date Observee Signature Date 07/10/2015 Page 75

81 OPGES Professional Growth Plan Template Library/Media Specialist Evaluatee: School Year: Choose an item. Guiding questions for Goal Development Professional Practice What do I want to change about my practice that will positively impact student learning? Connecting Priority Growth Needs to Professional Growth Planning Please select one or more areas that show how your goal connects with a priority area of need. Self-Reflection Student Growth Goals Observations Student Voice Framework for Library/Media Specialist Comprehensive District or School Improvement Plan Component Alignment 1a: Demonstrating Knowledge of Content Curriculum and Process 1b: Demonstrating Knowledge of Students 1c: Supporting Instructional Goals 1d: Demonstrating Knowledge and Use of Resources 1e: Demonstrating a Knowledge of Literature and Lifelong Learning 1f: Collaborating in the Design of Instructional Experiences 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Library Procedures 2d: Managing student behavior 2e: Organizing physical space 3a: Communicating Clearly and Accurately 3b: Using Questioning and Research Techniques 3c: Engaging Students in Learning 3d: Assessment in Instruction (whole class, one-on-one and small group) 3e: Demonstrating Flexibility and Responsiveness 4a: Reflecting on Practice 4b: Maintaining Accurate Records 4c: Communicating with School Staff and Community 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Collection Development and Maintenance 4g: Managing the Library Budget 4h: Managing Personnel 4i: Professional ethics 07/10/2015 Page 76

82 Professional Learning What personal learning is necessary to make that change? Monitoring Progress How will I monitor my progress towards my goal? (Student Data, Student Feedback, Unit Lesson Plans, Videotaped Lessons) Action Plan Action Plan What is my plan of action to advance my professional growth? Click here to enter a date. Support and Resources What resources and/or support do I need to achieve my goal? Target Completion Date What is my target completion date for achievement of my goal? Choose an item. 07/10/2015 Page 77

83 End of Year Reflection Professional Learning Update List the professional learning activities related to your goal that you have completed at this time. Instructional Changes Describe the instructional changes you have made as a result of each professional learning activity listed. Professional Learning Impact Describe the impact the professional learning activities have had on student learning. End of Year Status Select the status of your goal. Choose an item. Evaluator Signature Date Observee Signature Date 07/10/2015 Page 78

84 TPGES and OPGES Student Growth Goal Template Evaluatee: School Year: Choose an item. Context Describe the context, including student population. Needs Assessment What student needs have been identified? What are the related content area essential/enduring skills, concepts, and/or processes? Sources of Evidence What sources of evidence/measures will you use to establish baseline data and measure student growth? Interval of Instruction What is the interval of instruction for your student growth goal? Expected Growth What is/are the target/s for expected growth for all students? Expected Proficiency What is the proficiency target? What percentage of students will meet or exceed that target? Goal Statement Write your complete goal statement. Rationale 07/10/2015 Page 79

85 Explain the rationale for the goal. Professional Learning Do you need professional learning in order to support my students in attaining this goal? If yes, does your PGP reflect the support you will need to meet this goal? Instructional Strategies for Goal Attainment What specifically, will you do instructionally, to assure your students make gains projected in your student growth goal? Monitoring How will you monitor students progress toward goal attainment? Overall Comments 07/10/2015 Page 80

86 TPGES and OPGES Student Growth Goal (SGG) Rubric Does the SGG focus on a specific area of need based on an enduring skill or understanding/overarching goal? District Student Growth Goal (SGG) Rubric S.M.A.R.T. STRUCTURE OF THE STUDENT GROWTH GOAL SPECIFIC ACCEPTABLE NEEDS REVISION INSUFFICIENT Identifies an area of need pertaining to Is not focused on a specific area of need current students abilities Is an appropriate measure selected to assess the goal? Includes growth and proficiency targets that establish and differentiate expected performance for ALL students (e.g. Spec. Ed, GT, ELL etc.) Identifies a specific area of need, but lacks supporting data for current students Includes both a growth target and a proficiency target, but fails to differentiate expected performance for one or both targets Includes only a growth or a proficiency target MEASURABLE ACCEPTABLE NEEDS REVISION INSUFFICIENT Uses appropriate measures for base-line, Uses measures that fail to clearly Uses no baseline data or uses mid-course, and end of year/course data demonstrate performance for the irrelevant data. collection identified skill Appropriate/Attainable Is the SGG rigorous, realistic, and standards based? Is anchored in baseline data and Identifies multiple measures that demonstrate where students are in meeting or exceeding the intent of the standard(s) being assessed Only allows students to demonstrate competency of part, but not all aspects of the standards being assessed Does not assess the level of competency intended in the standards APPROPRIATE ACCEPTABLE NEEDS REVISION INSUFFICIENT Aligned to KCAS grade level standards (or Congruent to content, but not aligned to international, national state, local or grade level standards industry recognized standards) appropriate for the grade level and Focuses on a standards-based skill that content area for which it was developed does not match enduring skill criteria Address critical content, enduring skill(s) which students are expected to master necessary for advancement to future coursework Goal is too narrow; focusing on a narrow skill or topic Goal is written in a general context and encompasses too much content. Goal lists multiple enduring skills/overarching goals of adopted state standards Is not congruent or appropriate for grade level/content area standards 07/10/2015 Page 81

87 RELIABLE ACCEPTABLE NEEDS REVISION INSUFFICIENT Includes growth and proficiency targets Includes targets that are achievable, but that are rigorous for students, but fail to stretch attainability expectations attainable with support. Rigor is determined by past performance of students, year s growth, and percentage of students who attain the target or other measures. Is the SGG results-oriented and relevant? Is the data collected comparable across similar classrooms, across the district? Uses comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills Includes targets that do not articulate expectations AND/OR targets are not achievable For similar classrooms, data collected for the student growth goal: does not reflect common criteria used to determine progress TIME-BOUND ACCEPTABLE NEEDS REVISION INSUFFICIENT Does the SGG specify an appropriate instructional interval? Is appropriate for the instructional interval defined and explicitly states year-long/course-long interval of instruction Specifies less than/more than a yearlong/course-long interval of instruction Fails to specify an interval of instruction 07/10/2015 Page 82

88 Erlanger-Elsmere Independent Schools Evaluator: Evaluatee: School Year: Choose an item. TPGES and OPGES Formative Performance Review Teacher Instructional Specialist School Guidance Counselor Therapeutic Specialist Library/Media Specialist Date of Observation: Click here to enter a date. Date of Post Observation Meeting: Click here to enter a date. 07/10/2015 Page 83

89 Directions: Evaluators use this form to maintain a record of evidence documented for each domain of the Framework for Teaching. Evidence should be drawn from multiple appropriate sources. This form should be maintained by the evaluator during the course of the evaluation cycle. This report is shared at a meeting with the evaluatee held within appropriate timelines. Domain 1. Planning and Preparation Exemplary In addition to meeting the requirements for Accomplished... Accomplished Is the expected level of performance Developing Ineffective Mark the rating for the Domain below. Exemplary Accomplished Developing Ineffective Comments: Domain 2: Classroom Environment/Environment/The Library Environment Exemplary In addition to meeting the requirements for Accomplished... Accomplished Is the expected level of performance Developing Ineffective Mark the rating for the Domain below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 84

90 Domain 3: Instruction/Delivery of Service Exemplary In addition to meeting the requirements for Accomplished... Accomplished Is the expected level of performance Developing Ineffective Mark the rating for the Domain below. Exemplary Accomplished Developing Ineffective Comments: Domain 4: Professional Responsibilities Exemplary In addition to meeting the requirements for Accomplished... Accomplished Is the expected level of performance Developing Ineffective Mark the rating for the Domain below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 85

91 Summary of Formative Performance Commendations: Areas Noted for Improvement: Improvement Goals: Evaluator s Name: Evaluator s Signature: Date: Evaluatee s Signature: Evaluatee s Name: Date: I agree with this Formative Evaluation I disagree with this Formative Evaluation Comments: 07/10/2015 Page 86

92 Erlanger-Elsmere Independent Schools Evaluator: Evaluatee: School Year: Choose an item. TPGES and OPGES Summative Performance Review Teacher Instructional Specialist School Guidance Counselor Therapeutic Specialist Library/Media Specialist 07/10/2015 Page 87

93 Directions: Evaluators use this form to maintain a record of evidence documented for each domain of the Framework for Teaching. Evidence should be drawn from multiple appropriate sources. This form should be maintained by the evaluator during the course of the evaluation cycle. This report is shared at a meeting with the evaluatee held within appropriate timelines. Domain 1. Planning and Preparation Exemplary In addition to meeting the requirements for Accomplished... Accomplished Is the expected level of performance Developing Ineffective Mark the rating for the Domain below. Exemplary Accomplished Developing Ineffective Comments: Domain 2: Classroom Environment/Environment/The Library Environment Exemplary In addition to meeting the requirements for Accomplished... Accomplished Is the expected level of performance Developing Ineffective Mark the rating for the Domain below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 88

94 Domain 3: Instruction/Delivery of Service Exemplary In addition to meeting the requirements for Accomplished... Accomplished Is the expected level of performance Developing Ineffective Mark the rating for the Domain below. Exemplary Accomplished Developing Ineffective Comments: Domain 4: Professional Responsibilities Exemplary In addition to meeting the requirements for Accomplished... Accomplished Is the expected level of performance Developing Ineffective Mark the rating for the Domain below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 89

95 Professional Practice Rating CRITERIA FOR DETERMINING AN EDUCATOR S PROFESSIONAL PRACTICE RATING IF THEN Professional Practice Rating shall be Domains 2 and 3 are rated INEFFECTIVE INEFFECTIVE Professional Practice Rating shall be Domains 2 OR 3 are rated INEFFECTIVE DEVELOPING OR INEFFECTIVE Professional Practice Rating shall NOT be Domains 1 OR 4 are rated INEFFECTIVE EXEMPLARY Two Domains are rated DEVELOPING, and Professional Practice Rating shall be two Domains are rated ACCOMPLISHED ACCOMPLISHED Two Domains are rated DEVELOPING, and Professional Practice Rating shall be two Domains are rated EXEMPLARY ACCOMPLISHED Two Domains are rated ACCOMPLISHED, and two Domains are rated EXEMPLARY Domain 1 Rating: Choose an item. Domain 2 Rating: Choose an item. Domain 3 Rating: Choose an item. Domain 4 Rating: Choose an item. Mark the rating for Professional Practice below. Professional Practice Rating shall be EXEMPLARY Exemplary Accomplished Developing Ineffective Commendations: Areas Noted for Improvement: Improvement Goals: 07/10/2015 Page 90

96 Determining Growth for a Single Local Contribution Student Growth Goal Erlanger-Elsmere Independent Schools Decision Rules for Growth Component of Student Growth Goals Low Expected High 69% or less met the projected growth component in the educator s Student Growth Goal 70 to 90% met the projected growth component in the educator s Student Growth Goal 91% or above met the projected growth component in the educator s Student Growth Goal Erlanger-Elsmere Independent Schools Decision Rules for Proficiency Component of Student Growth Goals Low Expected High Below the margin of error Margin of error range will be Above the margin of error plus/minus 10% of educator s proficiency goal Example: If the educator expected 75% of students to meet the proficiency level, then the LOW Range would be 0% to 64%. Example: If the educator expected 75% of students to meet the proficiency level, then the EXPECTED Range would be 65% to 85%. Example: If the educator expected 75% of students to meet the proficiency level, then the HIGH Range would be 86% to 100%. The following decision rules will be used to rate locally developed Student Growth Goals: GROWTH COMPONENT Erlanger-Elsmere Independent Schools STUDENT GROWTH GOAL OVERALL DECISION MATRIX HIGH EXPECTED HIGH HIGH EXPECTED LOW EXPECTED HIGH LOW LOW EXPECTED EXPECTED LOW EXPECTED HIGH PROFICIENCY COMPONENT Single Student Growth Goal Rating: Choose an item. 07/10/2015 Page 91

97 Determining Growth for Multiple Contribution Student Growth Goals ELA and Math Median Student Growth Percentile (MSGP) The combined rating for the ELA and Math Median Student Growth Percentile (MSGP) will be determined by the professional judgement of the primary evaluator using the three (3) most recent years of Median Student Growth Percentile (MSGP) data, when available. ELA and Math Combined Median Student Growth Percentile (MSGP) Rating: Choose an item. Determining Growth for Multiple Contribution Student Growth Goals Local and Median Student Growth Percentile (MSGP) The combined rating for the Median Student Growth Percentile (MSGP) and the Student Growth Goal (SGG) will be determined by the professional judgement of the primary evaluator using the three (3) most recent years of Median Student Growth Percentile (MSGP) data and Student Growth Goal (SGG) data, when available. Multiple Student Growth Goal (SGG) Rating: Choose an item. Multiple Median Student Growth Percentile (MSGP) Rating: Choose an item. 07/10/2015 Page 92

98 Determining Overall Student Growth Rating The following decision rules will be used to rate overall student growth as low, expected, or high for educators who have a Student Percentile Rating and a Student Growth Goal rating, as determined by the Local Student Growth Goal Decision Matrix. If there is no Median Student Growth Percentile Rating (State Contribution) available, then the Overall Student Growth Goal Rating shall be equal to the Student Growth Goal Rating (Local Contribution). Erlanger-Elsmere Independent Schools OVERALL STATE & LOCAL STUDENT GROWTH DECISION MATRIX HIGH EXPECTED HIGH HIGH STATE GROWTH EXPECTED EXPECTED EXPECTED HIGH LOW LOW EXPECTED EXPECTED LOW EXPECTED HIGH LOCAL GROWTH Mark the rating for Overall Student Growth below. High Expected Low Commendations: Areas Noted for Improvement: Improvement Goals: 07/10/2015 Page 93

99 Overall Performance Category CRITERIA FOR DETERMINING AN EDUCATOR S OVERALL PERFORMANCE CATEGORY Professional Practice Rating + Student Growth Goal Rating PROFESSIONAL PRACTICE RATING STUDENT GROWTH TREND RATING OVERALL PERFORMANCE CATEGORY Exemplary High or Expected Low EXEMPLARY DEVELOPING Accomplished Developing Ineffective High Expected Low High Expected or Low High Expected or Low EXEMPLARY ACCOMPLISHED DEVELOPING ACCOMPLISHED DEVELOPING DEVELOPING INEFFECTIVE Professional Practice Rating: Choose an item. Overall Student Growth Rating: Choose an item. Mark the category for Overall Performance below. Exemplary Accomplished Developing Ineffective Commendations: Areas Noted for Improvement: Improvement Goals: 07/10/2015 Page 94

100 Overall Performance Rating and Growth Plans for Tenured Educators TYPE & LENGTH OF EDUCATOR PLAN FOR TENURED EDUCATORS Professional Practice Rating EXEMPLARY ACCOMPLISHED DEVELOPING THREE-YEAR SELF-DIRECTED CYCLE Goal set by educator with evaluator input One goal must focus on low outcome Formative review annually ONE-YEAR DIRECTED CYCLE Goal determined by evaluator Goals focus on low performance/ outcome area Plan activities designed by evaluator with educator input Formative review at mid-point Summative at end of plan THREE-YEAR SELF-DIRECTED CYCLE Goals set by educator with evaluator input Plan activities are educator directed and implemented with colleagues Formative review annually Summative occurs at the end of Year 3 THREE-YEAR SELF-DIRECTED CYCLE Goals set by educator with evaluator input; one must address low performance or outcomes Plan activities designed by educator with evaluator input Formative review annually THREE-YEAR SELF-DIRECTED CYCLE Goal set by educator with evaluator input One goal must focus on low outcome Formative review annually INEFFECTIVE UP TO 12-MONTH IMPROVEMENT PLAN Goal determined by evaluator Focus on low performance area Summative at end of plan ONE-YEAR DIRECTED GROWTH PLAN Goal determined by evaluator Goals focus on low performance / outcome area Plan activities designed by evaluator with educator input Formative review at mid-point Summative at end of plan LOW EXPECTED HIGH Student Growth Rating Type and Length of Educator Plan for Tenured Educators: Choose an item. 07/10/2015 Page 95

101 Employment Recommendation to the Central Office Meets standards for re-employment Does not meet standards for re-employment Evaluator s Name: Evaluator s Signature: Date: Evaluatee s Signature: Evaluatee s Name: Date: I agree with this Summative Evaluation I disagree with this Summative Evaluation (Signature of evaluatee denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.) Certified employees must make their appeals to this summative evaluation within the time frames mandated in 704 KAR 3:345 Sections 7, 8, 9 and the local district certified evaluation plan. 07/10/2015 Page 96

102 TPGES and OPGES Documentation of Peer Observation Peer Observer: Observee: Date of Pre-Conference: Click here to enter a date. Method of Pre-Conference: Choose an item. Date of Peer Observation: Click here to enter a date. Date of Post-Conference: Click here to enter a date. Method of Post-Conference: Choose an item. Peer Observer s Name: Peer Observer s Signature: Date: Observee s Name: Observee s Signature: Date: This form shall be completed and submitted to the primary evaluator of the observee within three (3) days of the Peer Observation Post-Conference. 07/10/2015 Page 97

103 Timeline of TPGES and OPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Evaluatee: School Year: Choose an item. Evaluation Activity Date for Completion Completed Explanation and Review of Certified Evaluation Process Self-Reflection Professional Growth Plan Student Growth Goal Educators in a Summative Year Student Growth Goal Submission of Summative/Post-assessment Data for Analysis Educators in a Summative Year Review of Professional Growth Plan Click here to enter a date. Click here to enter a date. Click here to enter a date. Click here to enter a date. Click here to enter a date. Click here to enter a date. Number of Formative Observations for the Summative Cycle Choose an item. Summative Evaluation Completed Student Voice Surveys April 15th Choose an item. Additional Notes/Comments: 07/10/2015 Page 98

104 Affirmation Evaluator s Name: Evaluator s Signature: Date: Evaluatee s Name: Evaluatee s Signature: Date: 07/10/2015 Page 99

105 Section 6: PPGES Forms Kentucky Professional Growth and Effectiveness System Model for PPGES 07/10/2015 Page 100

106 PPGES Sources of Evidence Standards Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Human Resources Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. Site Visits Observation; District Identified Evidence (conferences) Observation District Identified Evidence (conferences) Professional Growth Professional Growth Planning and Self Reflection Self- Reflection Instructional Leadership School Climate Human Resources Management Organizational Management Communication and Community Relations Professionalism SOURCES OF EVIDENCE To Inform Professional Practice Working Conditions Goal Time; Professional Development; Instructional Practices & Support; School Leadership Time; Managing Student Conduct TELL Kentucky & Other District Identified Feedback Instructional Practices & Support; Facilities & Resources; Teacher Leadership; New Teacher Support Facilities & Resources; Teacher Leadership; School Leadership Community Support & Involvement Time; PD; Instructional Practices & Support; Facilities & Resources; Teacher Leadership; New Teacher Support Superintendent & Teacher Feedback Val-Ed360 Survey High Standards for Student Learning; Rigorous Curriculum; Quality Instruction Culture of Learning & Professional Behavior Quality Instruction; Performance Accountability Quality Instruction Culture of Learning & Professional Behavior; Connections to External Communities Culture of Learning & Professional Behavior 07/10/2015 Page 101

107 PPGES Initial Conference Planning Template Evaluatee: School Year: Choose an item. Reflection on the Standards in the Principal Professional Growth and Effectiveness System Prior to the Initial Conference reflect on the effectiveness and adequacy of your practice in each of the performance standards. Provide a rating on each performance standard and list your strengths and areas for growth. (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) Standard 1. Instructional Leadership The leader 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. 2. School Climate The leader fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 3. Human Resource Management The leader fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. 4. Organizational Management The leader fosters the success of all students by assisting with the school s organization, operation, and use of resources. 5. Communication and Community Relationship The leader fosters the success of all students by communicating and collaborating effectively with stakeholders. 6. Professionalism The leader fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. Self-Assessment I D A E Strengths and weaknesses for each standard related to your self-assessment. 07/10/2015 Page 102

108 Connecting Priority Growth Needs to Professional Growth Planning Initial Reflection: Examine additional relevant data sources to make an informed decision on growth needs. Select an area of growth from the above self-reflection to focus your professional growth goal. Based on the areas of growth identified in Self-Reflection complete this section prior to the Initial Conference. Professional Growth Goal Guiding Questions What do I want to change about my practices that will effectively impact student learning? How can I develop a plan of action to address my professional learning? How will I know if I accomplished my objective? Professional Growth Goal Connection to Standards (The evaluatee should connect the PGP Goal to the appropriate standard and list that standard below) 07/10/2015 Page 103

109 Professional Growth Goal Action Plan Professional Learning Guiding Questions What do I want to change about my leadership or role that will effectively impact student learning? What is my personal learning necessary to make that change? Strategies and Actions What will I need to do in order to learn my identified skill or content? How will I apply what I have learned? How will I accomplish my goal? Resources and Support What resources will I need to complete my plan? What support will I need? Targeted Completion Date When will I complete each identified strategy/action? 07/10/2015 Page 104

110 State Student Growth State Student Growth Goal Statement (Principal s Goal Inherited by the Assistant Principal) Process or Rubric for Determining High, Expected, or Low Growth State Student Growth Action Plan This plan will outline what the principal will do to impact the state student growth goal Professional Growth and Effectiveness Data What do I need to learn to meet my State Student Growth Goal? Strategies and Actions What strategies/actions will I need to do in order to assist my school in reaching the goal? How will I accomplish my goal? Resources and Support What resources will I need to complete my plan? What support will I need? Targeted Completion Date When will I complete each identified strategy/action? 07/10/2015 Page 105

111 Local Student Growth State Student Growth Goal Statement (Principal s Goal Inherited by the Assistant Principal) Process or Rubric for Determining High, Expected, or Low Growth Local Student Growth Action Plan This plan will outline what the principal will do to impact the state student growth goal Professional Growth and Effectiveness Data What do I need to learn to meet my Local Student Growth Goal? Strategies and Actions What strategies/actions will I need to do in order to assist my school in reaching the goal? How will I accomplish my goal? Resources and Support What resources will I need to complete my plan? What support will I need? Targeted Completion Date When will I complete each identified strategy/action? 07/10/2015 Page 106

112 TELL Working Conditions Goal Target Question(s) from TELL Kentucky Results (Principal s Target Question(s) Inherited by the Assistant Principal) Following a review of TELL Kentucky results, the principal, in collaboration with the superintendent, will identify questions that signify areas of growth that the principal can address that will impact school culture and ultimately student success. Target Performance Standard (Principal s Target Performance Standard Inherited by the Assistant Principal) The principal will connect the Target Question(s) to the appropriate Performance Standard, which becomes the Performance Standard for the Working Conditions Growth Goal. Working Conditions Growth Goal Statement (Principal s Goal Inherited by the Assistant Principal) The Working Conditions Growth Goal Statement should be specific to the principal and should identify the specific growth that the principal plans to accomplish in the 2-year cycle of TELL Kentucky. Working Conditions Growth Goal Rubric The rubric is established when setting the Working Conditions Growth Goal in collaboration with the Superintendent. An Accomplished result is the expected outcome from the goal. To achieve Exemplary the goal must be exceeded. Ineffective Developing Accomplished Exemplary % and below % - % % - % % and above Working Conditions Goal Action Plan Professional Growth and Effectiveness Data What do I need to learn to meet my Working Conditions Goal? 07/10/2015 Page 107

113 Working Conditions What do I want to change about my leadership or role that will effectively impact working conditions in my school and their impact on student learning? Strategies and Actions What will I need to do in order to impact the target standard and target question(s)? How will I apply what I have learned? How will I accomplish my goal? Resources and Support What resources will I need to complete my plan? What support will I need? Targeted Completion Date When will I complete each identified strategy/action? Evaluator s Signature: Date: Evaluatee s Signature: Date: 07/10/2015 Page 108

114 PPGES Mid-year Review Planning Template On-going Reflection Complete this section prior to the Mid-year Review to identify progress toward the Professional Growth Goal, State and Local Student Growth Goals, and Working Conditions Goal. Professional Growth Goal Review Describe goal progress and other relevant data. Mid-year Status of Professional Growth Goal Select the status of your goal. Choose an item. Revisions/Modifications of the Professional Growth Goal Action Plan State Student Growth Goal Review Describe goal progress and other relevant data. Mid-year Status of State Student Growth Goal Select the status of your goal. Choose an item. Revisions/Modifications of the State Student Growth Goal Action Plan 07/10/2015 Page 109

115 Local Student Growth Goal Review Describe goal progress and other relevant data. Mid-year Status of Local Student Growth Goal Select the status of your goal. Choose an item. Revisions/Modifications of the Local Student Growth Goal Action Plan Working Conditions Goal Review Describe goal progress and other relevant data. Mid-year Status of Working Conditions Goal Select the status of your goal. Choose an item. Revisions/Modifications of the Working Conditions Goal Action Plan Evaluator s Signature: Date: Evaluatee s Signature: Date: 07/10/2015 Page 110

116 PPGES Summative Conference Planning Template Summative Reflection Complete this section prior to the Summative Conference to describe level of attainment for the Professional Growth Goal, State and Local Student Growth Goals, and Working Conditions Goal. Professional Growth Goal Review Describe goal progress and other relevant data. End-of Year Status of Professional Growth Goal Select the status of your goal. Choose an item. State Student Growth Goal Review Describe goal progress and other relevant data. End-of-Year Status of State Student Growth Goal Select the status of your goal. Choose an item. 07/10/2015 Page 111

117 Local Student Growth Goal Review Describe goal progress and other relevant data. End-of-Year Status of Local Student Growth Goal Select the status of your goal. Choose an item. Working Conditions Goal Review Describe goal progress and other relevant data. End-of-Year Status of Working Conditions Goal Select the status of your goal. Choose an item. 07/10/2015 Page 112

118 Other Information on Which to Reflect Survey Results Val-Ed 360 Other: Number of Surveys Distributed Number of Completed Surveys Retuned Percentage of Completed Surveys Returned Questions to Consider: What did teachers/staff perceive as major strengths? What did teachers/staff perceive as major weaknesses? List factors that might have influenced results? Other Data: Student Achievement Data Non-academic Data Supervisor Feedback Other Data Selected Results for each Data Selected Evaluator s Signature: Date: Evaluatee s Signature: Date: 07/10/2015 Page 113

119 Erlanger-Elsmere Independent Schools PPGES Site Visit/Observation Form Evaluator: Evaluatee: Date of Site Visit/Observation: Click here to enter a date. 07/10/2015 Page 114

120 Performance Standard 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. Sample Performance Indicators: Examples may include, but are not limited to: The principal: 1.1 Leads the collaborative development and sustainment of a shared vision for educational improvement and works with staff, students, parents, school councils and other stakeholders to develop a mission and programs consistent with the school and district improvement plan. 1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to continuous school improvement. 1.3 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness. 1.4 Demonstrates knowledge of research-based instructional best practices 1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum. 1.6 Supports teachers to access resources (e.g., time, fiscal, human) for the successful implementation of effective instructional strategies. 1.7 Monitors and evaluates the use of assessment of and for learning (e.g., diagnostic, formative, summative assessments) to inform instructional practices and to provide timely and accurate feedback to students and parents. 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 Supports professional learning and instructional practices that incorporate the use of multiple sources of data and result in increased student growth Participates, as appropriate, in professional learning alongside teachers when instructional strategies are being taught for future implementation Demonstrates the importance of professional growth by providing adequate time and resources for teachers and staff to participate in professional learning (i.e., peer observation, mentoring, coaching, study groups, learning teams) Evaluates the impact professional learning has on the staff/school improvement and student academic progress. Suggested Guiding Questions/Prompts: 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? Evidence requested by the evaluator or provided by the principal: Indicate contributor with an (E) or (P). Evaluator s Feedback: 07/10/2015 Page 115

121 Performance Standard 2: School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Sample Performance Indicators: Examples may include, but are not limited to: The principal: 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. 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 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders Maintains a positive, inviting school environment that celebrates, promotes and assists in the development of the whole child/student, and values every child/student as an important member of the school community. Suggested Guiding Questions/Prompts: 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? 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? Evidence requested by the evaluator or provided by the principal: Indicate contributor with an (E) or (P). Evaluator s Feedback: 07/10/2015 Page 116

122 Performance Standard 3: Human Resources Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Sample Performance Indicators: Examples may include, but are not limited to: The principal: 3.1 Actively participates in an effective and efficient selection process in consultation with the school council. 3.2 Assigns highly-effective staff in a fair and equitable manner based on student and school needs, assessment data, and local and state requirements. 3.3 Supports formal building-level employee induction processes and informal procedures to support and assist all new personnel. 3.4 Provides a mentoring process for all new and targeted instructional personnel. 3.5 Manages the supervision and evaluation of staff in accordance with local and state requirements. 3.6 Properly implements the teacher and staff effectiveness systems, supports the important role evaluation plays in teacher and staff learning, and evaluates performance of personnel using multiple data sources. 3.7 Documents evidence of teacher effectiveness, provides timely, on-going formal and informal feedback on strengths and areas of growth, and provides support, access to resources, and professional learning opportunities for teachers and staff to improve job effectiveness. 3.8 Makes appropriate recommendations relative to personnel transfer, retention, promotion, and dismissal consistent with established policies and procedures and with student academic growth as a significant consideration. 3.9 Recognizes and supports highly effective teachers and staff and cultivates their leadership potential Maximizes human resources by building on the strengths of teachers and staff members through the collaborative development and implementation of the professional growth plan that aligns with the school and/or district plan. Suggested Guiding Questions/Prompts: 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? Evidence requested by the evaluator or provided by the principal: Indicate contributor with an (E) or (P). Evaluator s Feedback: 07/10/2015 Page 117

123 Performance Standard 4: Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. Sample Performance Indicators: Examples may include, but are not limited to: The principal: 4.1 Demonstrates and communicates a working knowledge and understanding of Kentucky school laws and regulations, and school/district policies and procedures. 4.2 Establishes, in collaboration with the school council, and enforces policies and procedures to ensure a safe, secure, efficient, and orderly facility and grounds. 4.3 Monitors and provides efficient supervision for all physical plant and related activities through an appropriate process. 4.4 Identifies potential organizational, operational, or resource-related problems and addresses them in a timely, consistent, and effective manner. 4.5 Reviews fiscal records regularly to ensure accountability for all funds. 4.6 In collaboration with the school council, plans and prepares a fiscally responsible budget to support the school s mission and both long- and short-term goals through effective resource allocation. 4.7 Follows state and local policies with regard to finances, school accountability, and reporting. 4.8 Implements strategies for the inclusion of staff and stakeholders in various planning processes, shares in management decisions, and delegates duties as applicable, resulting in an effective and efficient workplace. Suggested Guiding Questions/Prompts: 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? 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? Evidence requested by the evaluator or provided by the principal: Indicate contributor with an (E) or (P). Evaluator s Feedback: 07/10/2015 Page 118

124 Performance Standard 5: Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. Sample Performance Indicators: Examples may include, but are not limited to: 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 Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling based on relevant evidence. Suggested Guiding Questions/Prompts: 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. Evidence requested by the evaluator or provided by the principal: Indicate contributor with an (E) or (P). Evaluator s Feedback: 07/10/2015 Page 119

125 Performance Standard 6: Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. Sample Performance Indicators: Examples may include, but are not limited to: The principal: 6.1 Creates a culture of respect, understanding, sensitivity, and appreciation for students, staff, and other stakeholders, and models these attributes on a daily basis. 6.2 Works within professional and ethical guidelines to improve student learning and to meet school, district, and state requirements. 6.3 Maintains a professional appearance and demeanor. 6.4 Models professional behavior and cultural competency to students, staff, and other stakeholders. 6.5 Maintains confidentiality. 6.6 Maintains a positive, optimistic, and straight-forward attitude. 6.7 Provides leadership in the exchange of ideas and information with staff and other professionals. 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 Contributes and supports the development of the profession through service as an instructor, mentor, coach, presenter, and/or researcher Remains current with research related to educational issues, trends, and practices and maintains a high level of technical and professional knowledge. Suggested Guiding Questions/Prompts: 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 change in your role as a school leader and your leadership style? In what ways do you take an active role in professional organizations? Evidence requested by the evaluator or provided by the principal: Indicate contributor with an (E) or (P). Evaluator s Feedback: 07/10/2015 Page 120

126 Erlanger-Elsmere Independent Schools PPGES Mid-year Performance Review Form Evaluator: Evaluatee: Date of Site Visit/Observation: Click here to enter a date. 07/10/2015 Page 121

127 Directions: Evaluators use this form to maintain a record of evidence documented for each performance standard. Evidence should be drawn from multiple appropriate sources. Evaluators may choose to use the Evident or Not Evident boxes provided under each standard to assist with documenting the principal s progress towards meeting the standard. This form should be maintained by the evaluator during the course of the evaluation cycle. This report is shared at a meeting with the principal held within appropriate timelines. Performance Standard 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. Sample Performance Indicators: Examples may include, but are not limited to: The principal: 1.1 Leads the collaborative development and sustainment of a shared vision for educational improvement and works with staff, students, parents, school councils and other stakeholders to develop a mission and programs consistent with the school and district improvement plan. 1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to continuous school improvement. 1.3 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness. 1.4 Demonstrates knowledge of research-based instructional best practices 1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum. 1.6 Supports teachers to access resources (e.g., time, fiscal, human) for the successful implementation of effective instructional strategies. 1.7 Monitors and evaluates the use of assessment of and for learning (e.g., diagnostic, formative, summative assessments) to inform instructional practices and to provide timely and accurate feedback to students and parents. 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 Supports professional learning and instructional practices that incorporate the use of multiple sources of data and result in increased student growth Participates, as appropriate, in professional learning alongside teachers when instructional strategies are being taught for future implementation Demonstrates the importance of professional growth by providing adequate time and resources for teachers and staff to participate in professional learning (i.e., peer observation, mentoring, coaching, study groups, learning teams) Evaluates the impact professional learning has on the staff/school improvement and student academic progress. Evident Not Evident Comments: 07/10/2015 Page 122

128 Performance Standard 2: School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Sample Performance Indicators: Examples may include, but are not limited to: The principal: 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. 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 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders Maintains a positive, inviting school environment that celebrates, promotes and assists in the development of the whole child/student, and values every child/student as an important member of the school community. Evident Not Evident Comments: 07/10/2015 Page 123

129 Performance Standard 3: Human Resources Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Sample Performance Indicators: Examples may include, but are not limited to: The principal: 3.1 Actively participates in an effective and efficient selection process in consultation with the school council. 3.2 Assigns highly-effective staff in a fair and equitable manner based on student and school needs, assessment data, and local and state requirements. 3.3 Supports formal building-level employee induction processes and informal procedures to support and assist all new personnel. 3.4 Provides a mentoring process for all new and targeted instructional personnel. 3.5 Manages the supervision and evaluation of staff in accordance with local and state requirements. 3.6 Properly implements the teacher and staff effectiveness systems, supports the important role evaluation plays in teacher and staff learning, and evaluates performance of personnel using multiple data sources. 3.7 Documents evidence of teacher effectiveness, provides timely, on-going formal and informal feedback on strengths and areas of growth, and provides support, access to resources, and professional learning opportunities for teachers and staff to improve job effectiveness. 3.8 Makes appropriate recommendations relative to personnel transfer, retention, promotion, and dismissal consistent with established policies and procedures and with student academic growth as a significant consideration. 3.9 Recognizes and supports highly effective teachers and staff and cultivates their leadership potential Maximizes human resources by building on the strengths of teachers and staff members through the collaborative development and implementation of the professional growth plan that aligns with the school and/or district plan. Evident Not Evident Comments: 07/10/2015 Page 124

130 Performance Standard 4: Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. Sample Performance Indicators: Examples may include, but are not limited to: The principal: 4.1 Demonstrates and communicates a working knowledge and understanding of Kentucky school laws and regulations, and school/district policies and procedures. 4.2 Establishes, in collaboration with the school council, and enforces policies and procedures to ensure a safe, secure, efficient, and orderly facility and grounds. 4.3 Monitors and provides efficient supervision for all physical plant and related activities through an appropriate process. 4.4 Identifies potential organizational, operational, or resource-related problems and addresses them in a timely, consistent, and effective manner. 4.5 Reviews fiscal records regularly to ensure accountability for all funds. 4.6 In collaboration with the school council, plans and prepares a fiscally responsible budget to support the school s mission and both long- and short-term goals through effective resource allocation. 4.7 Follows state and local policies with regard to finances, school accountability, and reporting. 4.8 Implements strategies for the inclusion of staff and stakeholders in various planning processes, shares in management decisions, and delegates duties as applicable, resulting in an effective and efficient workplace. Evident Not Evident Comments: 07/10/2015 Page 125

131 Performance Standard 5: Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. Sample Performance Indicators: Examples may include, but are not limited to: 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 Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling based on relevant evidence. Evident Not Evident Comments: 07/10/2015 Page 126

132 Performance Standard 6: Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. Sample Performance Indicators: Examples may include, but are not limited to: The principal: 6.1 Creates a culture of respect, understanding, sensitivity, and appreciation for students, staff, and other stakeholders, and models these attributes on a daily basis. 6.2 Works within professional and ethical guidelines to improve student learning and to meet school, district, and state requirements. 6.3 Maintains a professional appearance and demeanor. 6.4 Models professional behavior and cultural competency to students, staff, and other stakeholders. 6.5 Maintains confidentiality. 6.6 Maintains a positive, optimistic, and straight-forward attitude. 6.7 Provides leadership in the exchange of ideas and information with staff and other professionals. 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 Contributes and supports the development of the profession through service as an instructor, mentor, coach, presenter, and/or researcher Remains current with research related to educational issues, trends, and practices and maintains a high level of technical and professional knowledge. Evident Not Evident Comments: 07/10/2015 Page 127

133 Summary of Mid-year Review Commendations: Areas Noted for Improvement: Improvement Goals: Evaluator s Name: Evaluator s Signature: Date: Evaluatee s Signature: Evaluatee s Name: Date: I agree with this Formative Evaluation I disagree with this Formative Evaluation Comments: 07/10/2015 Page 128

134 Erlanger-Elsmere Independent Schools PPGES Summative Performance Review Evaluator: Evaluatee: School Year: Choose an item. 07/10/2015 Page 129

135 Directions: Evaluators use this form to maintain a record of evidence documented for each performance standard. Evidence should be drawn from multiple appropriate sources. Evaluators may choose to use the Evident or Not Evident boxes provided under each standard to assist with documenting the principal s progress towards meeting the standard. This form should be maintained by the evaluator during the course of the evaluation cycle. This report is shared at a meeting with the principal held within appropriate timelines. Performance Standard 1. Instructional Leadership Exemplary In addition to meeting the requirements for Accomplished... The principal actively and consistently employs innovative and effective leadership strategies that maximize student academic growth and result in a shared vision of teaching and learning that reflects excellence. Accomplished Is the expected level of performance 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. Developing 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. Ineffective 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. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 130

136 Performance Standard 2: School Climate Exemplary In addition to meeting the requirements for Accomplished... 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. Accomplished Is the expected level of performance The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Developing 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. Ineffective 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. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 131

137 Performance Standard 3: Human Resources Management Exemplary In addition to meeting the requirements for Accomplished... The principal consistently demonstrates expertise in human resources management, which results in a highly- effective workforce (e.g. high teacher and staff efficacy, increased student learning, teacher leaders). Accomplished Is the expected level of performance The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Developing The principal inconsistently assists with selection and induction, or inconsistently supports, evaluates, and retains quality instructional and support personnel. Ineffective The principal inadequately assists with selection and induction, or inadequately supports, evaluates, and retains quality instructional and support personnel. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 132

138 Performance Standard 4: Organizational Management Exemplary In addition to meeting the requirements for Accomplished... The principal excels at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources. Accomplished Is the expected level of performance The principal fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. Developing The principal inconsistently supports, manages, or oversees the school s organization, operation, or use of resources. Ineffective The principal inadequately supports, manages, or oversees the school s organization, operation, or use of resources. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 133

139 Performance Standard 5: Communication and Community Relations Exemplary In addition to meeting the requirements for Accomplished... The principal seeks and effectively engages stakeholders in order to promote the success of all students through productive and frequent communication. Accomplished Is the expected level of performance The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. Developing The principal inconsistently communicates and/or infrequently collaborates with stakeholders. Ineffective The principal demonstrates inadequate and/or detrimental communication or collaboration with stakeholders. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 134

140 Performance Standard 6: Professionalism Exemplary In addition to meeting the requirements for Accomplished... The principal demonstrates professionalism beyond the school district through published works, formal presentation(s), involvement in state and national committees and/or leadership opportunities and/or formal recognition(s) or award(s). Accomplished Is the expected level of performance The principal fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. Developing The principal is inconsistent in demonstrating professional standards, engaging in continuous professional learning, or in contributing to the profession. Ineffective The principal shows disregard for professional standards and ethics, engaging in continuous professional learning, or contributing to the profession. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 135

141 Professional Practice Rating CRITERIA FOR DETERMINING A PRINCIPAL S OR ASSISTANT PRINCIPAL S PROFESSIONAL PRACTICE RATING At least four (4) standards are rated as EXEMPLARY and no standard is rated below ACCOMPLISHED IF THEN Professional Practice Rating shall be EXEMPLARY At least four (4) standards are rated as ACCOMPLISHED and no standard is rated below DEVELOPING Professional Practice Rating shall be ACCOMPLISHED At least five (5) standards are rated as DEVELOPING Professional Practice Rating shall be DEVELOPING Two (2) or more standards are rated as INEFFECTIVE Professional Practice Rating shall be INEFFECTIVE Note: Standards Ratings are determined by the evaluator s professional judgment based on sources of evidence that inform professional practice. These sources of evidence include: Professional Growth and Self Reflection Site-Visits/Observations VAL-ED 360 Working Conditions Goal Student Growth Goals Other district determined evidence sources Number of Exemplary Standards: Choose an item. Number of Accomplished Standards: Choose an item. Number of Developing Standards: Choose an item. Number of Ineffective Standards: Choose an item. Mark the rating for Professional Practice below. Exemplary Accomplished Developing Ineffective Commendations: Areas Noted for Improvement: Improvement Goals: 07/10/2015 Page 136

142 Student Growth Goal Rating Erlanger-Elsmere Independent Schools OVERALL STATE & LOCAL STUDENT GROWTH DECISION MATRIX HIGH EXPECTED HIGH HIGH STATE GROWTH EXPECTED EXPECTED EXPECTED HIGH LOW LOW EXPECTED EXPECTED LOW EXPECTED HIGH LOCAL GROWTH State Growth Goal Rating: Choose an item. Local Growth Goal Rating: Choose an item. Mark the rating for Overall Student Growth below. High Expected Low Commendations: Areas Noted for Improvement: Improvement Goals: 07/10/2015 Page 137

143 Overall Performance Category CRITERIA FOR DETERMINING AN EDUCATOR S OVERALL PERFORMANCE CATEGORY Professional Practice Rating + Student Growth Goal Rating PROFESSIONAL PRACTICE RATING STUDENT GROWTH TREND RATING OVERALL PERFORMANCE CATEGORY Exemplary High or Expected EXEMPLARY Low DEVELOPING High EXEMPLARY Accomplished Expected ACCOMPLISHED Low DEVELOPING Developing High ACCOMPLISHED Expected or Low DEVELOPING Ineffective High INEFFECTIVE Expected or Low INEFFECTIVE Mark the category for Overall Performance below. Exemplary Accomplished Developing Ineffective Commendations: Areas Noted for Improvement: Improvement Goals: 07/10/2015 Page 138

144 Overall Performance Rating and Growth Plans TYPE & LENGTH OF EDUCATOR PLAN FOR PRINCIPAL AND ASSISTANT PRINCIPAL Professional Practice Rating EXEMPLARY ACCOMPLISHED DEVELOPING Shall have a minimum of a Professional Growth Plan developed by Evaluator Shall have a minimum of a Professional Growth Plan developed by Evaluator Shall have a minimum of a Professional Growth Plan developed by Evaluatee Shall have a minimum of a Professional Growth Plan developed by Evaluatee INEFFECTIVE Shall have a minimum of a Professional Growth Plan, for a duration of up to one (1) year, developed by the Evaluator LOW EXPECTED HIGH Student Growth Rating Type and Length of Educator Plan for PPGES Personnel: Choose an item. 07/10/2015 Page 139

145 Employment Recommendation to the Central Office Meets standards for re-employment Does not meet standards for re-employment Evaluator s Name: Evaluator s Signature: Date: Evaluatee s Signature: Evaluatee s Name: Date: I agree with this Summative Evaluation I disagree with this Summative Evaluation (Signature of evaluatee denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.) Certified employees must make their appeals to this summative evaluation within the time frames mandated in 704 KAR 3:345 Sections 7, 8, 9 and the local district certified evaluation plan. 07/10/2015 Page 140

146 Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days - Principals Evaluatee: School Year: Choose an item. Evaluation Activity Date for Completion Completed Explanation and Review of Certified Evaluation Process Initial Conference First Site Visit Mid-year Review Second Site Visit Summative Conference Summative Evaluation Completed Val-Ed Surveys Click here to enter a date. Click here to enter a date. Click here to enter a date. Click here to enter a date. Click here to enter a date. Click here to enter a date. April 15th Choose an item. Additional Notes/Comments: Affirmation Evaluator s Name: Evaluator s Signature: Date: Evaluatee s Name: Evaluatee s Signature: Date: 07/10/2015 Page 141

147 Timeline of PPGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Assistant Principals Evaluatee: School Year: Choose an item. Evaluation Activity Date for Completion Completed Explanation and Review of Certified Evaluation Process Initial Conference First Observation Mid-year Review Summative Conference Summative Evaluation Completed Click here to enter a date. Click here to enter a date. Click here to enter a date. Click here to enter a date. Click here to enter a date. April 15th Additional Notes/Comments: Affirmation Evaluator s Name: Evaluator s Signature: Date: Evaluatee s Name: Evaluatee s Signature: Date: 07/10/2015 Page 142

148 Section 7: District PGES Forms Professional Growth and Effectiveness System Model for District PGES 07/10/2015 Page 143

149 District PGES Sources of Evidence Standards Instructional Leadership The leader 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. School Climate The leader fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Human Resources Management The leader fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Organizational Management The leader fosters the success of all students by assisting with the school s organization, operation, and use of resources. Communication and Community Relations The leader fosters the success of all students by communicating and collaborating effectively with stakeholders. Professionalism The leader fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. SOURCES OF EVIDENCE To Inform Professional Practice Observ ation Profess ional Growth Self- Reflecti on Observation; District Identified Evidence (conferences) Observation Professional Growth Planning Self-Reflection District Identified Evidence (conferences) 07/10/2015 Page 144

150 District PGES Initial Conference Planning Template Evaluatee: School Year: Choose an item. Reflection on the Standards in the Principal Professional Growth and Effectiveness System Prior to the Initial Conference reflect on the effectiveness and adequacy of your practice in each of the performance standards. Provide a rating on each performance standard and list your strengths and areas for growth. (I = Ineffective; D = Developing; A = Accomplished; E=Exemplary) Standard 1. Instructional Leadership The leader 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. 2. School Climate The leader fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 3. Human Resource Management The leader fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. 4. Organizational Management The leader fosters the success of all students by assisting with the school s organization, operation, and use of resources. 5. Communication and Community Relationship The leader fosters the success of all students by communicating and collaborating effectively with stakeholders. 6. Professionalism The leader fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. Self-Assessment I D A E Strengths and weaknesses for each standard related to your self-assessment. 07/10/2015 Page 145

151 Connecting Priority Growth Needs to Professional Growth Planning Initial Reflection: Examine additional relevant data sources to make an informed decision on growth needs. Select an area of growth from the above self-reflection to focus your professional growth goal. Based on the areas of growth identified in Self-Reflection complete this section prior to the Initial Conference. Professional Growth Goal Guiding Questions What do I want to change about my practices that will effectively impact student learning? How can I develop a plan of action to address my professional learning? How will I know if I accomplished my objective? Professional Growth Goal Connection to Standards (The evaluatee should connect the PGP Goal to the appropriate standard and list that standard below) 07/10/2015 Page 146

152 Professional Growth Goal Action Plan Professional Learning Guiding Questions What do I want to change about my leadership or role that will effectively impact student learning? What is my personal learning necessary to make that change? Strategies and Actions What will I need to do in order to learn my identified skill or content? How will I apply what I have learned? How will I accomplish my goal? Resources and Support What resources will I need to complete my plan? What support will I need? Targeted Completion Date When will I complete each identified strategy/action? Evaluator s Signature: Date: Evaluatee s Signature: Date: 07/10/2015 Page 147

153 District PGES Mid-year Review Planning Template On-going Reflection Complete this section prior to the Mid-year Review to identify progress toward the Professional Growth Goal. Professional Growth Goal Review Describe goal progress and other relevant data. Mid-year Status of Professional Growth Goal Select the status of your goal. Choose an item. Revisions/Modifications of the Professional Growth Goal Action Plan Evaluator s Signature: Date: Evaluatee s Signature: Date: 07/10/2015 Page 148

154 District PGES Summative Conference Planning Template Summative Reflection Complete this section prior to the Summative Conference to describe level of attainment for the Professional Growth Goal. Professional Growth Goal Review Describe goal progress and other relevant data. End-of Year Status of Professional Growth Goal Select the status of your goal. Choose an item. Evaluator s Signature: Date: Evaluatee s Signature: Date: 07/10/2015 Page 149

155 Erlanger-Elsmere Independent Schools District PGES Observation Form Evaluator: Evaluatee: Date of Observation: Click here to enter a date. 07/10/2015 Page 150

156 Performance Standard 1. Instructional Leadership The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 1.1 Leads the collaborative development and sustainment of a shared vision for educational improvement and works with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the school and district improvement plan. 1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to continuous school improvement. 1.3 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness. 1.4 Demonstrates knowledge of research-based instructional best practices 1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum. 1.6 Supports teachers to access resources (e.g., time, fiscal, human) for the successful implementation of effective instructional strategies. 1.7 Monitors and evaluates the use of assessment of and for learning (e.g., diagnostic, formative, summative assessments) to inform instructional practices and to provide timely and accurate feedback to students and parents. 1.8 Collaborates and assists in providing the instructional focus and the culture for continuous learning of all members of the school community. 1.9 Supports professional learning and instructional practices that incorporate the use of multiple sources of data and result in increased student growth Participates, as appropriate, in professional learning alongside teachers when instructional strategies are being taught for future implementation Evaluates the impact professional learning has on the staff/school improvement and student academic progress. Suggested Guiding Questions/Prompts: Please describe any innovative and effective leadership strategies that you have used this year. What opportunities have you created this year for collaboration among schools? How have you strived this year to improve the teachers effective instructional practices? How do you monitor others 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 school leaders? Evidence requested by the evaluator or provided by the evaluatee (leader): Indicate contributor with an (E) or (L). Evaluator s Feedback: 07/10/2015 Page 151

157 Performance Standard 2: School Climate The leader fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 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 district morale. 2.4 Promotes a culture of collaboration, trust and shared leadership. 2.5 Supports the all 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 schools, as appropriate, ensures a school safety plan is developed and implemented in alignment with district policy. 2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and healthy learning environment which reflects state, district, and local school policies, and procedures. 2.9 In collaboration with the school, 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 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders Maintains a positive, inviting school environment that celebrates, promotes and assists in the development of the whole child/student, and values every child/student as an important member of the school community. Suggested Guiding Questions/Prompts: 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 the school district. What are the strategies you use to nurture and sustain a climate of trust in the school district? Please provide a few examples of how you model care for children or model other desired characteristics for staff. What are the internal and external factors that you perceive are affecting the school district? How have you strived this year to make the school environment more academically rigorous? Evidence requested by the evaluator or provided by the evaluatee (leader): Indicate contributor with an (E) or (L). Evaluator s Feedback: 07/10/2015 Page 152

158 Performance Standard 3: Human Resources Management The leader fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 3.1 Actively participates in an effective and efficient selection process. 3.2 Assists to assign 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 district and building-level employee induction processes and informal procedures to support and assist all new personnel. 3.4 Assists to provide a mentoring process for all new and targeted instructional personnel. 3.5 Manages the supervision and evaluation of staff in accordance with local and state requirements. 3.6 Properly implements the teacher and staff effectiveness systems, supports the important role evaluation plays in teacher and staff learning, and evaluates performance of personnel using multiple data sources. 3.7 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 Maximizes human resources by building on the strengths of teachers and staff members through the collaborative development and implementation of the professional growth plan that aligns with the school and/or district plan. Suggested Guiding Questions/Prompts: 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? Evidence requested by the evaluator or provided by the evaluatee (leader): Indicate contributor with an (E) or (L). Evaluator s Feedback: 07/10/2015 Page 153

159 Performance Standard 4: Organizational Management The leader fosters the success of all students by assisting with the school s organization, operation, and use of resources. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 4.1 Demonstrates and communicates a working knowledge and understanding of Kentucky school laws and regulations, and school/district policies and procedures. 4.2 Assists in establishing and enforcing 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 Plans and prepares a fiscally responsible budget to support the school district s mission and both longand 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. Suggested Guiding Questions/Prompts: 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 district that staff members understand and follow? What information is used to inform the decisions related to organizational management? 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 district s organizational management? Evidence requested by the evaluator or provided by the evaluatee (leader): Indicate contributor with an (E) or (L). Evaluator s Feedback: 07/10/2015 Page 154

160 Performance Standard 5: Communication and Community Relations The leader fosters the success of all students by communicating and collaborating effectively with stakeholders. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 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 district 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 Collaborates and networks with colleagues and stakeholders to effectively utilize the resources and expertise available in the local community. 5.8 Advocates for students and acts to influence local, district, and state decisions affecting student learning. 5.9 Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling based on relevant evidence. Suggested Guiding Questions/Prompts: 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. Evidence requested by the evaluator or provided by the evaluatee (leader): Indicate contributor with an (E) or (L). Evaluator s Feedback: 07/10/2015 Page 155

161 Performance Standard 6: Professionalism The leader fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 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 Contributes and supports the development of the profession through service as an instructor, mentor, coach, presenter, and/or researcher Remains current with research related to educational issues, trends, and practices and maintains a high level of technical and professional knowledge. Suggested Guiding Questions/Prompts: 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 district. What professional learning have you sought out this year? In what ways have you observed a change in your role as a leader and your leadership style? In what ways do you take an active role in professional organizations? Evidence requested by the evaluator or provided by the evaluatee (leader): Indicate contributor with an (E) or (L). Evaluator s Feedback: 07/10/2015 Page 156

162 Erlanger-Elsmere Independent Schools District PGES Mid-year Performance Review Form Evaluator: Evaluatee: Date of Observation: Click here to enter a date. 07/10/2015 Page 157

163 Directions: Evaluators use this form to maintain a record of evidence documented for each performance standard. Evidence should be drawn from multiple appropriate sources. Evaluators may choose to use the Evident or Not Evident boxes provided under each standard to assist with documenting the leader s progress towards meeting the standard. This form should be maintained by the evaluator during the course of the evaluation cycle. This report is shared at a meeting with the evaluatee held within appropriate timelines. Performance Standard 1. Instructional Leadership The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 1.1 Leads the collaborative development and sustainment of a shared vision for educational improvement and works with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the school and district improvement plan. 1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to continuous school improvement. 1.3 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness. 1.4 Demonstrates knowledge of research-based instructional best practices 1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum. 1.6 Supports teachers to access resources (e.g., time, fiscal, human) for the successful implementation of effective instructional strategies. 1.7 Monitors and evaluates the use of assessment of and for learning (e.g., diagnostic, formative, summative assessments) to inform instructional practices and to provide timely and accurate feedback to students and parents. 1.8 Collaborates and assists in providing the instructional focus and the culture for continuous learning of all members of the school community. 1.9 Supports professional learning and instructional practices that incorporate the use of multiple sources of data and result in increased student growth Participates, as appropriate, in professional learning alongside teachers when instructional strategies are being taught for future implementation Evaluates the impact professional learning has on the staff/school improvement and student academic progress. Evident Not Evident Comments: 07/10/2015 Page 158

164 Performance Standard 2: School Climate The leader fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 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 district morale. 2.4 Promotes a culture of collaboration, trust and shared leadership. 2.5 Supports the all 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 schools, as appropriate, ensures a school safety plan is developed and implemented in alignment with district policy. 2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and healthy learning environment which reflects state, district, and local school policies, and procedures. 2.9 In collaboration with the school, 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 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders Maintains a positive, inviting school environment that celebrates, promotes and assists in the development of the whole child/student, and values every child/student as an important member of the school community. Evident Not Evident Comments: 07/10/2015 Page 159

165 Performance Standard 3: Human Resources Management The leader fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 3.1 Actively participates in an effective and efficient selection process. 3.2 Assists to assign 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 district and building-level employee induction processes and informal procedures to support and assist all new personnel. 3.4 Assists to provide a mentoring process for all new and targeted instructional personnel. 3.5 Manages the supervision and evaluation of staff in accordance with local and state requirements. 3.6 Properly implements the teacher and staff effectiveness systems, supports the important role evaluation plays in teacher and staff learning, and evaluates performance of personnel using multiple data sources. 3.7 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 Maximizes human resources by building on the strengths of teachers and staff members through the collaborative development and implementation of the professional growth plan that aligns with the school and/or district plan. Evident Not Evident Comments: 07/10/2015 Page 160

166 Performance Standard 4: Organizational Management The leader fosters the success of all students by assisting with the school s organization, operation, and use of resources. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 4.1 Demonstrates and communicates a working knowledge and understanding of Kentucky school laws and regulations, and school/district policies and procedures. 4.2 Assists in establishing and enforcing 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 Plans and prepares a fiscally responsible budget to support the school district s mission and both longand 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. Evident Not Evident Comments: 07/10/2015 Page 161

167 Performance Standard 5: Communication and Community Relations The leader fosters the success of all students by communicating and collaborating effectively with stakeholders. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 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 district 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 Collaborates and networks with colleagues and stakeholders to effectively utilize the resources and expertise available in the local community. 5.8 Advocates for students and acts to influence local, district, and state decisions affecting student learning. 5.9 Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling based on relevant evidence. Evident Not Evident Comments: 07/10/2015 Page 162

168 Performance Standard 6: Professionalism The leader fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. Sample Performance Indicators: Examples may include, but are not limited to: The leader: 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 Contributes and supports the development of the profession through service as an instructor, mentor, coach, presenter, and/or researcher Remains current with research related to educational issues, trends, and practices and maintains a high level of technical and professional knowledge. Evident Not Evident Comments: 07/10/2015 Page 163

169 Summary of Mid-year Review Commendations: Areas Noted for Improvement: Improvement Goals: Evaluator s Name: Evaluator s Signature: Date: Evaluatee s Signature: Evaluatee s Name: Date: I agree with this Formative Evaluation I disagree with this Formative Evaluation Comments: 07/10/2015 Page 164

170 Erlanger-Elsmere Independent Schools District PGES Summative Performance Review Evaluator: Evaluatee: School Year: Choose an item. 07/10/2015 Page 165

171 Directions: Evaluators use this form to maintain a record of evidence documented for each performance standard. Evidence should be drawn from multiple appropriate sources. Evaluators may choose to use the Evident or Not Evident boxes provided under each standard to assist with documenting the leader s progress towards meeting the standard. This form should be maintained by the evaluator during the course of the evaluation cycle. This report is shared at a meeting with the evaluatee held within appropriate timelines. Performance Standard 1. Instructional Leadership Exemplary In addition to meeting the requirements for Accomplished... The leader 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. Accomplished Is the expected level of performance. The leader 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. Developing The leader 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. Ineffective The leader 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. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 166

172 Performance Standard 2: School Climate Exemplary In addition to meeting the requirements for Accomplished... The leader 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. Accomplished Is the expected level of performance. The leader fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Developing The leader inconsistently promotes the success of all students by developing, advocating, or sustaining an academically rigorous, positive, or safe school climate for all stakeholders. Ineffective The leader rarely promotes the success of all students by developing, advocating, or sustaining an academically rigorous, positive, or safe school climate for all stakeholders. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 167

173 Performance Standard 3: Human Resources Management Exemplary In addition to meeting the requirements for Accomplished... The leader 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). Accomplished Is the expected level of performance. The leader fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Developing The leader inconsistently assists with selection and induction, or inconsistently supports, evaluates, and retains quality instructional and support personnel. Ineffective The leader inadequately assists with selection and induction, or inadequately supports, evaluates, and retains quality instructional and support personnel. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 168

174 Performance Standard 4: Organizational Management Exemplary In addition to meeting the requirements for Accomplished... The leader excels at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources. Accomplished Is the expected level of performance. The leader fosters the success of all students by assisting with the schools organization, operation, and use of resources. Developing The leader inconsistently assists with the schools organization, operation, and use of resources. Ineffective The leader inadequately assists with the schools organization, operation, and use of resources. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 169

175 Performance Standard 5: Communication and Community Relations Exemplary In addition to meeting the requirements for Accomplished... The leader seeks and effectively engages stakeholders in order to promote the success of all students through productive and frequent communication. Accomplished Is the expected level of performance. The leader fosters the success of all students by communicating and collaborating effectively with stakeholders. Developing The leader inconsistently communicates and/or infrequently collaborates with stakeholders. Ineffective The leader demonstrates inadequate and/or detrimental communication or collaboration with stakeholders. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 170

176 Performance Standard 6: Professionalism Exemplary In addition to meeting the requirements for Accomplished... The leader demonstrates professionalism beyond the school district through published works, formal presentation(s), involvement in state and national committees and/or leadership opportunities and/or formal recognition(s) or award(s). Accomplished Is the expected level of performance. The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. Developing The leader is inconsistent in demonstrating professional standards, engaging in continuous professional learning, or in contributing to the profession. Ineffective The leader shows disregard for professional standards and ethics, engaging in continuous professional learning, or contributing to the profession. Mark the rating for the Performance Standard below. Exemplary Accomplished Developing Ineffective Comments: 07/10/2015 Page 171

177 Professional Practice Rating CRITERIA FOR DETERMINING PROFESSIONAL PRACTICE RATING FOR DISTRICT PGES At least four (4) standards are rated as EXEMPLARY and no standard is rated below ACCOMPLISHED IF THEN Professional Practice Rating shall be EXEMPLARY At least four (4) standards are rated as ACCOMPLISHED and no standard is rated below DEVELOPING Professional Practice Rating shall be ACCOMPLISHED At least five (5) standards are rated as DEVELOPING Professional Practice Rating shall be DEVELOPING Two (2) or more standards are rated as INEFFECTIVE Professional Practice Rating shall be INEFFECTIVE Note: Standards Ratings are determined by the evaluator s professional judgment based on sources of evidence that inform professional practice. These sources of evidence include: Professional Growth and Self Reflection Observations Other district determined evidence sources Number of Exemplary Standards: Choose an item. Number of Accomplished Standards: Choose an item. Number of Developing Standards: Choose an item. Number of Ineffective Standards: Choose an item. Mark the rating for Professional Practice below. Exemplary Accomplished Developing Ineffective Commendations: Areas Noted for Improvement: Improvement Goals: 07/10/2015 Page 172

178 Professional Practice Rating and Growth Plans TYPE & LENGTH OF EDUCATOR PLAN FOR District PGES Professional Practice Rating EXEMPLARY ACCOMPLISHED DEVELOPING The individual shall have a minimum of a PGP with goals set by the evaluatee The individual shall have a minimum of a PGP with goals set by the evaluatee with evaluator input INEFFECTIVE The individual shall have a minimum of a Corrective Action Plan that is directed by the evaluator Type and Length of Educator Plan for District PGES Personnel: Choose an item. 07/10/2015 Page 173

179 Employment Recommendation to the Central Office Meets standards for re-employment Does not meet standards for re-employment Evaluator s Name: Evaluator s Signature: Date: Evaluatee s Signature: Evaluatee s Name: Date: I agree with this Summative Evaluation I disagree with this Summative Evaluation (Signature of evaluatee denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.) Certified employees must make their appeals to this summative evaluation within the time frames mandated in 704 KAR 3:345 Sections 7, 8, 9 and the local district certified evaluation plan. 07/10/2015 Page 174

180 Timeline of District PGES Activities for Late Hires or Staff Missing Sixty (60) Consecutive School Days Evaluatee: School Year: Choose an item. Evaluation Activity Date for Completion Completed Explanation and Review of Certified Evaluation Process Initial Conference First Observation Mid-year Review Summative Conference Summative Evaluation Completed Click here to enter a date. Click here to enter a date. Click here to enter a date. Click here to enter a date. Click here to enter a date. April 15th Additional Notes/Comments: Affirmation Evaluator s Name: Evaluator s Signature: Date: Evaluatee s Name: Evaluatee s Signature: Date: 07/10/2015 Page 175

181 Section 8: CIO PGES Forms Professional Growth and Effectiveness System Model for CIO PGES 07/10/2015 Page 176