Casey County Schools Certified Evaluation Plan

2025-2026

Superintendent: Mr. Barry Lee

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Table of Contents

50/50 Committee 1 Tool Boxes and Assurances 2 Casey County CEP Philosophy and Objectives 4 TPGES/OPGES Evaluation Cycle 5 Administration Evaluation Cycle 6 Evaluation Criteria 7 Roles and Definitions 8 Professional Growth Plan and Self-Reflection 10 Student Voice 11 Framework for Teaching 12 Observation 13 Observation conferencing/Peer Observation 14 Observation Schedule 15 Evaluator certification/Peer Observation 16 Products of Practice 17 Determining the Overall Performance 18 Framework for Teaching 19 Appeals 20 Appeals Process 21 Appeals Panel Hearing 22 Evaluation Timeline 24 Late Hire Time Table 25 Principal/Assistant Evaluation 26 Sources of Evidence/Framework for Principals 27 Principal Performance Standards 28

Professional Performance/PGP Timeline 29 Site Visits/Timeline 31 Products of Practice/Other Sources of Evidence 32 Conference Expectations/Other Sources of Evidence 33 Working Conditions Survey 34 Determining Overall Performance 35 Late Hire Time Table (Principal/Assistant) 36 Other District Personnel Evaluation 37 Framework for Central Office 38 Central Office Performance Standards 40 Professional Performance/Determining Summative 41 Summative Evidence Form 42 Timeline 43 Self-Reflection/Professional Growth Plan 44 Observation/Site Visit 45 Appendix 46 Student Voice Non-Participation 47 Evaluation/Appeal Policies/Procedures 48 Central Office Standards 49

Casey County Schools 50/50 CEP Committee

• Brittany Ogle- Principal WHE
• Matthew Knight- Principal CCHS
• Darren Wall- Principal JPE
• Kristen Wilson- Principal CCMS
• Shawn Pierce- Director of District Programs
• Hailey Middleton- Teacher JPE
• Amy King- Teacher WHE
• Pam Carey- Teacher CCMS
• Lauren Johnson- Teacher LES
• Alex Price- Teacher CCHS

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1

Casey County’s Certified Staff Evaluation Plan

The Casey County Board of Education recognizes the need for the value of a sound and fair certified evaluation plan. The Board adopts and promotes the following Certified Evaluation Plan for the Casey County School District. This evaluation plan was developed through the efforts of a 50/50 evaluation committee with an equal number of teacher and administrator representatives.

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Evaluation Tool Boxes and Assurances

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Teacher Toolbox

Principal/Assistant Principal Toolbox

Guidance Counselor Toolbox

Instructional Coach Toolbox

Therapeutic Specialist Toolbox

Library Media Specialist Toolbox

OPGES Evaluation Toolbox Therapeutic

OPGES Evaluation Toolbox Therapeutic

OPGES Evaluation Toolbox Therapeutic

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Casey County Schools

2

Casey County CEP Philosophy and Objectives

Philosophy

The purpose of the evaluation system is designed to ensure:

1) Highly effective teaching and school leadership

2) To provide reliable feedback

3) The use of relevant and rigorous standards

4) Aligned and meaningful assessments

5) Data to inform instruction and policy decisions

6) Innovation

7) School improvement.

The evaluation system is designed to measure teacher and leader effectiveness and serve as a catalyst for professional growth and continuous improvement. This will ensure that our students are successful and graduate from high school college/career ready.

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Objectives

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• To improve the instructional programs and accountability of our schools for student College/Career preparedness.
• To encourage self-assessment and self-direction of all certified staff for improved performance levels.
• To improve teacher and administrator communication throughout our district.
• To increase teacher awareness of the need for rigor relevant to the standards.
• To comply with the provisions of applicable law and regulation.

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4

TPGES/OPGES Evaluation Cycle

The evaluator will document on the Monitoring Sheet (see Appendix A) the times and dates of the preconference, observations (3 minis and 1 formal), formative and summative conferences, etc. This sheet is turned in to the Superintendent’s office. The evaluatee has the opportunity to submit a written statement in response to the summative rating and that response is included in the official personnel record. All observation data and Professional Growth Plans will be kept on file at the school.

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Evaluation Criteria

The criterion specified in this plan has been approved by the Certified Evaluation Committee as well as the Casey County Board of Education. The criteria are in compliance with the KDE regulations for certified evaluation plans.

The following roles and definitions are to be used to ensure that the goal to create a fair and equitable system to measure teacher effectiveness and act as a catalyst for professional growth is the vision in for the district supervisors. Therefore ensuring that the focus is united across the district toward the goal that every student is being taught by an effective teacher and our schools are being led by effective Principals and Assistant Principals.

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Roles and Definitions

Artifact: A product of a certified school personnel’s work that demonstrates knowledge and skills.

Assistant Principal: A certified school personnel who devotes the majority of employed time in the role of assistant principal, for which administrative certification is required by EPSB.

Certified Administrator: A certified school personnel, other than principal or assistant principal, who devotes the majority of time in a position for which administrative certification is required by EPSB.

Certified School Personnel: A certified employee, below the level of superintendent, who devotes the majority of time in a position in a district for which certification is required by EPSB.

Conference: A meeting between the evaluator and the evaluatee for the purposes of providing feedback, analyzing the results of an observation or observations, reviewing other evidence to determine the evaluatee’ s accomplishments and areas for growth, and leading to the establishment or revision of a professional growth plan.

Evaluatee: A certified school personnel who is being evaluated.

Evaluator: The primary evaluator as described in KRS 156.557(5)(c)2.

Formative Evaluation: Is defined by KRS 156.557(1)(a).

Full Observation: An observation conducted by a certified observer that is conducted for the length of a full class period or full lesson.

Improvement Plan: A plan for improvement up to twelve months in duration for: teachers, other professionals, other district, and principals who are rated overall ineffective.

Job Category: A group or class of certified school personnel positions with closely related functions.

Mini Observation: An observation conducted by a certified observer for 20-30 minutes in length.

Observation: a data collection process conducted by a certified observer, in person or through video, for the purpose of evaluation, including notes, professional judgments, and examination of artifacts made during one (1) or more classroom or worksite visits of any duration.

Observer Certification: All evaluators must successfully complete all state evaluator trainings. Subsequently, after completion of the initial trainings, each evaluator will complete an update annually.

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Roles and Definitions Continued

Other Professionals: Certified school personnel, except for teachers, administrators, assistant principals, or principals.

Peer observation: Observation and documentation by trained certified school personnel.

Performance Criteria: The areas, skills, or outcomes on which certified school personnel are evaluated.

Performance Rating: The summative description of a teacher, other professional, principal, or assistant principal evaluates performance, including the ratings listed in Section 7(8) of this administrative regulation.

Principal: A certified school personnel who devotes the majority of employed time in the role of principal, for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050.

Professional Growth Plan: An individualized plan for a certified personnel that is focused on improving professional practice and leadership skills, aligned with performance standards and the specific goals and objectives of the school improvement plan or the district improvement plan, built using a variety of sources and types of data that reflect student needs and strengths, evaluatee data, and school and district data, produced in consultation with the evaluator as described in Title XVI KAR.

Self-Reflection: The process by which certified personnel assesses the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth.

Sources of Evidence: The multiple measures listed in KRS 156.557(4) and in Sections 7 and 10 of 704 KAR 3:370.

Summative Evaluation: Is defined by KRS 156.557(1)(b).

Teacher: A certified school personnel who has been assigned the lead responsibility for student learning in a classroom, grade level, subject, or course and holds a teaching certificate under Title XVI KAR.

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Administrators Evaluation Cycle

The evaluator will document the times and dates of the Fall/Spring Site visits, formative and summative conferences, etc. This summative sheet is turned in to the Superintendent’s office.

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Professional Growth Planning and Self-Reflection

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All teachers and other professionals will participate in self-reflection and professional growth planning each year. They will document this self-reflection and professional growth planning in District Approved Platform yearly.

The teacher’s professional growth plan will address realistic, focused, and professional measurable goals. The plan will collect data from multiple sources including classroom observations feedback, data on student achievement, and professional growth needs identified through self-assessment and reflection. Teachers will identify through collaboration with administrators explicit goals which will drive the focus of their professional growth activities, provide support, and ongoing reflection.

Professional Growth Plan – Year Long Process Beginning in August

1. Initial Reflection
2. Examine the data
3. Develop the PGP
4. Implement the PGP
5. Ongoing Reflection
6. Evaluate
7. Next Steps – What is next?

Collaboration between the Teacher and Key Supervisor is critical to this process.

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STUDENT VOICE

The Student Voice Survey is a confidential, online survey collecting student feedback on specific aspects of the classroom experience and teaching practice. The results for this student survey will be used to inform the teacher’s professional practices. The student voice data does not carry a specific weight in the evaluation system, but is to be used as a source of evidence to inform professional practice and a source of data that the evaluator will analyze.

• All 3rd-12th grade teachers will participate in the state-approved Student Voice Survey annually with a minimum of one identified group of students.
• OPGES staff that do not have a sufficient roster size to participate in the survey, will not use Student Voice as a sources of evidence to inform professional practice.
• The student voice survey shall be administered to 3rd-12th grade students.
• Teachers must have a minimum of ten (10) students, who have been instructed for a minimum of 15 days, to participate.
• Formative years’ data from Student Voice will be used to inform Professional Practice in the summative year.
• Survey data will be considered for professional practice only when there are 10 or more respondents.
• Consistent student participation across the district will be: 3rd-5th grade staff will use their homerooms for survey results, while middle/secondary staff will use their 2nd period class. In the event of planning, co-teaching, or other conflicts, the principal will consult with the staff member and the principal will determine an alternate administration class.
• The Student Voice points of contact for the district shall be the Director of District Wide Programs.
• The survey shall take place between 7:00am-5:00pm and shall be administered in the school of the student’s enrollment.
• All students that participate shall be given the option to opt-out through the Casey County Student Voice Non-participation Agreement. This form must be sent home with all 3rd-12th students. (APPENDIX)
• All staff who have user security rights or Student Information System Login as User privileges in Infinite Campus and/or who have Open Database Connectivity (ODBC) access to the Infinite Campus database shall read and sign the Student Voice Survey Staff Confidentiality Agreement. Records of these agreements must be kept at the home school.
• Accommodations for students will be made in accordance within special education guidelines.

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The Kentucky Framework for Teaching is designed to support student achievement and professional practice through the domains of:

Framework for Teaching Specialist Frameworks for Other Professionals

1. Planning 1. Planning

2. Environment 2. Environment

3. Instruction 3. Instruction/Delivery of Service

4. Professionalism 4. Professionalism

The Frameworks also include themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. They provide structure for feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement. Evidence documenting professional practice is situated within one or more of the four domains of the framework. Performance is rated for each component according to four performance levels: Ineffective, Developing, Accomplished, and Exemplary. The summative rating is a holistic representation of performance, combining data from multiple sources of evidence across each domain. The use of professional judgment based on multiple sources of evidence promotes a holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators also take into account how educators respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual educator performance, such as: school-specific priorities that may drive practice in one domain, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas. All components and sources of evidence related supporting an educator’s professional practice and student growth ratings will be completed and documented to inform the Overall Performance Category. All Summative Ratings will be recorded in the district approved technology platform. Evaluators must use the following categories of evidence in determining overall ratings:

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Required Sources of Evidence

• Self-Reflection and Professional Growth Planning
• Observations conducted by certified supervisor

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Local Sources of Evidence

• Professional Learning Logs
• Student Achievement Results from IReady data and Common Assessments
• Locally required products of practice
• Student Voice data

KENTUCKY FRAMEWORK FOR TEACHING .

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Observation

The Observation process is one source of evidence used to determine teacher and other professional effectiveness. This process will include both Supervisor and Peer observations that use the same instrument for completing the observations. The supervisor observations will provide documentation and feedback to measure the teacher’s overall practice. The Peer observation is formative only to give feedback on teaching practice in a collegial atmosphere of trust and common purpose. Peer observers give no summative ratings and only the teacher observed views the observation.

The observation cycle chosen by Casey County to be used for our certified evaluation plan is as follows.

Certified staff that haven’t reached continuing contract status, will be evaluated annually until continuing contract status is reached.

All teachers, other professionals, principals, assistant principals and other certified administrators, that have attained continuing services status under KRS 161.740 or continuing status under krs 156.800 (7) are evaluated on a five-year summative cycle.

The Progressive Model (3 minis & 1 full model):

Observers will conduct three (3) mini observations, one of which is a peer, of approximately 20-30 minutes each, and one full observation approximately a full class period in the evalutee’s evaluation cycle. Because the mini observations are shorter sessions, the observer will make note of the components observed in order to identify “look for” in the next mini observation session. The final observation is a formal observation consisting of a full class or lesson observation. Peer Mini and Full Observation will be completed in teacher’s summative year. All observations will be conducted within the teacher’s and other professional’s evaluation cycle. The full observation cannot occur prior to the peer observation. Summative evidence from the observation must be recorded in the District determined platform.

Suspension of evaluations due to extenuating circumstances must have approval from Superintendent or designee.

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A Peer Observer observes, collects, shares evidence, and provides feedback for formative purposes only. Peer Observers do not score a teacher’s practice, nor is peer observation data shared with anyone other than the observee unless permission is granted to be shared with their supervisor as a source of evidence should the teacher request it. A peer observer is trained certified school personnel.

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• All Teachers and Other Professionals will receive a peer observation in their summative year.
• All Peer Observers participating during the summative year observations will complete the department approved training annually.
• Records of training certificates shall be kept on file a each staff member's home school.
• Peer observers will be selected by the evaluator with input from the evaluatee from the pool of certified staff that have completed the state approved Peer Observer Training.
• Peer observers do not have to be certified in the content area they are observing.
• All peer observation documentation will be accessed only by the evaluatee and the principal will be notified of completion.
• Administrator will be responsible for determining coverage for peer observers at the school level if needed.
• It is suggested that pre-conference (if face to face) and post conference should occur during observer’s planning or before and after school.
• The Peer Observer shall notify, through email, Principal when process is complete.

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Observers will adhere to the following observation conferencing requirements for teachers and other professionals:

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• Pre-conferencing is optional at the discretion of the supervisor or at teacher request.
• Pre-conferencing may occur electronically or in person.
• An administrator may be require submission of a pre-conferencing form and/or lesson plans.
• If pre-conferencing occurs, it should occur no earlier than 5 working days prior to an observation.
• Post-conferences are required for full, mini, and peer observations, and must occur in persons within five working days of an observation.

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OBSERVATIONS: CONFERENCING

OBSERVATIONS: PEER OBSERVATIONS

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Observation Schedule

Timeline for observations are not to begin before 10 instructional days have occured and end prior to April 1 for non-tenured and May 1 for tenured staff.

Teachers participating in the Kentucky Teacher Intern Program will follow EPSB timelines for their observation schedule.

The District may reduce the number of minimum observations of a teacher or other professional during the summative evaluation cycle for a teacher or other professional who does not report for work sixty or more consecutive school days (see timeline). Observations may begin after the evaluation training takes place within 30 calendar days of reporting for employment each school year.

Non-Tenured annual evaluations will have three mini observations (one from peer) and a full in the summative year.

Certified staff that haven’t reached continuing contract status, will be evaluated annually until continuing contract status is reached.

All teachers, other professionals, principals, assistant principals and other certified administrators, that have attained continuing services status under KRS 161.740 or continuing status under krs 156.800 (7) are evaluated on a five-year summative cycle.

Late hires will follow the Late Hire Time Table

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Evaluator Certification

All evaluators must successfully complete all state evaluator trainings. New evaluators must complete the Initial Certified Evaluator. Subsequently, after completion of the initial trainings, each evaluator will complete an annual 6 hour EILA approved Evaluation Update Training.

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Peer Observation

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During their summative year and prior to the full observation, all teachers will be observed by a peer. All peer observations documentation will be accessed only by the evaluatee. Before completing any observations, all teachers will be trained yearly using the peer observation training. Teachers will provide their certification of completion from the Peer Observation training to their principal. The peer observers will be assigned by the principal at each school. A teacher can only perform a maximum of three peer observations per year.

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Products of Practice/Other Sources of Evidence

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Required evidence is:

• Observations conducted by certified supervisor observer(s)
• Self Reflection
• Professional Growth Plan

Teachers may provide other types of evidence such as:

• Student Voice
• Lesson Plans
• Student data records
• Student work
• Timely, targeted feedback from mini or informal observations
• Video lessons
• Teacher reflections and self reflections
• Minutes from PLCs
• Team-developed units
• Teacher Pre/Post conferences

Evidence supporting the 4 Measures: Planning, Environment, Instruction, and Professionalism

These other sources of evidence will be incorporated into determining the overall summative performance.

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Determining the Overall Performance

At the end of the summative evaluation year, the Supervisors are responsible for determining the Overall Performance for each teacher. The four performance measures listed below will be rated prior to determining the Overall rating. This is reflected by the evaluators rating using the Criteria for Determining A Teacher’s Overall Rating Form .

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Measure:

1. Planning
2. Environment
3. Instruction
4. Professionalism

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Appeals

According to KRS 156.557 Section 9. (1) A certified employee who feels that the local district is not properly implementing the evaluation plan according to the way it was approved by the Kentucky Department of Education shall have the opportunity to appeal to the Kentucky Board of Education. (2) The appeal procedures shall be as follows: (a)The Kentucky Board of Education shall appoint a committee of three (3) state board members to serve on the State Evaluation Appeals Panel. Its jurisdiction shall be limited to procedural matters already addressed by the local appeals panel required by KRS 156.557(5). The panel shall not have jurisdiction relative to a complaint involving the professional judgmental conclusion of an evaluation, and the panel’s review shall be limited to the record of proceedings at the local district level. (b)No later than thirty (30) days after the final action or decision at the local district level, the certified employee may submit a written request to the chief state school officer for a review before the State Evaluation Appeals Panel. An appeal not filed in a timely manner shall not be considered. A specific description of the complaint and grounds for appeal shall be submitted with this request. (c) A brief, written statement, and other document which a party wants considered by the State Evaluation Appeals Panel shall be filed with the panel and served on the opposing party at least twenty (20) days prior to the scheduled review. (d) A decision of the appeals panel shall be rendered within fifteen (15) working days after the review. (e) A determination of noncompliance shall render the evaluation void, and the employee shall have the right to be reevaluated. (11 Ky.R. 1107; Am. 1268; eff.3-12-85; 12 Ky.R. 1638; 1837; eff. 6-10-86; 15Ky.R. 1561; 1849; eff. 3-23-89; 17 Ky.R. 116; eff. 9-13-90; 19 Ky.R. 515; 947; 1081; eff. 11-9-92; 20 Ky.R. 845; eff. 12-6-93; 23 Ky.R. 2277; 2732; eff. 1-9-97; 27 Ky.R. 1874; 2778; eff. 4-9-2001.)

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Appeals Process

All members of the appeals panel shall be current employees of the school district. Two members of the panel are elected from and by the certified staff of the district. Each certified employee has the right to be nominated and to vote in the process. (Intern teachers are not fully certified until the end of internship). One member of the panel shall be appointed by the Board of Education.

Reference: KRS 156.557

In the election of the appeals panel members, the persons receiving the first and second greatest number of votes shall be members of the appeals panel. The persons receiving the third and fourth greatest number of votes shall be designated as alternates. Alternates shall be used in the event a regular member cannot serve or in the event of a conflict of interest. Release time shall be provided for panel members at the discretion of the same. Funding for panel expenses shall be provided by the general fund. The Board of Education shall also appoint a member to serve on the panel and an alternate. This member shall serve as chairperson of the Appeals Panel.The length of term for an appeals panel member shall be one year (July 1-June 30). Panel members may be re-elected for the position. The panel members shall assume their responsibilities as soon as the election results are announced. Elections shall be conducted and appointments made during the month of September.

The election shall be conducted by the District Contact Person using the following criteria:

Open Nominations Secret Ballot One person/one vote

All certified employees given the opportunity to vote

Panel members may seek training through the District Contact Person.

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Appeals Panel Hearing Procedures

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The purpose of the Appeals Panel Hearing is to review the summative evaluation of the certified employee. Confidentiality and fairness shall be the primary concerns of the panel. Any certified employee may, within five (5) working days of the summative evaluation conference, file an appeal in writing with the district appeals panel utilizing the request form provided in (Appendix) plan. No member of the panel shall serve on any appeal brought by the member’s immediate family (father, mother, brother, sister, husband, wife, son, daughter, aunt, uncle, nephew, niece, grandparents, son-in-law, and daughter-in-law). No member of the panel shall serve on any appeal in which he/she was the evaluator.

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Preliminary Hearing

Upon receiving the request the panel will schedule a preliminary hearing within 10 working days to provide documentation to all parties and the panel. The chairperson of the panel shall be the person appointed by the Board. Five (5) copies of all documentation to be considered in the appeal shall be made available at this time, one copy for the evaluator, the evaluatee, and one each for the three members of the panel. The chairperson shall convene the hearing and explain the procedures for the process. Panel members shall meet at a time and place set by the chairperson. The evaluatee and evaluator may be represented by legal counsel or their chosen representative. The Board of Education shall provide for legal counsel to the panel if requested. The chairperson may determine if there is a need to tape record the hearing. Tapes shall be kept in a locked file in the Central Office for a minimum of one (1) year from the date of the hearing for future discussions of the panel.

The hearing shall be closed and include the panel, evaluatee, evaluator, and their chosen representatives. Witnesses may be called by either party, but will not be allowed to observe the hearing process other that during their testimony. After the evaluatee and evaluator leave, the appeals committee shall remain and review all documents and formulate questions for the Appeals hearing. No other documentation or witnesses may be presented at the Appeals Panel Hearing, unless agreed upon by all parties.

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Appeals Panel Hearing

No sooner than five days after the preliminary hearing and no later than ten days after the preliminary hearing an Appeals Panel Hearing will convene to allow the evaluatee and evaluator to present statements, documentation, witnesses, and any other pertinent information to the appeal. Again the chairperson will convene the hearing and establish procedures. The evaluatee shall present his/her opening statement followed by the evaluator’s opening statement. Each party will then be allowed to present his/her documentation including witnesses pertinent to the summative evaluation. The burden of proof shall be on the employee to the panel. An opportunity for questioning each party shall be provided. The panel will have the right to question both the evaluatee and evaluator. Each party will be asked to make closing remarks. The chairperson of the panel will make closing remarks. The evaluatee and evaluator will then be permitted to leave and the panel will consider all information provided them. A decision regarding their findings shall be presented to the Superintendent within fifteen (15) working days of the filing of the appeal.

The panel’s recommendation must include one of the following: 1. A new evaluation by a second certified evaluator, 2. Uphold the original evaluation, 3. Remove the summative or any part of the summative from the personnel file

The chairperson of the panel shall present the decision to the Superintendent for action within three(3) working days of the panel’s decision. Any evaluatee who feels that the procedural issues were violated may appeal the decision to the State Board for Elementary and Secondary Education Appeals Panel.

The certified employee must submit a written request to the Commissioner of Education for a hearing no later than thirty days after the decision. 704 KAR 3:370

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Late Hire Time Table

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PRINCIPAL AND ASSISTANT PRINCIPAL

EVALUATION SYSTEM

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Evaluation Timeline

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Sources of Evidence: Framework for Principals/Assistants

Principals will use Professional Standards for Educational Leadership

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Principal Performance Standards

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The principals are evaluated on a set of standards designed to support student achievement and professional best practice. There are a set of Four (4) measures which supervisors will use to evaluate the principals performance. Included in these measures are performance indicators that provide examples of observable, tangible behaviors that provide evidence of each measure. They are below:

1. Planning
2. Environment
3. Instruction
4. Professionalism

Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished and Exemplary

The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each standard.

The evaluators must use the following sources of evidence in the determination of the overall ratings for the principal’s performance: Self Reflection, Professional Growth Plan and Site-Visits.

The evaluators may use other sources of evidence in determining the overall ratings if available.

• Products of Practice
• Other Measures of Student Learning
• Surveys etc.

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Professional Performance

Professional performance will be completed annually on both the principals and the assistant principals. The growth plan will address realistic, focused, and measurable professional goals. It will also connect data from multiple site visits, conferences, student achievement data, and professional growth needs identified through self-assessment and reflection.

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PGP Timeline

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Professional Growth Planning and Self-Reflection

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All Principals and Assistant Principals will participate in self-reflection and professional growth planning each year. They will document this self-reflection and professional growth planning in District Approved Platform yearly.

The Principal’s professional growth plan will address realistic, focused, and professional measurable goals. The plan will collect data from multiple sources including classroom observations feedback, data on student achievement, and professional growth needs identified through self-assessment and reflection. Principals will identify through collaboration with supervisors explicit goals which will drive the focus of their professional growth activities, provide support, and ongoing reflection.

Professional Growth Plan – Year Long Process Beginning in August

• Initial Reflection
• Examine the data
• Develop the PGP
• Implement the PGP
• Ongoing Reflection
• Evaluate
• Next Steps – What is next?

Collaboration between the Principals and Key Supervisor is critical to this process.

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Site Visits Timeline

The supervisor of the Principal (Superintendent or designee) will conduct at least two formal site visits with the Principal each evaluation cycle. More site-visits may be conducted but the minimum of two must be completed. There are no formal site-visits required for the Assistant Principals, the principal will meet with them to evaluate on their own schedule but will do at least two also.

August 1^st – May 1^st the evaluator (Superintendent/designee) will conduct the required two formal site-visits with each Principal in his/her school district within the administrators evaluation cycle.

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Products of Practice/Other Sources of Evidence

Products of Practice/Other Sources of Evidence: Principals/Assistant Principals may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the principal’s/assistant principal’s practice within the standards.

Other sources of evidence include:

• SBDM Minutes
• Faculty Meeting Agenda 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

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Conference Expectations

The following will occur during the post site-visit conferences:

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• Superintendent will discuss aspects of the Principals job
• Determine issues from principal’s responses
• Help principal identify the issues he/she needs to address with faculty/staff further
• Principal will identify their successes/trials that they have experienced
• Superintendent will explain the site-visit connections to the Principal Performance Standards and how this will inform the final rating

Other Sources of Evidence

In support of principal’s/assistant principal’s assessment of their own professional practice they may provide other sources of evidence other than the required.

The other type of evidence may also include but not limited to:

· SBDM Minutes

· Faculty Meeting Agendas and Minutes

· Leadership Team Agendas and Minutes

· Budgets

· Walk-through documentation

· EILA/Professional learning experience documentation

· Surveys

· Parent/Community Engagement surveys, events documentations

· Professional Organization Memberships

These other sources of evidence will be incorporated into determining the overall professional performance.

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Working Conditions Survey

Principals are responsible for setting a two-year Working Conditions Growth Goal based on the most recent District/Working Conditions Kentucky Survey. The principal’s effort to accomplish the Working Conditions Growth Goal is a powerful way to enhance professional performance and, in turn, positively impact school culture and student success.

• This goal will be inherited by Assistant Principals.
• This will be a minimum of one goal as directed by the Superintendent or Designee.
• This goal will be developed using the school working conditions based on the Impact Kentucky Survey.
• The results can be found at Impact KY or shared with them by the Director of District Wide Programs. The most recent data must be used to create your Working Conditions Growth Goal.
• This goal will be approved by the Superintendent with the PGP and reviewed midyear.
• The evidence of the working conditions goal will be documents in the PPGES Toolkit.
• Additional surveys and/or evidence may be used to inform the Working Conditions Goal.
• The rubric is established when setting the Working Conditions Growth Goal in collaboration with the Supervisor.

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Determining Overall Performance Category

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The Superintendent is responsible for determining the Principals final Overall Rating. The evaluator determines this rating based on professional judgment informed by the evidence that demonstrates the Principal’s performance against the standards and a common understanding of performance thresholds to which educators are held. The Principal and Superintendent will be engaged in ongoing communication throughout the evaluation cycle.

There are four Performance measures that will be rated prior to determining the Overall Summative Rating.

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Measures

1. Planning
2. Environment
3. Instruction
4. Professionalism

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Timeline for Late Hires (Principal/Assistant/Central Office)

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Other District Personnel Evaluation System

To be used by certified district personnel; for example, Instructional Supervisors, Directors of Special Education, Pupil Personnel, Transportation Director, District Assessment Coordinators

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Sources of Evidence: Framework for Central Office

Central Office Administrator Standards

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Professional Growth Planning and Self-Reflection

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All Central Office Administrators will participate in self-reflection and professional growth planning each year. They will document this self-reflection and professional growth planning in District Approved Platform yearly.

The Central Office Administrators professional growth plan will address realistic, focused, and professional measurable goals. The plan will collect data from multiple sources including classroom observations feedback, data on student achievement, and professional growth needs identified through self-assessment and reflection. Central Office Administrators will identify through collaboration with supervisors explicit goals which will drive the focus of their professional growth activities, provide support, and ongoing reflection.

Professional Growth Plan – Year Long Process Beginning in August

• Initial Reflection
• Examine the data
• Develop the PGP
• Implement the PGP
• Ongoing Reflection
• Evaluate
• Next Steps – What is next?

Collaboration between the Central Office Administrators and Key Supervisor is critical to this process.

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Central Office Performance Standards

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The central office certified employees are evaluated on a PSEL (Professional Standards for Educational Leadership) standards designed to support student achievement and professional best practice. There are a set of four (4) Measures which supervisors will use to evaluate the administrators performance. Included in these measures are performance indicators that provide examples of observable, tangible behaviors that provide evidence of each standard. They are below:

• Planning
• Environment
• Instruction
• Professionalism

Performance will be rated for each measure according to the four performance levels: Ineffective, Developing, Accomplished and Exemplary

The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each standard.

The evaluators must use the following sources of evidence in the determination of the overall ratings for the certified central office performance: Self Reflection, Professional Growth Plan and Site-Visits.

The evaluators may use other sources of evidence in determining the overall ratings if available.

• Products of Practice
• Other Measures of Student Learning
• Surveys etc.

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Scripting Page for Observation

Observee: Observer: Date: Time:

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Professional Performance

Professional performance will be completed annually on Central Office Administrators. The growth plan will address realistic, focused, and measurable professional goals. It will also connect data from multiple site visits, conferences, achievement data, and professional growth needs identified through self-assessment and reflection.

There are four Performance measures that will be rated prior to determining the Overall Summative Rating.

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Measures

1. Planning
2. Environment
3. Instruction
4. Professionalism

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PGP/Self Reflection Documents

Summative Forms

Rubric for Summative

Scripting Page

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Casey County Central Office Summary of Evidence Form

Evaluator’s Signature: Date Evaluatee’s Signature: Date:

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Timeline: District personnel will follow the same timeline as the Assistant Principal and Principals. A general outline of expected dates is as follows:

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Self-Reflection & Professional Growth Plan

Central Office Template

The goal of self-reflection is to improve teaching practices and student learning. The attainment of this goal is facilitated through the development of a professional growth plan that either develops or hones professional growth and leadership skills.

The goal of a Professional Growth Plan is to facilitate the translation of growth needs identified through self-reflection and other processes into practical activities and experiences that are of value to educators in strengthening their competencies in the identified growth need areas.

The Professional Growth Plan should address realistic, focused and measurable professional goals. Professional growth needs are identified through self-assessment and reflection. As district staff collaborate to identify explicit goals, these goals should become the focus of professional growth activities.

Reflective practices and professional growth planning are cyclical in design. The educator (1) reflects on his/her current growth needs based on the Self-Reflection tool and identifies an area or areas for focus; (2) collaborates with the supervisor to develop a Professional Growth Plan; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan; (5) modifies the plan as appropriate; (6) and continues implementation and reflection. The district employee should meet with the superintendent or designee to develop and receive feedback on the PGP.

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Observation/Site Visit:

Observation Rationale

The observation process is one source of evidence that includes supervisor (formal) and peer observation (informal/formative). The supervisor observation/visit will provide documentation and feedback to measure the effective practices of the district employee whereas the peer observation will focus on the collaborative process in order to provide supportive and constructive feedback. The underlying rationale of each type of observation is to encourage continuous professional growth through critical reflection.

Observation will look more like a site visit. The observer visits the Other Professional when they are with teachers, during ‘office’ or ‘planning’ hours, or leading team meetings. Therefore, a district may conduct the observation using questions similar to those used in the Principal’s Site Visit.

The observation process is designed to create conversation between the employee and supervisor around the roles and responsibilities that relate to the employee’s field and how the professional meets them. Observations will use the Framework best aligned to the specific role, as determined by the employee and evaluator. Standards may be selected that best fits their job duties as determined from the evaluatee and evaluator. Some general categories to consider are: instructional improvement, assessment and accountability, professional learning, and leadership.

Peer Observation

Only professional feedback is given; no score is recorded by the peer observer. Information from the observation is only seen by the employee; no reports are sent to the superintendent/designee.

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Appendix A

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STUDENT VOICE NON-PARTICIPATION AGREEMENT

CASEY COUNTY STUDENT VOICE SURVEY

NON-PARTICIPATION AGREEMENT

Dear Parent or Guardian,

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During __________________school year, your child will have the opportunity to complete a survey at school called the Kentucky Student Voice Survey. This confidential survey allows students the opportunity to give feedback on specific aspects of his or her classroom experience. The purpose of this survey is to provide valuable information for educators who are working to improve classroom and learning conditions as well as how they teach as part of the Professional Growth and Effectiveness System. Thank you for allowing your child to participate in this important survey. The survey will be conducted during school hours only. If you DO NOT want your child to take this survey, please sign and return this form to your child’s school by _______________.

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Again, please only return this form only if you DO NOT want your child to participate.

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_____________________________ ______________________________

student name (please print) student’s teacher name

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______________________________ ______________________________

parent signature date

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