Barren County Schools

CERTIFIED EVALUATION PLAN 2014-15

Overview of the PGES SystemWHAT DOES IT LOOK LIKE FOR TEACHERS IN THE COMING SCHOOL YEAR WITHIN OUR DISTRICT CEP(CERTIFIED EVALUATION PLAN)?

Kentucky’s New Evaluation System

Requirement of Kentucky’s Elementary and Secondary Act (ESEA) flexibility waiver for the state’s Race to the Top grant

Goal is to measure teacher effectiveness and act as a catalyst for professional growth

Based on the Kentucky Framework for teaching

What is the Kentucky Framework for Teaching?

Is designed to support student achievement and professional practice through 4 domains1. Planning and Preparation2. Classroom environment3. Instruction 4. Professional responsibilities

Has 4 performance levels1. Ineffective2. Developing3. Accomplished4. Exemplary

Is the document the observation tool is based on (domains 2 and 3)

Is the document that Domains 1 and 4 will be measured with based on other evidence

What kind of evidence will my principal use to rate the domains?

These areas are required by the state:

Professional Growth Plan and Self-Reflection

Observations

Student Voice

Student Growth

Additional categories of evidence in determining overall rating:

Other measures of student learning

Products of practice

Other sources such as surveys, walk-throughs, letters and memos

Professional Practice: Part 1Self-Reflection and Professional Growth Plan

All teachers will participate in Self-Reflection and Professional Growth Planning each year. Timeline for Self-Reflection and PGP

August/September Teacher reflects on current growth goal needs based on data and identifies an area of focus by utilizing the Reflective Practice and Growth Planning Tool . Documentation Form and Part A of the Tool due to primary evaluator by September 15. See website

October Collaborates with administrator, develops growth plan and action steps. Part B of the Reflective Practice and Growth Planning Tool due to primary evaluator by October 15. See website

November-January Implementation/Reflection on progress, enter any notes on planning tool part C.

January Modifies plan as appropriate. Making any changes on planning tool part C.January-April Continued implementation and reflectionApril/May Summative reflection on the degree of goal attainment and implications for next step part D.

Completed Reflective Growth Planning Tool. Turn in completed Reflective Growth and Planning Tool to principal prior to summative conference or end of year (if not evaluation year).

Observation CyclesNon tenured and tenured teachers on Directed Growth Plans or Corrective Action Plan will be evaluated annually. Tenured teachers will have a summative evaluation every 3 years. The 2015-16 school year will be A-H, 2016-17 will be I-P, the next year Q-Z. Each will repeat on a 3 year cycle.

Observation ConferencingPre Observation Conferencing

For scheduled observations, the pre observation form is required to be submitted to the supervisor 1-3 days prior to any scheduled observation. A pre observation conference may be requested by the evaluator or the certified staff being observed.

Post Observation Conferencing

Observers will adhere to the following observation conferencing requirements:

Conduct observation conference within five (5) working days.

The summative evaluation conference shall be held at the end of the summative evaluation cycle.

Professional Practice: Part 2Observations

The Peer Observation Process Peer Observation (Information, certification and selection)

A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will not score a teacher’s practice, nor will peer observation data be shared with anyone other than the Observee unless permission is granted. All teachers will receive a peer observation in their summative year. All peer observers will have completed the state developed peer observer training within the last three (3) years. New this year, peer observations are completed on the Barren County Peer Observation Tools (Peer 1 and 2). All peer observations must be documented on the Peer Observation Documentation Form (Peer 3 only) and submitted to the primary evaluator.

In 14-15 all teachers were trained using peer observer training as part of a district wide orientation process for PGES/evaluation plan. From those teachers who earned peer observation certification the principal will select a minimum of one-third for the approved peer observer pool for the school. If additional teachers need to be trained, training will be coordinated by the district. Intern teachers may not be peer observers. Teachers in the summative cycle will rank choices for their peer observer from the approved peer observer pool. The principal will select the peer observer from the teachers’ rankings.

The Student Voice Survey All teachers will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students. To be consistent across the district, the following conditions will apply: Elementary teachers will issue the survey in their homerooms (unless special circumstances apply) Middle and High School teachers will issue the survey to students from the first class of the day that they teach (unless special circumstances

applies) In the case of special circumstances as agreed upon by the evaluator, evaluatee, and in consultation with

the district student voice coordinator a different class will be selected. For itinerant, Exceptional Child Educators, other teachers or with class sizes less than 10, who have more

than 10 students on their combined class rosters, the teacher will consult with their primary evaluator to determine the best make-up to create a group with 10 or more students. If conditions exist that make this unreasonable to do, the teacher shall get permission from primary evaluator. For OPGES participants there is a minimum of 5 students to conduct student voice with the appropriate survey if they provide group instruction to students on a regular basis through an assigned job duty.

To ensure equal access for all students, accommodations consistent with the student’s IEP, PSP or 504 plan will be utilized for completion of the survey. Results will be used to inform Professional Practice. Formative years’ data will be used to inform Professional Practice in the summative year. All teachers and appropriate administrative staff will read, understand, and sign the district’s Student Voice Ethics Statement. The Student Voice Survey will be administered between the hours of 7 AM and 5 PM local time. The survey will be administered in the school during one of the approved KDE windows. Teacher being evaluated will not be present during the survey. Survey data will only be considered when 10 or more students have responded.

Student Growth

All teachers must complete the Student Growth Goal each year. Student growth WILL count towards overall performance rating

How is my Student Growth Rating Determined?

The student growth measure is comprised of two possible contributions: a state contribution and a local contribution. The state contribution only pertains to approximately 20% of teachers in the following content areas and grade levels participating in state assessments:

4th – 8th Grade Reading and Math

The state contribution is reported using Student Growth Percentiles (SGP). The local contribution uses the Student Growth Goal Setting Process and applies to all teachers in the district, including those who receive Student Growth Percentile from the state contribution.

Will I have a state contribution?

Where does the contribution come from?

State Contribution (5% of Growth Rating)– Median Student Growth Percentiles (MSGP) – Applies to Math/ELA, Grades 4-8

The state contribution for student growth is a rating based on each student’s rate of change compared to other students with a similar test score history (“academic peers”) expressed as a percentile. The scale for determining acceptable growth will be determined by the Kentucky Board of Education and provided to the district by the Kentucky Department of Education.

Local Contribution (95% of Growth Rating)– Local Student Growth Goals (LSGG) – Applies to all teachers

The local contribution for the student growth measure is 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 Local Student Growth Goal (LSGG). All teachers will develop an LSGG for inclusion in the student growth measure. All Local Student Growth Goals will be determined by the teacher in collaboration with the principal and will be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement).

What is the criteria for a Local Student Growth Goal?The LSGG is congruent with Kentucky Core Academic Standards and appropriate for the grade level and content area for which it was developed.

The LSGG represents or encompasses an enduring skill, process, understanding, or concept that students are expected to master by taking a particular course (or courses) in school.

The LSGG will allow high- and low-achieving students to adequately demonstrate their knowledge.

The LSGG provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students.

How do I make sure the goal is rigorous and comparable to other similar populations?

In order to ensure both rigor and comparability in the development of Local Student Growth Goals (LSGG) the district designed rubric (included on the following page) shall be used by evaluator and evaluatee. Schools may also use a school peer review process using the same rubric with final approval by evaluator.

Barren County Rigor and Comparability Rubric

How do I determine growth on my goal?

The Matrix to Assign Overall Rating of Student Growth

Recommended Assessments to Measure Growth

How will my principal determine my overall performance rating on my summative evaluation?

Types of Growth PlansRefer to Chart on Page 29 of CEP

Three Year Cycle Self-Directed Growth Plan:Goal set by teacher with evaluator inputPlan activities are teacher directed and implemented with colleaguesFormative review annuallySummative occurs at the end of year 3 One Year Cycle Directed Growth Plan:Goal(s) determined by evaluatorGoals focus on professional practicePlan activities designed by evaluator with teacher inputSummative review Up to 12 Month Improvement Plan (former Corrective Action Plan):Goal(s) determined by evaluatorFocus on low performance areaSummative at end of plan