Certified Evaluation Orientation

Teacher Professional Growth & Teacher Professional Growth & Effectiveness SystemEffectiveness System

LaRue County SchoolsOpening Day, 2014

Complete Plan posted on District Website

Notes Who does KDE consider “teachers”?

For LaRue County, all certified non-administrators OTHER THAN: Pre-School, Speech, Counselor, Library/Media Specialist, School Psychologist

LaRue County has selected the “Hybrid Model” for 2014-2015. KDE is requiring all parts of TPGES to be fully

implemented in 2014-2015, but each district can choose whether or not to use TPGES for personnel decisions.

LC has selected the hybrid model for personnel decisions; all parts will be used EXCEPT for student growth.

KTIP teachers will complete all KTIP & TPGES requirements.

Orientation

Orientation by the end of the first 30 calendar days of employment

Staff must sign and date certifying completion of Orientation.

Tenure & Cycles Non-Tenured Certified Non-Tenured Certified

StaffStaff One to Four Years in

LaRue Co. OR First Year in LaRue Co.,

but Tenured in another KY District

Tenured Certified StaffTenured Certified Staff More than Four Years in

LaRue Co. OR More than One Year in

LaRue Co., but Tenured in another KY District

One-Year Cycle One-Year Cycle TeacherTeacher Non-Tenured OR Tenured, but identified for

a one-year summative cycle (pg. 32)

Three-Year Cycle Three-Year Cycle TeacherTeacher Tenured teachers who

have been identified for a three-year summative cycle (pg. 32)

Professional Practice Rating—pg. 28

MULTIPLE MEASURESObservationStudent VoiceProfessional Growth Plans & Self ReflectionOther Sources of EvidenceLetters & MemosPR

OFE

SSIO

NAL

PRA

CTIC

E

  

DOMAIN RATINGS

DOMAIN 1: [I,D,A,E]DOMAIN 1: [I,D,A,E]

SOURCES OF EVIDENCE TO INFORM PROFESSIONAL

PRACTICE

  

  

  PROFESSIONAL

JUDGMENT

DOMAIN 2: [I,D,A,E]DOMAIN 2: [I,D,A,E]

DOMAIN 3: [I,D,A,E]DOMAIN 3: [I,D,A,E]

DOMAIN 4: [I,D,A,E]DOMAIN 4: [I,D,A,E]

Decision Rules—pg. 30CRITERIA FOR DETERMINING A TEACHER’S

PROFESSIONAL PRACTICE RATING 

Kentucky Framework for Teaching

Link posted on

district website Domains

DOMAIN 1: Planning & Preparation DOMAIN 2: Classroom Environment DOMAIN 3: Instruction DOMAIN 4: Professional Responsibilities

Multiple Measures

For Personnel DecisionsFor Personnel Decisions Self-Reflection Professional Growth Plan Observation Student Voice Other Products of

Practice Letters & Memos

NOT for Personnel NOT for Personnel DecisionsDecisions

Student Growth State Contribution Local Contribution

SOURCES OF EVIDENCE/FRAMEWORK FOR TEACHING ALIGNMENT—PG. 15

TPGES Timeline, 14-15

Self-Reflection & Professional Growth Plans—pg. 16

Self-Reflection Developed and

approved by September 30

Completed in CIITS

Professional Growth Plan Developed and approved

by September 30 Reviewed by summative

conference or closing day Must align with school or

district improvement plans (CSIP or CDIP)

Completed in CIITS

Self-Reflection & Professional Growth Plan are required for ALL teachers every year

Supervisor Observations—pg. 17-19

Supervisor Mini

Unscheduled No Pre-Conference Observation

20-30 min

Post-Conference within 5 working days 1 Yr Cycle: In Person 3 Yr Cycle: Electronic

Supervisor Full

Scheduled Pre-Conference using Pre-

Conference form (pg. 56) Electronic

Observation Full Class (45 min)

Post-Conference within 5 working days In Person

Observation Evidence Entered in CIITS

Supervisor Observations—pg. 17-19Supervisor Mini

1 Yr Cycle 2 Minis after 1st 30 days & prior

to end of 2nd Nine Weeks

3 Yr Cycle—Year 1 1 Mini after 1st 30 days & prior

to last 14 instructional days

3 Yr Cycle—Year 2 1 OR 2 Minis after 1st 30 days

& prior to last 14 instructional days

3 Yr Cycle—Year 3 No Mini

Supervisor Full

1 Yr Cycle 1 Full during 3rd or 4th

Nine Weeks

3 Yr Cycle—Yr 1 & 2 No full observation

3 Yr Cycle—Year 3 1 Full after the Peer

Observation

Peer Observation—pg. 21Peer Observation

1 Yr Cycle & 3 Yr Cycle—Yr 3 1 Peer Observation after 1st 30

days & prior to end of 2nd Nine Weeks

3 Yr Cycle—Yr 1 & 2 No Peer Observation

Scheduled Pre-Conference

Electronic

Post-Conference in person In CIITS, but only viewable

by teacher & peer

Peers

Volunteers Exceptions—

1st year in district KTIP Tenured, but 1 Yr Cycle

Training Purpose is formative Private between the

teacher & peer Teacher lists at least 3

options; principal assigns within 1st 30 days attempting to match

Student Voice Survey—pg. 22

Completed by students in all grades K-12 Accommodations provided as needed Different versions for K-2, 3-5, 6-12 Questions available on KDE TPGES website Survey completed in Infinite Campus with

results imported into CIITS by category Two classes assigned per teacher when

possible using a uniform rule in each school Results reviewed by summative evaluation or

closing day

Other Products of Practice—pg. 27 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 PLCs

teacher reflections and/or self-reflections

teacher interviews teacher committee or team

contributions parent engagement

activities/surveys records of student and/or

teacher attendance video lessons engagement in professional

organizations action research

To be made available to the principal in a timely manner upon request. To be used to determine ratings for Domains in the summative year.

Letters & Memos—pg. 28

In addition to district-adopted evaluation forms, letters and memos may be used to document both outstanding performance and performance which needs improvement.

Correspondence dated and signed by both parties with a copy provided to Evaluatee

Conference highly recommended, but not required

Summative Evaluation

Deadline: May 1 1 Year Cycle Teachers & 3 Year Cycle

Teachers in Year 3 All formative sources of data will be

completed prior to the summative conference Summative evaluation will be completed in

CIITS, then printed/signed/filed in the personnel file housed at central office

Corrective Action Plan—pg. 34 A Corrective Action Plan shall be developed to assist a

certified staff member who has failed to meet a district standard OR when an immediate change is required in practice or behavior.

Steps in Corrective Action Administrator initiates the Corrective Action Plan process Administrator and teacher collaborate to develop the CAP Administrator and teacher develop timeline Administrator and teacher develop appraisal method for CAP Administrator evaluates improvement of performance at target date

“Up to 12-Month Improvement Plan” is a CAP-pg. 33 Entered in CIITS PGP section and clearly noted in

the text that it’s a CAP

Appeal Procedure for Summative Evaluation—pg. 52-54, 58

1. Evaluatee must submit Appeal Form (pg. 58) to the chairperson of the Appeal Panel within 5 working days of receipt of the evaluation.

2. The Appeal Panel will meet to consider evidence and make a recommendation decision. Upholding all parts of the original evaluation. Voiding the original evaluation or parts of it. Ordering a new evaluation by a second certified

employee who shall be a trained evaluator.

Appeal Procedure for Summative Evaluation—pg. 52-54, 58 (Cont.)

3. The Appeal Panel will make a recommendation to the Superintendent within 15 working days from the date of the filing of the Appeal.

4. All parties will be notified of the recommendation with a letter citing evidence to support the decision.

Other Evaluation Notes Supports for each multiple measure are available on the

KDE-TPGES website The Educator Development Suite (EDS) is where PGES

materials will be entered in CIITS Supports for PGES implementation in CIITS are

available in CIITS including quick-reference cards and archived webcasts for PGES task

Observation windows, timelines and other requirements may be adjusted by the supervisor in special circumstances where the evaluatee has been absent due to extenuating circumstances or is a late hire. Must be approved by Supt/designee and evaluatee notified within 5 working days of return to work. (Pg 10)

TPGES for 2015-2016

Inclusion of Student Growth Goals In Personnel DecisionsImplementation required for 2014-2015

“without consequences”

Rating Overall Student Growth—pg. 29

State Contribution—pg. 23 Gr 4-8 Reading & Math Only

Support materials posted on KDE PGES Website Based on Infinite Campus rosters

The state contribution for student growth is a rating based on each student’s rate of change compared to other students with a similar test score history (“academic peers”) expressed as a percentile. The scale for determining acceptable growth will be determined by the Kentucky Board of Education and provided to the district by the Kentucky Department of Education.

Current plans include MEDIAN score & 3-Yr trend, when available (subject to change by KDE)

Local Contribution—pg. 23-25 ALL Teachers

Support materials posted on KDE PGES Website The local contribution for the student growth measure

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

All Student Growth Goals will be determined by the teacher in collaboration with the principal and will be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement).

Local Student Growth Goal --Timeline

August Collect baseline date & identify

student needs

September Select 1 class (min.) Develop SGG, scoring rubric,

appropriate assessments, action plan

Complete pre-rating for each student

Review in PLCs; consult with principal to finalize plans using Appendix B Rigor Rubric-pg. 57

On-going Collect and track multiple

sources of data on student progress

December-January Complete mid-year review;

adjust action plan

April-May Complete post-rating for each

student Complete final review with

principal by summative conference or closing day

Student Growth Goals & supporting documentation will be entered in CIITS.

Local Contribution--Rating of each part pg 26

PROFICIENCYHigh More than 10% above the goal

Expected Within +/- 10% of the goalLow More than 10% from goal

GROWTHHigh At least 90% of students growExpected 75% to 89% of students growLow Less than 75% of students grow

Every local goal will include a proficiency and growth component. Each component will be rated as high, expected, or low as follows:

Local Contribution--Combining the Ratings pg 26

Combining State & Local Contribution—pg. 29-30

Three-Year Trend pg 30

When available, up to three years of data will be used to determine the final trend rating with equal weight given to each year’s overall rating. A numerical value will be assigned to each year’s overall rating with 1 point for LOW, 2 points for EXPECTED, and 3 points for HIGH. The point values assigned for each year will be averaged with equal weighting for each year. Then the score ranges given in the following table will be used to determine the final trend rating for the Overall Student Growth Rating.

OVERALL STUDENT GROWTH RATING BASED ON TREND DATA

AVERAGE SCORE RANGE

Low 1.00 -- 1.49 Expected 1.50 -- 2.49 High 2.50 -- 3.00

 

Combining Student Growth & Professional Practice—pg. 31