Certified Personnel Evaluation Plan
LIVINGSTON COUNTY SCHOOLS
PROFESSIONAL GROWTH & EVALUATION OF
CERTIFIED PERSONNEL
Table of Contents
Cover Page 1
Table of Contents 2
Assurances 3
Certified Evaluation Contact Person 4
2014-2015 Certified Evaluation Committee 4
2014-2016 Summative Evaluation Appeals Panel 4
Committee Members Signatures 5
Roles and Definitions 6-9
Professional Growth & Effectiveness System-(Teachers/Other Professionals) 10-25
Principal Professional Growth & Effectiveness System 26-38
Other Professionals Evaluation Plan 39-41
Appeals Panel Procedures and Forms 42-47
Appendix
PGES Documents 48-73
Documents for staff not included in PGES 74-103
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ASSURANCE
CERTIFIED SCHOOL PERSONNEL EVALUATION PLAN
The Livingston County School District hereby assures the Commissioner of Education that:
This evaluation plan was developed by an evaluation committee composed of an equal number of teachers and administrators in compliance with KRS 156.557 and 704 KAR 3:345.
The evaluation process and criteria for evaluation will be explained to and discussed with all certified personnel annually within one month of reporting for employment. This shall occur prior to the implementation of the plan. The evaluation of each certified staff member will be conducted or supervised by the immediate supervisor of the employee.
All certified employees shall develop a Professional Growth Plan (PGP) that shall be aligned with the school/district improvement plan and comply with the requirements of 704 KAR 3:345. The PGP will be reviewed annually.
All administrators, to include the superintendent, and non-tenured teachers, will be evaluated annually.
All tenured teachers will be evaluated a minimum of once every three years.
Each evaluator will be trained and approved in the use of appropriate evaluation techniques and the use of local instruments and procedures.
Each person evaluated will have both formative and summative evaluations with the evaluator regarding his/her performance.
Each evaluatee shall be given a copy of his/her summative evaluation and the summative evaluation shall be filed with the official personnel records.
The local evaluation plan provides for the right to a hearing as to every appeal, an opportunity to review all documents presented to the evaluation appeals panel, and a right to the presence of evaluatee’s chosen representative.
The evaluation plan process will not discriminate on the basis of race, national origin, religion, marital status, sex, or disability.
This evaluation plan will be reviewed as needed and any substantive revisions will be submitted to the Department of Education for approval.
The local Board of Education reviewed the Evaluation Plan as recorded in the minutes of the meeting held on May 4, 2015.
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Signature of District Superintendent Date
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Signature of Chairperson, Board of Education Date
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Certified Evaluation Contact Person
This district employee is designated to serve as the evaluation contact person and act as a liaison between the district and the Kentucky Department of Education in matters concerning the district’s evaluation process
Sheri Henson, Supervisor of Instruction
P.O. Box 219
127 East Adair
Smithland, KY 42081
Phone: (270) 928-2111
Fax: (270) 928-2112
2015-2016
Certified Evaluation 50/50 Committee
Teachers
Theresa Falder
Phyllis Johnson
Michele Powell
Janet Quertermous
Teri Walker
Administrators
Rebecca Dunning
Scott Gray
Sheri Henson
Lisa Huddleston
Tad Mott
2014-2016
Livingston County District’s
Summative Evaluation Appeals Panel
Board Appointed Certified Employee
Chair: Sheri Henson
Alternate/Chair: Melvin Houk
Elected Certified Employees
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Panel Members: Teri Walker, Josh Johnson
Alternate Panel Members: Pam Simmons, Morgan McCall
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COMMITTEE STATEMENT
As members of the Livingston County School’s Certified Evaluation 50/50 Committee, we have reviewed this document to ensure the continued success of student achievement with administrators and educators working together.
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Rebecca Dunning, Principal Lisa Huddleston, Principal
South Livingston Elementary Livingston County Middle School
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Scott Gray, Principal Tad Mott, Principal
Livingston Central High School North Livingston Elementary School
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Phyllis Johnson, Teacher Teri Walker, Teacher
North Livingston Elementary School South Livingston Elementary School
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Janet Quertermous, Teacher Theresa Falder, Teacher
South Livingston Elementary School Livingston Central High School
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Michele Powell, Teacher Sheri Henson, Supervisor of Instruction
Livingston County Middle School Livingston County Schools
This 50/50 committee reviewed and revised the plan for the 2015-2016 school year.
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Livingston County Schools Certified Personnel Evaluation
Certified Evaluation Plan
All certified staff will be trained on the evaluation criteria and process within 30 days of reporting for employment for each school year. This shall occur prior to the implementation of the plan.
The immediate supervisor is responsible for evaluating teachers.
Non-tenured teachers and other professionals (e.g. media specialist, guidance counselor, instructional coaches) will be evaluated yearly and tenured teachers and other professionals will be evaluated at a minimum of once every three years following the requirement of the District Professional Growth and Effectiveness System.
Administrators will be evaluated annually by the superintendent or by the superintendent’s designee following the requirements of the PPGES system.
The Livingston County Board of Education appraises the performance of the Superintendent.
Opportunities for the professional growth of the Superintendent will be provided pursuant to KRS 156.111 and 704 KAR 3:345.
For a Year-at-a-Glance timeline for PGES, see page 23.
Roles and Definitions
1. Artifact: A product of a certified school personnel’s work that demonstrates knowledge and skills.
2. Assistant Principal: A certified school personnel who devotes the majority of employed time in the role of assistant principal, for which administrative certification is required by EPSB.
3. Certified Administrator: A certified school personnel, other than principal or assistant principal, who devotes the majority of time in a position for which administrative certification is required by EPSB.
4. Certified School Personnel: A certified employee, below the level of superintendent, who devotes the majority of time in a position in a district for which certification is required by EPSB.
5. Conference: means a collaborative meeting involving the evaluator and the evaluatee for the purposes of: providing feedback from the evaluator; analyzing the results of observations; analyzing other information to determine accomplishments and areas for growth leading to establishment or revision of a professional growth plan.
6. Corrective Action Plan: means a plan whereby an evaluatee establishes specific goals to improve an identified area concerning job performance or areas that need immediate attention by the evaluatee for the evaluatee to be considered for reemployment. The evaluator takes an active role in activities and appraisal of the activities along with the evaluatee. Intensive assistance may require the use of individuals to help the employee grow professionally.
7. Educator Development Suite: a component housed within CIITS for the purpose of compiling information relating to the evaluation cycle of a certified employee.
8. Evaluatee: district/School personnel that is being evaluated
9. Evaluation: means the process of assessing or determining the effectiveness of the performance of the certified employee in a given teaching and learning or leadership and management situation, based on predetermined criteria through periodic observation and other documentation. Evaluation shall also include the establishment and monitoring of a professional growth plan.
10. Evaluator: the immediate supervisor of certified personnel, who has satisfactorily completed all required evaluation training and, if evaluating teachers, observation certification training. See KRS 156.557(5)(c)2.
11. Evidence: documents or demonstrations that indicate proof of a particular descriptor.
12. Formative evaluation: means a continuous cycle of collecting evaluative information and interacting and providing feedback with suggestions regarding the certified employee’s professional growth and performance. defined by KRS 156.557(1)(a)
13. Framework for Teaching (Danielson): the document indicating the domain, components, and descriptors for which certified personnel will be evaluated.
14. Full Observation: an observation, conducted by the immediate supervisor, that lasts a full class period and will include ratings in all four domains.
15. Immediate Supervisor: the person who provides supervision to personnel, and the person you will report to in regards to your performance.
16. Improvement Plan: a plan for improvement up to twelve months in duration for:
a. Teachers and other professionals who are rated ineffective in professional practice and have a low overall student growth rating.
b. Principals who are rated ineffective in professional practice and have high, expected, or low overall student growth rating.
17. Job Category: means a group or class of certified school personnel positions with closely related functions.
18. Local Contribution: A rating based on the degree to which a teacher, other professional, principal, or assistant principal meets student growth goals and is used for the student growth measure.
19. Local Formative Growth Measures: defined by KRS 156.557(1)(b).
20. Mini Observation: an observation, conducted by the immediate supervisor or peer, that lasts a minimum of 20 minutes and will include domains 2 & 3. Feedback may be given in domains 1 & 4, but is not required. Ratings will be given by the immediate supervisor only. Peers will not give ratings.
21. Observation: a data collection process conducted by a certified observer, in person or through video, for the purpose of evaluation, including notes, professional judgments, and examination of artifacts made during one (1) or more classroom or worksite visits of any duration.
22. Observer Certification: a process of training and ensuring that certified school personnel who serve as observers of evaluatees have demonstrated proficiency in rating teachers for the purposes of evaluation and feedback.
23. Observer: the process of ensuring that certified school personnel have maintained proficiency and accuracy in observing teachers for the purposes of evaluation and providing feedback.
24. Other Professional: Certified school personnel, except for teachers, administrators, assistant principals, or principals.
25. Observee: the teacher being observed during an observation.
26. Overall Student growth Rating: the rating that is calculated for a teacher or other professional evaluatee pursuant to the requirements of Section 7(9) and (10) of this administrative regulation and that is calculated for an assistant principal or principal evaluatee pursuant to the requirements of Section 10(8) of this administrative regulation.
27. Peer Observation: Observation and documentation by a trained certified school personnel below the level of principal or assistant principal, selected as described in the district’s Professional Growth and Effectiveness System plan, who observes and documents another teacher’s professional practice and provides supportive and constructive feedback that can be used to improve professional practice.
28. Performance Criteria: the areas, skills, or outcomes on which certified school personnel are evaluated.
29. Performance Rating: the summative description of a teacher, other professional, principal, or assistant principal evaluatee’s performance, including the ratings listed in Section 7(8) of this administrative regulation.
30. Principal: a certified school personnel who devotes the majority of employed time in the role of principal, for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050.
31. Professional Growth: increased effectiveness resulting from experiences that develop an educator’s skills, knowledge, expertise and other characteristics.
32. Professional Growth and Effectiveness System: an evaluation system to support and improve the performance of certified school personnel that meets the requirements of KRS 156.557(1)(c), (2), and (3) and that uses clear and timely feedback to guide professional development.
33. Professional Growth Goal: measurable goal written by certified employee using established guiding questions and meets the established criteria checklist.
34. Professional Growth Plan: an individualized plan for a certified personnel that is focused on improving professional practice and leadership skills and is aligned with performance standards and the specific goals and objectives of the school improvement plan or the district improvement plan, built using a variety of sources and types of data that reflect student needs and strengths, evaluatee data, and school/district data, produced in consultation with the evaluator as described in Section 9(1), (2), (3), and (4) and Section 12(1), (2), (3), and (4) of this administrative regulation, and includes: (a) Goals for enrichment and development that are established by the evaluatee in consultation with the evaluator; (b) Objectives or targets aligned to the goals; (c) An action plan for achieving the objectives or targets and a plan for monitoring progress; (d) A method for evaluating success; and (e) The identification, prioritization, and coordination of presently available school and district resources to accomplish the goals.
35. Professional Practice: the demonstration, in the school environment, of the evaluatee’s professional knowledge and skill.
36. Professional Practice Rating: the rating that is calculated for a teacher or other professional evaluatee pursuant to Section 7(8) of this administrative regulation and that is calculated for a principal or assistant principal evaluatee pursuant to the requirements of Section 10(7) of this administrative regulation.
37. 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
38. SMART Goal Criteria: acronym/criteria for developing student growth goals (Specific, Measureable, Attainable, Realistic, Time-bound).
39. Sources of Evidence: the multiple measures listed in KRS 156.557(4) and in Sections 7 and 10 [8 and 10] of this administrative regulation.
40. State Contribution: the student growth percentiles, as defined in 703 KAR 5:200, Section 1(11), for teachers and other professionals, and the next generation learners goal for principals and assistant principals.
41. Student Growth: the change in student achievement for an individual student between two (2) or more points in time including achievement on state assessments.
42. Student Growth Goal: a goal focused on learning, that is specific, appropriate, realistic, and time-bound, that is developed collaboratively and agreed upon by the evaluatee and evaluator, and that uses local formative growth measures.
43. Student Growth Percentile: each student's rate of change compared to other students with a similar test score history.
44. Student Growth Goal Ratings: ratings assigned to student growth based on a rubric indicating high, expected, or low growth.
45. Student Voice Survey: the student perception survey provided by the department that is administered annually to a minimum of one (1) district-designated group of students per teacher evaluatee or a district designated selection of students and provides data on specific aspects of the [classroom] instructional environment [experience] and professional practice of the teacher or other professional evaluatee.