Kentucky – Educator Effectiveness


This profile summarizes the efforts made by states and districts to implement evaluation and feedback systems, including the SREB Elements of Evaluation—basic information about the state evaluation framework. The sections below correspond to the three sections of the State Actions to Advance Teacher Evaluation report released in February 2016.

SREB Elements of Evaluation

System Name                     

Teacher Professional Growth and Effectiveness System (PGES)

System Type

State framework with some district-determined components

Framework for Effective Teaching

Danielson’s Framework

Key Elements of Professional Practice

Evaluators may use teacher self-assessments, professional growth plans, student growth data and student survey results to inform their ratings

Measures of Student Growth

Student growth percentiles, student learning objectives (SLOs)

Weight of Component Measures

N/A – Evaluators use matrix to determine summative rating

Number of Required Observations During Summative Evaluation

Four (three evaluator and one peer)

Performance Levels

Ineffective, Developing, Accomplished, Exemplary

Design of State Evaluation Models

During an annual summative evaluation, teachers receive four observations—three from an administrator and one from a peer educator. Evaluators may use teacher self-assessments, professional growth plans, observation records, local and state growth data, and student survey results to inform their rubric ratings.

All teachers will develop at least one student growth goal. Teachers of grades four through eight in English Language Arts and Math will also receive an additional growth score based on student growth percentiles.

Teachers can access the state’s evaluation platform to view their evaluation results and aligned professional learning activities.

Implementation of District Evaluation Systems 

The state department requires all school administrators to undergo evaluator training, pass a certification test and complete annual calibration training to remain a certified evaluator. Districts deliver calibration training to current evaluators and training to teachers who want to become peer observers. Teachers learn about the evaluation process through in-person training and online modules.

Districts in Kentucky implement local evaluation systems based on the state’s framework. While the framework describes state requirements, districts determine the length, frequency and nature of observations conducted by the evaluator. Teachers and principals participate on local committees that make key decisions regarding local implementation.

The state department offers several types of technical support for districts, including in-person advisement, phone consultation and webcasts. Each regional agency has a dedicated PGES staff member to provide more intensive training and implementation support.

Transformation of Professional Learning

During the field test and statewide pilot, the state education agency provided opportunities to provide feedback through surveys and focus groups.

The Teaching, Empowering, Leading and Learning Survey, known as TELL Kentucky, serves as a gauge for how educators and administrators view the evaluation system.

The State Board of Education amended the rules governing the evaluation framework based on feedback from teachers and principals. In particular, the rules now require at least one peer observation in a summative evaluation year.