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Barren County Schools. Certified evaluation plan 2014-15. Overview of the PGES System. What does it look like for teachers in the coming school year?. Kentucky’s New Evaluation System.
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Barren County Schools Certified evaluation plan 2014-15
Overview of the PGES System What does it look like for teachers in the coming school year?
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 domains • Planning and Preparation • Classroom environment • Instruction • Professional responsibilities • Has 4 performance levels • Ineffective • Developing • Accomplished • 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 (we will write student growth goals this year and determine if the goals have been met, but for this school year only student growth will not be a part of the performance rating). 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 All will be recorded in the Educator Development Suite of CIITS
Professional Practice: Part 1Professional Growth Planning and Self-Reflection All teachers will participate in Self-Reflection and Professional Growth Planning each year. Self-Reflection and Professional Growth Plan will be developed in CIITS.
Observation Cycles Non 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 2014-15 school year will be teachers with the last name beginning with M-Z. 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 Conferencing Pre Observation Conferencing • For scheduled observations, the pre observation form is required to be submitted to the supervisor 2 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.
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. All peer observations must be documented in CIITS • All teachers will be trained using peer observer training as part of a district wide orientation process for PGES/evaluation plan. From the teachers who earn peer observation certification the principal will select a minimum of one-third for the approved peer observer pool for the school. 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, students from the first class taught by the teacher will take the student survey. In the case of special circumstances as agreed upon by the evaluator, evaluatee, and in consultation with the building or district student voice coordinator a different class will be selected. • For itinerant, Exceptional Child Educators, or other teachers 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. • 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 the month of March. • Teacher being evaluated will not be present during the survey. • Survey data will only be considered when 10 or more students are respondents.
Student Growth • All teachers must complete the Student Growth Goal each year. This year (2014-2015), the goal will NOT count towards the overall performance rating. However, progress will be rated for your information. 2015-2016 and beyond 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 – 8thGrade 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.
Where does the contribution come from? • State Contribution – Student Growth Percentiles (SGP) – 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 – Student Growth Goals (SGG) – 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 teacher’s Student Growth Goal (SGG). All teachers will develop an SGG for inclusion in the student growth measure. All 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 Student Growth Goal? • The SGG is congruent with Kentucky Core Academic Standards and appropriate for the grade level and content area for which it was developed. • The SGG 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 SGG will allow high- and low-achieving students to adequately demonstrate their knowledge. • The SGG 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 Student Growth Goals (SGG) 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.
How do I determine growth on my goal? • The Student Growth Goal will be rated using the decision rules for the growth component and the proficiency component:
How will my principal determine my overall performance rating on my summative evaluation?
Types of Growth Plans • Three Year Cycle Self-Directed Growth Plan: • Goal set by teacher with evaluator input • Plan activities are teacher directed and implemented with colleagues • Formative review annually • Summative occurs at the end of year 3 • One Year Cycle Directed Growth Plan: • Goal(s) determined by evaluator • Goals focus on professional practice • Plan activities designed by evaluator with teacher input • Summative review • Corrective Action Plan: • Goal(s) determined by evaluator • Focus on low performance area • Summative at end of plan
How will I know what type of growth plan I will have? For the beginning 2014-15 school year, all teachers will begin the year on a Self-Directed Growth Plan UNLESS their primary evaluator placed them on a corrective growth plan following their 2013-14 evaluation.
