Professional Growth and Effectiveness System
Requirements
PCBOE 8/5/2015

The Professional Growth and Effectiveness
System is a comprehensive multiple
measured system of promoting teacher
effectiveness. All teachers and leaders have a
professional responsibility to be completely
aware of the requirements of this system
pursuant to: 704 KAR3:370; 16 KAR 3:050;
704 KAR 3:345; KRS 156.557, KRS 156.070.
The requirements under the state legislature
are detailed in the Pike County Schools
Certified Evaluation Plan.
Resources are indicated at the end of each
portion of training that include links to state
supported resources, Pike County Training
Modules located on the Pike County Website
and the pages within the CEP that further detail
PGES.
1. Reflective
Practice
2. Professional
Growth
TPGES/OPGES
3. Student
Growth
4. Supervisor
Observation
5. Student
Voice
Peer
Observation
Certified Evaluation
Annual Training
Purpose
Conducted by the teacher to
examine practice of teaching to
deepen knowledge, expand
skills, and incorporate findings
to improve practice
Required
Complete two weeks prior to
closing date of new year
New Hires must complete within
30 days of reporting for
employment.
Pike County Schools Certified Evaluation Plan
Pages 15-18
Training Module
Pike County School Module II – Self-Reflection
KDE Website
http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-SelfReflection-and-Professional-Growth-Planning.aspx
Certified Evaluation
Annual Training
Purpose
Teachers must develop a
minimum of one Professional
Growth Goal. The PGP goal
must be specific to individual
needs based on feedback, data
from multiple sources, and selfreflection
Required
Required Annually
Complete two weeks prior to
closing date of new year
New Hires may complete within
30 days of reporting for
employment.
End Date
Each Year
2 weeks prior to
Closing Day
By Closing Day
Person Responsible
Action
Teacher
Two weeks following
release of state
accountability data
October 15th
Teacher
Complete Part A Self-Reflection using the Pike County Schools Selfreflection & Professional Growth Planning Template Part A.
Complete Part B of Pike County Schools Self-reflection & Professional
Growth Planning by writing a Professional Growth Goal and
Professional Growth Plan. Supervisor must approve the Professional
Growth Goal and Plan.
Revisit Professional Growth Goal and Professional Growth Plan and
align to the Student Growth Goal. Record Professional Growth Plan and
Goal in state approved technology platform.
Revisit the Professional Growth Plan and incorporate the measures
aligned with the state median growth percentile scores.
All teachers: Complete Part C of the Pike County Schools Selfreflection & Professional Growth Planning Template. If summative
year, complete Mid-year Review Conference.
All teachers: Complete Part D of Pike County Schools Self-reflection &
Professional Growth Planning Template and submit to supervisor. If
summative year, complete Summative Conference by the last week of
school.
January 31st
One month prior to
Closing Day
Teacher
Teacher –
Grades 4-8 ONLY
Teacher and
Principal
Teacher and
Principal
NOTE:
Part D of the Pike County Schools Self-reflection & Professional Growth Planning Template and
will provide mid-year or end of year feedback
Level 1: Self-Directed Professional Growth Plan (3 year cycle)
Low SGG Rating
with Accomplished or Exemplary
Professional
Practice Rating
Expected SGG Rating
with Developing Professional
Practice Rating
High SGG Rating
with Developing Professional Practice
Rating
Expected or High SGG Rating
with Accomplished or Exemplary
Professional Practice Rating
• Goal set by educator with
evaluator input
• One goal must focus on low
student growth outcome
• Formative review annually
• Goals set by educator with
evaluator input;
• One goal must address low
performance or outcomes
• Plan activities designed by
educator with evaluator input.
• Formative Review annually
• Goal set by educator with evaluator
input
• One goal must focus on low
outcome
• Formative review annually
• Goals set by educator with
evaluator input
• Plan activities are teacher
directed and implemented with
colleagues.
• Formative review annually
Level 2: One-Year Cycle
Directed Professional Growth Plan
Level 3: Up to 12-Month
Improvement Plan
Low SGG Rating with Developing Professional Practice Rating
Or, Expected or High SGG Rating with
Ineffective Professional Practice Rating
Low SGG Rating with
Ineffective Professional Practice Rating
•
•
•
•
•
•
•
•
Goal Determined by Evaluator
Goals focus on low performance/outcome area
Plan activities designed by evaluator with educator input
Formative review at mid-point
Summative at end of plan
Goal determined by evaluator
Focus on low performance area
Summative at end of plan
Pike County Schools Certified Evaluation Plan
Pages 15-18
See page 17 for the Steps in the Process
Training Module
Pike County School Module III – Professional Growth Plans
KDE Website
http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-SelfReflection-and-Professional-Growth-Planning.aspx
Certified Evaluation
Annual Training
Purpose
Student Growth is comprised of:
State Contribution – Student Growth
Percentile (SGP) for grades 4-8 in
reading and math collected from KPREP scores
Local Contribution– Student Growth
Goals (SGG) are established by the
teacher based on needs of current
students
All teachers will establish a local
Student Growth Goal.
Required
Prior to 45th instructional day
Grades 4-8 /ELA and Math ONLY
Two weeks following release of
state accountability data

Full Year
Course
Full year
FULL YEAR COURSE Timeline for Student Growth Goal Development and Review
Complete Description – See CEP page 28
by date
Prior to 45th
Local Contribution
instructional day All teachers shall create a minimum of one Student Growth Goal (SGG) as follows:






Identify an area of need based on baseline data of current students aligned to content standards
or job-specific duties
Develop one student growth goal (SGG) anchored in baseline data that should include:
o
a growth target – describe the growth target set for 100% of the students
o
a proficiency target - identify goal for the percentage of students to reach proficiency
Self-assess the SGG using the SGG Rigor and Comparability
o
determine that the SGG fits the “acceptable” criteria of rigor
o
determine that the SGG fits the “acceptable” criteria for comparability
Conduct peer review of SGG using the SGG Rigor and Comparability Rubric and district protocol
o
determine that the SGG fits the “acceptable” criteria of rigor
o
determine that the SGG fits the “acceptable” criteria for comparability
SUBMIT to evaluator for approval. Evaluator will approve or request revisions to SGG.
Record SGG in state approved technology platform
Full year
Grades 4-8
ELA and Math ONLY
Two weeks
State Contribution
following release After the Student Growth Goal is complete, teachers revisit the Professional Growth Plan and ensure
of state
that it is aligned with the SGG. Revisions may be necessary to the PGP on both electronic copy and
accountability
state approved technology platform.
data
Full year
May 1, 2015


Review annual student growth goal with evaluator. Teacher shall provide to evaluator:
o
Evidence of multiple opportunities of monitoring progress (rubrics, scoring guides, data
charts)
o
Evidence that assessment was conducted pre – assessment, mid-year assessment and end
of period.
o
Summary document of achievement data to be used in determination of growth.
Summative cycle teachers – review will be inclusive in summary evidence

9 WEEKS COURSE Timeline for Student Growth Goal Development and Review
9 weeks
Targeted
group
COMPLETION
DATE
DESCRIPTION – See CEP page 29
Nine week
course
Prior to 15th
instructional
day
Local Contribution
All teachers shall create a minimum of one Student Growth Goal (SGG) as follows:

Identify an area of need based on baseline data of current students aligned to content standards
or job-specific duties

Develop one student growth goal (SGG) anchored in baseline data that should include:
o a growth target – describe the growth target set for 100% of the students
o a proficiency target - identify goal for the percentage of students to reach proficiency

Self-assess the SGG using the SGG Rigor and Comparability
o determine that the SGG fits the “acceptable” criteria of rigor
o determine that the SGG fits the “acceptable” criteria for comparability

Conduct peer review of SGG using the SGG Rigor and Comparability Rubric and district protocol
o determine that the SGG fits the “acceptable” criteria of rigor
o determine that the SGG fits the “acceptable” criteria for comparability

SUBMIT to evaluator for approval. Evaluator will approve or request revisions to SGG.

Record SGG in state approved technology platform
Nine week
course
End of Nine
week course
targeted


Review end of term student growth goal with evaluator. Teacher shall provide to evaluator:
o Evidence of multiple opportunities of monitoring progress (rubrics, scoring guides, data
charts)
o Evidence that assessment was conducted pre – assessment, mid-year assessment and end
of period.
o Summary document of achievement data to be used in determination of growth.
Summative cycle teachers – review will be inclusive in summary evidence
1-2 DAYS PER WEEK TARGETED GROUP
COMPLETION
DATE
DESCRIPTION – CEP page 30
18 - 36 weeks on
Intermittent
days
Prior to 10th
instructional day
18 - 36 weeks on
Intermittent
days
April 15, 2015
Local Contribution
All teachers shall create a minimum of one Student Growth Goal (SGG) as follows:

Identify an area of need based on baseline data of current students aligned to content
standards or job-specific duties

Develop one student growth goal (SGG) anchored in baseline data that should include:
o a growth target – describe the growth target set for 100% of the students
o a proficiency target - identify goal for the percentage of students to reach
proficiency

Self-assess the SGG using the SGG Rigor and Comparability
o determine that the SGG fits the “acceptable” criteria of rigor
o determine that the SGG fits the “acceptable” criteria for comparability

Conduct peer review of SGG using the SGG Rigor and Comparability Rubric and district
protocol
o determine that the SGG fits the “acceptable” criteria of rigor
o determine that the SGG fits the “acceptable” criteria for comparability

SUBMIT to evaluator for approval. Evaluator will approve or request revisions to SGG.
Record SGG in state approved technology platform

Review end of term student growth goal with evaluator. Teacher shall provide to evaluator:
o Evidence of multiple opportunities of monitoring progress (rubrics, scoring guides,
data charts)
o Evidence that assessment was conducted pre – assessment, mid-year assessment
and end of period.
o Summary document of achievement data to be used in determination of growth.

Summative cycle teachers – review will be inclusive in summary evidence
1 – 2 days per
week
Targeted group
OPGES – FULL YEAR
Timeline for Student Growth Goal Development and Review
OPGES
Full year
COMPLETION
DATE
DESCRIPTION
Prior to the 45th
Instructional Day
OPGES Student Growth Goal: Local Contribution – Based on School Need
Required

Develop a minimum of one local goal for student growth and is
based on school need.

The SGG is aligned to the job expectations of the professional.

Other professionals will use relevant data at various levels
(classroom, grade level, school-wide, etc.) in order to target an
area of need.

Upon completion of writing the goal, other professionals will
develop their own benchmarks for determining goal attainment.

Goals and benchmark measures must be approved by the
supervisor
Protocol for Development of Student Growth Goal by Teacher – CEP Page 33
Step 1





Step 2
Step 3


Determine target group needs based on the following:
Analyze data /sources of evidence to establish baseline measures of student
academic levels/achievement
Consider context of identified class, student population (i.e. IEPs, )
Interval of instruction
Identify and target content area enduring skills
Create a specific learning goal
o Specify expected growth and proficiency targets
o Apply SMART Goal Criteria
o Peer Review for rigor and comparability
Principal has final approval of the goal area and goal statement.
Instruments
In order to determine if the teacher created Student Growth Goal ensures rigor, the
district/school shall utilize the Student Growth Goal rubric criteria from Appendix A
Teachers can use other planning tools such as the Enduring Skills Checklist, Think Plan
Guidance format for developing Student Growth Goals, and the CASL work on Target/Method
match to ensure rigor
District Protocol – CEP Page 33
District protocol and procedures shall ensure rigor and comparability by certifying that Student Growth Goals meet the following
criteria:

Aligns with standards identified in the student growth goal

Meets the expected rigor of the standards

Elicits evidence of the degree to which a student can independently demonstrate the targeted enduring skill or concept

Measures accurately the growth of individual students

Measures what it says it measures and provides consistent results

Allows high- and low-achieving students to adequately demonstrate their knowledge

Provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students

Provides sufficient data to inform future instruction
Scoring Process
Step 1
Principal and teacher shall meet to review relevant data sources and determine area of focus.
Step 2
Teacher shall use the Student Growth Goal template
to develop the Student Growth Goal and determine the assessments that will measure proficiency and growth.
The student growth goal shall contain both growth and proficiency measures.
Step 3
The teacher shall meet with his/her PLC to review the student growth goal and assessment(s) using the rigor
rubric.
The PLC shall determine if the measures identified in the Student Growth Goal (i.e. pre/post assessment,
formative data, common assessment) shall yield true student growth data and would be comparable growth
measures.
Once the goal has been vetted by the peer group the teacher shall meet with the principal to approve goal and
plan/review strategies to meet the goal.
Step 4
Step 5
Pike County Schools Certified Evaluation Plan
Pages 26-35
Training Module
Pike County School Module V - Student Growth Goals Final
KDE Website Resources:
http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGESStudent-Growth-Page.aspx
Certified Evaluation
Annual Training
Purpose
Requirements
One source of evidence to determine
teacher effectiveness, only the
supervisor observation will be used to
inform a summative rating.
Four observations in the summative cycle.
Peer observation will only be used for
formative feedback on teaching
practice in a collegial atmosphere of
trust and common purpose. NO
ratings will be given by the peer
observer.
The required peer observation must occur in
the summative year of the cycle.
KTIP teacher observations will be
conducted according to criteria set
forth by EPSB.
Observation data is recorded in the State
Approved Technology Platform
A minimum of three observations conducted by
the supervisor and one observation conducted
by the peer.
Final observation is conducted by the
supervisor and is a full observation.
Supervisors may choose to record observation
data using one of the following methods
Observation data is recorded in district
approved data tool.
Step
Step 1
Orientation
Optional
Step 2
Full observations
Process
Timeline
ORIENTATION: The evaluation criteria and process used to evaluate
certified school personnel shall be explained and discussed with
Within 30 calendar days of reporting for employment each
certified school personnel no later than the end of the first month school year
of reporting for employment for the school year.
PRE-OBSERVATION CONFERENCE (TEACHER): Principal holds a
pre-observation conference with teachers to be evaluated during
the year.
Intern Teacher
Conduct full observation and collect formative data. (Intern
Teacher and principal) (Post Observation Conference held within 5
school days of the full observation).
One Year Educator Plan
Prior to observations.
District will adhere to the KTIP approved guidelines when
completing evaluations
A full summative observation and post conference annually.
Three partial (mini) observations, two from administrator and
Conduct full observation and collect formative data (one year
one from a peer observer. Must have at least one supervisor
educators) (Post Observation Conference held within 5 school days observation (mini or full) during first semester.
of the full observation). An informal conference may be held for
the mini observations.
Three Year Educator Plan
Observations may be conducted during the summative year –
third year of the evaluation cycle or extend through the 3 year
Conduct full observations and collect formative data. (Three year
cycle. Additional observations can be conducted with
educator) (Post Observation Conference held within 5 school days communication to teacher that they will be evaluated outside
of the full observation). An informal conference may be held for
the summative year. Two partial observations from
administrator and one mini observation from a peer observer.
the partial observations.
Full summative observations within 30 days of closing day.
Summative Evaluation conference shall be held at the end of
the summative cycle by the last week of school.
Pike County Schools Certified Evaluation Plan
Pages 19-23
Training Module
Pike County School Module IV – Classroom Observations
KDE Website Resources:
http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGESPeer-Observation.aspx
Certified Evaluation
Annual Training
Purpose
Provide a comparative measure
alignment of teachers intent in creating
a high performing learning
environment and students perspective
of learning environment.
Requirements
Required annually based on state
approved window.
Pike County Schools will
administer Student Voice Surveys
in the Spring

All teachers shall participate in the state-approved Student Voice Survey annually with a partial
minimum of one identified group of students.

Student selection for participation must be consistent across the district.

Results shall be used as a source of evidence for Professional Practice.

Formative years’ data shall be used to inform Professional Practice in the summative year.


All teachers and appropriate administrative staff shall read, understand, and sign the district’s
Student Voice Ethics Statement.
The Student Voice Survey shall be administered between the hours of 7:00 AM and 5:00 PM
local time.

The survey shall be administered in the school.

Survey data shall be considered only when ten or more students are respondents.

Paper responses for less than ten students shall be collected by a student voice survey point of
contact and submitted to school administration (supervisor).
Pike County Schools Certified Evaluation Plan
Pages 24-25
Training Module
Pike County School Module VI – Student Voice
KDE Website Resources:
http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGESStudent-Voice-Survey-Page.aspx
Certified Evaluation
Annual Training
Purpose
Supervisors are responsible for
determining an Overall Performance
Category for each teacher at the
conclusion of the summative evaluation
year.
The evaluator determines the Overall
Performance Category based on
professional judgment, districtdeveloped rubrics (see local
contribution for student growth), and
decision rules that establish a common
understanding of performance
thresholds to which all educators are
held.
Requirements
All dates are tentative based
upon the adjustments of the
instructional calendar.
To be completed by May 1 or no
later than the last week of
school.
Certified Evaluation Plan
Pages 18; 37-42
Training Module
Pike County School Module VII – Overall Performance Rating
KDE Website Resources:
http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGESSummative-Evaluation-Process.aspx
Certified Evaluation
Annual Training
CAUTION…………….Read carefully!!!
The following does not contain a
comprehensive explanation of the Appeals
Process.
To ensure fair treatment of the appeal, it is
important that prior to filing an appeal
carefully read all information contained in
pages 43-46 of the Pike County Certified
Evaluation Plan


Appeal to the chairperson of the Appeals panel
within five (5) working days of signing and dating
the summative performance report. Submit the
appeals form with supporting documentation .
Both the evaluator and evaluatee shall have the
opportunity to review all documentation
submitted as evidence to the Appeals Panel, at
least three (3) days prior to the scheduled
appeals hearing date.
The appeals process does not involve contractual
status recommendations made to the
superintendent or designee


The members of the Certified Employee Appeals
Panel, the certified employee, and the assessor
shall be notified of the time and date of the
hearing by the chairperson. The hearing must
take place within fifteen (15) working days from
the date an appeal is filed.
The certified employee appealing to the Panel has
the burden of proof. The evaluator may respond
to any statements made and evidence presented
by the certified employee and may present any
evidence that supports the Summative Evaluation.
Please sign and date the signature
sheet verifying that you have reviewed
and have been made aware of the
contents of the Pike County Schools
Certified Evaluation Plan.
Have a great school year!