peer - mason county schools€¦ · web viewmason county schools certified personnel evaluation...

CERTIFIED PERSONNEL EVALUATION PLANREVISED May 12, 2014

For Implementation in the 2014-2015 School Year

ROYALS

Every Child, by Name and Face, to College, Career, and Life Readiness

MISSION STATEMENT:Mason County Schools, in partnership with the home and community, will

educate and assist all students in reaching their maximum potential.

“EQUAL EDUCATION AND EMPLOYMENT INSTITUTION”Mason County Schools

1

Mason County Schools

P.O. Box 13034 East Second StreetMaysville, KY 41056

Superintendent: Rick Ross

District Point of Contact: Ron [email protected]

Approved April 10, 2014Revisions Approved May 9, 2014

By The Evaluation Plan Committee

Approved April 14, 2014Revisions Approved May 12, 2014

ByThe Mason County Board of Education

Evaluation Plan Committee

Straub Elementary SchoolRobert Moore PrincipalAllyson Beckelhimer Teacher

Mason County Intermediate SchoolMatt Stanfield PrincipalLauren Bihl TeacherMason County Middle SchoolJustin Moore PrincipalTraci Heater Teacher

Mason County High SchoolSteve Appelman PrincipalJeremy Hawkins Teacher

Mason County District RepresentativesRon Ishmael Supervisor

Todd Watts Teacher

Table of ContentsAssurances . . . . . . . . . . 5

2

PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM OVERVIEW . . . 6Committee Membership and Plan Development . . . . . 6Professional Growth and Effectiveness System – Certified Teacher . . . 6

Roles and Definitions . . . . . . . . 7The Kentucky Framework for Teaching . . . . . . 7Professional Practice . . . . . . . . 8

Professional Growth Planning and Self-Reflection . . . 8Observation . . . . . . . . 9Observation Model . . . . . . . 9Observation Conferencing . . . . . . 10Observation Schedule . . . . . . . 11Observation Certification . . . . . . 11Observation Calibration . . . . . . . 12Peer Observation . . . . . . . 13Student Voice . . . . . . . . 14

Student Growth. . . . . . . . . 14State Contribution – Student Growth Percentiles (SGPs) . . . 15Local Contribution – Student Growth Goals (SGGs) . . . 15

Student Growth Goal Criteria . . . . . 15Rigor of Student Growth Goals . . . . . 16Comparability of Growth Goals . . . . . 16Determining the Growth for a Single SGG . . . 18

Determining the Overall Performance Category . . . . . 19Rating Professional Practice . . . . . . 19Required Products of Practice . . . . . . 20Additional Products of Practice . . . . . . 21Rating overall Student Growth . . . . . . 22Determining the Overall Performance Category . . . . 23

Professional Growth Plan and Summative Cycle . . . . . 25Use of PGES for Personnel Decisions . . . . . . 26

Professional Growth and Effectiveness System – Others . . . . 26The Appeals Process . . . . . . . . . 43Professional Growth and Effectiveness System – Principal and Asst. Principal . . 48

Roles and Definitions . . . . . . . . 48PGES Timelines Principal Responsibilities . . . . . 49System Components – Overview and Summative Model . . . . 50Principal Performance Standards . . . . . . 51Required Sources of Evidence . . . . . . . 51Professional Practice . . . . . . . . 52

Professional Growth Planning and Self-Reflection . . . 52Timeline for PGP Development and Self-Reflection . . . 53Site Visits . . . . . . . . 54VAL-ED 360° . . . . . . . . 54Working Conditions Goal . . . . . . 55Products of Practice . . . . . . . 57

Student Growth. . . . . . . . . 57State Contribution . . . . . . . 58Local Contribution . . . . . . . 58

3

Measures in Determining Student Growth Rating . . . 59Determining the Overall Performance Category . . . . . 59

Rating Overall Professional Practice . . . . . 60Rating Overall Student Growth . . . . . . 61

Determining the Overall Performance Category . . . . . 62Use of PGES for Personnel Decisions . . . . . . 62Principal Growth Planning . . . . . . . 63

Certified Assistance Program (Corrective Action Plan) . . . . . 64

4

District Professional Growth and Effectiveness Plan

PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM OVERVIEW

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. With the passage of Senate Bill 1 in 2009, Kentucky embarked on a comprehensive system of education reform integrating:

• relevant and rigorous standards• aligned and meaningful assessments• highly effective teaching and school leadership• data to inform instruction and policy decisions• innovation• school improvement

All are critical elements of student success, but it is effective teaching supported by effective leadership that will ensure all Kentucky students are successful and graduate from high school college/career- ready.

The PGES is designed to measure teacher and leader effectiveness and serve as a catalyst for professional growth and continuous improvement, and is a key requirement of Kentucky’s Elementary and Secondary Education Act (ESEA) flexibility waiver and the state’s Race to the Top grant.

COMMITTEE MEMBERSHIP AND PLAN DEVELOPMENT

The superintendent shall recommend for board approval an evaluation system for all certified employees, which is in compliance with Kentucky Statutes and Kentucky Administrative Regulations.

The superintendent shall designate a district contact person. The district contact person shall serve as the liaison between the district and the Kentucky Department of Education in matters related to the district’s evaluation process.

The certified evaluation plan shall be developed by a committee composed of equal numbers of teachers and administrators. The district contact person shall serve as chairperson of the committee.

There shall be ten (10) members of the committee. Members shall be appointed by the superintendent. Committee membership shall be as follows:

• The principal/assistant principal of each school• One teacher from each school • One at-large teacher • The district contact person (chair)

Professional Growth and Effectiveness System – Certified TeacherThe vision for the Professional Growth and Effectiveness System (PGES) is to have every student taught by an effective teacher. The goal is to create a fair and equitable system to measure teacher effectiveness and act as a catalyst for professional growth.

6

Roles and Definitions 1. Administrator: means an administrator who devotes the majority of employed time in the role of principal, for which administrative certification is required by the Educational Professional Standards Board pursuant to 16 KAR 3:050. 2. Danielson Framework for Teaching: the document indicating the domain, components, and descriptors for which certified personnel will be evaluated. 3. Educator Development Suite: a component housed within CIITS for the purpose of compiling information relating to the evaluation cycle of certified employee. 4. Evaluator: the immediate supervisor of certified personnel, who has satisfactorily completed all required evaluation training and, if evaluating teachers, observation certification training. B(4) 5. Evidence: documents or demonstrations that indicate proof of a particular descriptor. 6. Evaluatee: District/School personnel that are being evaluated. 7. Local Contribution: 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). 8. Observation: documentation and feedback on a teacher’s professional practices and observable behaviors. 9. Overall Student Growth: the overall growth rating assigned when combining the Student Growth Goal with the Student Growth Percentile ratings. 10. Peer Observer: Observation and documentation by a trained colleague, selected as described in the district’s Professional Growth and Effectiveness System plan, which observes and documents another teacher’s professional practice and provides supportive and constructive feedback that can be used to improve professional practices. 11. Peer Observer Modules: three modules designed to provide training for peer observers before completion of peer observations. 12. Professional Growth: increased effectiveness resulting from experiences that develop an educator’s skills, knowledge, expertise and other characteristics. 13. Professional Growth Goal: measurable goal written by certified employee using established guiding questions and meets the established criteria checklist. 14. Professional Growth Plan: An individualized plan that is focused on improving professional practice and leadership skills aligned with educator performance standards and student performance standards, is built using a variety of sources and types of student data that reflect students’ needs and strengths, educator data, and school/district data, is produced in consultation with the evaluator. 15. Ratings: teachers will be assigned the rating of Ineffective, Developing, Accomplished or Exemplary based on the Danielson Framework for Teaching and other established criteria. 16. Self-Reflection: means the process by which certified personnel assess the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth. 17. SMART Goal Criteria: acronym/criteria for developing student growth goals (Smart, Measureable, Attainable, Realistic, and Time-bound) 18. State Contribution-a rating based on each student’s rate of change compared to other students within a similar test score history (“academic peers”) expressed as a percentile. Student Growth Percentiles are measured for grades 4-8 in Reading and Mathematics. 19. Student Growth: Quantitative measure of the impact a teacher has on a student (or set of students) as measured by student growth goal setting and student growth percentiles. Back to Any Schools TOC Model Certified Evaluation Plan 4.0 48

7

20. Student Growth Goal: measurable goal(s) written by the certified employee who measures student growth over time following the SMART criteria format and developed by using established criteria checklist. 21. Student Growth Goal Ratings: ratings assigned to student growth based on a rubric indicating high, expected, or low growth. 22. Student Voice: the state-approved student perception survey, administered each year that provides data on specific aspects of the classroom experience and of teaching practices.

The Kentucky Framework for Teaching

The Framework for Teaching is designed to support student achievement and professional practice through the domains of Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The Framework also includes 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 a teacher’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

Professional Growth Planning and Self-Reflection Observation Student Voice Student Growth Percentiles and/or Student Growth Goals* (Beginning with the 2015-

2016 school year and beyond).

All components and sources of evidence related supporting an educator’s professional practice and student growth ratings will be completed and recorded in the Educator Development Suite (EDS) housed within the Continuous Instructional Improvement Technology System (CIITS).

8

Professional Practice

Professional Growth Planning and Self-Reflection

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, teachers 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 teacher (1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her administrator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps.

The following are required components:

• All teachers will participate in self-reflection and professional growth planning each year.

• All teachers will document self-reflection and professional growth planning in CIITS.• All teachers will complete the self-reflection and professional growth planning process

and enter the approved documents in CIITS by September 30 annually.

Timeline for Self Reflection/PGPAugust-September Teacher reflects on his/her current growth needs

based on data and identifies an area of focus.Collaborates with his/her administrator, develops growth plan and action steps

October-December Implementation/Reflection on progress and impact of the plan on his/her professional practice.

January Modifies plan as appropriate.January-April Continued implementation and ongoing reflection.April/May Summative reflection on the degree of goal

attainment and implications for next steps.

9

Observation

The observation process is one source of evidence to determine teacher effectiveness that includes supervisor and peer observation for each certified teacher. Both peer and supervisor observations will use the same instruments. The supervisor observation will provide documentation and feedback to measure the effectiveness of a teacher’s professional practice. Only the supervisor observation will be used to inform and calculate a summative rating. Peer observation will only be used for formative feedback on teaching practice in a collegial atmosphere of trust and common purpose. NO summative ratings will be given by the peer observer. The rationale for each type of observation is to encourage continued professional learning in teaching and learning through critical reflection.

Observation Model

The Progressive Model (3&1 Model)

Observers will conduct three mini observations of approximately 20-30 minutes each. Because these are shorter sessions, the observer will make note of the components observed in order to identify "look fors" in the next mini observation session. The final observation is a formal observation consisting of a full class or lesson observation.The observation model must fulfill the following minimum criteria:

Four (4) observations, 3 minis and 1 full observation, in the summative cycle (1 or 3 years determined initially by tenure and thereafter by the overall performance category if the evaluee is tenured). All non-tenured teachers are on a one (1) year cycle. A minimum of 3 observations will be conducted by the supervisor and 1 mini observation conducted by the peer.

The required peer observation must occur in the summative year of the cycle. Final observation is conducted by the supervisor and is a full observation. All observations must be documented in CIITS.• The 3-1 observation model may be phased in for tenured teachers in 2014-2015 and

beyond, depending on which year of the evaluation cycle they are in. See the chart below for the phase-in protocol.

Year 2014-2015 2015-2016 2016-2017

Minimum Number of

Observations

2Tenured teachers in the third or summative year of the cycle in 2014-2015 must have their full observation and the peer observation in 2014-2015.

3Tenured teachers in the second year of the cycle in 2014-2015 must have their full and their peer mini-observations in 2015-2016, but a supervisor mini must occur in 2014-2015 or 2015-2016.

4Tenured teachers in the first year of the cycle in 2014-2015 must have the full and peer mini-observations in 2016-2017. The supervisor may spread the other two mini-observations over 2014-2015 and 2015-2016.

10

If a tenured teacher falls back to a one year cycle they must have all observations on that given year, the same as a non-tenured teacher.

Observation Conferencing

Observers will adhere to the following observation conferencing requirements• Pre-conferences shall be face-to-face for both the peer observation and the full observation.• Pre-conferences may be held via e-mail or face-to-face for the two mini-observations to be

completed by the supervisor at the supervisor’s discretion. If held via e-mail the observee will, at a minimum, provide the observer with a detailed lesson plan and any data driving the lesson.

• Pre-conferences shall be held within five (5) working days prior to the observation, face-to-face or via e-mail.

• Post-conferences shall be held for all observations within five (5) working days.• The summative evaluation conference shall be held at the end of the summative

evaluation cycle.

Observation Schedule

• Observations may begin 30 instructional days after the first day of teacher employment.• All observations must be completed by April 15th of the summative year. If the evaluee is on a

three year cycle, two mini-observations by the supervisor may be conducted during years one and two of the cycle.

• Evaluators will make recommendations to the superintendent regarding re-employment/termination by April 20.

Observer Certification

To ensure consistency of observations, evaluators must complete the TeachScape Proficiency Observation Training, the current approved state platform. The system allows observers to develop a deep understanding of how the four domains of the Kentucky Framework for Teaching (FfT) are applied in observation. There are 3 sections of the proficiency system:

Framework for Teaching Observer Training Framework for Teaching Scoring Practice Framework for Teaching Proficiency Assessment

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]:

Year 1 CertificationYear 2 CalibrationYear 3 CalibrationYear 4 Recertification

Only supervisors who have passed the proficiency assessment can conduct mini and full

11

observations for the purpose of evaluation. In the event that a supervisor has yet to complete the proficiency assessment, or if the supervisor does not pass the assessment, the district will provide the following supports:

Observation data provided by a substitute observer is considered a valid source of evidence only if the non-PGES certified supervisor participated (passively) in the observation with the exception of cases where the supervisor is physically unable to conduct observations or an interim supervisor has been named to replace a supervisor who has resigned or been released from supervisory duties, the substitute observer’s data will serve as a valid source of evidence.

In cases where the supervisor is not certified though the proficiency system or is physically unable to conduct observations during the observation window, the district will use the following process to ensure teachers have access to observations and feedback:

A certified observer will be supplied temporarily. This observer may be central office PGES certified staff, school based PGES certified administrative staff, or independently contracted PGES certified observers as the situation may require.

If the supervisor is not PGES certified the following procedure will be initiated:

Prior to taking the assessments initially, a supervisor may request the support and assistance of a PGES certified observer to provide coaching and activities that will increase the possibility of successful completion of the assessments.

A non-certified supervisor who is unable to pass the assessment after the second attempt and i s subsequently locked out of the system for 10 days may request to be assigned to a PGES certified central office staff member who will oversee the supervisor’s progress toward becoming certified and set a schedule for Framework for Teaching training and scoring practice.

A non-certified supervisor who is unable to pass the assessment after the second s e t o f t e s t s and i s subsequently locked out of the system for 90 days shall be assigned to a PGES certified central office staff member who will oversee the supervisor’s progress toward becoming certified and set a schedule for Framework for Teaching training and scoring practice.

If the non-certified observer requires a new license to accomplish certification on the Framework for Teaching the cost of the license will be responsibility of that supervisor.

If the non-certified supervisor fails to complete Framework for Teaching proficiency assessment certification after a complete license cycle (one year) this will be cause for demotion or replacement as the supervisor (principal/assistant principal).

Observer Calibration As certified/calibrated observers may tend to experience “drift in rating accuracy”, a calibration process is to be completed each year where certification is not required (see chart under Observer Certification). The calibration process will be completed in years two (2) and three (2) after

12

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. The following are required of all supervisory personnel who will be responsible for evaluations:

Observer calibration during years 2 and 3 of the Observer Certification process based on the state approved certification platform and the current state approved technology.

Recertification after year 3.

Process DocumentationInitial Certification Process A district checklist will include the names of all

certified evaluators who have successfully passed the proficiency exam. Completion dates will reflect the date of initial certification.

Calibration Process Year 2 One year from the initial date of certification, certified evaluators will complete the calibration process using state approved calibration vendors. Documentation of the calibration process will be kept on file at central office and will be available upon request.

Calibration Process Year 3 Following year 2 of the process, certified evaluators will once again complete the calibration process using state approved calibration vendors. Documentation of the calibration process will be kept on file at central office and will be available upon request.

Recertification Year 4 Certified evaluators will complete the required Recertification process during the fourth year of their cycle. Continued certification will depend upon successful completion of the state approved certification vendor.

Recalibration Process In the case where administrators do not meet calibration requirements, administrators will receive additional calibration practice/scoring to support the reliability of the calibration process.

Peer Observation

13

A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will not score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted by the observee.

• All teachers will receive a peer observation in their summative year.• All Peer Observers participating during the summative year observations will complete local

and state developed training once every three (3) years. State training will be accomplished through the KET produced “Professional Learning for Peer Observers”

• All required peer observations must be documented in CIITS.• Peer Observers will be selected and assigned by the principal at the school level from a pool

composed of teacher leaders and volunteers or selected by the principal from a pool composed of observers at the district level.

Student Voice

The Student Voice Survey is a confidential, on-line survey that collects student feedback on specific a s p e c t s of the classroom experience and teaching practice.

• All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students.

• Student selection for participation must be consistent across the district.• Results will be used to inform Professional Practice.• Formative years’ data will be used to inform Professional Practice in the summative year.• All teachers and appropriate administrative staff read, understand, and sign the

district’s Student Voice Ethics Statement.• The Student Voice Survey will be administered between the hours of 7 AM and 5 PM local time.• The survey will be administered in the school.• Survey data will only be considered when 10 or more students are respondents.• The District Student Voice Survey Point-of-Contact will be the superintendent or his designee.• In order to ensure access to all students the survey will be given to students at the same time or

period within the school. The time or period may vary from school to school.• Accommodations will be provided for any student with an IEP or Program Services Plan.• Principals will select the time or period the survey is given. • Teachers who are on planning at the time of the survey will have the survey given to their next

class of students following the designated time or period.• The Student Voice Survey will be completed by the state specified window.

Student Growth*

The student growth measure is comprised of two possible contributions: a state contribution and a local contribution. The state contribution applies to teachers of the following content areas and grade levels participating in state assessments:

4th – 8th Grade Reading

14

Math

The state contribution is reported using Student Growth Percentiles (SGP). The local contribution uses the Student Growth Goal Setting Process and applies to all teachers in the district, including those who receive SGP. The following chart provides a roadmap for determining which teachers receive which contributions:

Student Growth MeasuresDo you teach in grades 4 – 8?

Do you teach in the math or reading content area?

Do your students take the math or reading K-PREP test?

StateStudent Growth Percentile(SGP) applies.

Local Student Growth Goal applies.

Yes Yes Yes Yes YesNo Yes Yes No YesYes No No No YesNo No No No Yes

State Contribution – Student Growth Percentiles (SGP)

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. A student can achieve at a low level but still improve relative to his or her academic peers, while another student may achieve well but not improve much from year to year. Thus, SGP provides evidence of improvement even among those with low achievement and ensures our districts will continue to strive to support learning beyond proficiency for high achieving students. (JC)

Local Contribution – Student Growth Goals (SGG)

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. course-long, year-long) as indicated in the teacher’s Student Growth Goal (SGG). All teachers, regardless of grade level and content area, will develop a SGG for inclusion in the student growth measure. T h e SGG will be determined by the teacher in collaboration with the principal using the S.M.A.R.T. goal Rigor Rubric and be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement).

Student Growth Goal Criteria

The SGG is congruent with Kentucky Core Academic Standards and appropriate

15

for the grade level and content area for which it was developed. The SGG represents or encompasses an enduring skill, process, understanding, or

concept that students are expected to master by taking a particular course (or courses) in school.

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

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

The SGG will include all students that have been enrolled a minimum of 100 instructional days or 60% of the instructional time allocated to the course.

Rigor of Student Growth Goals

For the purpose of goal-setting for student growth, rigor means congruency to the standards. In other words, the sources of evidence demonstrate where students are in meeting or exceeding the intent of the standard(s) being assessed. Additionally, growth and proficiency targets included in a student growth goal are challenging for students, but attainable with support. The district developed rigor rubric is organized around the key components of the S.M.A.R.T. goal setting process. The Rigor Rubric provides descriptors that the SGG is a Specific, Measurable goal that is Appropriately aligned with identified standards, that the SGG is a Relevant, results-oriented growth goal for all students and is Timebound to a particular instructional interval (course, year). The rigor rubric criteria will assess the SGG components as acceptable or needs revision.

Comparability of Student Growth Goals

Comparability means that data generated from similar classrooms (i.e., those addressing the same standards) would be interpreted in a comparable way (i.e., use of common success criteria/rubric/performance expectations/performance levels) with respect to the intent of the standard. Rubrics based on standards and developed by teams of teachers of the same content or course is a best practice for meeting comparability. The Mason County Student Growth Goal Assessment Data Rubric, a standards-congruent rubric, will provide an aggregate tool that is comparable and rigorous across grades and subjects within the district.

Assessing the Rigor and Comparability of SGG

16

To fulfill the criteria of measuring student growth at the local level, the following protocol will be followed:

By September 30 of the current school year all teachers will develop one student growth goal (SGG) as directed below:

o identify an area of need based on baseline data of current students aligned to content standards

o develop one student growth goal (SGG) anchored in baseline data that includes: - a growth target – describe the growth target that 100% of students will achieve- a proficiency target - describe the proficiency target that exceeds the growth

target expectations and identify the percent of students that will achieve this target

o self-assess the SGG using the Mason County SGG Rigor and Comparability Rubric- determine that the SGG fits the “acceptable” criteria of rigor - determine that the SGG is comparable among similar classrooms/across district

(i.e. those addressing similar standards) Once the Mason County Student Growth Goal (SGG) Rigor and Comparability Rubric protocol

has been applied to the SGG it will then be submitted to the principal for approval. Teachers will submit their SGG through CIITS by September 30 at the beginning of the current school year.

Throughout the duration of the SGG, the teacher will: a. provide students a variety of opportunities to demonstrate understanding of the

content and their progress (rubrics, scoring guides, specific feedback etc.). b. analyze assessments that evidence student growth towards the identified SGG

throughout the interval of instruction (course/year)

MASON COUNTY CERTIFIED EVALUATION PLAN

17

STUDENT GROWTH GOAL (SGG) RIGOR AND COMPARABILITY RUBRICPART A: SGG RIGOR RUBRIC

‘SPECIFIC’ ACCEPTABLE NEEDS REVISIONDoes baseline data

identify the SGG area of need?

Does the SGG focus on a specific area of need based on an enduring skill or understanding/ overarching goal?

Identifies an area of need pertaining to current students’ abilities

Identifies a specific area of need, but lacks supporting data for current students

Or is not focused on a specific area of need

Includes growth and proficiency targets that establish and differentiate expected performance for ALL students (e.g. Spec. Ed, GT, ELL etc.)

Includes both a growth target and a proficiency target, but fails to differentiate expected performance for one or both targets, or Includes only a growth or a proficiency target

‘MEASURABLE’ ACCEPTABLE NEEDS REVISIONAre appropriate measures

selected to assess the goal?Anchored in baseline data; identifies

appropriate measures for mid-course, and end of year/course data

Identifies multiple measures that demonstrate where students are in meeting or exceeding the intent of the standard(s) being assessed

Uses measures that fail to clearly demonstrate performance for the identified skill

Or, uses no baseline data or uses irrelevant data

The goal allows students to demonstrate competency of part, but not all aspects of the standards being assessed

Or, does not assess the level of competency intended in the standards

‘APPROPRIATE’ ACCEPTABLE NEEDS REVISIONIs the SGG rigorous,

realistic, and standards based?

Does the SGG address critical content or enduring skill?

Congruent to KCAS grade level standards (or international, national, state, local or industry recognized standards) appropriate for the grade level and content area for which it was developed Address critical content, enduring skill(s) which students are expected to master

Congruent to content, but not aligned to grade level standards;

Is not congruent or appropriate for grade level/content area standards

Focuses on a standards-based skill that does not match enduring skill criteria· 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

‘RELEVANT’ ACCEPTABLE NEEDS REVISIONIs the SGG results-

oriented and relevant; includes both a growth target and a proficiency target?

Includes growth and proficiency targets that are rigorous for students, but attainable with support

Includes targets that are achievable, but fail to stretch attainability expectations for all students

Includes targets that do not articulate expectations AND/OR targets are not achievable

‘TIME-BOUND’ ACCEPTABLE NEEDS REVISIONDoes 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 year-long/course-long interval of instruction

Fails to specify an interval of instruction

18

PART B: COMPARABILITY OF SGG ASSESSMENT DATA‘SPECIFIC’ Acceptable Needs Revision

Are assessments congruent to the standards identified in the SGG?

Aligns all assessment items (performances, tasks, questions) to the content standards identified in the SGG.

“Loosely” aligned or, there is little to no evidence of congruency of assessment items to the content standards identified in the SGG.

‘MEASURABLE’ Acceptable Needs RevisionAre multiple items used to measure if/when specific standards have been met?

The SGG is assessed using multiple items to determine if/when standards have been ‘met’.

Some of the SGG learning content is assessed using multiple items to determine if/when standards have been ‘met’.

‘APPROPRIATE’ Acceptable Needs RevisionIs the data collected comparable across similar classrooms, subjects, schools across the district?

Uses comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills.

For similar classrooms, data collected for the student growth goal does not reflect common criteria used to determine progress.

‘RELEVANT’ Acceptable Needs RevisionAre assessments rigorous but attainable?

Assessment includes test items that are varied in difficulty.

Assessment includes test items that are too low or too high in difficulty.

‘TIME-BOUND’ Acceptable Needs RevisionDuration Assessment includes an adequate amount of

questions to assess student knowledge of the critical content/enduring skill.

Assessment includes a limited or excessive amount of questions to assess student knowledge of the critical content/enduring skill.

Determining Growth for a Single Student Growth Goal

Pre-Test/Post-Test Teachers will use pre- and post-tests to determine the growth identified in their goal. These

assessments can be comparable or identical versions. If the identical test is to be used as the post-test it may be used only for the mid-course update so that students do not show improvement over time simply due to familiarity with the assessment.

For example, a music teacher could evaluate a student’s knowledge of scales using a performance task at the beginning of the year and then again at the end of the year. If the teacher asked students to perform the same four scales, this would be an example of identical assessments; if he or she asked the students to perform different scales, this would be a comparable version of the same assessment. Assessment used in this option must meet the district assurance of rigor and comparability as defined in the previous section.

For example, a writing assessment that uses an identical prompt may result in more accurate growth scores, but students may not benefit from repeating the exact same writing assignment. Thus, the prompt for the two writing assessments may be different.

Measures in Determining Student Growth Rating as Low, Expected, or HighThe student growth rating will be determined by the identified components of the Student Growth Goal with a confidence interval of +/- 10%.

Growth Target: 100% of all identified students will achieve growth based on the rubric of performance levels in the SGG

19

Proficiency target: the percent of the students that will meet the proficiency target based on the proficiency rubric in the SGG

Points will be awarded as follows: 3 points for meeting or exceeding the growth goal 3 points for meeting or exceeding the proficiency goal 1 point for not meeting the growth goal 1 point for not meeting the proficiency goal

After evaluating growth based on student results the following protocol will be applied:SGG growth points added to SGG proficiency points divided by the two goals identified in the SGG will yield the student growth rating.

Average of 3 – High Average of 2 – Expected Average of 1 – Low

The following Student Growth Goal Rating Outcomes chart provides the possible outcomes:

Student Growth Goal (SGG) Rating OutcomesMet Identified SGG Growth Goal Met Identified SGG Proficiency

GoalStudent Growth Rating

Yes – 3 points Yes – 3 Points Average of 3 - HIGHYes – 3 points No - 1 point Average of 2 - EXPECTEDNo - 1 point Yes – 3 point Average of 2 - EXPECTEDNo – 1 point No - 1 point Average of 1 - LOW

DETERMINING THE OVERALL PERFORMANCE CATEGORY

Evaluators are responsible for determining an Overall Performance Category for each teacher 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 the Domains, district-developed rubrics (see local contribution for student growth), and decision rules that establish a common understanding of performance thresholds to which all educators are held. What follows is a description of each component used to inform the Overall Performance Category.

RATING PROFESSIONAL PRACTICE

The Kentucky Framework for Teaching stands as the critical rubric for providing educators and evaluators with concrete descriptions of practice associated with specific domains. Each element describes a discrete behavior or related set of behaviors that educators and evaluators can prioritize for evidence-gathering, feedback, and eventually, evaluation. Evaluators will organize and analyze evidence for each individual educator based on these concrete descriptions of practice.

20

Supervisors 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. The Framework for Teaching is designed to support student achievement and professional practice through the domains of Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The Framework also includes 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 a teacher’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.

Framework for Teaching (Charlotte Danielson)Domain 1: Planning and Preparation1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

Domain 2: Classroom Environment2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space

Domain 4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 3: Instruction3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility and Responsiveness

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 trauma.

Required Products of Practiceo observations conducted by certified supervisor observer(s)o student voice survey(s)o self-reflection and professional growth plans

21

Additional Products of Practice - evidence provided in support of educator practice may include anything from the following list (not a comprehensive list) if documented in CIITS:

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 surveys records of student and/or teacher attendance video lessons engagement in professional organizations action research Others – as agreed upon by supervisor and evaluatee

All components and sources of evidence related supporting an educator’s professional practice and student growth ratings will be completed and recorded in the Educator Development Suite (EDS) housed within the Continuous Instructional Improvement Technology System (CIITS).

22

Domain 4: Professional Responsibilities (I, D, A, E)

Domain 3: Instruction

(I, D, A, E)

DOMAIN 2: Classroom Environment[I, D, A, E]Professional

Judgment

SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE

DOMAIN 1: Planning and Preparation [I, D, A, E]

DOMAIN RATINGSPROFESSIONAL PRACTICE

REQUIRED• Observation• Student Voice• Professional Growth Plans and

Self ReflectionOPTIONAL

• Other: District-Determined – Must be identified in the CEP

A summative rating, based on evidence, will be provided for each domain. All ratings shall be recorded in CIITS.

RATING OVERALL STUDENT GROWTH*

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 supervisor in applying professional judgment to multiple evidences of student growth over time. The Student Growth Rating must include data from SGG and SGP (where available), and will be considered in a three year cycle (when available).

SGG and SGP (when available) will be used to determine overall Student Growth Rating Three years of student growth data (when available) will be averaged to determine

overall Student Growth Rating when and if available.

LOW = 1EXPECTED = 2HIGH = 3

23

PROFESSIONAL JUDGMENT

AND DISTRICT-DETERMINED

RUBRICS

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH

STUDENT GROWTH [H, E, L]

STUDENT GROWTH RATING

STUDENT GROWTH

State SGPs• SGPs State Predefined Cut

Scores

Local • (SGGs)• Maintain current process• Rate on H/E/L

The sum of all ratings available will then be divided by the total number of ratings received. The average of all SGG ratings will result in an overall student growth rating as follows:

LOW = 1.0 – 1.49EXPECTED = 1.5 – 2.49HIGH = 2.5 – 3.0


An educator’s Overall Performance Category is determined by the following steps:1. Determine the individual domain ratings through the use of sources of evidence and professional

judgment. 2. Apply State Decisions Rules for determining an educator’s Professional Practice.3. Implement the Overall Performance Category process for determining effectiveness.

MINIMUM CRITERIA FOR DETERMINING AN EDUCATOR’S PROFESSIONAL PRACTICE RATING**

IF . . . THEN . . .

Domains 2 AND 3 rated INEFFECTIVE Professional Practice Rating shall be INEFFECTIVE

Domain 2 OR 3 rated INEFFECTIVE Professional Practice Rating shall be DEVELOPING OR INEFFECTIVE

Domain 2 OR 3 rated DEVELOPING Professional Practice Rating Shall NOT be EXEMPLARY

Domain 1 OR 4 rated INEFFECTIVE Professional Practice Rating Shall NOT be EXEMPLARY

Two Domains are rated DEVELOPING, and two Domains are rated ACCOMPLISHED

Professional Practice Rating shall be 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 EXEMPLARY

**Only the Professional Practices Rating will be used for evaluation purposes for the 2014-2015 school year. Use Local Student Growth Goal instrument to determine overall Student Growth Rating.

MINIMUM CRITERIA FOR DETERMING AN EDUCATOR’S OVERALL STUDENT GROWTH RATING(AS DEFINED UNDER OVERALL STUDENT GROWTH RATING)

HIGH 2.5 – 3.0

EXPECTED 1.5 – 2.49

LOW 1.0 – 1.49

Apply State Overall Decision Rules for determining educator’s Overall Performance Category*

24

CRITERIA FOR DETERMINING AN EDUCATOR’SOVERALL PERFORMANCE CATEGORY

PROFESSIONALPRACTICE RATING

STUDENTGROWTH TREND

RATINGOVERALL PERFORMANCE CATEGORY

Exemplary High OR Expected EXEMPLARY

Low ACCOMPLISHED

AccomplishedHigh EXEMPLARY

Expected ACCOMPLISHED

Low DEVELOPING

Developing High ACCOMPLISHED

Expected OR Low DEVELOPING

Ineffective High DEVELOPNG

Expected OR Low INEFFECTIVE

*Student Growth Ratings will not be used for personnel decisions or applying consequences for the 2014/2015 school year but will be applicable in the 2015/2016 school year and beyond.

25

PROFESSIONAL GROWTH PLAN AND SUMMATIVE CYCLE

Based on the overall Professional Practice rating and Student Growth rating, supervisors will help tenured teachers determine the type of Professional Growth Plan and the length of the summative cycle. The Type and Length of Educator Plan for Tenured Teachers matrix determines the evaluation cycle for tenured teachers. Non-tenured teachers will be evaluated using the same matrix, except for duration of plan which will be annually, and growth plans determined. The Type and Length of Educator Plan for Tenured Teachers matrix details the type and length of the plan based on ratings as defined in the following chart:

For the 2014/2015 school year only the first column of the chart below will be in effect. The use of growth goals will become effective for the 2015/2016 school year and beyond.

STUDENT GROWTH TREND RATINGFor example, in determining the ‘Type and Length of Educator Plan for Tenured Teachers’, if a teacher is ranked as developing in performance (The Professional Practice Rating) and has low student growth (Student Growth Trend Rating) then they will be put on a one year directed cycle as determined by the matrix. Another example would be if a teacher is ranked as ‘developing’ in performance and has ‘expected’ student growth then they will be put on a three year self-directed cycle (center box).

26

USE OF THE PGES FOR PERSONNEL DECISIONS AND CONSEQUENCESThe Mason County School System will use the Professional Practice Rating to make personnel decisions and apply consequences for the 2014/2015 school year. The student growth component will be required of educators during the 2014/2015 school year but will not be used to make personnel decisions or to apply consequences until the 2015/2016 school year.

Professional Growth and Effectiveness System - OthersThe current evaluation standards and procedures for “Other” (Occupational Therapists, Speech Language Pathologists, Counselors, Psychologist, Administrators other than principals and asst. principals, Media Specialist, etc...) included in this evaluation plan will remain in effect until the OPGES is fully implemented in Kentucky. OPGES is scheduled to be piloted in Kentucky during the 2014/15 school year. The following pages include the standards and forms to be used.

27

School Counselor

Standard 1: Program Management, Research, and Evaluation-

The school counselor develops a process and procedure for planning, implementation, and evaluation of a comprehensive developmental program of guidance and counseling in conjunction with the school's consolidated plan. This program should be shared with faculty, staff, administrators, students, parents, school councils, school boards, and community members. It is based on needs assessment, formative evaluation and summative evaluation.

The counselor understands and knows how to:

1.1 Define needs and priorities.1.2 Determine objectives.1.3 Communicate with the

stakeholders, including school councils, about the design, importance, and effectiveness of the program.

1.4 Organize personnel, physical resources, and activities to accomplish goals, priorities and objectives specified by school plans.

1.5 Evaluate the program to assure its contribution to the school's mission and goals.

1.6 Use information systems & technology.

Standard 2: Consultation/Collaboration

The school counselor functions in a cooperative process to assist others to effectively meet the needs of students. Through consultation the school counselor advocates for students.


2.1 Consult with parents, faculty, staff, administrators, and others to enhance their work with students.

2.2 Interpret relevant information concerning the developmental needs of students.

2.3 Reduce barriers to student learning through direct referred services.

2.4 Facilitate new student integration into the school environment.

2.5 Work with teachers to provide support for students in a crisis situation.

2.6 Interact with school councils, school boards, Family Resource/Youth Service Center Advisory Councils, and/or school committees.

2.7 Facilitate successful communication between and among teachers, parents, teacher and students.

2.8 Work with teachers and administrators relevant to behavior management to promote and support intervention strategies.

2.9 Consult with external community and professional resources.

Standard 3: CoordinationThe school counselor functions as

a coordinator in bringing together people and resources in the school, the community, and the district for the fullest academic, career, personal, and social development of the students.


3.1 Coordinate with school and community personnel, including school councils, to provide resources, including technology, for students.

3.2 Use an effective referral process for assisting students and others to use special programs and services.

3.3 Identify community agencies for referral of students.

3.4 Maintain cooperative working relationships with community resources.

3.5 Facilitate successful transition from one level of education to the next, (i.e. elementary to middle.)

3.6 Maintain, update, and interpret confidential student records.

Standard 1 Comments Standard 2 Comments Standard 3 Comments

28

Standard 4: Developmental Guidance Curriculum-The school counselor provides a developmental, preventive guidance program to all students within the school. This proactive program promotes the mental health necessary for academic success, self-sufficiency and responsible group membership.


4.1 Assess developmental need of students.

4.2 Address academic expectations and school-to-work initiatives.

4.3 Prepare students for successful transitions.

4.4 Evaluate results of the program's impact.

4.5 Modify the program as needed to continually meet the needs of students.

4.6 Guide individuals and groups of students through the development of educational and career plans.

4.7 Guide students to understand content from appropriate diverse, multicultural, or global perspectives.

4.8 Provide guidance for maximizing personal growth and development.

4.9 Provide the school developmental guidance program.

Standard 5: Individual/Small Group Counseling-The school counselor will provide services to address mental, physical, and emotional barriers to learning by providing services in the following ways: individual and group, scheduled and impromptu and short term and long term.


5.1 Provide a safe, confidential setting in which students present their needs & concerns.

5.2 Promote wellness.5.3 Respond to crises.5.4 Communicate empathy and

understanding.5.5 Utilize a broad range of

techniques and accepted theories appropriate to school counseling.

5.6 Utilize assessment tools, individual planning skills and counseling to facilitate informed choices (aptitude, interest, learning styles, academics, and careers).

5.7 Intervene in problem/conflict situations and conduct follow-up sessions.

5.8 Respect and nurture the uniqueness of each student.

5.9 Mediate classroom and student conflict. 5.10 Empower students to develop

and use their resources.

Standard 6: Assessment-The school counselor collaborates with other school and district staff as needed to design and coordinate a testing program that helps students identify their abilities, aptitudes, achievements, and interests.


6.1 Participate as needed in the planning, administration, and evaluation of the district/school testing program.

6.2 Interpret and communicate learning results to students, faculty, parents, and community with respect to aptitude, achievement, interests, temperaments and learning styles.

6.3 Collaborate with staff concerning assessment of special needs students.

6.4 Use assessment results and other sources of student data in formulating student career/graduation plans.

6.5 Maintain student records to ensure the confidentiality of assessment data.

6.6 Provide orientation sessions for faculty, students, and parents

regarding the assessment program.


Standard 7: Adheres to Professional Standards-The school counselor is a professional who acts within legal and ethical guidelines to accomplish educational purposes.


7.1 Adhere to professional codes of ethics of American Counseling Association, American School Counseling Association, and the Code of Ethics adopted by the Kentucky Education Professional Standards Board.

Standard 8: Demonstrates Professional Leadership-The school counselor provides professional leadership within the school, community, and education profession to improve student learning and well-being.


8.1 Build positive relationships within and between school and community.

8.2 Promote leadership potential in colleagues.

8.3 Participate in professional

Standard 9: Engages in Professional Development-The school counselor evaluates his or her own overall performance in relation to, but not limited to the school's Consolidated Plan, and the nine counselor standards.


9.1 Establish priorities for professional growth.

9.2 Analyze student services issues to help identify professional development

29

7.2 Adhere to federal/state laws and regulations related to education and child protection.

7.3 Be responsible for his/her on-going professional development.

7.4 Act in a role that clearly distinguishes him or her from any professional who administers disciplinary action; except in the absence of building administrators.

7.5 Be knowledgeable of the position statements of the American School Counselor Association.

7.6 Identify activities that would be in conflict with the primary role of the school counselor and to advocate for the best practices of the profession.

7.7. Is punctual for all duties and regular in attendance.

7.8 Meet timelines for paperwork and reporting, including 504 and ELL program

services plans and progress reports.

organizations and activities.8.4 Write and speak effectively.8.5 Participates in development of

curriculum and instructional materials.8.6 Initiates and develops educational

projects and programs in the area of student services.

8.7 Practice effective listening, conflict resolution and group-facilitation skills as a team member.

8.8 Present program in a manner that reflects sensitivity to a multicultural and global perspective.

8.9 Work with colleagues to administer an effective learning climate within the school.

needs.9.3 Consider input from others in the

creation of individual professional development plans.

9.4 Implement knowledge and skills acquired through on-going professional development.

9.5 Modify own professional development plan to improve performance and to promote student learning. 9.6 Provides input for targeted student

services specific professional development.


Name: School: Year:

Standard 1: Program Management, Research, and Evaluation

Standard 2: Consultation/Collaboration

Standard 3: Coordination

Rating_____ Rating_____ Rating_____

Standard 4: Developmental Guidance Curriculum

Standard 5: Individual/Small Group Counseling

Standard 6: Assessment


Standard 7: Adheres to Professional Standards

Standard 8: Demonstrates Professional Leadership

Standard 9: Engages in Professional Development


3 = Meets Performance Expectations 2 = Making Progress but Growth Needed 1 = Does Not Meet (Requires corrective action plan) N/A = Not Applicable

Rating Scale: 4= Exemplary3= Accomplished 2 = Developing (May need to revise Professional Growth Plan)1 = Ineffective (Requires Corrective Action Plan)

N/A = Not Applicable

30

Related Services Specialist (Speech, Visually Impaired, Occupational)

STANDARD 1: Implements Assessment ProceduresPERFORMANCES1.1. Assists and guides teachers through the referral process1.2. Provides screening to identify need for further assessment.1.3 Provides a thorough assessment and diagnosis.1.4. Maintains ongoing records of referred, screened, and eligible students.1.5. Follows timelines from initial referral to placement.1.6. Completes all forms as required before placement and re-evaluation.1.7. Compiles case history as needed.1.8. Assists in referrals to agencies.

STANDARD 2: Demonstrates Readiness to TeachPERFORMANCES2.1. Selects appropriate student objectives as dictated by ARC and IEP.2.2. Selects appropriate learning experiences.2.3. Uses time effectively.2.4. Prepares instruction on the basis of individual needs.2.5. Develops a therapeutic program.2.6 Schedules caseload in an efficient and cooperative manner.

STANDARD 3: Demonstrates a Proficiently Managed EnvironmentPERFORMANCES3.1. Arranges setting to support learner activities3.2. Provides for a safe and orderly environment.3.3. Uses classroom procedures that are clear and easily managed.3.4. Uses classroom procedures that permit independent and interdependent learning.

Standard 1 Comments Standard 2 Comments Standard 3 CommentsSTANDARD 4: Demonstrates Proficiency in Managing Student Behavior

PERFORMANCES4.1. Establishes and clearly communicates expectations.4.2. Reinforces acceptable student behaviors.4.3. Uses appropriate consequences for altering unacceptable student behaviors.4.4. Monitors student behaviors.4.5. Holds each student accountable for his/her own behaviors.4.6. Creates a climate in which students display initiative and accept responsibility for learning and conduct.4.7. Demonstrates fairness and consistency in enforcing behavior expectations.4.8. Manages disruptive behavior constructively while maintaining instructional momentum.

STANDARD 5: Integrates the Curriculum So That Students Can Make Connection Between Knowledge and ExperiencesPERFORMANCES5.1. Implements therapy related to classroom curriculum when possible.5.2. Designs and implements themes of interest to students.5.3. Provides for critical differences of students in curriculum and instruction planning and implementation.5.4. Uses student performance to evaluate growth.5.5. Regularly guides students to understand content from appropriate diverse, multicultural, or global perspectives.

STANDARD 6: Teaches the Skills Necessary for Students to BecomeProductive Members of Various GroupsPERFORMANCES6.1. Teaches the skills needed for interdependence to work effectively in groups (taking turns and respecting views of others; teaches skills for group communication - listening, speaking)

Standard 4 Comments Standard 5 Comments Standard 6 CommentsSTANDARD 7: Uses a Variety of Effective Teaching Techniques, Equipment, Media, and Materials

PERFORMANCES7.1. Uses cooperative learning strategies, when appropriate.7.2. Provides multi-activities (e.g. learning centers, technology)7.3. Selects teaching techniques that match the readiness of students to learn.7.4. Provides for independent and interdependent learning.7.5. Maintains a schedule that assures students will experience success.

STANDARD 8: Uses Teaching Strategies That Increase Motivation

PERFORMANCES8.1 Is knowledgeable of Total Communication Approach if speech therapist.8.2. Provides all students with the opportunity for successful experiences.8.3. Demonstrates high expectations.8.4. Demonstrates a high level of concern for student success.8.5. Communicates a positive classroom climate of mutual respect.

STANDARD 9: Reports to Parent/ guardian on the Basis of the Result of Student Progress AssessmentPERFORMANCES9.1. Prepares paperwork in advance and has necessary forms available for parentconferences.9.2. Uses narrative methods of reporting student progress when appropriate.9.3. Shows actual expectations met by student.9.4. Conducts conferences with parent/guardian.9.5. Reports so students are not compared to other students.

31

7.6. Uses a variety of questioning techniques (e.g. signal, sample, redirection, individual or private response, prompting, clarification, refocusing, pausing after asking a question, etc.)7.7. Demonstrates knowledge about technology used for supplementary aids and/or services in the instructional environment.7.8. Incorporates use of technology into instructional plan, when possible.7.9. Uses community resources to enhance instruction.

8.6. Promotes interest through personalizing instruction and novel approaches.8.7. Provides knowledge of results that are meaningful and timely.8.8. Provides specific feedback.8.9. Demonstrates a caring attitude.8.10. Demonstrates consistent communication with parent/guardian.

9.6. Maintains ongoing communication with parent/guardian.9.7. Provides information regarding agencies/programs available within the community as needed.

Standard 7 Comments Standard 8 Comments Standard 9 CommentsSTANDARD 10: Collaborates with Teacher and Staff

PERFORMANCES10.1. Plans with classroom teachers and staff to implement therapy.10.2. Cooperatively develops IEP goals and objectives with Special Education teachers who have students with specially designed instruction and/or related services10.3. Serves as a consultant on topics regarding speech/language development.10.4. Assists in proper referrals of individual to agencies and specialists in the community as appropriate.10.5. Shares instructional materials and media.

STANDARD 11: Meets Professional Standards

PERFORMANCES11.1. Assumes responsibility for requisitioning and maintaining needed equipment and materials, as provided by the Board.11.2. Meets assigned time frames.11.3. Serves on committees.11.4. Fulfills out-of-class obligations/duties.11.5. Maintains confidentiality regarding students.11.6. Shows positive working relationship with faculty and staff.11.7. Follows proper channels to address issues and problems.11.8. Shows proper regard toward students.11.9. Demonstrates good judgment in decision making.11.10. Seeks further education/training.11.11. Participates in workshops, seminars, and other professional growth opportunities.11.12. Belongs to professional organizations.11.13. Establishes a pattern of dependability by being punctual and having regular attendance.11.14. Adheres to the professional code of ethics.

STANDARD 12: Uses Professional Growth Activities to Improve the Speech Therapy ProgramPERFORMANCES12.1. Identifies professional growth activities which will improve the specially designed instruction and/or related services.12.2. Develops Professional Growth Plan.12.3. Develops a plan that is congruent with the school and district mission and goals.12.4. Revises Professional Growth Plan as goals change.


32

Name: Year:

STANDARD 1: Implements Assessment Procedures

STANDARD 2: Demonstrates Readiness to Teach

STANDARD 3: Demonstrates a Proficiently Managed Environment

STANDARD 4: Demonstrates Proficiency in Managing Student Behavior

RATING _______ RATING _______ RATING _______ RATING _______STANDARD 5: Integrates the Curriculum So That Students Can Make Connections Between Knowledge and Experiences

STANDARD 6: Teaches the Skills Necessary for Students to Become Productive Members of Various Groups

STANDARD 7: Uses a Variety of Effective Teaching Techniques, Equipment, Media, and Materials

STANDARD 8: Uses Teaching Strategies That Increase Motivation

RATING _______ RATING _______ RATING _______ RATING _______STANDARD 9: Reports to Parent/ guardian on the Basis of the Result of Student Progress Assessment

STANDARD 10: Collaborates with Teacher and Staff

STANDARD 11: Meets Professional Standards

STANDARD 12: Uses Professional Growth Activities to Improve the specially designed instruction and/or related services

RATING _______ RATING _______ RATING _______ RATING _______

Rating Scale: 4 = Exemplary 3= Accomplished2 = Developing (May need to revise Professional Growth Plan)1 = Ineffective (Requires Corrective Action Plan)


33

Media Specialist

STANDARD 1: A School Library Media Specialist demonstrates proficiency in the management and administration of the library media center.

PERFORMANCES1.1. Plans long and short range goals of the library media center program with faculty, administration, and students.1.2. Plans the budget with the administration, school-based councils and/or advisory committees, based on the needs and objectives of the library media center program.1.3. Administers the budget according to the goals and objectives of the program.1.4. Develops and/or follows library media center policies e.g. materials selection, collection development, circulation, challenged materials, copyright, and technology.1.5. Develops plans for maintaining a technologically current facility and program.1.6. Organizes, classifies, and catalogs library materials following nationally recognized professional standards such as AACR2 (Anglo American Cataloging Rules), latest edition Dewey or Library of Congress, MARC format.1.7. Solicits suggestions from and communicates with faculty and students about services, materials, programs and facilities.1.8. Evaluates programs, services, facilities, and materials informally and formally on a continuous basis identifying strengths and weaknesses.1.9. Organizes and maintains the library media center as a functional attractive, safe, and orderly environment for optimal use by students and faculty.1.10. Publicizes the library media center programs, services, and materials.1. 11. Is responsible for the proper use of the facility, materials, and equipment.1. 12. May plan and/or participate in special projects or proposals, e.g. book fairs.1. 13. Trains and supervises library media center clerical staff, volunteers, and student helpers.

STANDARD 2: A School Library Media Specialist provides exemplary resources through collection development.

PERFORMANCES2. 1. Follows the district approved selection policy, which includes a procedure for the reconsideration of materials.2.2. Possesses broad knowledge of the school curriculum and plans with teachers and administration for development of collection of materials to support the curriculum and address learning needs identified through student assessment data.2.3 Uses formative and summative student performance data to inform selection, acquisition, circulation and maintenance of materials and to guide student research, inquiry, and investigations.2.4. Chooses materials using selection tools, bibliographies, periodical reviews workshop and professional judgment recommendations.2.5. Maintains a professional collection.2.6. Demonstrates competency in selection, acquisition, circulation, and maintenance of materials, technology, and equipment which support the school's curriculum and educational philosophy.2.7. Keeps automated catalog current.2.8. Maintains statistical records and shelf list needed to verify collection of the library media center holdings.2.9. Makes general repairs, weeds collection, and takes annual inventory.

Standard 1 Comments Standard 2 Comments

34

STANDARD 3: A School Library Media Specialist provides an effective library media program through services.

STANDARD 4: A School Library Media Specialist enables students to become effective information users.

PERFORMANCES3. 1. Exercises a supportive role and serves as a catalyst in insuring the library media center is central to the instructional program of the school.3.2. Participates as a member of the instructional team (s) in curriculum development projects and plans regularlywith teachers, as scheduling permits.3.3. Provides the leadership and develops expertise for the incorporation of information and instructional technologiesinto the school curriculum.3.4. Provides training to staff in use of new materials, technology, and equipment demonstrating practical applications for curriculum connections.3.5. Supports classroom teachers as a consultant in the development of instructional units, activities, and curriculum with print and non-print materials.3.6. Assists faculty in the selection of materials to supplement classroom instruction.3.7. Establishes positive rapport with staff and students.3.8. Makes the library media center and its resources accessible to students and faculty.3.9. Initiates flexible use of the library media center by individual, small groups, and large groups for research, browsing, recreational reading, and listening.3. 10. Provides orientation for new faculty and students.3.11. Maintains effective communication with staff and students e.g. informs faculty and students of new acquisitions and services.3.12. Is available as a personal resource for all students and faculty.

PERFORMANCES4. 1. Plans and implements a library media center program of library information skills in collaboration with classroom teachers toward the achievement of the goals of education reform and the academic expectations.4.2. Informally evaluates needs of diverse individuals and groups and provides appropriate learning experiences that guide students to understand content from appropriate diverse, multicultural, or global perspectives.4.3. Creates a climate conducive to learning in which students display initiative and assume a personal responsibility for learning and conduct.4.4. Provides for independent and cooperative group learning.4.5. Helps students to develop habits of independent reference work and to develop skill in the use of reference materials in relation to planned assignments.4.6. Promotes appreciation of various forms of literature emphasizing the highest quality.4.7. Encourages students to develop lifelong reading, listening, viewing, and critical thinking skills; and to become skilled in all modes of communication.4.8. Incorporates the use of technology in accessing information.4.9. Assists students in the use of multimedia for completed projects.


STANDARD 5: A School Library Media Specialist assumes responsibility for professional growth practices and demonstrates professional growth.PERFORMANCES5.1. Follows the school's policies and procedures and adheres to the Professional Code of Ethics (16 KAR 1:020).5.2. Promotes compliance with the copyright law to the best of their knowledge.5.3. Attends local professional growth activities and meetings.5.4. Demonstrates commitment by belonging to professional library organizations and attending meetings, workshops, conferences and other activities related to the field.5.5. Identifies professional growth activities, which will improve the library media, program.5.6. Develops Professional Growth Plan.5.7. Develops a plan that is congruent with the school and district mission and goals.5.8. Revises Professional Growth Plan as goals change.5.9. Demonstrates professional growth.5.10. Handles concerns of others in a positive and professional manner in order to protect the users' rights to privacy and confidentiality.

35

5.11. Is punctual for all duties and regular in attendance.5.12. Adheres to other established EPSB Standards (16 KAR 1:010).

Standard 5 Comments

Name: School: Year:

STANDARD 1: A School Library Media Specialist demonstrates proficiency in the management and administration of the library media center.

STANDARD 2: A School Library Media Specialist provides exemplary resources through collection development.

STANDARD 3: A School Library Media Specialist provides an effective library media program through services.

RATING _______ RATING _______ RATING _______Rating_____STANDARD 4: A School Library Media Specialist enables students to become effective information users.

EXPECTATIONS STANDARD 5: A School Library Media Specialist assumes responsibility for professional growth practices.

RATING _______ RATING _______




36

Summative Evaluation and Basis for Individual Professional Growth PlanSchool Psychologist

Observee: Observer: Date:Standard 1: School Psychological Services Program

Performances1.1 Demonstrates Knowledge of child

development in physical, intellectual, emotional, academic, and social domains

1.2 Serves as a resource person to the system in the areas of child development, program evaluation and planning, assessment, and the intellectual, educational, and emotional needs of children

1.3 Consults with teachers, parents, administrators, and community agencies in response to the psycho-educational needs of children

1.4 Assists in the development of effective behavioral/academic interventions for children experiencing difficulties

1.5 Provides assistance in identifying useful resources

1.6 Assists in the development of prevention activities which promote mental health and academic success for children

1.7 Assists in the development and implementation of professional development activities for certified and classified staff

1.8 Suggests and helps implement pre-referral strategies and intervention for students exhibiting learning/behavioral difficulties

Comments

Standard 2: ManagementPerformances2.1 Coordinates evaluations with school level staff2.2 Conducts individual psycho-educational evaluations in response to referrals2.3 Follows district timelines for evaluations2.4 Participates in ARC meetings2.5 Selects appropriate assessment devices and materials

Comments

37

Standard 3: Interpersonal RelationshipsPerformances3.1 Demonstrates positive interpersonal relationships with students3.2 Demonstrates positive interpersonal relationships with educational staff3.3 Demonstrates positive interpersonal relationships with parents3.4 Demonstrates positive interpersonal relationships with representatives of community agencies

Comments

Standard 1: School Psychological Services Program Standard 2: Management

RATING _______ RATING _______Standard 3: Interpersonal Relationships

RATING _______ RATING _______



38

District Administrator

Name: Year:STANDARD 1-VISION

An educational leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

PERFORMANCES – The administrator facilitates processes and engages in activities that:

A. Collaboratively develop and implement a shared vision and mission.

B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning.

C. Create and implement plans to achieve goals.D. Promote continuous and sustainable improvement.E. Monitor and evaluate progress and revise plans.

STANDARD 2- CULTURE & LEARNINGAn educational leader promotes the success of every student by advocating, nurturing, and sustaining a culture and instructional program conducive to student learning and staff professional growth.

PERFORMANCES—The administrator facilitates processes and engages in activities that:

A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations.

B. Create a comprehensive, rigorous, and coherent curricular program.

C. Develop assessment and accountability systems to monitor school and district progress.

D. Develop the instructional and leadership capacity of staff.

E. Promote the use of the most effective and appropriate technologies to support teaching and learning.

F. Monitor and evaluate the impact of the instructional program.


STANDARD 3-MANAGEMENTAn education leader promotes the success of every student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.


A. Monitor and evaluate the management and operational systems.

B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources.

C. Promote and protect the welfare and safety of students and staff.

D. Develop the capacity for distributed leadership.E. Ensure organizational time is focused to support quality

instruction and student learning.

STANDARD 4-COLLABORATIONAn education leader promotes the success of all students by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.


A. Collect and analyze data and information pertinent to the educational environment.

B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources.

C. Build and sustain positive relationships with families and caregivers.

D. Build and sustain productive relationships with community partners.


39

STANDARD 5: INTEGRITY, FAIRNESS, ETHICSAn education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.


A. Ensure a system of accountability for every student’s academic and social success.

B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior.

C. Safeguard the values of democracy, equity, and diversity.

D. Consider and evaluate the potential moral and legal consequences of decision-making.

E. Promote social justice and ensure that individual student needs inform all aspects of schooling.

F. Is punctual for all duties and regular in attendanceG. Adheres to the professional code of ethicsH. Demonstrates continuous professional growth

STANDARD 6: POLITICAL, ECONOMIC, LEGALAn education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.


A. Advocate for children, families, and caregivers.B. Act to influence local, district, state, and national

decisions affecting student learning.C. Assess, analyze, and anticipate emerging trends and

initiatives in order to adapt leadership strategies.


Name: Year:1: VisionThe education leader promotes the success of every student by:

Performance/Product/Portfolio

Ratings

Professional Growth Activities Discussed

A. Collaboratively developing and implementing a shared vision and missionB. Collecting and using data to identify goals, assess organizational effectiveness, and promote organizational learningC. Creating and implementing plans to achieve goalsD. Promoting continuous and sustainable improvementE. Monitoring and evaluating progress and revising plansOverall rating for Summative Evaluation

2: Culture and LearningThe education leader promotes the success of every student by:


Ratings


40

A. Nurtures and sustains a culture of collaboration, trust, learning, and high expectations

B. Creates a comprehensive, rigorous, and coherent curricular program

C. Develops assessment and accountability systems to monitor student progress

D. Develops the instructional and leadership capacity of staff

E. Promotes the use of the most effective and appropriate technologies to support teaching and learning

F. Monitors and evaluates the impact of the instructional program

Overall Rating for Summative Evaluation

Name: Year:3: ManagementThe education leader promotes the success of every student by:

Performance/Product/ Portfolio

Ratings


A. Monitors and evaluates the management and operational systems

B. Obtains, allocates, aligns, and efficiently utilizes human, fiscal, and technological resources

C. Promotes and protects the welfare and safety of students and staff

D. Develops the capacity for distributed leadership

E. Ensures teacher and organizational time is focused to support quality instruction and student learning


41

4: CollaborationThe education leader promotes the success of every student by:


Ratings


A. Collects and analyzes data and information pertinent to the educational environment

B. Promotes understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources

C. Builds and sustains positive relationships with families and caregivers

D. Builds and sustains productive relationships with community partners


5: Integrity, Fairness, EthicsThe education leader promotes the success of every student by:


Ratings(More than one rating

can be checked)


A. Ensures a system of accountability for every student’s academic and social success

B. Models principals of self-awareness, reflective practice, transparency, and ethical behavior

C. Safeguards the values of democracy, equality, and diversity

D. Considers and evaluates the potential moral and legal consequences of decision-making

E. Promotes social justice and ensures that individual student needs inform all aspects of schooling

F. Is punctual for all duties and regular in attendance

42

G. Adheres to the professional code of ethics

H. Demonstrates continuous professional growth


6: Political, Economic, LegalThe education leader promotes the success of every student by:


Ratings


A. Advocates for children, families, and caregivers

B. Acts to influence local, district, state, and national decisions affecting student learning

C. Assesses, analyzes, and anticipates emerging trends and initiatives in order to adapt leadership strategies


(This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, progress on personal professional growth goals, conferences, work samples, reports developed, and other documentation.)

Evaluatee ________________________________ Position _____________________________

Evaluator ________________________________ Position _____________________________

School/Work Site _________________________________________________________________



43

THE APPEALS PROCESS (All Certified Positions except Superintendent)

1. All certified school employees, except the Superintendent, have the right to a local appeal panel hearing regardless of the rating on the evaluation. The Superintendent must make his/her appeal to the Mason County Board of Education or through a judicial process.

2. The appeals panel shall consist of three certified employees of the Mason County School District.

Two (2) panel members will be elected by and from the certified employees of the district. Each principal will inquire about volunteer(s) for their school who would be willing to serve on the appeals committee, if elected. Names of the nominees will appear on a district ballot. The two certified staff members receiving the most votes will serve as committee members and the next two runner-ups will serve as alternates. This shall occur prior July 1st. All terms of panel members shall be for one (1) year and run from July 1 to June 30.

One (1) panel member shall be appointed by the Mason County Board of Education. One (1) alternate shall be appointed by the Mason County Board of Education. The chairperson of the appeals panel shall be the certified employee appointed by the

board. No panel member shall serve on any appeal on which he/she was the evaluator, or any

appeal brought by the member’s immediate family as defined in Mason County Board Policy 03.1232.

No panel member shall serve on any appeal, which has been filed against his/her immediate supervisor.

3. An appeal by a certified employee shall meet the following guidelines.

A. An appeal shall be signed and submitted on the approved form to the District Personnel Director within five (5) working days of receipt of the summative evaluation.

B. The appeals review panel will review the appeal notification and any documentation supplied by either the evaluator or evaluatee at that time and set a time and place for the hearing. Both the evaluator and the evaluatee will be notified in writing of the date and time of the hearing.

C. The evaluatee has the right to a trial-type hearing. Witnesses shall be sworn by a person authorized to administer oaths under the statutory law of Kentucky. Witnesses shall be questioned in direct examination, cross-examination, redirect examination, and recross-examination.

D. The evaluatee appealing to the panel has the burden of proof. The evaluator may respond to any statements made by the evaluatee and may present written records and/or witnesses that support the summative evaluation.

E. The Mason County Board of Education and the District Evaluation Appeals Panel do not have statutory authority to issue subpoenas for witnesses. The evaluator and the evaluatee will need to make arrangements to have their witnesses present to testify at the hearing.

44

F. The evaluator and/or evaluatee shall submit six (6) copies of any written documents that party wants considered by the appeals panel at least five (5) working days prior to the scheduled hearing.

G. The evaluator and evaluatee shall have a right to receive a copy of all documentation submitted to the appeals panel for their own review at least three (3) working days prior to the scheduled hearing.

H. The evaluator and the evaluatee shall each have the right to the presence of a chosen representative(s) and to present witnesses.

I. Evaluation appeals hearings shall be closed unless the appellant requests an open hearing. If the hearing is closed, only panel members, the evaluatee, the evaluator, legal counsel or representative, and the current witness may be present.

J. The panel shall, at the hearing, consider all written documentation and (interview) hear the evaluatee, evaluator, and all witnesses.

K. The Mason County School District shall provide for a taped report of the proceedings at the appeals hearing.

L. The panel shall, after hearing both parties and considering all written documents submitted, make a recommendation to the Superintendent within fifteen (15) working days from the date the appeal is filed.

M. In appeals where the Superintendent was the evaluator, the panel’s recommendation shall go to the Mason County Board of Education.

N. A certified employee may appeal to the Kentucky Board of Education if they feel the local district has not implemented the evaluation plan in accordance with the approval given by the Kentucky Department of Education.

Appeals Procedures and Forms Procedures for Selecting Appeals Panel Members

A. The Mason County Board of Education will appoint one (1) central office representative and one (1) alternate to the Mason County School District Appeals Committee by June 30th.B. The schools will elect two (2) certified panel members from a district ballot to serve on the appeals committee by October 1st. The two (2) runner-up candidates will serve as alternates.

C. Once elected, the members will remain as a standing committee from year-to-year.D. An alternate will serve on the panel if:

A member of the regular panel member’s immediate family brings an appeal; The appeal involves one of the panel member’s immediate supervisors

(principal or assistant principal) E. The appeals panel will select the chairperson for the committee.

45

Appeals Procedures

A. The appellant (evaluatee) will:1. Submit the appeals notification on the approved form to the District Personnel Director.2. Sign and date the notification.3. File the notification within five (5) working days of the summative evaluation.4. Submit six (6) copies of any documents to be offered for consideration at the hearing at least five (5) working days prior to the scheduled hearing.5. Provide for legal counsel or representative for the appellant, if so desired.6. Provide for the appearance of witnesses for the appellant (the appeals panel does not have subpoena power)7. Determine if the hearing is to be “closed” or “open” (if closed, only panel members, the appellant, the evaluator, legal counsel or representative and the current witness may be present).8. Bear the burden of proof.

B. The Superintendent or his designee will:

1. Receive the signed and dated Notification of Appeal.2. Convene the appeals panel to set a date, time, and place for the hearing.

C. The Mason County School District Appeals Panel will: 1. Review the Notification of Appeal.

2. Set a date, time, and place for the hearing.3. Receive copies of all documents to be considered at the hearing at least five (5) working days prior to the hearing and provide copies to both parties at least three (3) working days prior to the scheduled hearing.4. Conduct the hearing in a trial type setting (witnesses will be questioned on direct examination, cross-examination, re-direct examination, and re-cross examination.5. Hear the appeal

Review all documentation Hear the appellant Hear the evaluator Hear all witnesses

6. Provide for a taped report of hearing proceedings to both appellant and evaluator.7. Make a recommendation on the appeal to the Superintendent within fifteen (15) working days from the date of the appeal.8. Make a recommendation on the appeal to the Mason County Board of Education, if the Superintendent was the evaluator, within fifteen (15) working days from the date of the appeal.

D. The evaluator will:1. Submit six (6) copies of any documents to be offered for consideration at the hearing at least five (5) working days prior to the scheduled hearing.2. Provide for the appearance of witnesses for the evaluator (the appeals committee does not have subpoena power).

46

E. The Mason County School District will:1. Provide a person with the authorization to administer oaths under the statutory law of Kentucky.2. Provide for legal counsel or representative for the evaluator.3. Provide assistance to the evaluator in providing for the appearance of witnesses.4. Provide the technology needed to produce a taped account of the hearing.

F. The Superintendent will:

1. Receive the panel’s recommendation.2. Take such action as permitted by law as she/he deems appropriate or necessary.

G. A certified employee may:

1. Appeal to the Kentucky Board of Education if they feel the local district has not implemented the evaluation plan in accordance with its’ approval by the Kentucky Department of Education.

47

Mason County Schools Evaluation Appeals Hearing Request Form I, ___________________________________________, have been evaluated by

___________________________________________ during the current school year

evaluation cycle.

My disagreement with the findings of the summative evaluation has been

thoroughly discussed with my evaluator. I respectfully request the Mason County

School District Evaluation Appeals Committee to hear my appeal.

My appeal challenges the summative findings on:

Substance

Procedure

Both Substance and Procedure

The date of the summative conference was ___________________.

The date the evaluator was notified of my intent to appeal was ___________________.

Signature:

________________________________________________________

Date: ________________________________________________________

This form shall be presented in person or by mail to the Mason County School District Personnel Director within five (5) working days of the summative conference.

PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM – PRINCIPAL AND ASSISTANT PRINCIPAL

48

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.

SECTION 1: ROLES AND DEFINITIONS1. Administrator: means an administrator who devotes the majority of employed time in the role of principal, for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050 2. Documentation: Artifacts created in the day-to -day world of running a school that can provide evidence of meeting the performance standard. 3. Evaluator: the immediate supervisor of certified personnel, who has satisfactorily completed all required evaluation training and, if evaluating teachers, observation certification training. 4. Evaluatee: District/School personnel that are being evaluated. 5. Observation/School Site Visits: Provides information on a wide range of contributions made by principals. Observations/school site visits may range from watching how a principal interacts with others, to observing programs and shadowing the administrator. 6. Professional Growth Plan: An individualized plan that is focused on improving professional practice and leadership skills and is aligned with educator performance standards and student performance standards, is built using a variety of sources and types of student data that reflect student needs and strengths, educator data, and school/district data, is produced in consultation with the evaluator 7. Performance Levels-General descriptors that indicate the principal’s performance. Principals can be rated Ineffective, Developing, Accomplished, or Exemplary on this scale. 8. Performance Rubrics: a behavioral summary scale that describes acceptable performance levels for each of the seven performance standards. 9. Performance Standards-Guiding standards that provide for a defined set of common purposes and expectations that guide effective leadership. Those standards include: Instructional Leadership, School Climate, Human Resources Management, Organizational Management, Communication and Community Relations, Professionalism and Student Growth. 10. Self-Reflection: means the process by which certified personnel assess the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth 11. SMART Criteria; Acronym use to develop a goal(s) Specific, Measurable, Appropriate, Realistic, Time-Bound. 12. Site Visit: methods by which superintendents may gain insight into whether principals are meeting the performance standards. 13. Surveys: Tools used to provide information to principals about perception of job performance. 14. Val-Ed 360°: An assessment that provides feedback of a principal’s learning-centered behaviors by using input from the principal, his/her supervisor, and teachers. The survey looks at core components (the what) that are listed on the slide, as well as key processes (the how). 15. VAL-ED Point of Contact: person selected at district and school level to assist in the facilitation of the VAL-ED 360 survey. 16. TELL Kentucky: A working conditions survey of all school staff conducted every two years to provide feedback on specific aspects of the school’s work environment. 17. Working Conditions Goal: Goal that connects the TELL KY data to the Principal Performance Standards and impacts working conditions within the school building.

49

PPGES TIMELINE PRINCIPAL RESPONSIBILITIES:

Principals play an important role in their own evaluations. As such, they must understand the 1) Principal Professional Growth and Effectiveness System, 2) Principal Performance Standards and the tools used within the system to evaluate practice. Principals will:

TIMELINE ACTIVITY TASK OR DOCUMENT RESPONSIBILITY OFEVALUATOR EVALUATEE

By August 1 Superintendent /designee review expectations of PPGES

Fulfills the 30 day requirement for evaluation

By September 30

Principals/ Assistant Principal conduct self-reflection on survey results and PGP Part A: Initial Reflection of Practice

Evaluator and Evaluatee collaboratively develop PGP

Principal and Superintendent /designee collaboratively set student growth goal

Reflective Practice, Student Growth and Professional Growth, Working Conditions Planning Template

Prior to Mid-Year Review

Superintendent/ designee conduct observation / site visit

Observation / Site Visit Form

By January 30 Mid-Year Conference with the principal including review of student growth goal, PGP, and documentation

Student Academic Growth Goal Setting Form

Reflective Practice, Student Growth and Professional Growth Planning Template

Documentation Form Principal Mid-Year

Performance Review

March Teachers, principals and superintendents complete VAL-ED or TELL KENTUCKY

Complete on-line working conditions and principal effectiveness surveys

By May 31 Superintendents conduct observation /

Observation/ Site Visit Form

50

site visitBy June 30 End-of-Year Review of

all evaluates including review of student growth goal, PGP, and documentation

Student Academic Growth Goal Setting Form

Reflective Practice and Professional Growth Planning Template

Principal Summative Performance Report

SYSTEM COMPONENTS – SYSTEM OVERVIEW AND SUMMATIVE MODELThe following graphic outlines the summative model for the Principal Professional Growth and Effectiveness System.

Evaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional judgment based on this evidence when evaluating a principal. The role of evidence and professional judgment in the determination of ratings on standards and an overall rating is paramount in

51

STANDARD 5: Communication & Community Relations

STANDARD 6: Professionalism

PROFESSIONAL JUDGMENT &

STATE-DETERMINED

DECISION RULES establishing a

common understanding of

performance thresholds to

which all educators are

held

STATE CONTRIBUTION: High, Expected, Low Growth Rating


AND DISTRICT-DETERMINED

RUBRICS

LOCAL CONTRIBUTION: High, Expected, Low Growth Rating

STUDENT GROWTH RATINGS

PERFORMANCE TOWARD

TRAJECTORYAND

Local Contribution – Student Growth Goals (SGGs) based on school need

SOURCES OF EVIDENCE TO

INFORM STUDENT GROWTH

State Contribution – ASSIST/NGL Goal

SOURCES OF EVIDENCE TO

INFORM PROFESSIONAL

PRACTICE

STANDARD 1: Instructional LeadershipSTANDARD 2: School Climate

STANDARD 3: Human Resource Management

STANDARD RATINGS


STUDENT GROWTH

PROFESSIONAL PRACTICE

OVERALL PERFORMANCE

CATEGORY

STANDARD 4: Organizational Management

Professional Growth Plans and Self- ReflectionSite-VisitsVal-Ed 360°Working Conditions Growth Goal

this process. However, professional judgment is grounded in a common framework: the Principal Performance Standards.

PRINCIPAL PERFORMANCE STANDARDS

The Principal Performance Standards are designed to support student achievement and professional best-practice through the standards of:

1. Instructional Leadership2. School Climate3. Human Resource Management4. Organizational Management5. Communication & Community Relations6. Professionalism

Included in the Performance Standards are Performance Indicators that provide examples of observable, tangible behaviors that provide evidence of each standard. The Performance Standards provide the structure for feedback for continuous improvement through individual goals that target professional growth, thus supporting overall student achievement and school improvement. Evidence supporting a principal’s professional practice will be situated within one or more of the 6 standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. It is important to note that the expected performance level is “Accomplished,” but a good rule of thumb is that it is expected that a principal will “live in Accomplished but occasionally visit Exemplary”. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each standard.The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how principals respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual principal performance. These factors may include school-specific priorities that may drive practice in one standard, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas.

Evaluators must use the following categories of evidence in determining overall ratings:

Required Sources of Evidence:

Professional Growth Planning and Self-Reflection Site-Visits Val-Ed 360° Working Conditions Goal (Based on TELL KY) State and Local Student Growth Goal data * (Beginning with the 2015-2016 school year and

beyond).

Evaluators may use the following categories of evidence in determining overall ratings:

Other Measures of Student Learning

52

Products of Practice Principals may provide additional evidences to support assessment of their own professional

practice. These evidences should yield information related to the principal’s practice within the standards. These evidences should be part of the regular practice of the principal and not created solely for use as evidence. In other words, evidence must be naturally occurring products related to the day-to-day work of principal leadership and learning.

Other Sources (e.g. surveys)


The following sections provide a detailed overview of the various sources of evidence used to inform Professional Practice Ratings.

PROFESSIONAL GROWTH PLANNING AND SELF-REFLECTION

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 will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection.

Administrators Administrations who are participating in a required internship shall follow all rules and

regulations as set forth by the Beginning Principal Internship Program 704 KAR 20:320 and when applicable in the Evaluation Guidelines 704 KAR: 3:345 and KRS 161:027. All other administrators will be evaluated annually.

An individual growth plan will be developed annually. This plan may be enrichment or an improvement plan, based on the performance rating of the formal evaluation and/or other formative data.

The summative evaluation for administrators will be completed by June 15. A copy of the summative evaluation report will be given to the administrator. The summative evaluation report will be placed in the administrator’s file in the Central

Office. Information will be housed in the Educator Development Suite of CIITS.

Professional Growth Planning and Self-Reflection – completed by principals & assistant principals

All principals will participate in self-reflection and professional growth planning each year. All assistant principals will participate in self-reflection and professional growth planning

each year.

The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including site-visit conferences, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. Self-reflection improves principal practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement. In collaboration with district administrators, principals will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection.

53

Self-reflection improves 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 self-reflection and professional growth planning provide critical information in determining a rating for each standard.

Reflective practices and professional growth planning are iterative processes. The principal/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 supervisor to develop a professional growth plan and action steps; (3) documents the plan in CIITS(4) implements the plan; (5) regularly reflects on the progress and impact of the plan on his or her professional practice; (6) modifies the plan as appropriate; (7) continues implementation and ongoing reflection; (8) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps.

Required Timeline for PGP Development, Approval and Self-Reflection

1. By September 30 of the current year, steps (1) through (3) above will be conducted.2. A minimum of twice each year, principals and assistant principals will reflect on the progress and

impact of the plan on his or her professional practice related to the professional growth goal, steps (4) through (7) above.

a. Midyear reflection by December 15th as documented in CIITSb. Second reflection January through March 15th as documented in CIITS

3. By April 15th of each year principals and assistant principals conduct a summative reflection on the degree of professional growth goal attainment and the implications for next steps, step (8) above.

4. Additional conferences

PRINCIPAL/ASSISTANT PRINCIPAL PGP TIMELINE

August 1 Superintendent reviews expectations of PPGESSeptember 30 Conference with Principal/Assistant Principal to collaboratively

54

develop Student Growth Goal, Working Conditions Coal and Professional Growth Goal/Plan

October-November Superintendent Conducts a Site VisitDecember Conference with principal/assistant principal to review/reflect

upon all goals and modify any strategies as needed.March Completion of TELL or VAL-ED SurveyApril Superintendent conducts a Site VisitJune 30 Conference with principal/assistant principal to review their

Student Growth Goal, Working Condition Goal, and Professional Growth Goal as well as modify any strategies.

SITE-VISITS (conducted at least twice a year)

Site visits will be conducted by supervisor of principal at least twice each year. (Formal site-visits are not required for the assistant principal.)

Site visits are a method by which the superintendent/designee may gain insight into the principals’ practice in relation to the Principal Performance 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 they would like to further explore with the principal’s faculty and staff. Additionally, the principal is provided an opportunity to explain the successes and trials the school community has experienced in relation to school improvement. Site visits are conducted by the superintendent or designee. Engaging in rich, targeted conversations after a site-visit is an essential step in creating a culture of professional inquiry designed to improve professional practice.

First Semester Site Visit Schedule: One site visit will be conducted in the first semester by December 15th.Second Semester Site Visit Schedule: The final site visit will be conducted by April 15th.

VAL-ED 360°- Completed for principals; not completed for assistant principals

The VAL-ED 360° is an assessment that provides feedback on a principal’s learning-centered behaviors by using input from the principal, his/her supervisor, and teachers. All teachers will participate in the Val-Ed 360°. The results of the survey will be included as a source of data to inform each principal’s professional practice rating.

It will provide feedback to principals that incorporate the input of critical members of the school’s professional community. When the principal receives the report with the results of the assessment, he/she will analyze the report and compare his/her own ratings on each of the core components/key processes against the ratings given by the teachers and supervisors. In this way, the principal can get informative feedback about the leadership behaviors in which he or she is excelling and the behaviors on which more work is needed.

The Superintendent/designee will be responsible for overseeing and administering the Val-Ed 360°.

The Superintendent/designee will ensure all teachers and appropriate administrative staff are provided training on the completion of Val-Ed 360°.

55

The Superintendent/designee will ensure that all Val-Ed 360° survey letters are distributed prior to or at the beginning of the administration window in March of the alternating year that The TELL Kentucky survey is administered.

Conducted at least once every two years in the school year that TELL Kentucky is not administered.

The Superintendent/designee will ensure that results from the Val-Ed 360° are used to inform principal growth and that the results are connected to the Principal Performance Standards. The intended use of Val-Ed 360° results is to inform and develop Principal Professional Growth Planning, Mid-Year Review, Site-Visit conferencing, Working Conditions Growth Goal support, etc.

The Superintendent/designee will ensure that results from the Val-Ed 360° will only be available the principal and the superintendent/designee.

Working Conditions Goal (Based on TELL KY) Goal inherited by Assistant Principal

Principals are responsible for setting a 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.

Working Conditions Goal

Number of Goals Principals are responsible for setting one (1) 2-year Working Conditions Goal that is based on information in the most recent TELL Kentucky Survey and any additional relevant data which might include VAL-ED surveys, school level documentation, etc. The principal, in collaboration with the superintendent/designee, will review the results from the TELL Kentucky Survey.1. Principals will identify a TELL survey question that indicates a need for growth and then identify related TELL survey questions that may affect results.2. Once identified, these questions will be connected to one or more of the Principal Performance Standards.3. The principal will develop a Working Conditions Growth Goal statement that will identify a measurable target to be addressed during the next 2 school years.4. A rubric will be developed by the principal and superintendent that will set the goal for Accomplished. The rubric will also establish what will constitutes each level of achievement of the goal (ineffective, developing, accomplished, or exemplary).5. The steps the principal will take to accomplish the established goal will then be prioritized.6. Ongoing reflection and modification of the strategies will occur as needed.

Working Conditions Goal Rubric

The rubric will be a collaborative effort between the principal and superintendent/supervisor using the categories of Ineffective, Developing, Accomplished, and Exemplary. The rating scale for the rubric will reflect growth toward the goal with a + or – 10% confidence interval.Example:

56

Exemplary: Above Accomplished GoalAccomplished: + or - 10% of goalDeveloping: baseline set for the goalIneffective: below the baseline

Example-A principal has identified a WCG area and has set a goal of increase from 30% to 60% agreement on the identified question(s).The rubric with a built in range of + or - 10% would be:Exemplary: Above 70% AgreementAccomplished: 50-69% AgreementDeveloping: 31-49% AgreementIneffective: 30% or below Agreement*See the chart below

Mid-Point Review During mid-year review, principals may choose for one or more of the following as evidence of growth:

Engage staff in informal conversations that provide feedback on the progress of meeting the WCG.

Conduct a sample survey using identified questions from TELL (3-5) as an interim measure of growth. Principal will use results to determine if growth has occurred according to the WCG.

Use results for a variety of sources to linked to TELL Data questions that support growth according to the WCG

Additional Surveys or Evidence

Principals can choose to complete on-line surveys from Survey Monkey, paper/pencil surveys, etc. to measure growth in their WCG.

PRINCIPAL’S WORKING CONDITIONS GROWTH GOAL (As evidenced from Principal PGP Plan Appendix)

(Two Year Goal Based on Tell Kentucky Survey Results)

57

WORKING CONDITIONS GROWTH GOAL RUBRICIneffective Developing Accomplished Exemplary

_____% and below _____% to _____% _____% to _____% _____% and aboveWORKING CONDITIONS GOAL ACTION PLAN

Working ConditionsWhat 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/ActionsWhat 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/SupportWhat resources will I need to complete my plan?What support will I need?

Targeted Completion Date

When will I complete each identified strategy/ action?

PRODUCTS OF PRACTICE/OTHER SOURCES OF EVIDENCE

Principals may provide additional evidence to support assessment of their own professional practice. This evidence should yield information related to the principal’s practice within the standards. This evidence should be part of the regular practice of the principal related to the day-to-day work of principal leadership and learning.

SBDM Minutes Faculty Meeting Agendas and Minutes Department/Grade Level Agendas and Minutes PLC Agendas and Minutes Leadership Team Agendas and Minutes Instructional Round/Walk-through documentation Budgets EILA/Professional Learning experience documentation Surveys Professional Organization memberships Parent/Community engagement surveys Parent/Community engagement events documentation School schedules Others: as agreed upon by supervisor and principal

STUDENT GROWTH*

The following sections provide a detailed overview of the various sources of evidence used to inform Student Growth Ratings. At least one (1) of the Student Growth Goals set by the Principal must address gap populations. Assistant Principals will inherit the SGGs (both state and local contributions) of the Principal.

The Student Growth measure is comprised of two contributions: a STATE contribution and a LOCAL contribution. Both Goals are inherited by the Assistant Principal and at least one goal must be based on Gap Population. The local goal may be developed to parallel the State Contribution.

58

STATE CONTRIBUTION – ASSIST/Next Generation Learners (NGL) Goal Based on Trajectory (Goal inherited by Assistant Principal)

The principal will collaborate with the Superintendent/designee to determine the grade appropriate assist goal, specific strategies, and the interim trajectory with the state target as a minimum. Principals are responsible for setting at least one student growth goal that is tied directly to the Comprehensive School Improvement Plan located in ASSIST. The school report card reports trajectory data under the Delivery Target Tab and also through the link to School Trend data. The superintendent/designee and the principal will meet to discuss the trajectory for the goal and to establish the year’s goal that will help reach the long-term trajectory target. New goals are identified each year based on the ASSIST goals. The goal should be revised annually with the intent of improving student achievement and reaching the long term goals.

Determining the high, expected, or low growth for the principal’s state growth goal will be based on the following information with a +/- 10% confidence interval:

3 points for exceeding the percent proficient/distinguished trajectory 2 points for meeting percent proficient/distinguished trajectory 1 point for not meeting the percent proficient/distinguished delivery target

For example, if the goal was set that 80% of the gap population would reach proficient/distinguished then the following percentages would result in high, expected or low growth.

Example of H,E,L Growth (If Trajectory Target was 80% P/D)Low Expected High

69% or Below 70%-90% 90% and above

LOCAL CONTRIBUTION – Based on School Need (Goal inherited by Assistant Principal) as evidenced by Principal Professional Growth and Effectiveness System Professional Growth Planning (APPENDIX)

The local Student Growth Goal shall be based on school need and may be developed parallel to the State Contribution or with a different focus. It shall be centered on gap population unless the State Contribution is gap based.

Each principal will be required to develop one (1) Local Growth Goal. The Local Growth Goal process includes:

Determining needs based on multiple data sources if available Creating a specific growth goal grounded in baseline data Creating and implementing leadership and management strategies Monitoring progress through on-going data collection Creating a growth goal rubric Determining goal attainment based on the growth goal rubric Developing the goal using the Mason County SGG Rigor Rubric

59

The Local Growth Goal shall be based on actions that can be taken by the principal to impact results as opposed to actions assigned to others by the principal and shall be connected to other school/district initiatives where possible.

Measures in Determining Student Growth Rating as Low, Expected, or High

The student growth rating will be determined by the identified components of the Principal’s Student Growth Goal with a confidence interval of +/- 10%. Points will be awarded as follows:

3 points for meeting or exceeding the growth goal 1 point for not meeting the growth goal

After evaluating growth based on student results the following protocol will be applied:SGG growth points for the State Contribution will be added to SGG growth points for the Local Contribution and divided by the two goals identified in the SGG to yield the student growth rating.

Average of 3 – High Average of 2 – Expected Average of 1 – Low

The following Student Growth Goal Rating Outcomes chart provides the possible outcomes:

Student Growth Goal (SGG) Rating OutcomesMet Identified SGG State

Contribution Growth GoalMet Identified SGG Local

Contribution Growth GoalStudent Growth Rating

Yes – 3 points Yes – 3 Points Average of 3 - HIGHYes – 3 points No - 1 point Average of 2 - EXPECTEDNo - 1 point Yes – 3 point Average of 2 - EXPECTEDNo – 1 point No - 1 point Average of 1 - LOW

*Student Growth Ratings will not be used for personnel decisions or applying consequences for the 2014-2015 school year but will be applicable in the 2015-2016 school year and beyond.


The Superintendent/designee is responsible for determining an Overall Performance Category for each principal at the conclusion of their summative evaluation year. The Overall Performance Category is informed by the educator’s ratings on professional practice and student growth. The evaluator determines the Overall Performance Category based on professional judgment informed by evidence that demonstrates the educator's performance against the Standards, district-developed rubrics, and decision rules that establish a common understanding of performance thresholds to which all educators are held. Following is a description of each component used to inform the Overall Performance Category.

RATING OVERALL PROFESSIONAL PRACTICE

60

The overall performance rating will follow the PPGES time for completion of the process annually and will be recorded in CIITS.

The Kentucky Principal Performance Standards stand as the critical rubric for providing principals and evaluators with concrete descriptions of practice associated with specific standards. Each standard describes a behavior or related set of behaviors that principals and evaluators can prioritize for evidence-gathering, feedback, and eventually, evaluation. Evaluators will organize and analyze evidence for each individual principal based on these concrete descriptions of practice.

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 at the culmination of an educator’s cycle. 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.

Timeline for rating Professional Practice will be a minimum of two reviews conducted annually. The mid-year will be conducted by the supervisor/designee by December 15 th and the summative review will be conducted by April 15th of each year.

CRITERIA FOR DETERMINING A PRINCIPAL’S or ASSISTANT PRINCIPAL’S PROFESSIONAL PRACTICE RATING

61

STANDARD 5: [I, D, A, E]



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

STANDARD 2: [I , D, A, E]PROFESSIONAL

JUDGMENT

SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE


DOMAIN RATINGS


REQUIRED• Professional Growth Plans

and Self-Reflection• Site-Visit• Val-Ed 360°/Working

ConditionsOPTIONAL

• Other: District-Determined – Must be identified in the CEP

IF THENPrincipal or Assistant Principal is rated EXEMPLARY in at least four of the standards and no standard is rated DEVELOPING or INEFFECTIVE

Professional Practice Rating shall be EXEMPLARY

Principal or Assistant Principal is rated ACCOMPLISHED in at least four standards and no standard is rated INEFFECTIVE


Principal or Assistant Principal is rated DEVELOPING in at least five standards

Professional Practice Rating shall be DEVELOPING

Principal or Assistant Principal is rated INEFFECTIVE in two or more standards

Professional Practice Rating shall be INEFFECTIVE

*RATING OVERALL STUDENT GROWTH

The overall Student Growth Rating will be determined by the results of 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.

The state and local growth goals will be used to determine the overall Student Growth Rating

Three years of student growth data (when available) will be averaged to determine overall Student Growth Rating when and if available

Student Growth Ratings will be recorded in CIITS

The process used to rate student growth includes both state and local contributions. The overall student growth rating will be determined by combining all ratings as described below:

LOW = 1EXPECTED = 2HIGH = 3

The sum of all ratings available will then be divided by the total number of ratings received. The average of all SGG ratings (state and local over potentially three years) will result in an overall student growth rating as follows:

LOW = 1.0 – 1.49EXPECTED = 1.5 – 2.49HIGH = 2.5 – 3.0

62


SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH

STUDENT GROWTH [H,E, L]

STUDENT GROWTH RATINGSTUDENT GROWTH

STATE ASSIST/NGL Goal


A principal’s Overall Performance Category is determined by the evaluator based on the principal’s ratings on each standard, as well as student growth.

*USE OF THE PGES FOR PERSONNEL DECISIONS AND CONSEQUENCESThe Mason County School System will use the Professional Practice Rating to make personnel decisions and apply consequences for the 2014/2015 school year. The student growth component will be required of principals and assistant principals during the 2014/2015 school year but will not be used to make personnel decisions or to apply consequences until the 2015/2016 school year.

GROWTH PLANNING USING THE OVERALL PERFORMANCE CATEGORY AND STUDENT GROWTH TREND DATA

The Overall Performance Category, in combination with trends of multiple measures of student growth, will be used to determine the principal’s growth plan. The evaluator will, in collaboration with the principal and through application of professional judgment, determine the next appropriate steps for growth planning.

63


STATE ASSIST/NGL Goal

For the 2014/2015 school year only the Overall Performance Category of the chart below will be in effect. The use of student growth goals will become effective for the 2015/2016 school year and beyond.

PRINCIPAL GROWTH PLANNING USING THE OVERALL PERFORMANCE CATEGORY AND STUDENT GROWTH TREND DATA

“Shall” have a minimum of a directed growth plan

“Shall” have a minimum of a self-directed growth plan



“Shall” have a minimum of a directed growth plan“Shall” have a minimum of a self-directed growth plan

“Shall” have a minimum of a Corrective Action Plan (Evaluator Directed)

Low Growth Expected Growth High Growth

STUDENT GROWTH

64

OVE

RALL

PER

FORM

ANCE

CAT

EGO

RY

EXEM

PLAR

YAC

COM

PLIS

HED

DEVE

LOPI

NG

IN

EFFE

CTIV

E

Mason County SchoolsCertified Assistance Program (CAP)

Introduction The key to excellent schools and student achievement is having the best staff in appropriate positions. Most research provides evidence that only one to two percent of the staff has difficulty performing at an acceptable level in the classroom. The school district must provide a program for improving the skills of certified employees whose job performance rating is designated as “does not meet” standard(s). Initiation of a teacher assistance program reflects Mason County’s commitment to teacher efficacy (I.e., the belief that a teacher has the power to identify his/her problems and develop solutions to these problems). School districts have a responsibility to communicate with individuals about the necessity of “retooling” and improving performance in the classroom.

Purpose The Certified Assistance Program is a systematic approach to provide additional support and feedback to certified employees whose performance evaluation is rated “does not meet” standard(s). The goal of the program is to improve the evaluatee’s skills to a “meets” rating on the district evaluation plan. Composition of CAP Team The Certified Assistance program is a team effort with a focus on the teaching/coaching process. The team is comprised of the following individuals:

· the building level evaluator (principal)· the supervisor of instruction or other administrator· the superintendent or superintendent designee· one peer mentor teacher who is appointed by the principal after consultation with the

evaluatee. Overview The following plan, known as the Certified Assistance Plan (CAP) outlines the following:

· General Guidelines for CAP Process (Instructional Emphasis)· Due Process for Evaluatee and CAP Team· Outcomes of CAP· Guidelines for CAP Team Related to “Does Not Meet” Rating

65

General Guidelines for CAP Process (Instructional Emphasis)

1. Formal evaluation contacts increase to twelve visits during the school year by the CAP team (Four (4)

visits for each committee member).

2. The CAP Team will meet with the employee and collaboratively identify areas of strength, as well as target areas for improvement. The Individual Corrective Action Plan will be reviewed/revised. (The CAP team may determine that developing a new professional growth plan would be preferable to adding to or revising the Corrective Action Plan). (The area(s) targeted will relate to instruction and obstacles that are impeding student learning and achievement).

3. The employee will be given time to improve his/her performance. (Six months is considered a minimal amount of time).

4. The CAP Team will provide resources and ideas in the areas identified for professional growth.

5. The evaluatee will conference with the CAP Team member after each observation. After each round of observations, the team will jointly confer with the evaluatee concerning progress in targeted area(s).

6. A written summary will be provided to the certified employee at each of the joint conferences.

7. The CAP team will require a teacher/administrator portfolio that addresses instructional needs and reflects application of ideas in the classroom setting. Samples of quality student work should be included in the teacher portfolio.

Due Process Guidelines 1. The discrepancy/concern has been made known to the certified evaluatee and it reasonably relates to

the efficient/orderly operation of a school and/or the improvement of student achievement.

2. The certified evaluatee was notified in writing about the discrepancy/concern. Furthermore, the evaluatee was notified of possible consequences.

3. A fair and objective evaluation program was used with the evaluatee being provided with additional assistance to target areas of discrepancy/concern.

4. Specific data was used to determine and verify the situation.

5. Results from the process were consistent with the situation.

6. The evaluatee’s previous record was considered and the recommended outcomes are consistent with that afforded other certified employees of the school in similar circumstances.

66

Outcomes of the CAP Process (Instructional Emphasis) At the conclusion of the CAP process, the team will reach consensus regarding the progress of the evaluatee and subsequent actions/expectations. The following chart summarizes the three possible outcomes.

OUTCOMES RATING ACTION

Meets(Satisfactory progress has been made)

The immediate supervisor will monitor yearly formal and informal observations and evaluations

Growth Needed(Improvement is still needed)

The CAP team will continue to monitor and evaluate. Observations/evaluations will decrease to six (6). General guidelines for the CAP process continue to be applicable.

Does Not Meet(Progress has not been satisfactory)

The CAP team recommends dismissal/demotion proceeding according to Board policy.

Guidelines for CAP Team Meetings Related to “Does Not Meet” OutcomeThe following guidelines are for testifying in a hearing or court appearance:

1. Make a total disclosure of facts—no surprises. 2. Specify only facts that can be supported by documented evidence (ignore hearsay or make believe) 3. Answer what is asked. Don’t ramble or elaborate beyond the question asked of you. 4. Listen to the entire question. 5. Think before you speak. 6. Have the question restated or rephrased, if necessary. 7. Speak for yourself. (Don’t guess about what others might think or say). 8. Be truthful and straightforward. (Don’t avoid the issues and don’t back off or be intimidated. You are

a professional). 9. Refer only to the reasons officially stated as cause for termination. (Don’t try to make reference to

other causes). 10. Be sure you:

A. Have and follow a formal, Board-adopted evaluation system;B. Follow the corrective action plan with the belief that you will help most certified employees


67

Procedures for Corrective Action Plan This plan is to be completed by the employee with assistance from the immediate supervisor. The individual corrective action plan is developed when an evaluatee receives a “does not meet” rating(s) on the summative evaluation or when an immediate change is required in teacher behavior. 1. Review Status

Review summative evaluation Review most recent professional growth plan Discuss standards where evaluatee received “does not meet” rating and/or where an

immediate change in behavior is required 2. Define Professional Development Stage Select the stage that matches the current status of personal professional growth.

O/A Orientation/Awareness P/A Preparation/Application I/M Implementation/Management R/I Refinement/Impact

3. Standard(s) and Objectives

Identify the standard(s) where evaluatee received “does not meet” rating on the summative evaluation

Identify objectives related to the standards targeted 4. Procedures and Activities for Achieving Objectives

List the specific activities to be done to accomplish objective(s) Identify the support personnel that will be needed to assist with activities

5. Appraisal Method and Target Dates

Identify how progress will be measured concerning objective Identify target dates for accomplishing activities

6. Provide opportunity for comments by Employee and Supervisor (Optional)

68

peer - mason county schools€¦ · web viewmason county schools certified personnel evaluation...

Documents