Kentucky’s
Professional Growth
and Effectiveness
System
KENTUCKY’S COMMITMENT
To change how teachers and administrators are
evaluated.
To change how they are supported to:
Continuously improve their professional practice;
Enhance their effectiveness; and
Drive increasingly high levels of student achievement.
PROGRESS TO DATE:
IMPLEMENTATION CYCLE
Steering Committees
(Provide initial and ongoing guidance)
Integrated Design
Team
(incorporates field
guidance into
documents)
The feedback loop
provides local
districts and Steering
Committee members
opportunity to inform
the work at each stage
of the process.
Integrated Design
Team
(incorporates Steering
Committee guidance
into documents)
Regional Focus
Groups
District Focus
Groups
(consolidate district
input for Steering
Committee feedback)
(review individual
components)
CONSTRUCTION UNDERWAY
Three Year
Process of
System Redesign
Full State
Implementation
2013 - 2014
State-wide Pilot
2012 - 2013
Field Testing
Teacher and Principal
Effectiveness Steering
Committees
Integrated Design
Team Synthesizes
Field and Steering
Committee Feedback
2011-2012
Framework Design
2010 – 2011
(50+ Districts)
( 25 Districts)
PROPOSED MULTIPLE MEASURES FOR
TEACHER EFFECTIVENESS
Observation
Teacher Effectiveness
Framework
Peer
Observation
Professional
Growth
Self
Reflection
Student Voice
All multiple
measures are
supported through
artifacts and
evidence.
Parent Voice
Student
Growth
PROPOSED MULTIPLE MEASURES FOR
PRINCIPAL EFFECTIVENESS
Professional
Growth
Principal Effectiveness
Framework
Student
Growth
Student
Voice
Parent
Voice
Observation
All multiple
measures are
supported through
artifacts and
evidence.
Self
Reflection
Teacher
Reflection
ValEd 360
EFFECTIVENESS FRAMEWORKS
DOMAIN
STANDARD
Comments: (Provide brief comments to support the holistic recommendation.)
PEROFRMANCE LEVELS
EFFECTIVENESS FRAMEWORK
DOMAINS
The domains for both teacher and
principal effectiveness frameworks are the
same:
Instruction
Learning Climate
Leadership and Professionalism
Student Growth
EFFECTIVENESS FRAMEWORK
STANDARDS
The standards for teacher and principal
effectiveness are different:
Teacher standards are based on the
Kentucky Teacher Standards and are
aligned with the characteristics of highly
effective teaching and learning.
Principal standards are based on
ISLLC; The Interstate School Leaders
Licensure Consortium Standards
K L A ACCELERATED!
CONNECTIONS
Thinking in the context of the individual
professional learning communities
(classroom, school, district) in which you
work daily, what connections do you see to
your existing effectiveness initiatives and
the teacher and/or principal effectiveness
framework(s)? What implications do those
connections have for your classroom,
school or district?
MAKING A DIFFERENCE IN
KENTUCKY!