1. CERTIFIED EVALUATION PLAN TRAINING FOR TEACHERS August 2015 ©2015 Harlan Independent School District

2. PROFESSIONAL GROWTH & EFFECTIVENESS SYSTEM (PGES) KENTUCKY’S VISION: Every student is taught by an effective teacher; every school is led by an effective principal; every district is led by an effective superintendent KENTUCKY’S GOAL: All students graduate high school ready for college and career

3. UPDATED PLAN 2015  Minor changes to teacher evaluation  Major changes to principal, counselor, and district level administrator training  The complete plan may be accessed on the district website on the Forms and Links page (accessed at top of home page)

4. GROUND RULES  Your immediate supervisor is your primary evaluator.  Nontenured teachers and all administrators are on a one year cycle for summative evaluation  Tenured teachers are normally on a three year cycle  Summative evaluation is documented in your personnel file and you are entitled to receive a copy and to be able to respond to it in writing  Evaluation occurs in an open manner so that you are aware you are being evaluated

5. PERFORMANCE STANDARDS  Kentucky Modified Danielson Framework for Teaching  Specialist Frameworks (adapted from above)  Kentucky Principal Performance Standards  Locally developed standards for district-level administrators

6. MULTIPLE MEASURES: TEACHERS  Reflection and Professional Growth Planning  Observation (Evaluator and Peer)  Student Voice Survey  Student Growth Goals  Products of Practice (locally specified)

8. OVERALL PERFORMANCE CATEGORY  Ratings to be used are Ineffective, Developing, Accomplished, and Exemplary.  The expectation is that all teachers will be Accomplished.  KBE voted last week not to use this data in state accountability this year but to make it public.

9. TEACHER EVALUATION CYCLES  SUMMATIVE  Non-tenured every year  Tenured third year of the cycle FORMATIVE  Tenured teachers in Years 1 and 2 of their evaluation cycle

10. OBSERVATIONS: SUMMATIVE YEAR NON-TENUREDTENURED  3 OBSERVATIONS BY EVALUATOR: 2 FULL and 1 MINI (Final is FULL and unannounced)  2 OBSERVATIONS BY PEER OBSERVER: 1 FULL and 1 MINI  2 OBSERVATIONS BY EVALUATOR: BOTH FULL (Final is unannounced)  2 OBSERVATIONS BY PEER OBSERVER: 1 FULL and 1 MINI

11. FORMATIVE YEAR (TENURED 1 & 2)  Mini-observation by evaluator (unannounced)  If in “developing” range, may lead to a full observation (announced)  If in “ineffective” range, will be followed by full observation (announced)  A full observation in “ineffective” range will result in revised growth plan which may include additional evaluator and peer observations

12. OBSERVATION TIMELINE SUMMATIVE YEAR First Nine WeeksFull by Peer Observer Full by Evaluator Second Nine WeeksMini by Peer Observer Mini by Evaluator (nontenured only) Second semester by April 15Full by Evaluator (unannounced) FORMATIVE YEAR Between September 1 and March 15 Mini by Evaluator (unannounced)

13. OBSERVATIONS  Observers must have been trained; evaluators have to pass Teachscape proficiency exam  Observers collect evidence on Domains 2 and 3 of the Teacher Framework  Observation results are accessible through CIITS  Peer observations are for formative feedback and are accessible by the teacher only

14. PEER OBSERVERS  Any teacher may be trained as a Peer Observer but only tenured may serve perform the observations required for summative evaluation  Peer Observers are selected by mutual consent of the evaluatee and the principal from the school’s pool of trained tenured Peer Observers. (Superintendent can decide if can’t agree)  Maximum caseload for a Peer Observer is three teachers

15. OBSERVATION CONFERENCING  Prior to announced observations, teacher submits lesson plan (or work plan if other professional) and any other pertinent information to evaluator at least two days in advance; may request formal preconference face to face or by phone  Every observation will be followed by a post- observation conference within five working days

16. PRODUCTS OF PRACTICE (SUMMATIVE YEAR)  UNIT PACKET (teachers only)  A unit taught during the summative year written up using the current district template  Copies of all lesson plans, learning activities, formative and summative assessments used in teaching the unit  Curriculum map for the course situating the unit in the course  Brief reflection on the effectiveness of the unit  TEACHER INTERVIEW QUESTIONS (incorporated into post- observation conferences) (Plan, Page 21) (teachers only)  COMMUNICATION SAMPLES (3 varied samples of communications with families during the year) (both teachers and other professionals)  Other as mutually agreed upon

17. EVIDENCE COLLECTED EVERY YEAR FROM EVERY TEACHER  SELF-REFLECTIONS  PROFESSIONAL GROWTH PLAN  STUDENT VOICE SURVEY*  STUDENT GROWTH GOAL *Other professionals who do not teach students on regular basis do not participate in the SVS

18. SELF-REFLECTION  Two: initial and end of year  Initial due September 30 in CIITS  End of Year for summative year submitted between March 15 and April 15  End of Year for formative year submitted between April 1 and Closing Day

19. PROFESSIONAL GROWTH PLAN (PGP)  2014-15: An initial PGP submitted in CIITS by September 30  Spring 2015: Summative year teachers: new PGP developed using the Kentucky Professional Growth Plan Model during the Summative Evaluation Conference and finalized in the fall by September 30  Spring 2015: Formative year: PGP updated as needed during the Formative Review and finalized in the fall by September 30  PGPs are aligned with the Framework for Teaching and with school/district comprehensive improvement plans and are built using data that reflect the needs and strengths of students, teachers, and the school and district

21. STUDENT VOICE SURVEY  Grades 3-12  Elementary: take survey by homeroom; if no homeroom, principal will assign a class period; classes may be combined if necessary to have minimum participation  MS/HS: principal will designate class period; if no class, an adjacent period will be used; classes may be combined if necessary to have minimum participation

22. STUDENT VOICE SURVEY  Confidential on-line survey  Minimum responses: ten (may be adjusted in case of special ed and intervention teachers)  Student must have been enrolled in the teacher’s class for at least 20 days for response to be included in results  Results are not assigned a score but do provide corroborating evidence of performance for summative evaluations and formative feedback

23. STUDENT GROWTH  STATE CONTRIBUTION:  Grades 4-8: math and language arts teachers  Student Growth Percentiles: median SGP for the teacher’s class (matched based on state course codes)  Three years of data  LOCAL CONTRIBUTION:  All teachers based on teacher-developed Student Growth Goal (SGG)  Three years of data

24. SGG DEVELOPMENT 1  Select the class/subject for whom the goal will be written  Assess students to determine instructional needs using appropriate instruments approved by the principal  May use pre/post, repeated measures, or combination  Formulate SGG using the Student Growth Goal Template  Include an instructional plan to include data checkpoints across the interval so students may be monitored and adjustments made in instruction for those not on track to meet the goal

25. SGG DEVELOPMENT 2  The instructional interval will normally be the academic year through SGG due date, but other intervals may be negotiated by principal and evaluatee  SGG is reviewed by a peer observer using the Comparability and Rigor checklist  SGG is transferred into CIITS; approved by principal by September 30  Student Growth Report due by April 15 for summative year and three days prior to Annual Formative Conference for others

26. OTHER PROFESSIONALS  Other professionals who work with a group of students on a regular basis follow the Teacher Protocol  Other professionals who do not work with a group of students on a regular basis follow the Other Professional Protocol. The goal must be aligned with the job expectations for the other professional and a rubric for determining goal attainment must be included with the goal.

27. RATING STUDENT GROWTH STATE CONTRIBUTION  Uses teacher’s Median Student Growth Percentile for each grade and subject area taught  Teacher must have at least ten eligible students with a growth percentile in each given grade and subject  Students must have been in teacher’s class at least 100 instructional days  Data is matched using course codes in Infinite Campus

28. MSGP RATINGS (STATE CONTRIBUTION) Growth RatingMedian SGP% of Population LowLess than 3018.1% Expected Between 30 and 65 66.6% HighAbove 6515.3%

29. RATING STUDENT GROWTH LOCAL SGG Assessment data will be translated into individual student scores using this table

30. WHAT IS GROWTH?  GROWTH IS DEFINED AS MOVEMENT FROM A LOWER PERFORMANCE LEVEL TO A HIGHER LEVEL  PROFICIENCY IS A FINAL STUDENT SCORE IN THE PROFICIENT OR DISTINGUISHED RANGE  EXPECTED GROWTH: STUDENT IMPROVES BY ONE LEVEL  HIGH GROWTH: STUDENT IMPROVES BY TWO LEVELS AND IS PROFICIENT

31. HOW DID THE STUDENTS DO?

32. COMPILATION: STUDENT GROWTH REPORT

33. HOW DID THE TEACHER DO? The percent of students achieving each rating will be calculated. Based on those percentages, the teacher will be assigned a Student Growth Rating as follows:  LOW: Combined percentages of Expected and High scores falls below 55%  EXPECTED: Combined percentages of Expected and High scores falls between 55% and 69%  HIGH: Combined percentages of Expected and High scores is at or above 70%

34. DETERMING OVERALL PERFORMANCE CATEGORY  Professional Practice Rating + Overall Student Growth Rating = Overall Performance Category  Determined by professional judgment informed by evidence that demonstrates the teacher’s performance against the Framework Domains, district-developed tools, and decision rules that establish a common understanding of performance threshholds to which all educators are held

35. PROFESSIONAL PRACTICE RATING  Using professional judgment to analyze the evidence collected, the evaluator will assign the teacher a rating on each of the four domains of the Framework for Teaching.  Ratings to be used are Ineffective, Developing, Accomplished, and Exemplary.  The expectation is that all teachers will be Accomplished.

36. DECISION RULES FOR PROFESSIONAL PRACTICE RATING Cases not addressed above shall be determined by the professional judgment of the evaluator

37. OVERALL STUDENT GROWTH RATING  Three years of data when available  State and local contributions will be averaged separately  Values used in averaging:  LOW = 1  EXPECTED = 2  HIGH = 3  State contribution has weight of 20% and local contribution of 80%.  If no state contribution, local counts 100%.

38. ASSIGNING OVERALL STUDENT GROWTH RATING Average ScoreRating 1.00-1.49LOW 1.50-2.49EXPECTED 2.50-3.00HIGH

39. EXAMPLE: MR. BRIGGS FORMULA:.20(SC) +.80(LC) = FINAL RATING.20(1.5) +.80(2.3) = 2.14 Overall Growth Rating: 2.14 = EXPECTED

40. DECISION RULES FOR OVERALL PERFORMANCE CATEGORY

41. SUMMATIVE EVALUATION CONFERENCE  Held no later than April 30 of the summative year  Review of evidence and ratings  Entered into CIITS with a written copy provided to teacher  Teacher has opportunity to make a written response  A new Professional Growth Plan is developed during this conference based on the Kentucky Professional Growth Plan Model (see earlier slide)

42. ANNUAL FORMATIVE REVIEW  Held between April 1 and Closing Day for teachers in Years 1 and 2 of their evaluation cycle  May take form of direct conferencing or other appropriate means of communication  Supervisor will provide appropriate feedback as to PGP, Student Voice Survey results, and Student Growth Goals  PGP will be updated as needed during this review

43. APPEALS APPEALS PANEL  Two members elected by and from certified employees  Two alternates also elected by and from certified employees  Board appoints one certified employee and one alternate certified employee  Terms run from July 1 to June 30  Members may be reelected or reappointed  Chairperson is the certified employee appointed by the Board

44. APPEALS  Any certified employee who believes he or she was not fairly evaluated on the summative evaluation may appeal to the panel within five working days of receipt of the summative evaluation  Evaluation Appeal Form  The employee appealing has the burden of proof  Hearing by panel  Decision delivered to Superintendent within fifteen working days of the date the appeal was filed  Superintendent shall take appropriate action as permitted by law

45. APPEAL OF PLAN IMPLEMENTATION  Any certified employee who believes that the district is not properly implementing the Certified Evaluation Plan as approved by KDE may appeal to the Kentucky Board of Education  Process in KRS 156.557, Section 9. Available in Superintendent’s office or on-line at the Kentucky Legislative Research Commission website

46. WHERE TO FIND THE FORMS  HISD HOME PAGE: Click on DEPARTMENTS at top of page  DEPARTMENTS PAGE: Click on Supervisor of Instruction  SUPERVISOR PAGE: Scroll down Documents on right until you find the form you need

47. REMINDERS: BY SEPTEMBER 30  Self-Reflection and Professional Growth Plan in CIITS  Student Growth Goal in CIITS  Complete documents in WORD and copy and paste needed information into CIITS

48. PEER OBSERVER UPDATE  Purpose of Peer Observation is to observe, collect, share evidence, and provide feedback for formative purposes only  Peer Observers collect and share evidence from observation but do not assign scores  When observing, script lesson using descriptive language  For post-observation conference develop report aligning evidence with the Framework for Teaching  During the conference, ask questions to get teacher to think rather than making evaluative statements