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This plan outlines the evaluation system for teachers in LaRue County Schools, including the use of multiple measures, professional practice ratings, and student growth. It includes information on orientation, tenure and cycles, and criteria for determining a teacher's professional practice rating. Professional growth plans, supervisor observations, peer observations, and student voice surveys are also included.
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Certified Evaluation Orientation Teacher Professional Growth & Effectiveness System LaRue County Schools Opening Day, 2014 Complete Plan posted on District Website
Notes • Who does KDE consider “teachers”? • For LaRue County, all certified non-administrators OTHER THAN: Pre-School, Speech, Counselor, Library/Media Specialist, School Psychologist • LaRue County has selected the “Hybrid Model” for 2014-2015. • KDE is requiring all parts of TPGES to be fully implemented in 2014-2015, but each district can choose whether or not to use TPGES for personnel decisions. • LC has selected the hybrid model for personnel decisions; all parts will be used EXCEPT for student growth. • KTIP teachers will complete all KTIP & TPGES requirements.
Orientation • Orientation by the end of the first 30 calendar days of employment • Staff must sign and date certifying completion of Orientation.
Tenure & Cycles • Non-Tenured Certified Staff • One to Four Years in LaRue Co. OR • First Year in LaRue Co., but Tenured in another KY District • Tenured Certified Staff • More than Four Years in LaRue Co. OR • More than One Year in LaRue Co., but Tenured in another KY District • One-Year Cycle Teacher • Non-Tenured OR • Tenured, but identified for a one-year summative cycle (pg. 32) • Three-Year Cycle Teacher • Tenured teachers who have been identified for a three-year summative cycle (pg. 32)
DOMAIN RATINGS SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE Professional Practice Rating—pg. 28 DOMAIN 1: [I,D,A,E] MULTIPLE MEASURES Observation Student Voice Professional Growth Plans & Self Reflection Other Sources of Evidence Letters & Memos DOMAIN 2: [I,D,A,E] PROFESSIONAL JUDGMENT PROFESSIONAL PRACTICE DOMAIN 3: [I,D,A,E] DOMAIN 4: [I,D,A,E]
CRITERIA FOR DETERMINING A TEACHER’S PROFESSIONAL PRACTICE RATING Decision Rules—pg. 30
Kentucky Framework for Teaching • Link posted on district website • Domains • DOMAIN 1: Planning & Preparation • DOMAIN 2: Classroom Environment • DOMAIN 3: Instruction • DOMAIN 4: Professional Responsibilities
For Personnel Decisions Self-Reflection Professional Growth Plan Observation Student Voice Other Products of Practice Letters & Memos NOT for Personnel Decisions Student Growth State Contribution Local Contribution Multiple Measures
Self-Reflection & Professional Growth Plans—pg. 16 Self-Reflection Professional Growth Plan Developed and approved by September 30 Reviewed by summative conference or closing day Must align with school or district improvement plans (CSIP or CDIP) Completed in CIITS • Developed and approved by September 30 • Completed in CIITS Self-Reflection & Professional Growth Plan are required for ALL teachers every year
Supervisor Observations—pg. 17-19 Supervisor Mini Supervisor Full Scheduled Pre-Conference using Pre-Conference form (pg. 56) Electronic Observation Full Class (45 min) Post-Conference within 5 working days In Person • Unscheduled • No Pre-Conference • Observation • 20-30 min • Post-Conference within 5 working days • 1 Yr Cycle: In Person • 3 Yr Cycle: Electronic Observation Evidence Entered in CIITS
Supervisor Observations—pg. 17-19 Supervisor Mini Supervisor Full 1 Yr Cycle 1 Full during 3rd or 4th Nine Weeks 3 Yr Cycle—Yr 1 & 2 No full observation 3 Yr Cycle—Year 3 1 Full after the Peer Observation • 1 Yr Cycle • 2 Minis after 1st 30 days & prior to end of 2nd Nine Weeks • 3 Yr Cycle—Year 1 • 1 Mini after 1st 30 days & prior to last 14 instructional days • 3 Yr Cycle—Year 2 • 1 OR 2 Minis after 1st 30 days & prior to last 14 instructional days • 3 Yr Cycle—Year 3 • No Mini
Peer Observation—pg. 21 Peer Observation Peers Volunteers Exceptions— 1st year in district KTIP Tenured, but 1 Yr Cycle Training Purpose is formative Private between the teacher & peer Teacher lists at least 3 options; principal assigns within 1st 30 days attempting to match • 1 Yr Cycle & 3 Yr Cycle—Yr 3 • 1 Peer Observation after 1st 30 days & prior to end of 2nd Nine Weeks • 3 Yr Cycle—Yr 1 & 2 • No Peer Observation • Scheduled • Pre-Conference • Electronic • Post-Conference in person • In CIITS, but only viewable by teacher & peer
Student Voice Survey—pg. 22 • Completed by students in all grades K-12 • Accommodations provided as needed • Different versions for K-2, 3-5, 6-12 • Questions available on KDE TPGES website • Survey completed in Infinite Campus with results imported into CIITS by category • Two classes assigned per teacher when possible using a uniform rule in each school • Results reviewed by summative evaluation or closing day
Other Products of Practice—pg. 27 • 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 activities/surveys • records of student and/or teacher attendance • video lessons • engagement in professional organizations • action research To be made available to the principal in a timely manner upon request. To be used to determine ratings for Domains in the summative year.
Letters & Memos—pg. 28 • In addition to district-adopted evaluation forms, letters and memos may be used to document both outstanding performance and performance which needs improvement. • Correspondence dated and signed by both parties with a copy provided to Evaluatee • Conference highly recommended, but not required
Summative Evaluation • Deadline: May 1 • 1 Year Cycle Teachers & 3 Year Cycle Teachers in Year 3 • All formative sources of data will be completed prior to the summative conference • Summative evaluation will be completed in CIITS, then printed/signed/filed in the personnel file housed at central office
Corrective Action Plan—pg. 34 • A Corrective Action Plan shall be developed to assist a certified staff member who has failed to meet a district standard OR when an immediate change is required in practice or behavior. • Steps in Corrective Action • Administrator initiates the Corrective Action Plan process • Administrator and teacher collaborate to develop the CAP • Administrator and teacher develop timeline • Administrator and teacher develop appraisal method for CAP • Administrator evaluates improvement of performance at target date • “Up to 12-Month Improvement Plan” is a CAP-pg. 33 • Entered in CIITS PGP section and clearly noted in the text that it’s a CAP
Appeal Procedure for Summative Evaluation—pg. 52-54, 58 1. Evaluatee must submit Appeal Form (pg. 58) to the chairperson of the Appeal Panel within 5 working days of receipt of the evaluation. 2. The Appeal Panel will meet to consider evidence and make a recommendation decision. • Upholding all parts of the original evaluation. • Voiding the original evaluation or parts of it. • Ordering a new evaluation by a second certified employee who shall be a trained evaluator.
Appeal Procedure for Summative Evaluation—pg. 52-54, 58 (Cont.) 3. The Appeal Panel will make a recommendation to the Superintendent within 15 working days from the date of the filing of the Appeal. 4. All parties will be notified of the recommendation with a letter citing evidence to support the decision.
Other Evaluation Notes • Supports for each multiple measure are available on the KDE-TPGES website • The Educator Development Suite (EDS) is where PGES materials will be entered in CIITS • Supports for PGES implementation in CIITS are available in CIITS including quick-reference cards and archived webcasts for PGES task • Observation windows, timelines and other requirements may be adjusted by the supervisor in special circumstances where the evaluatee has been absent due to extenuating circumstances or is a late hire. Must be approved by Supt/designee and evaluatee notified within 5 working days of return to work. (Pg 10)
TPGES for 2015-2016 Inclusion of Student Growth Goals In Personnel Decisions Implementation required for 2014-2015 “without consequences”
State Contribution—pg. 23Gr 4-8 Reading & Math Only • Support materials posted on KDE PGES Website • Based on Infinite Campus rosters 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. • Current plans include MEDIAN score & 3-Yr trend, when available (subject to change by KDE)
Local Contribution—pg. 23-25ALL Teachers • Support materials posted on KDE PGES Website 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).
Local Student Growth Goal --Timeline • August • Collect baseline date & identify student needs • September • Select 1 class (min.) • Develop SGG, scoring rubric, appropriate assessments, action plan • Complete pre-rating for each student • Review in PLCs; consult with principal to finalize plans using Appendix B Rigor Rubric-pg. 57 • On-going • Collect and track multiple sources of data on student progress • December-January • Complete mid-year review; adjust action plan • April-May • Complete post-rating for each student • Complete final review with principal by summative conference or closing day Student Growth Goals & supporting documentation will be entered in CIITS.
Local Contribution--Rating of each part pg 26 Every local goal will include a proficiency and growth component. Each component will be rated as high, expected, or low as follows:
