By Matthew Tungate
Teachers would be evaluated using student growth numbers and professional practice performance categories from Kentucky’s new Professional Growth and Effectiveness System (PGES) under a plan presented to the Kentucky Board of Education last week.
The presentation was the board’s first look at the proposed summative model for the PGES, a statewide system for teachers that is designed to be fair and equitable and uses multiple measures of effectiveness – student growth, professional growth and self-reflection, observation, and student voice – to help teachers identify their strengths and areas of need, and to provide them with resources for continuous improvement. Last year more than 50 districts participated in a field test of the system, and this year teachers from every district are participating in a statewide pilot.
Associate Commissioner Felicia Cumings Smith and Mary Ann Blankenship, executive director of the Kentucky Education Association and member of the teacher PGES steering committee, explained the two parts of the plan and how their relationship will affect personnel decisions for teachers.
The first is a performance rating of ineffective, developing, accomplished or exemplary in four domains – Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities – based on the multiple measures and other district-determined factors.
The second is student growth based on student growth percentiles from the K-PREP (Kentucky Performance Rating for Educational Progress) tests and student growth goals established at the local level. Growth will be rated as high, moderate or low. Continue Reading