Certificated Evaluation and Professional Growth Program
E 4115.00
KETCHIKAN GATEWAY
BOROUGH SCHOOL DISTRICT
CERTIFICATED EVALUATION AND PROFESSIONAL GROWTH PROGRAM
NOTE: See attachment PDF for Evaluation Program
Listed below is the table of contents for the evaluation document parts
- INTRODUCTION
- REQUIREMENTS
- EVALUATION DOCUMENT
- PROFESSIONAL GROWTH - FORM
- TARGETED PLAN FOR IMPROVEMENT – FORM
- STUDENT LEARNER OBJECTIVE - FORM
- INDIVIDUAL GOAL - FORM
Table of Contents
1 Overview
2-3 Requirements and Timelines
4 Important Information
5-13 Summative Evaluation Form
Used by the principal for the summative evaluation. The summative evaluation is based on all of the formative data collected. Summative evaluations are required yearly for non-tenured staff and every other year for tenured staff who have demonstrated proficiency on previous evaluations.
14-17 Mentor Program Goal
Contact the building principal or Director of H.R. if you are interested in becoming a mentor for new staff.
18-19 Self Directed Learning Plan
Required of tenured staff during the year following an evaluation.
20 Professional Growth Goal
Professional Growth Plan is developed between the principal and teacher when a teacher
is unsatisfactory in any element or developing on one or more standards.
21-22 Targeted Plan For Improvement
*TPFI requires a team approach. Principal, teacher and two team members. One
member from principal recommendation one from teacher choice & KEA representative.
KETCHIKAN GATEWAY BOROUGH SCHOOL DISTRICT
CERTIFICATED EVALUATION AND PROFESSIONAL GROWTH
A FRAMEWORK FOR ENHANCING PROFESSIONAL PRACTICE
Having a framework of professional standards is not unique to the profession of teaching. Many other professions have well developed performance standards and established procedures for guiding those involved in that profession. These standards and procedures are the public’s guarantee that members of a profession are competent and highly qualified. By creating a professional framework of high standards and well planned methods of professional growth, educators convey to the public, and to themselves, that they are committed to high levels of professional competency and conduct. In developing a framework for evaluating certificated employee performance and professional growth, the Ketchikan Gateway Borough School District reaffirms the commitment to excellence that has existed in the District for many years. This process also confirms the strong belief that excellent schools are a direct result of the professionals that work daily with the children of the community. It is the belief that the development of a framework for professional practice will serve the needs of all educators. In the case of a novice teacher, it will promote growth and provide needed guidance for day to day improvement. For the veteran educator, the framework will provide the collegiality and support needed to constantly improve and refine one’s practice. In all cases the framework provides a common set of core teaching standards that give focus to the evaluation process and professional growth.
This program is unique in that:
- It supports the belief that professional growth leads to an outstanding staff, and that the staff is essential for effective schools and excellence in education.
- It is based on the strong correlation between professional development and student achievement.
- It provides opportunities for staff members to work together and to support one another.
- It is driven by teacher goals and student learner objectives.
- Standards for professional practice are clearly established
- The process sets clear standards teachers need to demonstrate as part of their continued professional growth and employment.
In the Ketchikan Gateway Borough School District evaluations and professional growth shall be an ongoing process based on established standards. The purpose shall be to improve instruction, facilitate learning, and provide continued professional growth of all certificated staff.
The evaluation of certificated staff is an involved process that incorporates informal and formal observations, input from a variety of sources (i.e. demonstrations of professional skills in the community; demonstration of professional skills on the job; input from the community, staff, parents, and students) and formal evaluation.
For the purpose of evaluation, the District identifies certificated employees as: TYPE N – Non Tenured, TYPE T - Tenured, TYPE P – Progressive Corrective Action, and TYPE A - Administrators.
The framework, elements, and domains have been created using the work of Charlotte Danielson’s Enhancing Professional Practice, and Robert Marzano’s Effective Supervision.