The teachers and leaders in Kentucky’s public school system are vital to the success of educational programs and to ensuring that all students are college and career ready. Information on this page is designed to help teachers and leaders find resources related to professional development, professional growth and effectiveness, certification and more.
Administrative Leadership Institute, Minority Educator Recruitment, Minority Superintendent Internship Program
EILA, Professional Learning Opportunities Bulletin Board, Professional Learning Standards, Resources, Statutes, Regulations and Standards
Administrative Leadership Institute, Alternative Routes to Teacher Certification, Certification, Certified Vacancies, Future Educators Association Contacts, Jobs for Administrators and Teachers, Scholarships and Grants, Teach for America, Troops to Teachers
Title II, Part A funds are provided to districts to increase student academic achievement through strategies such as improving teacher and principal effectiveness and increasing the number of appropriately certified, effective teachers and principals in schools
PGES General Information, other professionals Professional Growth and Effectiveness System (OPGES), Principal Professional Growth and Effectiveness System, Superintendent Professional Growth and Effectiveness System, District Certified Professional Growth and Effectiveness System (DC PGES) Teacher Professional Growth and Effectiveness System, TPGES Yearlong Implementation Resources
Throughout the career pathway, educational professionals weave in and out of formal and informal leadership roles. It is through these roles teachers, principals, and administrators effectively impact the growth of self, students, peers, school culture, and their local, state, and global community
Kentucky's Equitable Access to Effective Educators Plan was developed to address the need to improve equitable access to effective teachers and leaders. This plan is responsive to the requirement in Section 1111(b)(8)(C) of the Elementary and Secondary Education Act (ESEA) that each state’s Title I, Part A plan include information on the strategies Kentucky will employ to ensure that poor, minority, Limited English Proficient, and special needs students are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers
The TELL (Teaching, Empowering, Leading and Learning) Kentucky survey is designed to gather input from teachers, counselors, principals, and other administrators who know best the working conditions in Kentucky’s schools. Schools and districts use TELL survey results to plan impactful professional learning for teachers and administrators and inform working conditions goals, school improvement plans, and principal evaluations. At the Department of Education, TELL results guide decision making about needed support, services, and outreach to Kentucky’s schools and districts; contribute to development, revision, and monitoring of Kentucky’s Equitable Access to Effective Educators plan; and help to determine most appropriate resources for school improvement.