Metcalfe County Schools 2021-2022 Certified Evaluation Plan - Josh Hurt Superintendent
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Metcalfe County Schools
2021-2022 Certified Evaluation Plan
Josh Hurt
Superintendent
1Table of Contents
50/50 Committee Members and Titles…………………………………………………………………………………………….4
Assurances……………………………………………………………………………………………………………………………………….5
Policy Statement………………………………………………………………………………………………………………………………6
Roles and Definitions……………………………………………………………………………………………………………………….9
The Kentucky Framework for Personnel Evaluation Role Group, Measure, &Performance Criteria..10
The Kentucky Framework for Teaching with Specialist Frameworks for Other Professionals……………11
Performance Criteria by which teachers/administrators shall be evaluated…………………………………….11
Products of Practice/Other Sources of Evidence………………………………………………………………………………12
Professional Growth Planning………………………………………………………………………………………………………….13
Observation, Observation Model, Schedule, and Conferencing……………………………………………………….14
Observer Certification………………………………………………………………………………………………………………………14
Rating Professional Practice…………………………………………………………………………………………………………….15
Determining the Overall Performance Category…………………………………………………………………………......15
Principals and Assistant Principals Evaluation Plan…………………………………………..……………………………..16
Principal Performance Standards……………………………………………………………………………………………………17
Principal/Assistant Principal Professional Practice, Site Visits…………………………………………………………18
Principal Determining the Overall Performance Category………………………………………………………………18-19
Principal Products of Practice………………………………………………………………………………………………………...20
District Certified Personnel Evaluation…………………………….………………………………………………..............21-22
District Certified Personnel Overall/Summative Rating……………………………………………………………………23
District Certified Personnel Products of Practice/Other Sources of Evidence………………………………….23
District Certified Personnel Observation Form………………………………………………………….……………………24
District Certified Personnel Summative Evaluation Form….……………………………………………................29
Pre-Observation Document…………………………………………………………………………………………………………..31
2Post-Observation Document…………………………………………………………………………………………………………33
Teacher Formative Evaluation Document…………………………………………………………………………………….34
Teacher Summative Evaluation Document……………………………………………………………………………………38
Principal/Assistant Principal Summative Evaluation………………………….………………………………………….39
Guidance Counselor Observation Tool………………………………………………………………………………………….41
Library Media Specialist Observation Tool……………………………………………………………………………………43
Instructional Specialist Observation Tool……………………………………………………………………………………..45
Therapeutic Specialist Observation Tool………………………………………………………………………………………47
School Psychologist Observation Tool…………………………………………………………………………………………49
Other Professionals Summative Observation………………………………………………………………………………51
Professional Growth Plan Document………………………………………………………………………………………….52
Metcalfe County Mid-Year Review……………………………………………………………………………………,,,,…….53
Individual Corrective Action Plan Document………………………………………………………………………………54
Policies and Procedures for Evaluation and Appeals/Hearings……………………………………………………55
3CERTIFIED SCHOOL PERSONNEL EVALUATION PLAN
NAME OF DISTRICT: METCALFE COUNTY
TELEPHONE NUMBER: (270) 432-3171
ADDRESS: 709 WEST STOCKTON ST.
EDMONTON, KY 42129
SUPERINTENDENT: Josh Hurt
DESIGNATED CONTACT PERSON: Jamie Howard
50/50 COMMITTEE MEMBERS AND TITLES:
Jamie Howard Central Office
Jamie Moss Central Office
Donna Froedge MCES Teacher
Michael Gill MCES Principal
Brandi Ethridge MCHS Teacher
Jenny Lundy MCMS Principal
Clint Graham MCHS Principal
Tammy Allen Gifted/Talented Teacher
Buddie Brockman MCMS Teacher
Anita Love MCHS Teacher
4CERTIFIED SCHOOL EVALUATION PLAN
The Metcalfe County School District hereby assures the Commissioner of Education that:
This evaluation plan was developed by an evaluation committee composed of an equal number of teachers and administrators (KRS
156.557).
Name: Title:
Dorina Green MCMS Teacher
Anita Love MCHS Media Specialist/Teacher
Lauri Perkins MCES Teacher
Jenny Stotts-Lundy MCMS Principal
Camille Distefano MCMS Guidance Counselor
Jamie Howard Central Office Administrator
Matt Shirley Director of Digital Learning
The evaluation criteria and process used to evaluate certified school personnel shall be explained to and discussed with the evaluatee no
later than the end of the evaluatee’s first thirty (30) calendar days of reporting for employment each school year. (704 KAR 3:370)
All certified school personnel who have not attained continuing service status shall receive an annual summative evaluation and shall
incorporate the formative data collected during the Kentucky Teacher Internship Program (if funded). (KRS 156.557)
All certified school personnel who have attained continuing service status shall receive a summative evaluation at least once every three
(3) years. (KRS 156.557)
Each evaluator will be trained, tested, and approved in the use of appropriate evaluation techniques (KRS 156.557).
This plan requires a summative evaluation of certified school personnel to be documented in writing and to be included in the evaluatee’s
official personnel record. (704 KAR 3:370)
The local evaluation plan provides for the right to a hearing as to every appeal, an opportunity to review all documents presented to the
evaluation appeals panel, and a right to presence of evaluatee’s chosen representative (KRS 156.557).
The evaluation plan process will not discriminate on the basis of age, race, color, national origin, religion, sex, disability, or any other
protected characteristic, as required by all applicable federal, state, and local law.
The local board of education shall review, as needed, the district’s certified evaluation plan to ensure compliance with KRS 156.557 and
this administrative regulation. If a source of evidence is added or removed from the certified evaluation plan or if a decision rule or
calculation is changed in the summative rating formula, the revised certified evaluation plan shall be reviewed and approved by the local
board of education. If the local board of education determines the changes do not meet the requirements of KRS 156.557, the certified
evaluation plan shall be returned to the certified evaluation committee for revision.
The local board of education approved the evaluation plan as recorded in the minutes of the meeting held on June 3, 2021. (704 KAR
3:370)
June 3, 2021
Signature of District Superintendent Date
June 3, 2021
Signature of Chairperson, Board of Education Date
5POLICY STATEMENT
1. The specific purposes of evaluation will be:
a. To improve instruction;
b. To provide a measure of performance accountability to citizens;
c. Foster professional growth and give assistance to certified employees;
d. To support individual personnel decisions.
2. It is the policy of the Metcalfe County Board of Education that all certified employees be evaluated on a regular,
systematic basis. All evaluators shall be trained, tested and approved according to 704 KAR 3:345, Article 2-3. All
evaluators shall maintain certification according to 704 KAR 3:345.
3. The district will provide training for the primary evaluators in the local evaluation process.
4. All tenured certified employees will complete a summative evaluation every three years. Nontenured certified
employees and administrators will complete a summative evaluation every year.
5. The evaluation process developed for the local Superintendent by the local board of education shall include provisions
for assistance for professional growth of the Superintendent pursuant to KRS 156.111.
6. The immediate supervisor is designated as the primary evaluator. The principal/assistant principal or primary evaluator
of the employee’s base school will evaluate all itinerant teachers. The principal of the base school shall be responsible
for evaluating the itinerant teacher during the appropriate cycles for that teacher. The principal of all schools in which
they serve may evaluate itinerant teachers.
7. The evaluation of each employee shall be conducted/supervised by the immediate supervisor. Additional trained and
certified personnel may be used to observe and provide information to the primary evaluator. If requested by the
teacher, observations by another teacher trained in the teacher’s content area or by curriculum content specialists
shall be provided. The selection of the third-party observer shall, if possible, be determined through mutual agreement
by evaluator and evaluatee. A teacher who exercises this option shall do so, in writing to the evaluator, by no later
than February 15 of the academic year in which the summative evaluation occurs. If the evaluator and evaluatee have
not agreed upon the selection of the third-party observer within five (5) working days of the teacher’s written request,
the evaluator shall select the third-party observer.
8. All evaluations of certified employees shall be documented on district forms or completed in the state approved
technology platform. The evaluatee shall have the opportunity to make a written response which shall be included in
the official personnel record.
9. Each evaluation of certified employees shall include both formative and summative procedures.
10. All monitoring or observations of the performance of a certified employee shall be conducted with the full knowledge
of the employee.
11. The district will follow The Kentucky Education Professional Standards Board guidelines for the Kentucky Teacher
Internship Program (KTIP).
12. By the end of the first thirty (30) calendar days of reporting for employment for each school year, the criteria on which
certified school personnel are to be evaluated will be explained and discussed. This shall be accomplished in groups or
individual setting. The primary evaluator shall be responsible for documentation of the orientation of all certified
6personnel assigned to his/her supervision. A copy of the documentation shall be sent to the district contact person
immediately following all orientations. Amendments approved by the Kentucky Department of Education to local
systems of certified personnel evaluation that occur after the end of the certified employees’ first month shall not
apply to the employee until the following school year.
13. Unscheduled observations may occur and may provide information relative to job performance criteria. Unscheduled
observations may be less than thirty minutes.
14. All certified employees shall annually develop a professional growth plan aligned with specific goals and objectives of
school improvement and professional development or comprehensive improvement plan. The growth plan will
establish goals for enrichment and development and identify the assistance of the evaluator. All growth plans shall be
reviewed annually. School psychologist and directors will complete their professional growth plans on the district
approved professional growth plan form.
15. Teachers should receive a post observation conference within five (5) working days of the observation.
16. A summative evaluation conference shall be held at the end of the summative evaluation cycle.
17. A completed and signed copy of the evaluation forms will be provided to each person being evaluated immediately
following the formative/mini-observation and/or summative evaluation conference.
18. A copy of the formal observation with the evaluatee and the evaluator signature should be submitted to the certified
evaluation contact at the board office. This form will be placed in the certified employees personnel file.
19. All personnel who are evaluated shall have an opportunity to respond in writing to the evaluation. Responses shall be
placed in the personnel file of the person being evaluated and become a part of the official personnel record. The file
may be examined upon request to the Superintendent or his/her designee.
20. The District shall provide an Evaluation Appeals Panel. All certified employees shall be entitled to an appeal process
regarding their summative evaluation, which shall include a right to a hearing, opportunity to review all documents
presented in an appeal, and the right to the presence of a chosen representative. The certified employee has the
opportunity to appeal to the Kentucky Board of Education. The Evaluation Appeals Committee Term will be July 1-June
30.
23. Multiple observations may be conducted with any certified employee and/or whose observation results are
ineffective/unsatisfactory.
24. The Superintendent shall name a district contact person who shall be responsible for monitoring evaluation training
and implementing the evaluation plan.
25. The Board of Education shall annually review the Evaluation Plan.
26. Observation windows, timelines and other requirements may be adjusted by the primary evaluator in special
circumstances where the evaluatee has been absent due to approved leave, extenuating circumstances, late hire, excessive
school days missed by the district for weather/illness, or anyone that misses 60 consecutive days anytime during the year. The
7superintendent or other designee should approve the changes and notify the staff member within 10 days of
returning/beginning to work.
26. The Principal shall provide the Superintendent by April 30 of each year a comprehensive evaluation along with a
recommendation for reemployment or termination for all teachers under his/her supervision.
27. (a) The superintendent shall be evaluated according to a policy and procedures developed by the local board of
education and approved by the department. (b) The summative evaluation of the superintendent shall be in
writing, discussed and adopted in an open meeting of the board and reflected in the minutes, and made available
to the public upon request. (c) Any preliminary discussions relating to the evaluation of the superintendent by the
board or between the board and the superintendent prior to the summative evaluation shall be conducted in
closed session.
828. Roles and Definitions
1. Artifact: A product of a certified school personnel’s work that demonstrates knowledge and skills.
2. 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.
3. 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.
4. 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.
5. 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.
6. Evaluatee: A certified school personnel who is being evaluated.
7. Evaluator: The primary evaluator as described in KRS 156.557(5)(c)2.
8. Formative Evaluation: Is defined by KRS 156.557(1)(a).
9. Full Observation: An observation conducted by a certified observer that is conducted for the length of a full
class period or full lesson.
10. Job Category: A group or class of certified school personnel positions with closely related functions.
11. Mini Observation: An observation conducted by a certified observer for 20-30 minutes in length.
12. 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.
13. Observer Certification: A process of training and ensuring that certified school personnel who serve as
observers of evaluatees have demonstrated proficiency in rating teachers and other professionals for the
purposes of evaluation and feedback.
14. Other Professionals: Certified school personnel, except for teachers, administrators, assistant principals, or
principals.
15. Performance Criteria: The areas, skills, or outcomes on which certified school personnel are evaluated.
16. Performance Rating: The summative description of a teacher, other professional, principal, or assistant
principal evaluatee’s performance.
17. 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.
18. 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 Section 9(1), (2), (3), and (4) and Section 12(1),
(2), (3), and (4) of this administrative regulation, and includes: (a) Goals for enrichment and development that
are established by the evaluatee in consultation with the evaluator; (b) Objectives or targets aligned to the
goals; (c) An action plan for achieving the objectives or targets and a plan for monitoring progress; (d) A
method for evaluating success; and (e) The identification, prioritization, and coordination of presently
available school and district resources to accomplish the goals.
19. Professional Practice: The demonstration, in the school environment, of the evaluatee’s professional
knowledge and skill.
20. Sources of Evidence: The multiple measures listed in KRS 156.557(4) and in Sections 7 and 10 of this
administrative regulation.
921. Summative Evaluation: Is defined by KRS 156.557(1)(d).
22. 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 16 KAR 2:010 or 16 KAR 2:020.
The Kentucky Framework for Personnel Evaluation
Role Group, Measure and Performance Criteria
Planning Environment Instruction Professionalism
Teacher Domain 4
Domain 1 Domain 2 Domain 3
KY Framework for Professional
Planning and Preparation Classroom Environment Instruction
Teaching Responsibilities
Other Professional
Domain 4
Domain 1 Domain 2 Domain 3
The Kentucky Frameworks
Professional
for Teaching- Specialists Planning and Preparation The Environment Delivery of Service
Responsibilities
Frameworks
Standard 1
Mission, Vision and Core Standard 3
Values
Equity and Cultural
Principal Standard 9 Responsiveness Standard 1
Standard 6
Principal Performance Operations and Instructional Leadership
Standards for Educational Management Professionalism
Leaders(PSEL) Standard 5
Communication &
Standard 10 Community Relations
School Improvement
KRS 156.557 Section 4 KRS 156.557 Section 4
KRS 156.557 Section 4 KRS 156.557 Section 4
District Certified
Personnel 704 KAR 3:370 Section 10 704 KAR 3:370 Section
704 KAR 3:370 Section 10 704 KAR 3:370 Section 10 10
District determined
performance criteria Performance criteria
specific to evaluatee’s job Performance criteria applicable to the
Performance criteria Performance criteria
category applicable to the evaluatee that
applicable to the evaluatee applicable to the evaluatee
evaluatee that characterizes
that characterizes that characterizes
characterizes professional professional
professional effectiveness professional effectiveness
effectiveness effectiveness
10The Kentucky Frameworks for Teaching- Specialists Frameworks
The Kentucky Framework for Teaching is designed to support student achievement and professional practice through
the domains of:
Framework for Teaching The Kentucky Frameworks for Teaching- Specialists Frameworks
Planning and Preparation Planning and Preparation
Classroom Environment The Environment
Instruction Delivery of Service
Professional Responsibilities Professional Responsibilities
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.
Evaluators must use the following categories of evidence in determining overall ratings:
Required Sources of Evidence
o Professional Growth Planning
o Observations conducted by certified supervisor observer(s)
The performance criteria by which teachers and administrators shall be evaluated shall include but not be limited to:
(a) Performance of professional responsibilities related to his or her assignment, including attendance and punctuality and
evaluating results;
(b) Demonstration of effective planning of curricula, classroom instruction, and classroom management, based on research-
based instructional practices, or school management skills based on validated managerial practices;
(c) Demonstration of knowledge and understanding of subject matter content or administrative functions and effective
leadership techniques;
(d) Promotion and incorporation of instructional strategies or management techniques that are fair and respect diversity and
individual differences;
(e) Demonstration of effective interpersonal, communication, and collaboration skills among peers, students, parents, and
others;
11(f) Performance of duties consistent with the goals for Kentucky students and mission of the school, the local community,
laws, and administrative regulations;
(g) Demonstration of the effective use of resources, including technology;
(h) Demonstration of professional growth;
(i) Adherence to the professional code of ethics; and
(j) Attainment of the teacher standards or the administrator standards as established by the Education Professional Standards
Board that are not referenced in paragraphs (a) to (i) of this subsection.
Products of Practice/Other Sources of Evidence
Teachers may provide additional evidences to support assessment of their own professional
practice. These evidences should yield information related to the teacher’s practice within the
domains. Also, teachers may provide other sources of student learning to support educator
practice.
Other Sources of Evidence that can be used to support educator practice
team-developed curriculum units
lesson plans
communication logs
timely, targeted feedback from mini or informal observations and walkthroughs
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 surveys
records of student and/or teacher attendance
video lessons
engagement in professional organizations
action research
guided planning protocol
**All sources of evidence supporting an educator’s professional practice will be
completed/documented to inform the Overall Performance Category
12Professional Practice
Professional Growth Planning
The Professional Growth Plan addresses realistic, focused, and measurable professional goals. The plan connects data from
multiple sources including classroom observation feedback, data on student growth and achievement, and professional growth
needs identified through self-assessment and reflection. In collaboration with the administrators, teachers identify explicit
goals which drive the focus of professional growth activities, support, and on-going reflection.
All Teachers and Other Professionals participate in professional growth planning each year.
• All teachers will collaboratively identify professional growth needs with their principal, be approved by the
principal, and will enter the professional growth plan by October 15 of each year. Professional growth plans will
be reviewed, updated, or changed by April 30 of each year. Observation windows, timelines and other
requirements may be adjusted by the primary evaluator in special circumstances where the evaluatee has been
absent due to approved leave, extenuating circumstances, late hire, excessive school days missed by the district for
weather/illness, or anyone that misses 60 consecutive days anytime during the year. The superintendent or other
designee should approve the changes and notify the staff member within 10 days of returning/beginning to work.
• After the development of professional growth plans, each evaluator will provide assistance to each employee
in meeting the goal, objectives, and activities as stated in the plan. The evaluator shall document the assistance
provided in the growth plan. In addition, each staff member, through professional development activities, will
have an opportunity to meet some of his/her professional growth plans. Each principal is charged with the
responsibility of conducting on-going professional development activities during the school year. The activities
are to be designed to meet the improvement needs of the staff and to advance the goals of the school. The
supervisory staff will assist with training throughout the school year. These meetings will be designed to meet
professional growth needs at the request of the teacher or principal.
Observation
The observation process is one source of evidence to determine educator effectiveness that includes supervisor observation
for each certified teacher and other professional. The supervisor observation provides documentation and feedback to
measure the effectiveness of professional practice
Observation Schedule
Observations may begin after the evaluation training takes place within 30 calendar days of reporting for employment
each school year.
Principals will assign tenured teachers to summative cycles. These cycles will determine when the tenured teacher will
have their summative evaluation.
. Observation windows, timelines and other requirements may be adjusted by the primary evaluator in special
circumstances where the evaluatee has been absent due to approved leave, extenuating circumstances, late hire,
excessive school days missed by the district for weather/illness, or anyone that misses 60 consecutive days anytime
during the year. The superintendent or other designee should approve the changes and notify the staff member within
10 days of returning/beginning to work.
13Observation Schedule
Nontenured teacher observation timeline (minimum):
By December 1 complete first mini observation
February 1-April 30 complete full observation and summative evaluation
Non-tenured teachers—each year observers will conduct at least one mini observation of approximately 20-30
minutes each. The final observation is a formal observation consisting of a full class or lesson observation. Also,
non-tenured teachers are required to develop a Professional Growth Plan.
Tenured teacher observation timeline (minimum):
Year 1 complete mini observation by April 30
Year 2 complete mini observation by April 30
Tenured teachers not in their summative year will be required to develop a Professional Growth Plan. In Year 1 and
Year 2 of the three-year tenured cycle (not summative year), observers will conduct one mini observation each year
of approximately 20-30 minutes each. Multiple observations will be required for tenured teachers when observation
results yield an ineffective determination.
Year 3 A full observation and summative conference should be completed by April 30. Tenured teachers in their
summative evaluation cycle year will be required to have a final observation consisting of a full class or lesson
observation. Also, tenured teachers in their summative evaluation cycle year are required to develop a Professional
Growth Plan.
Observation Conferencing
Observers will adhere to the following observation conferencing requirements for teachers and other professionals:
Conduct observation post-conference within five working days following each observation.
The summative evaluation conference shall be held at the end of the summative evaluation cycle.
A pre-conference is required and may be done through written electronic correspondence or in person, while post-
conferences be completed in person.
Observer Certification
All administrators serving as a primary evaluator must complete the Initial Certified Evaluation Training prior to conducting
observations for the purpose of evaluation. Evaluators should receive a minimum of six (6) hours annually of personnel
evaluation system training approved by the Effective Instructional Leadership Act (EILA) established in 704 KAR 3:325. Proof
of the update training should be submitted to the certified evaluation contact at the board office and kept on file. The
Metcalfe County School District will complete observer calibration training prior to beginning of each school year for
administrators.
Rating Professional Practice
The Kentucky Framework for Teaching stands as the critical rubric for providing educators and evaluators with
concrete descriptions of practice associated with specific domains. Each element describes a discrete behavior or
related set of behaviors that educators and evaluators can prioritize for evidence-gathering, feedback, and
14eventually, evaluation. Supervisors organize and analyze evidence for each individual educator based on these
concrete descriptions of practice. The process concludes with the evaluator’s analysis of evidence and the final
assessment of practice in relation to performance described under each Domain at the culmination of an educator’s
cycle.
Determining the Overall Performance Category/Summative Rating
The required and optional evidences will inform all four performance measures. The Principal will use professional
judgement to help determine the performance rating for each performance measure.
An educator’s Overall Performance Category/summative rating is then determined using the following steps.
DETERMINING A TEACHER’S OVERALL PERFORMANCE CATEGORY/SUMMATIVE RATING
Planning Environment Instruction Professionalism
Teacher Domain 4
Domain 1 Domain 2 Domain 3
KY Framework for Professional
Planning and Preparation Classroom Environment Instruction
Teaching Responsibilities
If…. Then….
Measures 2 and 3 are related Overall Performance Category/Summative
Ineffective Rating shall be
Ineffective
Measures 2 OR 3 are rated Overall Performance Category/Summative
Ineffective Rating shall be
Developing or Ineffective
Measures 1 OR 4 are rated Overall Performance Category/Summative
Ineffective Rating shall NOT be
Exemplary
Two Measures are rated Overall Performance Category/Summative
Developing, and two measures Rating shall NOT be Exemplary
are rated Accomplished
Two measures are rated Overall Performance Category/Summative
Developing, and two measures Rating shall be Accomplished
are rated Exemplary
Two Domains are rated Overall Performance Category/Summative
Accomplished, and two measures Rating shall be Exemplary
are rated Exemplary
15Professional Standards for Educational Leaders
EVALUATION PLAN
Evaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional
judgment based on this evidence when evaluating a principal. The role of evidence and professional judgment in
the determination of ratings on standards and an overall rating is paramount in this process. However, professional
judgment must be grounded in the common framework identified: The Principal Performance Standards.
https://education.ky.gov/teachers/PGES/Documents/Professional-Standards-for-Educational-Leaders.pdf
Principal Performance Standards
The Principal Performance Standards are designed to support student achievement and professional best-practice
through the standards of Instructional Leadership; School Climate; Human Resource Management; Organizational
Management; Communication & Community Relations; and Professionalism. Included in the Performance
Standards are Performance Indicators that provide examples of observable, tangible behaviors that provide
16evidence of each standard. The Performance Standards provide the structure for feedback for continuous
improvement through individual goals that target professional growth, thus supporting overall student
achievement and school improvement. Evidence supporting a principal’s or assistant principal’s professional
practice will be situated within one or more of the six standards. Performance will be rated for each standard
according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. It is projected
that most principals or assistant principals will maintain an Accomplished rating, but will occasionally have
exemplary performance on standards at any given time. The summative rating will be a holistic representation of
performance, combining data from multiple sources of evidence across each standard.
The use of professional judgment based on multiple sources of evidence promotes a more 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 will also take into account how principals 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 principal performance. These factors may include school-specific priorities
that may drive practice in one standard, an educator’s number of goals, experience level and/or leadership
opportunities. Contextual variables may also impact the learning environment, such as unanticipated outside
events or traumas.
Evaluators must use the following categories of evidence in determining overall ratings:
Required Sources of Evidence
Professional Growth Planning
Site-Visits
Evaluators may use the following categories of evidence in determining overall ratings:
Other Measures of Student Learning
Products of Practice
Other Sources
Professional Practice
The following sections provide a detailed overview of the various sources of evidence used to inform Professional
Practice Ratings.
Professional Growth Planning
Completed by Educational Leader
The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will
connect data from multiple sources including site-visit conferences, data on student growth and achievement, and
professional growth needs identified through self-assessment and reflection.
Required: Educational Leaders will participate in professional growth planning each year.
17 All Educational Leaders will collaboratively identify professional growth needs with their supervisor
and will enter the professional growth plan and enter in the department- approved technology
platform by October 15 of each year.
Professional growth plans will be reviewed/updated/changed by April 30 of each year and will be
discussed during the summative conference.
Site-Visits
Completed by supervisor of Educational Leader
Site visits are a method by which the superintendent/principal may gain insight into the principal’s/assistant
principal’s practice in relation to the standards. During a site visit, the superintendent/principal will discuss various
aspects of the job with the principal/assistant principal, and will use the Educational Leaders responses to determine
issues to further explore with the faculty and staff. Additionally, the principal/assistant principal may explain the
successes and trials the school community has experienced in relation to school improvement.
Conducted at least twice each year.
The first site visit will take place sometime during October/November.
The second site visit will take place sometime during February/March.
A conference will take place will take place within 10 school days following the site visit to discuss
the principal’s/assistant principal’s practice in relation to the Educational Leaders Performance
Standards and to use the Educational Leader’s responses to determine issues they would like to
further explore with the faculty and staff.
Determining/Rating the Overall Performance Category
Superintendents/Principals are responsible for determining an Overall Performance Category for each
principal/assistant principal at the conclusion of their summative evaluation year. The Overall Performance Category
is informed by the principal’s/assistant principal’s ratings on professional practice. The Professional Growth Plan,
Site Visits, and optional evidences will be sources of evidence to inform professional practice. The
Superintendent/Principal will use their professional judgement to help determine their performance rating for each
performance measure/an overall performance rating and then follow the district approved process for determining the
overall performance category /summative rating.
The summative ratings for principal and assistant principal will be completed by April 30.
An educator’s Overall Performance Category/summative rating is then determined using the following steps:
CRITERIA FOR DETERMINING AN EDUCATIONAL LEADERS OVERALL PERFORMANCE
CATEGORY/SUMMATIVE RATING
If…. Then….
Educational Leader is Overall Performance Category/Summative
rated Exemplary in at least three of Rating shall be
the measures and no measure is Exemplary
rated Developing or Ineffective
Educational Leader is Overall Performance Category/Summative
Rating shall be
18rated Accomplished in at least three of Accomplished
the measures and no measure is
Ineffective
Educational Leader is Overall Performance Category/Summative
Rated Developing in all four Rating shall be Developing
measures
Educational Leader is Overall Performance Category/Summative
rated Ineffective in two or more Rating shall be Ineffective or Developing
measures
Two measures are rated Overall Performance Category/Summative
Developing, and two measures Rating shall NOT be Exemplary
are rated Accomplished
Two measures are rated Overall Performance Category/Summative
Developing, and two measures Rating shall be Accomplished
are rated Exemplary
Two measures are rated Overall Performance Category/Summative
Accomplished, and two measures Rating shall be Exemplary
are rated Exemplary
Professional Growth Plan and Summative Cycle
Based on the overall summative rating, supervisors will determine the type of Professional Growth Plan required of the
principal.
Educational Leaders 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 domains.
SBDM Minutes
Faculty Meeting Agendas and Minutes
Department/Grade Level Agendas and Minutes
PLC Agendas and Minutes
Leadership Team Agendas and Minutes
19 Guided Planning/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
District Certified Personnel
Director of Finance
Director of Special Services
Director of Pupil Personnel
Director of Elementary/Secondary Instruction
Professional Development Coordinator
Director of Digital Learning
Certified District Professionals Evaluation
Certified District Professionals will use the Superintendent standards. Superintendent or designee will holistically look for
trends and patterns in practice across multiple types of evidence and apply their professional judgment based on this
evidence when evaluating a district certified personnel professional. The role of evidence and professional judgment in the
determination of ratings on measures and an overall rating is paramount in this process. However, professional judgment
must be grounded in a common framework identified: SPGES Standards.
The Superintendent Performance Standards are designed to support student achievement and professional best-practice
through the standards of Strategic Leadership, Instructional Leadership, Cultural Leadership, Human Resource Leadership,
Managerial Leadership, Collaborative Leadership, and Influential Leadership. Included in the Performance Standards are
Performance Indicators that provide examples of observable, tangible behaviors that provide evidence of each standard. The
Performance Standards provide the structure for feedback for continuous improvement through individual goals that target
professional growth, thus supporting overall student achievement and school improvement. Evidence supporting a
20supervisor’s professional practice will be situated within one or more of the 7 standards. Performance will be rated
holistically 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 measure.
The following categories of evidence will be used in determining overall ratings: Professional Growth Planning and Products
of Practice/Other Sources of Evidence. Supervisors may provide additional evidences to support assessment of their own
professional practice. These evidences should yield information related to the supervisor’s practice within the standards.
These evidences should be part of the regular practice of the supervisor and not created solely for use as evidence. In other
words, evidence must be naturally occurring products related to the day-to-day work of leadership and learning. All
components and sources of evidence related to supporting a supervisor’s professional practice will be completed and
documented to inform the overall performance category. All summative ratings will be documented on the appropriate
form. The Professional Growth Plan will be developed by September 30th and address realistic, focused, and measurable
professional goals. The plan will connect data from multiple sources including professional growth needs identified through
self-assessment and reflection.
DETERMINING THE OVERALL PERFORMANCE CATEGORY-- Superintendent or designee is responsible for determining an
Overall Performance Category for each supervisor at the conclusion of their summative evaluation year. The Overall
Performance Category is informed by the supervisor’s professional judgement to assign holistic ratings.
All certified personnel below the level of superintendent must receive a holistic rating for each performance measure:
Planning, Environment, Instruction, and Professionalism.
Four Performance Measures with supporting Superintendent Standards
PLANNING: ENVIRONMENT: INSTRUCTION: PROFESSIONAL:
Performance Standard 3: Performance Standard 2: Performance Standard 4:
Performance Standard 1: Strategic Cultural Leadership, Standard Instructional Leadership Human Resource Leadership
Leadership 5: Managerial Leadership, and and Standard 6: External
Standard 7: Micropolitical Development Leadership
Leadership
CRITERIA FOR DETERMING A DISTRICT CERTIFIED
DISTRICT CERTIFIED PERSONNEL’S OVERALL/SUMMATIVE RATING
If… Then….
District Certified Personnel is Overall Performance Category/Summative
rated Exemplary in at least three of Rating shall
the measures and no measure is Exemplary
Rated Developing or Ineffective
District Certified Personnel is Overall Performance Category/Summative
rated Accomplished in at least four Rating shall be
measures and no measure is rated Accomplished
Ineffective
District Certified Personnel is Overall Performance Category/Summative
Rated Developing in at least three Rating shall be
21measures Developing
District Certified Personnel is Overall Performance Category/Summative
Rated Ineffective in two or more Rating shall be
measures Ineffective or Developing
Two Measures are rated Overall Performance Category/Summative
Developing, and two measures Rating shall NOT be Exemplary
are rated Accomplished
Two measures are rated Overall Performance Category/Summative
Developing, and two measures Rating shall be Accomplished
are rated Exemplary
Two measures are rated Overall Performance Category/Summative
Accomplished, and two measures Rating shall be Exemplary
are rated Exemplary
District Certified Personnel Products of Practice/Other Sources of Evidence
District Certified Personnel 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 domains.
Board Minutes
Committee Meeting Agendas and Minutes
School/Grade Level Agendas and Minutes
PLC Agendas and Minutes
Leadership Team Agendas and Minutes
Guided Planning/Instructional Round/Walk-through documentation
Budgets
EILA/Professional Learning experience documentation
Surveys
Professional Organization memberships
District Certified Personnel Observation Form
Teacher
EPSB ID#
School
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