ALL Kansas Educator Evaluation Systems
Kansas school districts may select an evaluation system other than the default model, KEEP.
There are a number of compelling reasons a school district might select a system other than KEEP. Most common reasons involve such things as having a quality system that has been locally developed over a number of years or having a membership in an educational service center that provides a system and relative technical supports. However, these efforts are costly.
All educator evaluation protocols (systems) must include Six Guidelines ensuring a rigorous, comprehensive and fair system of evaluation aimed at improving instructional quality and student academic growth.
| 1. Used for continual improvement of instruction.
| 2. Differentiated performance using at least 3 levels.
| 3. Multiple, valid measures in determining performance levels, including as a significant factor data related to student growth for all students and a process ensuring inter-rater reliability.
| 4. Evaluation of all educators on a regular basis.
| 5. Provide clear, timely, useful feedback that identifies needs and guides professional learning opportunities to specific needs.
| 6. Data a process will be used to inform personnel decisions.
All detail, assurances of compliance and other non-KEEP system information is on file with the Kansas State Department of Education. There is no requirement that other systems must provide a data repository.
D2 Assurance Forms Collected 2013 by KSDE.docx
All Kansas school districts will provide continual professional learning opportunities for building leaders with a primary focus of district level training with regard to inter-rater agreement as part of the evaluation process.
Matrix for Summative Evaluations Rating 8-2013
DRAFT Default List of Multiple Measures - 10-24-2013.docx
Some significant points to consider when selecting or creating a student growth measure are:
a. Common assessments must be created in consultation with a school administrator with expertise in assessments, special education, ELL specialist and content expert.
b. Assessments cover all key subject/grade level content standards.
c. Number of test items should correlate to distribution of % of time spent teaching the content
d. Assessments should require higher order thinking as appropriate.
e. Assessments should allow high and low achieving students to demonstrate their knowledge.
f. Assessments should measure accurately what it is designed to measure and produce similar results for students with similar levels of ability.