1. Kentucky’s Professional Growth and Effectiveness System

2. KENTUCKY’S COMMITMENT To change how teachers and administrators are evaluated. To change how they are supported to:  Continuously improve their professional practice;  Enhance their effectiveness; and  Drive increasingly high levels of student achievement.

3. PROGRESS TO DATE: IMPLEMENTATION CYCLE Steering Committees (Provide initial and on- going guidance) Integrated Design Team (incorporates Steering Committee guidance into documents) District Focus Groups (review individual components) Regional Focus Groups (consolidate district input for Steering Committee feedback) Integrated Design Team (incorporates field guidance into documents) The feedback loop provides local districts and Steering Committee members opportunity to inform the work at each stage of the process.

4. CONSTRUCTION UNDERWAY Three Year Process of System Redesign Teacher and Principal Effectiveness Steering Committees Integrated Design Team Synthesizes Field and Steering Committee Feedback Framework Design 2010 – 2011 ( 25 Districts) Field Testing 2011-2012 (50+ Districts) State-wide Pilot 2012 - 2013 Full State Implementation 2013 - 2014

5. PROPOSED MULTIPLE MEASURES FOR TEACHER EFFECTIVENESS Teacher Effectiveness Framework Observation Peer Observation Professional Growth Self Reflection Student VoiceParent VoiceStudent Growth All multiple measures are supported through artifacts and evidence.

6. PROPOSED MULTIPLE MEASURES FOR PRINCIPAL EFFECTIVENESS Principal Effectiveness Framework ObservationProfessional Growth Self Reflection Student Voice Parent Voice Student Growth All multiple measures are supported through artifacts and evidence. Teacher Reflection ValEd 360

7. Comments: (Provide brief comments to support the holistic recommendation.) DOMAINSTANDARDPEROFRMANCE LEVELS EFFECTIVENESS FRAMEWORKS

8. EFFECTIVENESS FRAMEWORK DOMAINS The domains for both teacher and principal effectiveness frameworks are the same:  Instruction  Learning Climate  Leadership and Professionalism  Student Growth

9. EFFECTIVENESS FRAMEWORK STANDARDS The standards for teacher and principal effectiveness are different:  Teacher standards are based on the Kentucky Teacher Standards and are aligned with the characteristics of highly effective teaching and learning.  Principal standards are based on ISLLC; The Interstate School Leaders Licensure Consortium Standards

10. K L A ACCELERATED! CONNECTIONS Thinking in the context of the individual professional learning communities (classroom, school, district) in which you work daily, what connections do you see to your existing effectiveness initiatives and the teacher and/or principal effectiveness framework(s)? What implications do those connections have for your classroom, school or district?

11. MAKING A DIFFERENCE IN KENTUCKY!