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 professional practice will be situated within one or more of the 6 standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. It is important to note that the expected performance level is “Accomplished,” but a good rule of thumb is that it is expected that a principal will “live in Accomplished but occasionally visit Exemplary”. 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, 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: Professional Growth Planning and Self-Reflection Site-Visits Val-Ed 360° Working Conditions Goal (Based on TELL KY) State and Local Student Growth Goal data * (Beginning with the 2015-2016 school year and beyond). Evaluators may use the following categories of evidence in determining overall ratings: Other Measures of Student Learning Products of Practice Principals may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the principal’s practice within the standards. These evidences should be part of the regular practice of the principal 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 principal leadership and learning. Other Sources (e.g. surveys) PROFESSIONAL PRACTICE The following sections provide a detailed overview of the various sources of evidence used to inform Professional Practice Ratings. PROFESSIONAL GROWTH PLANNING AND SELF-REFLECTION
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 professional practice will be situated within one or more of the 6 standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. It is important to note that the expected performance level is “Accomplished,” but a good rule of thumb is that it is expected that a principal will “live in Accomplished but occasionally visit Exemplary”. 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, 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: Professional Growth Planning and Self-Reflection Site-Visits Val-Ed 360° Working Conditions Goal (Based on TELL KY) State and Local Student Growth Goal data * (Beginning with the 2015-2016 school year and beyond). Evaluators may use the following categories of evidence in determining overall ratings: Other Measures of Student Learning Products of Practice Principals may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the principal’s practice within the standards. These evidences should be part of the regular practice of the principal 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 principal leadership and learning. Other Sources (e.g. surveys) PROFESSIONAL PRACTICE The following sections provide a detailed overview of the various sources of evidence used to inform Professional Practice Ratings. PROFESSIONAL GROWTH PLANNING AND SELF-REFLECTION