EVALUATIONS Evaluations are regulated and required by KDE (KAR’s and KRS’s) All Certified staff are held accountable to job specific domains and standards. The Process Starts with the PGP. The most important part of the evaluation plan- often overlooked

Evaluation Systems Six (6) Classifications for Certified Evaluations

Where To Look Evaluation Roles Position Framework/ Standards Student Growth Goal Student Voice Classification Credit Recovery Teacher TPGES Page 18 *YESYESTPGES- Alternative Setting District Administration District Developed Form Page 72 NO District Administration EBD Teachers TPGES Page 18 *YESYES TPGES- Alternative Setting ESL Teachers TPGES Page 18 *YESNO District Certified Personnel “PGES” Exceptional Consultants OPGES (Instructional specialist) Page 55 NO District Certified Personnel “PGES” Gifted & Talented TPGES Page 18 *YESYES District Certified Personnel “PGES” Home/Hospital Teacher District Developed Form Page 57 NO District Certified Personnel “NON-PGES” In School Suspension Teacher TPGES Page 18 *YESNO TPGES- Alternative Setting Instructional specialist OPGES Page 55 NO District Certified Personnel “PGES” Library Media specialist OPGES Page 18 *YESYES OPGES Regular Education Teacher TPGES Page 18 YES TPGES Resource Teacher TPGES Page 18 YES TPGES RTI Interventionist TPGES Page 18 *YESNOTPGES- Alternative Setting School Administration (Principals, Asst. Principals, and etc.) PPGES Page 40 YESNO PPGES School Counselors/Social Workers OPGES Page 18 *YESYesOPGES School Psychologist District Developed Form Page 57 NO District Certified Personnel “NON-PGES” School Readiness Coordinator OPGES (Instructional specialist) Page 55 NO District Certified Personnel “PGES” Speech Language pathologist OPGES Page 18 YES OPGES Technology Resource TeacherDistrict Developed Form Page 57 NO District Certified Personnel “NON-PGES” *Student Growth Goal can possible be growth only or can be a program goal with approval of the supervisor.

TPGES (Teacher Professional Growth & Effectiveness System) Six (6) Components 1. Domain 1 (Planning & Preparation) 2. Domain 2 (Classroom Environment) 3. Domain 3 (Instruction) 4. Domain 4 ( Professional Responsibilities) 5. Student Growth Goals 6. Student Voice

Overall Rating Two (2) Variables will be combined to receive an overall rating. 1.) Professional Practice 2.) Student Growth Goal

Professional Practice Domains 1-4 Domains 1-4 is considered professional practice and can be all work throughout the year and summative cycle. Evidence can be from a variety of sources (see page 34 in CEP). Click on the Link below to see the Kentucky Framework for Teaching Rubric

DOMAINS, COMPONENTS, AND INDICATORS

Observation Model Formative Phase- Data Collection from observations 1. Pre- observations- can be electronic 2. Observations- 2 minis, 1 full, and 1 peer 3. Post- Conferences- Must be conducted face-to face 4. 1 year cycle or 3 year cycle 5. Expect principals to make unscheduled walkthrough observations to collect formative data. 6. Principals may use any source of evidence collected throughout the evaluation cycle. See page 34

Sources of Evidence for “Professional Practice” Sources of evidence that can be used to support educator practice  Observations/site visit conducted by certified supervisor observer(s)  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  walkthrough observation data (at least 4 different data points)  Any other evidence the principal has collected during the evaluation cycle

CRITERIA FOR DETERMINING A TEACHER’S PROFESSIONAL PRACTICE RATING IF…THEN… Two Domains are rated ACCOMPLISHED and two Domains are rated EXEMPLARY Professional Practice Rating shall be Exemplary Two Domains are rated DEVELOPING and two Domains are rated EXEMPLARY Professional Practice Rating shall be Accomplished Two Domains are rated DEVELOPING and two Domains are rated ACCOMPLISHED Professional Practice Rating shall be Accomplished Domains 1 OR 4 are rated INEFFECTIVEProfessional Practice Rating shall NOT be Exemplary Domains 2 OR 3 are rated INEFFECTIVE Professional Practice Rating shall be Developing or Ineffective Domains 2 and 3 are rated INEFFECTIVEProfessional Practice Rating shall be Ineffective

Student Growth Goals Two student Growth Goals Local Growth Goal- (Single or Combined) Every teacher will create a local state growth goal. State Growth Goal- (Combined) Teachers that teach Reading and/or Math in 4 th -8 th grades (involves about 20% of the teachers)

Local Growth Goals (single) Local Growth Goals are measured using two components: Proficiency and Growth

Determining Student Growth Student Growth Target Rating LowExpectedHigh Below 70%70%-85%86-100% Proficiency Target Rating LowExpectedHigh Does not meet proficiency target within 10% (-11% or greater) Meets target within 10% of established proficiency target. Exceeds established proficiency target.

Local Growth Overall Rating Local Student Growth Goal Overall Rating Student Growth &Proficiency CombinedOverall Student Growth Score HH High EH High EE Expected LH Expected EL Expected LL Low L-Low E-Expected H= High

Numerical Value Student Growth RatingNumerical Point Value Low1 point Expected2 points High3 points

Combined Student Growth Goals The State Growth goal is established by the state for Low, Expected, and High L- Low E- Expected H- High Combined Student Growth Goal Overall Rating (Applies to teachers of Math/ELA grades 4-8) Local and State (Math/ELA Grades 4-8) Combined Overall Student Growth Score HH High EH High EE Expected LH Expected EL Expected LL Low

Multiple Years of Data (Both Local only and local and state combined) The resulting weighted points are then added together to determine the total numerical score. This score will determine the overall student growth rating for the summative cycle as follows. Average Overall Student Growth Rating for Multiple Years Summative Cycle Overall Student Growth Rating Numerical Score Low Expected High years of dataWeight3 years of dataWeight Current Year50%Current Year50% Prior year50%Prior year25% Prior year25%

Teacher Overall Category State Overall Decision Rules for determining educator’s Overall Performance Category. TEACHER OVERALL PERFORMANCE CATEGORY PROFESSIONAL PRACTICE RATINGSTUDENT GROWTH RATING OVERALL PERFORMANCE RATING EXEMPLARY HighExemplary ExpectedExemplary LowDeveloping ACCOMPLISHED HighExemplary ExpectedAccomplished LowDeveloping DEVELOPING HighAccomplished ExpectedDeveloping LowDeveloping INEFFECTIVE High Developing Expected Ineffective Low Ineffective

Profession Growth Plan and Summative Cycle Based on the overall Professional Practice rating and Student Growth rating, the type of Professional Growth Plan and the length of the summative cycle will be determined using the chart below.

Summative Form

TPGES Yearly Evaluation Process--Bourbon County Schools Timeline Action First 30 calendar days Evaluation Criteria and process used to evaluate shall be explained and opportunity to ask question. By First 60 work days New teachers and other professionals to the district will have reflected on the components of the four domains within the TPGES/OPGES. The evaluatee will develop and submit his/her Professional Growth Plan (PGP) using the district approved template to the principal or designee. By First 60 work days Student Growth Goals SGG- Teachers review data to establish a baseline to develop SGG and submitted to the principal or designee. Fall semester Mini observations with Pre/Post conferences (pre can be electronically post must be face-to-face) Mid-Year Review Review progress/reflections on growth and modify plan as appropriate Spring Semester Continued implementation and ongoing self-reflection Mini and Full Observations with Pre/Post conferences Student Voice Survey – completed by the end of the state window By April 15 SGG- Student growth goals will be presented and discussed Summative reflection and Evaluation- summative evaluation submitted for official personnel record, copy provided to employee who may include written response Prior to the end of closing day All certified teachers and Other Professionals will complete the self-reflection and professional growth planning and submit it to the principal or designee.

Mid-Year Review Every Teacher will have to do a mid year review to see the progress on the student growth goal and the PGP. We have questions for mid year review that are on our district website. This can be completed from the on-line forms, save, then uploaded for the principal to view.

Table of Contents of CEP

TPGES Information Look on Page 18 or the table of contents in the CEP until you see your evaluation classification: TPGES Teacher Professional Growth & Effectiveness System You can also look on the district webpage under PGES

 If you scroll down a little farther your will see a “Links” section you will find great resources (PGP Guidance, SGG Guidance, & The Frameworks). See Below:

I HOPE THIS IS A GREAT RESOURCE FOR YOU. WE TRIED TO MAKE IT A ONE STOP SHOP!

POLICIES and APPEALS 1. You can access the Certified Evaluation Plan (CEP) on the district website under PGES. 2. You can access the policies and appeals process on the district website under the “about us” drop down.

If you need any clarification concerning the evaluation system please ask your supervisor. If they do not know the answer you can contact