CERTIFIED PERSONNEL EVALUATION PLAN
REVISED 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
P.O. Box 130
34 East Second Street
Maysville, KY 41056
Superintendent: Rick Ross
District Point of Contact: Ron Ishmael
Approved April 10, 2014
Revisions Approved May 9, 2014
By
The Evaluation Plan Committee
Approved April 14, 2014
Revisions Approved May 12, 2014
By
The Mason County Board of Education
Evaluation Plan Committee
Straub Elementary School
Robert Moore Principal
Allyson Beckelhimer Teacher
Mason County Intermediate School
Matt Stanfield Principal
Lauren Bihl Teacher
Mason County Middle School
Justin Moore Principal
Traci Heater Teacher
Mason County High School
Steve Appelman Principal
Jeremy Hawkins Teacher
Mason County District Representatives
Ron Ishmael Supervisor
Todd Watts Teacher
Table of Contents
Assurances ...... 5
PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM OVERVIEW . . . 6
Committee Membership and Plan Development . . . . . 6
Professional Growth and Effectiveness System – Certified Teacher . . . 6
Roles and Definitions ...... 7
The Kentucky Framework for Teaching ...... 7
Professional Practice ...... 8
Professional Growth Planning and Self-Reflection . . . 8
Observation ...... 9
Observation Model ...... 9
Observation Conferencing ...... 10
Observation Schedule ...... 11
Observation Certification ...... 11
Observation Calibration ...... 12
Peer Observation ...... 13
Student Voice ...... 14
Student Growth ...... 14
State Contribution – Student Growth Percentiles (SGPs) . . . 15
Local Contribution – Student Growth Goals (SGGs) . . . 15
Student Growth Goal Criteria . . . . . 15
Rigor of Student Growth Goals . . . . . 16
Comparability of Growth Goals . . . . . 16
Determining the Growth for a Single SGG . . . 18
Determining the Overall Performance Category . . . . . 19
Rating Professional Practice ...... 19
Required Products of Practice ...... 20
Additional Products of Practice ...... 21
Rating overall Student Growth ...... 22
Determining the Overall Performance Category . . . . 23
Professional Growth Plan and Summative Cycle . . . . . 25
Use of PGES for Personnel Decisions ...... 26
Professional Growth and Effectiveness System – Others . . . . 26
The Appeals Process ...... 43
Professional Growth and Effectiveness System – Principal and Asst. Principal . . 48
Roles and Definitions ...... 48
PGES Timelines Principal Responsibilities . . . . . 49
System Components – Overview and Summative Model . . . . 50
Principal Performance Standards ...... 51
Required Sources of Evidence ...... 51
Professional Practice ...... 52
Professional Growth Planning and Self-Reflection . . . 52
Timeline for PGP Development and Self-Reflection . . . 53
Site Visits ...... 54
VAL-ED 360° ...... 54
Working Conditions Goal ...... 55
Products of Practice ...... 57
Student Growth ...... 57
State Contribution ...... 58
Local Contribution ...... 58
Measures in Determining Student Growth Rating . . . 59
Determining the Overall Performance Category . . . . . 59
Rating Overall Professional Practice . . . . . 60
Rating Overall Student Growth ...... 61
Determining the Overall Performance Category . . . . . 62
Use of PGES for Personnel Decisions ...... 62
Principal Growth Planning ...... 63
Certified Assistance Program (Corrective Action Plan) . . . . . 64
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 Teacher
The 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.
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.
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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).
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/PGP
August-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.
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.