Sources of evidence/Framework for Teaching Alignment FRAMEWORK for TEACHING (FfT) Domain Planning & Preparation Classroom Environment Instruction Professional Responsibilities Component 1a -Knowledge of content/pedagogy 1b-Demonstrate knowledge of students 1c- Setting Instructional Outcomes 1d-Demonstrates knowledge of resources 1e-Designing Coherent Instruction 1f- Designing Student Assessment 2a-Creating Env. of Respect & Rapport 2b-Establish Culture of Learning 2c-Maintaing Classroom Procedures 2d-Managing Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Questioning & Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Learning 3e-Demonstrating Flexibility & Responsive 4a-Reflecting On Teaching 4b-Maintaining Accurate Records 4c-Communicating With Families 4d-Participating in Profess. Learning Comm. 4e-Growing & Developing Professionally 4f-Showing Professionalism SOURCES OF EVIDENCE To Inform Professional Practice Supervisor Observation Evidence (pre and post conferences) Observation Evidence (pre and post conferences) Student Voice Kentucky Student Survey Professional Growth Professional Growth Planning and Self Reflection
All teachers will utilize the following matrix for determining student growth as high, expected, or low. Clay County Local Student Growth Goal Matrix Every local goal will be comprised of a proficiency and growth component. PROFICIENCY High 10% set) Expected High Expected (10% stretch) Expected Expected Low (below % 10% stretch) Low Expected Low Growth (Less than 100%) Expected Growth (100%) GROWTH
Surveys Professional Organization memberships Parent/Community engagement surveys Parent/Community engagement events documentation School schedules 6. Student Growth The following sections provide a detailed overview of the various sources of evidence used to inform Student Growth Ratings. At least one (1) of the Student Growth Goals set by the Principal must address gap populations. Assistant Principals will inherit the SGG (both state and local contributions) of the Principal. a. State Contribution – ASSIST/Next Generation Learners (NGL) Goal Based on Trajectory (Goal inherited by Assistant Principal) Principals are responsible for setting at one student growth goal that is tied directly to the Comprehensive School Improvement Plan located in ASSIST. The superintendent and the principal will meet to discuss the trajectory for the goal and to establish the year’s goal that will help reach the long-term trajectory target. New goals are identified each year based on the ASSIST goals. The goal should be customized for the school year with the intent of helping improve student achievement and reaching the term goals through on-going improvement. Selection based on ASSIST/NGL trajectory. on Gap population unless Local goal is based on Gap population. Interim trajectory goals are based on the Delivery Targets from School Report Card. Growth Rating and Criteria Low Growth – Greater than 10% the SGG Expected Growth – Meets the SGG or within 10% points below the SGG High Growth – Exceeds the SGG b. Local Contribution – Based on School Need (Goal inherited by Assistant Principal) The local goal for Student Growth should be based on school need. It may be developed to parallel the State Contribution or it may be developed with a different focus. Based on Gap population unless State goal is based on Gap population. A principal MUST have a minimum of one local goal. The goal for Student Growth should be based on school need. The principal may use researched based assessments, pre/post-test data, performance data, or repeated measures data when giving interim trajectory predictions for growth. Growth Rating and Criteria Low Growth – Greater than 10% below the SGG Expected Growth – Meets the SGG or within 10% points below the SGG High Growth – Exceeds the SGG E. Determining the Overall Performance Category
Appendix B: Clay County Observation Schedule for Non-Tenured Staff 3 and 1 THREE mini observations (one of which must be a peer) and one formal observation at the end of the school year. 1st Window 30 days after school begins – October 31st 2nd Window November 31 3rd Window January 2-February 28 4th Window March 1 – April 30 Principal completes MINI observation Pre-Conference Observation Post-Conference Observation inputted in EDS Peer completes MINI observation Pre-Conference Observation Post-Conference Observation inputted in EDS Mid Year Conference with Principal Principal completes MINI observation Pre-Conference Observation Post-Conference Observation inputted in EDS Principal completes FORMAL observation Pre-Conference Observation Post-Conference Observation inputted in EDS End of Year Conference with Principal Clay County Observation Schedule for Tenured Tenured Staff will be evaluated on a THREE-YEAR cycle.
Model CEP Page # Page Number in District CEP C. PGES - Certified Teacher 10 12 Professional Growth Planning and Self-Reflection 11 12 Observation 11 13 Observation (A – 3&1, B – 2&2, C – District Decision) 12 13 Observation Schedule 14 14 Observer Calibration 14 15 Peer Observation 15 16 Student Voice 16 18 Local Student Growth Goal 17 18 Student Growth Percentile 19 21 Products of Practice/Other Sources of Evidence 20 21 Rating Professional Practice 21 23 Rating Student Growth 22 23 Determining the Overall Performance Category 24 26 Professional Growth Plan and Summative Cycle 25 27 Appeals Process D. PGES - Principal & Assistant Principal 32 47 Professional Growth Planning and Self-Reflection 32 49 Site-Visits 33 49 Val-ED 33 49 Working Conditions Goal 34 50 Products of Practice 34 50 State Student Growth Goal – School Report Cards 34 51 Student Growth Goal – ASSIST (School Improvement Plan) 35 52 Rating Overall Professional Practice 36 53 Rating Overall Student Growth 38 51 Determining Overall Performance Category 25 27 Appeals Process D. Other Certified Professionals 72-115 Evaluation plan for Certified Professionals 27 Appeals Process for Other Certified Professionals