Professional Growth and Effectiveness System Certified
Evaluation Plan Training
Slide 2
Understand how to guide the district evaluation committee
(50/50 committee) in revising the current district Certified
Evaluation Plan (CEP) to assure the plan meets the requirements of
the Professional Growth and Effectiveness System (PGES). FOCUS:
PROCESS PROCEDURE
Slide 3
Agenda Introduction Professional Growth Plan/Self-Reflection
Observation Student Voice Lunch Student Growth Overall Rating
Principal Professional Growth and Effectiveness Next Steps
Slide 4
Slide 5
Current CEP PGES Model CEP PGES Checklist Expertise of 50/50
Committee PGES Consultants KLA/ISLN
Slide 6
Model Certified Evaluation Plan Guidance provided for 50/50
committee to revise CEP and fulfill requirements of PGES Required
and Local Decisions are stated Examples are provided in the
Appendix
Slide 7
Evaluation Committee (50/50 Committee) Personnel Decisions for
the 2014-15 school year Preschool, Other Professionals, and KTIP
Pilot Systems Capacity Building Connect TPGES to PPGES throughout
the day CEP Submission
Slide 8
Teacher Professional Growth and Effectiveness System
Slide 9
Observation Student Voice Professional Growth Plans and Self
Reflection Other: District- Determined OVERALL PERFORMANCE CATEGORY
PROFESSIONAL PRACTICE STUDENT GROWTH KENTUCKY PROFESSIONAL GROWTH
AND EFFECTIVENESS MODEL PROFESSIONAL JUDGMENT & INSTRUMENTS
DOMAIN RATINGS SOURCES OF EVIDENCE TO INFORM PROFESSONAL PRACTICE
State Contribution Student Growth Percentiles (SGPs) State-Defined
High/Expected/Low 3 Year of Data AND Local Contribution Student
Growth Goals (SGGs) District-Defined High/Expected/Low 3 Year of
Data SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH PROFESSIONAL
PRACTICE RATING PROFESSIONAL JUDGMENT & DISTRICT- DETERMINED
DECISION RULES STUDENT GROWTH TREND RATING (H/E/L) PROFESSIONAL
JUDGEMENT AND STATE- DETERMINED DECISION RULES See MINIMUM CRITERIA
FOR DETERMINING AN EDUCATORS PROFESSIONAL PRACTICE RATING See
MINIMUM CRITERIA FOR DETERMINING AN EDUCATORS OVERALL PERFORMANCE
CATEGORY PERCENT (%) EFFECTIVE TEACHERS DOMAIN 1: Planning and
Preparation DOMAIN 2: Classroom Environment DOMAIN 3: Instruction
DOMAIN 4: Professional responsibilities GROWTH PLAN AND CYCLE
GROWTH PLANNING MATRIX PROFESSIONAL JUDGMENT & STATE-
DETERMINED DECISION RULES 9KDE:ONGL:FCS:TB:011814
Slide 10
Informing Professional Practice
Slide 11
Reflects on current growth needs Collaborates with
administrator to develop the PGP and action steps Implements the
plan Regularly reflects on progress and impact Modifies the plan as
appropriate Continues implementation and ongoing reflection
Conducts summative reflection
Slide 12
Realistic Focused Measurable
Slide 13
Multiple Sources of Data Classroom Observation Feedback Student
Growth/Achievement Self-Assessment Reflection
PGP Outcomes of Self-Reflection Organized Contextualize in a
Support Framework Articulated as Specific Goals Monitored through
Pre-determined Methods
Slide 16
(pg. 5 )
Slide 17
Explain the expectations for developing a Professional Growth
Plan (PGP) and ongoing Self-Reflection. What is the process for
teachers to input the PGP and Self-Reflections into CIITS?
Slide 18
Slide 19
Use the same instruments Supervisor observation will provide
documentation and feedback for teacher effectiveness (SUMMATIVE
RATING) Peer observation will only provide formative feedback (NO
SUMMATIVE RATING)
Slide 20
OPTION A OPTION B OPTION C
Slide 21
One full observations by the supervisor that is the final
observation in the summative year Three mini observations with one
being by the peer observer during the summative year.
Slide 22
Two full observations by the supervisor with one of the full
observations being the final observation in the summative year. Two
mini observations with one being by the peer observer during the
summative year.
Slide 23
Provide an explicit description of the observation model Assure
that this option provides at least a minimum of 4 observations in
the summative cycle (3 principal/1 peer)
Slide 24
Discuss with your team the observation model that would work
best for your district. What changes would need to occur in order
for this model to be implemented? Would the observation model
fulfill the criteria for PGES?
Slide 25
Districts will provide conferencing requirements for their
teachers and observers.
Slide 26
Pre and Post conference after each full observation but not
mini Pre conferences may be completed electronically Post
conferences may be completed in person May not require pre
conferences
Slide 27
Districts may choose timeline for observation schedule. Example
only 1 st Observation: Begins 30 days after the start of school 2
nd Observation: Begins November 1 3 rd Observation: Begins December
15 4 th Observation: Begins February 15 (All observations should be
concluded by April 1) WARNING Consider Weather Implications
Slide 28
At your table, look at your current CEP plan and discuss with
your team What are you currently doing that would meet the
observation requirements? Conferencing? (PRE/POST) Timeline? Plan
for 50/50 Committee
Slide 29
Slide 30
Evaluators must complete the Teachscape Proficiency Observation
Training Three sections: Framework for Teaching Observer Training
Framework for Teaching Scoring Practice Framework for Teaching
Proficiency Assessment
Slide 31
Test divided into two stages If a stage is not passed on the
first attempt, must wait 24 hours before retaking
Slide 32
Year 1Certification Year 2Calibration Year 3Calibration Year
4Certification Teachscape, the current approved technology
platform, must be used for certification and calibration.
Slide 33
If a supervisor has yet to complete or does not pass the
proficiency assessment, the district must provide supports:
Processes/procedures to ensure success during the first assessment
administration Supports for those who do not pass
Slide 34
If the supervisor is not certified through the proficiency
system, the district will use the following processes/procedures:
May include district-level personnel or principals from another
building (certified through the proficiency system) Will conduct
the observation with the principal (modeling the process)
Slide 35
Discuss with your team how the district will support
Observation Certification and procedures to maintain
certification.
Slide 36
All teachers will be observed by a trained Peer Observer during
the summative year. All Peer Observers participating during the
summative year observations will complete the state developed
training.
Slide 37
District decisions: Number of peer observations required each
evaluation cycle (minimum of 1 during the summative year) Processes
and procedures the district will use to ensure all teachers have
access to Peer Observers Documentation that Peer Observers have met
selection and training requirements
Slide 38
Selection/Assignment at the District Level Selection/Assignment
at the School Level Selection/Assignment at the Teacher Level
Examples include: NBCT Cadre Content Specialists Examples include:
Teacher Leaders Examples include: Trusted Peers PLC Team Members
pool selected at the district level, assigned to teachers/schools
at the district level, or may simply be a pool of Peer Observers
from which schools/teachers may choose pool selected at the school
level, assigned to teachers at the school level, or may simply be a
pool of Peer Observers from which teachers may choose pool
self-selected at the school level, teachers select their own Peer
Observer
Slide 39
Talk about Peer Observers * Selection and Training * Number of
Peer Observations * Peer Observation Model
Slide 40
Identify an Observation Model Determine Observation pre/post
conference protocol Develop Observation Schedule Observation
Certification Procedures District Support Peer Observers Selection
and Training Number of Peer Observations Peer Observation
Model
Slide 41
Student Voice Survey Guide
Slide 42
The Superintendent of each district will assign a point of
contact to be responsible for overseeing and administering the
Student Voice Survey meeting Ethics Requirements The district point
of contact will be responsible for the general and administrative,
processes for ensuring Student Voice produces results for teachers
in their district.
Slide 43
The District will determine the number of sections required per
teacher to participate in the survey. Participating teachers must
have a minimum of one section respond to the survey Building
Principals will determine the section(s) participating in the
Student Voice Survey.
Slide 44
The student voice survey coordinator will work to ensure that
all classes participating in the survey have computers with
Internet access. For teachers who work in collaborative classrooms,
there are several scenarios as to how their students may be
surveyed. Students with ELL, IEPs, 504 Plans will receive requisite
supports to ensure equal access.
Slide 45
Identify the Point of Contact Determine the number of sections
per teacher Develop a plan to provide accommodations to students
for equal access. District Decisions
Slide 46
Student Growth
Slide 47
Student Growth Percentiles The state contribution for student
growth is base on KDE state assessment data. Teachers of Grades
4-8, reading and mathematics Rating based on each students rate of
change, compared to academic peers Median SGP for a teachers class
is compared to that of the state Measures progress for students at
all performance levels Student Growth Goals 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 a
specified period of time as indicated in the teachers Student
Growth Goal (SGG). All teachers, regardless of grade level and
content area, will develop SGGs for inclusion in the local student
growth measure.
Slide 48
of Student Growth Goals
Slide 49
Rigor means congruency to the standards. Sources of Evidence
True intent of the Standards
Slide 50
Congruent with KCAS grade level and content Enduring skills,
understandings, processes or concepts Allows all students to
demonstrate knowledge and growth
Slide 51
The district must include the degree to which the goal and the
assessments meet the SGG criteria. SGG and Assessments will meet
these same 4 criteria OPTION A: Rigor Rubric OPTION B: Peer-Review
and/or Jury Process OPTION C: District-Defined Option OPTION A:
Rigor Rubric OPTION B: Peer-Review and/or Jury Process OPTION C:
District-Defined Option
Slide 52
Sample Rubrics
Slide 53
The [peer-review] [jury] process will be used by all teachers
prior to final approval of the SGG. Grade-level PL teams Vertical
content-area PL Teams District-Level Content Coaches Multi-District
Content-Area Teacher Teams Examples
Slide 54
Must include an explanation to ensure rigor. Processes,
procedures, protocols, etc. must include the input of teachers and
administrators in the district. There must be evidence of the
research base grounding an instrument.
Slide 55
Literacy Design Collaborative teachers (LDC) (any content area)
For the 2011 12 school year, 100% of students will make measurable
progress in writing. Each student will improve by one performance
level in three or more areas of the LDC argumentation rubric.
Furthermore, 80% of the students will score a 3 or better
overall.
Slide 56
Discuss with your team the required number of SGGs for
teachers. Describe the process for determining rigor of SGG.
Slide 57
Student Growth Goals
Slide 58
Teachers agree on what it looks like for students to meet a
given standard or group of standards. Assessments are appropriate
for students to show that they meet the intent of the standard
Assessments may be different in structure, even when assessing the
same standards.
Slide 59
Administration Protocol Scoring Process Professional Learning
Teams Analyze standards assessments student work and other student
data SAMPLE Assessment Design Process
Slide 60
Work with your team to describe how comparability of SGG and
Assessments will be met.
Slide 61
Single Student Growth Goal
Slide 62
SMART process for goals Options for rating low, expected or
high growth: PPre-Test/Post-Test RRepeated Measures Design
HHolistic Evaluation
Slide 63
Identical AssessmentsComparable Assessments Assessment over
content standards Same assessment over content standards Comparable
Assessment over content standards Assessment over content
standards
Slide 64
Trends and patterns Determine growth over time Assessment over
content standards Teacher & Principal analyze formative
assessment data Teacher & Principal analyze formative
assessment data
Slide 65
Combining pre- and post-test model with repeated measures Use
of district -developed growth rubric for a holistic evaluation
Districts must explain the processes and procedures for ensuring
quality and inter-rater reliability of the rubrics. Assessments
must meet the district assurance of rigor and comparability.
Slide 66
Determining Levels of Growth: Pre-Test/Post-Test Repeated
Measures Design Holistic Evaluation Collaborative process of data
analysis using a district-developed rubric Calculation using cut
scores Collaborative process of data analysis using a
district-developed rubric & calculated cut scores This process
must be applied across all teachers and schools within the
district.
Slide 67
Discuss with your team how the district will determine
high/expected/low growth
Slide 68
District Decisions Determine the number of SGGs for teachers.
Ensure rigor and comparability of SGG and Assessments Determine
high/expected/low growth
Slide 69
Overall Performance Rating
Slide 70
Determining the Overall Performance Category Informed by
evidence, the evaluator determines the Overall Performance Category
based on Professional judgment Sources of evidence: Domains
District-Developed Rubrics Decision rules that establish a common
understanding of performance thresholds to which all educators are
held
Slide 71
Rating Professional Practice
Slide 72
Rating Professional Practice Scenario for Mr. Thomas
Observations Student Voice Survey Self Reflections Professional
Growth Plans Other relevant local data Teacher Domain Ratings
Domain 1: Prep and PlanningA Domain 2: Classroom EnvironmentD
Domain 3: InstructionD Domain 4: Professional
ResponsibilitiesA
Slide 73
Rating Professional Practice Scenario for Mr. Thomas The
principal must now provide ONE professional practice rating that is
inclusive of all domains. Please look at the proposed decision
rules that you were given today. Teacher Domain Ratings Domain 1:
Prep and PlanningA Domain 2: Classroom EnvironmentD Domain 3:
InstructionD Domain 4: Professional ResponsibilitiesA
Slide 74
Decision Rules for Determining Professional Practice
DomainRanking Domain 1Ineffective Domain 2Developing Domain
3Developing Domain 4Ineffective As a district you could decide to
expand the decision rule list and create additional rules for
guidance. Option: You could leave the chart as is and leave to the
discretion of the principal.
Slide 80
Table Activity At your table, discuss your options for the
rating of Professional Practice. A) Add more decision rules? If so,
what would they be? B) Use Evaluators Professional Judgment C) A
combination of both A and B
Slide 81
Observation Student Voice Professional Growth Plans and Self
Reflection Other: District- Determined OVERALL PERFORMANCE CATEGORY
PROFESSIONAL PRACTICE STUDENT GROWTH KENTUCKY PROFESSIONAL GROWTH
AND EFFECTIVENESS MODEL PROFESSIONAL JUDGMENT & INSTRUMENTS
DOMAIN RATINGS SOURCES OF EVIDENCE TO INFORM PROFESSONAL PRACTICE
State Contribution Student Growth Percentiles (SGPs) State-Defined
High/Expected/Low 3 Year of Data AND Local Contribution Student
Growth Goals (SGGs) District-Defined High/Expected/Low 3 Year of
Data SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH PROFESSIONAL
PRACTICE RATING PROFESSIONAL JUDGMENT & DISTRICT- DETERMINED
DECISION RULES STUDENT GROWTH TREND RATING (H/E/L) PROFESSIONAL
JUDGEMENT AND STATE- DETERMINED DECISION RULES See MINIMUM CRITERIA
FOR DETERMINING AN EDUCATORS PROFESSIONAL PRACTICE RATING See
MINIMUM CRITERIA FOR DETERMINING AN EDUCATORS OVERALL PERFORMANCE
CATEGORY PERCENT (%) EFFECTIVE TEACHERS DOMAIN 1: Planning and
Preparation DOMAIN 2: Classroom Environment DOMAIN 3: Instruction
DOMAIN 4: Professional responsibilities GROWTH PLAN AND CYCLE
GROWTH PLANNING MATRIX PROFESSIONAL JUDGMENT & STATE-
DETERMINED DECISION RULES 81KDE:ONGL:FCS:TB:011814 Overall Student
Growth Rating
Slide 82
Rating Student Growth Ratings will fall into one of the
following three categories Low Expected High
Slide 83
Rating Student Growth Supervisors will look at trend data from
three years (if available) when determining a teachers rating.
Districts will develop their own rubric, decision rules, or set of
guidelines to determine an overall student growth rating of: Low,
Expected, or High.
Slide 84
Rating Student Growth Sample Set of Growth Data Ms. Gilpins
Student Growth Data State TestLocal Goal 2015-2016ExpectedHigh
2014-2015LowExpected 2013-2014Expected What level would this
teacher rate? Why?
Slide 85
How Would You Rate Ms. Hoskins? Why? Ms. Hoskins Student Growth
Data State TestLocal Goal 2015-2016LowExpected 2014-2015LowExpected
2013-2014LowExpected
Slide 86
How Would You Rate Ms. Lee? Why? Ms. Lees Student Growth Data
Local Goal 2015-2016High 2014-2015High 2013-2014Low
Slide 87
How does a teacher switching grade levels affect the data?
Particularly if they are moving in or out of a testing grade.
Should the most recent data be weighted more than previous years?
What if I dont have three years of data? Should the state and local
goals be weighted equally in the K-PREP years? Questions to
Consider
Slide 88
Appendix C Consider pages 44 & 45 in your Appendix (3.0) 3
sample decision rules for multi-year SGG ratings, in order to
determine 1 final rating for the cycle Decision rules chart
Mathematical Average Mathematical Average with Weighting
applied
Slide 89
District C Example Mr. Watts Student Growth Data State
TestLocal GoalYearly Averages 2015-2016Expected=2 2/1= 2
2014-2015Low=1Expected=2 3/2 = 1.5 2013-2014Low=1 1/1 = 1.50(Y1A)
+.30(Y2A) +.20(Y3A) = GT.50(2) +.30(1.5) +.20(1) = GT 1 +.45 +.20 =
1.65 Final Rating?
Slide 90
As a team, discuss the examples for determining Overall Student
Growth Rating and how your district will approach making a decision
to assign a rating.
Slide 91
Observation Student Voice Professional Growth Plans and Self
Reflection Other: District- Determined OVERALL PERFORMANCE CATEGORY
PROFESSIONAL PRACTICE STUDENT GROWTH KENTUCKY PROFESSIONAL GROWTH
AND EFFECTIVENESS MODEL PROFESSIONAL JUDGMENT & INSTRUMENTS
DOMAIN RATINGS SOURCES OF EVIDENCE TO INFORM PROFESSONAL PRACTICE
State Contribution Student Growth Percentiles (SGPs) State-Defined
High/Expected/Low 3 Year of Data AND Local Contribution Student
Growth Goals (SGGs) District-Defined High/Expected/Low 3 Year of
Data SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH PROFESSIONAL
PRACTICE RATING PROFESSIONAL JUDGMENT & DISTRICT- DETERMINED
DECISION RULES STUDENT GROWTH TREND RATING (H/E/L) PROFESSIONAL
JUDGEMENT AND STATE- DETERMINED DECISION RULES See MINIMUM CRITERIA
FOR DETERMINING AN EDUCATORS PROFESSIONAL PRACTICE RATING See
MINIMUM CRITERIA FOR DETERMINING AN EDUCATORS OVERALL PERFORMANCE
CATEGORY PERCENT (%) EFFECTIVE TEACHERS DOMAIN 1: Planning and
Preparation DOMAIN 2: Classroom Environment DOMAIN 3: Instruction
DOMAIN 4: Professional responsibilities GROWTH PLAN AND CYCLE
GROWTH PLANNING MATRIX PROFESSIONAL JUDGMENT & STATE-
DETERMINED DECISION RULES 91KDE:ONGL:FCS:TB:011814 Overall
Performance Category
Slide 92
This is a combination of the teachers Professional Practice
Rating AND Student Growth Rating The Teacher Effectiveness Steering
Committee (TESC) has proposed a set of MINIMUM criteria when
determining the Overall Performance Category. Refer to pages 19-21
in Model CEP 3.0 Determining an Educators Overall Performance
Category
Slide 93
MINIMUM CRITERIA FOR DETERMINING AN EDUCATORS PROFESSIONAL
PRACTICE RATING IFTHEN Domains 2 AND 3 are rated INEFFECTIVE
Professional Practice Rating shall be INEFFECTIVE Domains 2 OR 3
are rated INEFFECTIVE Professional Practice Rating shall be
DEVELOPING OR INEFFECTIVE Domains 1 OR 4 are rated INEFFECTIVE
Professional Practice Rating shall NOT be EXEMPLARY Two Domains are
rated DEVELOPING, and two Domains are rated ACCOMPLISHED
Professional Practice Rating shall be ACCOMPLISHED Two Domains are
rated DEVELOPING, and two Domains are rated EXEMPLARY Professional
Practice Rating shall be ACCOMPLISHED Two Domains are rated
ACCOMPLISHED, and two Domains are rated EXEMPLARY Professional
Practice Rating shall be EXEMPLARY COMPONENTS FOR DETERMINING
OVERALL PERFORMANCE CATEGORY KDE:ONGL:FCS:TB:011814 STUDENT GROWTH
RATING CRITERIA LOW EXPECTED HIGH CRITERIA FOR DETERMINING AN
EDUCATORS OVERALL STUDENT GROWTH RATING DISTRICT DECISION
Slide 94
PROFESSIONAL PRACTICE RATING STUDENT GROWTH TREND RATING
OVERALL PERFORMANCE CATEGORY Exemplary High OR ExpectedEXEMPLARY
LowACCOMPLISHED Accomplished HighEXEMPLARY ExpectedACCOMPLISHED
LowDEVELOPING Developing HighACCOMPLISHED Expected OR LowDEVELOPING
Ineffective HighDEVELOPING Expected OR LowINEFFECTIVE MINIMUM
CRITERIA FOR DETERMINING AN EDUCATORS OVERALL PERFORMANCE CATEGORY
Overall Rating Category Criteria
Slide 95
Ms. Seagraves Professional Practice Rating Student Growth
Rating OVERALL PERFORMANCE CATEGORY AccomplishedExpected ???
Applying the Criteria Mr. Holte Professional Practice Rating
Student Growth Rating OVERALL PERFORMANCE CATEGORY DevelopingLow
???
Slide 96
Growth Planning Matrix
Slide 97
Non-Tenured: A yearly directed growth plan. Tenured Teachers:
Growth plans and summative cycle will be based on the Growth
Planning Matrix
Slide 98
TYPE AND LENGTH OF EDUCATOR PLAN FOR TENURED TEACHERS RATING
LOW EXPECTEDHIGH THREE-YEAR CYCLE SELF-DIRECTED GROWTH PLAN Goal
set by educator with evaluator input One goal must focus on low
outcome Formative review annually ONE-YEAR CYCLE DIRECTED GROWTH
PLAN Goal Determined by Evaluator Goals focus on low
performance/outcome area Plan activities designed by evaluator with
educator input Formative review at mid-point Summative at end of
plan THREE-YEAR CYCLE SELF-DIRECTED GROWTH PLAN Goals set by
educator with evaluator input; one must address low performance or
outcomes. Plan activities designed by educator with evaluator
input. Formative Review annually. UP TO 12-MONTH IMPROVEMENT PLAN
Goal Determined by evaluator Focus on low performance area
Summative at end of plan INEFFECTIVE DEVELOPING ACCOMPLISHED
EXEMPLARY STUDENT GROWTH TREND RATING THREE-YEAR CYCLE
SELF-DIRECTED GROWTH PLAN Goals set by educator with evaluator
input Plan activities are teacher directed and implemented with
colleagues. Formative review annually Summative occurs at the end
of year 3. PROFESIONAL PRACTICE RATING THREE-YEAR CYCLE
SELF-DIRECTED GROWTH PLAN Goal set by educator with evaluator input
One goal must focus on low outcome Formative review annually
ONE-YEAR CYCLE DIRECTED GROWTH PLAN Goal Determined by Evaluator
Goals focus on low performance/outcome area Plan activities
designed by evaluator with educator input Formative review at
mid-point Summative at end of plan KDE:ONGL:FCS:TB:01181498
Slide 99
District Decisions Determine method for combining local student
growth goal and state student growth percentile to rate overall
growth as low, expected, and high Your district must establish how
a teachers Student Growth Rating will be determined. (e.g. rubrics,
decision rules, quantitatively, etc.) The decision rules that have
been established are the MINIMUM requirements by the district. Your
district may add additional criteria if desired.
Slide 100
Principal & Assistant Principal Professional Growth and
Effectiveness System (PPGES)
Slide 101
The CEP Model Plan The PPGES Guide (Draft) The District Current
CEP Plan (Confirm Plan Assurances)
Slide 102
Administer Formative Val-Ed Site-Visit by Superintendent
Mid-Year Review with Superintendent Site-Visit by Superintendent
End-of-Year Review with Superintendent 2013/14 Where Are you In the
Cycle? 2013-14 Administer Summative Val-Ed Review Accountability
and ASSIST Goal Results & Set SGG/PGP/Working Conditions 2-year
Goal Two Year Cycle of the PPGES Where are we now?
Slide 103
Site-Visit by Superintendent Mid-Year Review with
Superintendent Site-Visit by Superintendent End-of-Year Review with
Superintendent Thinking Ahead to 2014/15 2014-15 Administer TELL
SURVEY Review Accountability and ASSIST Goal Results & Set
SGG/PGP/ & Update Working Conditions 2-year Goal Two Year Cycle
of the PPGES 14/15
Slide 104
Roles and Definitions-Requires additional district action As
you work through the Principal Professional Growth and
Effectiveness section of the Model CEP, determine if there are
additional definitions that your district needs to add.
Slide 105
1. Instructional Leadership 2. School Climate 3. Human
Resources Management 4. Organizational Management 5. Communication
and Community Relations 6. Professionalism
Slide 106
TELL Kentucky Survey (WC GOAL) VAL-ED 360 Survey Professional
Growth Plan & Self-Reflection Site Visits State Contribution
(SGGs ) ASSIST/NGL Goal Local Contribution-Based on School
Needs-May parallel state contribution. Sources of Evidence to
Inform Student Growth (Student Growth Ratings)
Slide 107
Professional Practice Professional Growth Planning and
Self-Reflection (No additional district action required) Site
Visits (Plan Requires additional District Action) Val-ED (Plan
Requires additional District Action) Working Conditions Goal (Plan
Requires additional District Action) Products of Practice/Other
sources of Evidence (Self-Explanatory)
Slide 108
Assistant Principal Requirements Professional Growth Plan and
Self Reflection Completed independent of the principal Working
Conditions Goal Inherited from the principal Student Growth Goals
State & Local Inherited from the principal Mid-Year Reviews
completed by Principal Evaluated by the Principal annually
Principal Performance Standards & Student Growth Same summative
Overall Performance Category
Slide 109
SBDM Minutes Faculty Meeting Agendas and Minutes
Department/Grade Level Agendas and Minutes PLC Agendas and Minutes
Leadership Team Agendas and Minutes Instructional
Round/Walk-through documentation Budgets EILA/Professional Learning
experience documentation Surveys Professional Organization
memberships Parent/Community engagement surveys Parent/Community
engagement events documentation School schedules Other
Slide 110
Student Growth State Contribution-Assist/NGL Goal Based on
Trajectory Local Contribution-Based on School Need --may parallel
state contribution At least one (1) of the Student Growth Goals set
by the Principal must address gap populations. Assistant Principals
will inherit the SGGs (both state and local contributions) of the
Principal. NOTE: Districts will develop a rubric to measure
high/expected/low growth on both goals.
Slide 111
Slide 112
The Model Professional Growth and Effective System Plan should
be used in conjunction with the existing Certified Evaluation Plan
to meet the assurances of the Professional Growth and Effectiveness
System. For the purpose of todays activity we will discuss the
critical areas of flexibility around the following PGES components:
Site Visits VAL-ED TELL/Working Conditions Student Growth
Slide 113
Did your table discuss how districts might define the protocol
that will be used with Site Visits ? How many site visits will
occur in your district each year (Min. 2)? If the number of site
visits vary, how will the superintendent determine the number of
visits per principal. How will your district address Scheduling
(Process & Procedures) What is the procedure for conducting
site visits? Did you include protocols for guiding
discussions/questioning? Are all required criteria addressed.
Slide 114
Did your table address these issues? Who is responsible for
seeing to the administration (organization and management ) of the
survey? Windows? When will your district administer VAL-ED? Are
there more than one window? Will VAL-ED be more than every other
year? How will your district use VAL-ED results? Who will see the
results? VAL_ED
Slide 115
Did your table address these ISSUES? # of WC Goals? How the WCG
will added to ASSIST? Process for establishing the WCG Rubric?
Criteria for High, Expected, or Low Growth within the Rubric? How a
mid-point review will be conducted? Additional evidence that might
be used? TELL SURVEY
Slide 116
Did your table address: How many local student growth goals
will the principal be required to develop? Is there a clearly
defined criteria for helping principals select goals. How will
district develop a plan to identify criteria for rating
high/expected/low growth? If more than one goal is required how
will use multiple goals to determine high/expected/ low growth )?
How do you arrive at a single local SGG result?
Slide 117
Result from a combination of professional judgment and district
developed rules/rubrics Must include data form both state and local
contribution Districts must describe the process and/or instrument
to be used and include as an attachment to their CEP.
Slide 118
District Decisions Site Visits Administration of Val-Ed 360
Working Conditions Goal based on TELL Survey Student Growth
Slide 119
Follow-Up Opportunities Monday, March 10 ISLN; CEP Work Session
Friday, March 21 CEP Work Session On-going CEP Plan Electronic
Review
Slide 120
Evaluation Committee (50/50 Committee) Personnel Decisions for
the 2014-15 school year Preschool, Other Professionals, and KTIP
Pilot Systems Capacity Building Connect TPGES to PPGES throughout
the day CEP Submission Considerations