Kansas school districts may select an evaluation instructional practice protocol other than the default model, KEEP.
There are a number of compelling reasons an evaluation instructional practice protocol other than KEEP. Most common reasons involve such things as having an evaluation instructional practice protocol that has been locally developed over a number of years or having a membership in an educational service center that provides an evaluation instructional practice protocol 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 and a process will be used to inform personnel decisions.
All detail, assurances of compliance and other non-KEEP evaluation instructional practice protocol information, is on file with the Kansas State Department of Education. There is no requirement that other evaluation instructional practice protocols must provide a data repository.
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 Used to Determine Summative Evaluation Rating 5-1-2014.jpg