Shenandoah County Public Schools. Teacher Performance Evaluation System Handbook

Transcription

1 Shenandoah County Public Schools Teacher Performance Evaluation System Handbook Implemented July 1, 2012 Revised August 6, 2013

2 ACKNOWLEDGMENTS Project Consultant James H. Stronge, Ph.D. Heritage Professor of Educational Policy, Planning, and Leadership College of William and Mary Williamsburg, Virginia with assistance from: Leslie W. Grant, Ph.D., College of William and Mary Virginia Caine Tonneson, Ph.D., College of William and Mary Xianxuan Xu, Ph.D., College of William and Mary Copyright 2011 by James H. Stronge James H. Stronge hereby grants school divisions in the Commonwealth of Virginia permission to use, revise, and/or modify the system developed under this Agreement, as needed, to meet applicable requirements or other educational purposes. This restricted copyright permission is applicable solely for use of such copyrighted material by the Virginia Department of Education and their employees, and within the Virginia Public Schools SHENANDOAH COUNTY PUBLIC SCHOOLS TEACHER EVALUATION COMMITTEE Andrew Ansoorian Barry Arey Kara Bates Emily Brown Tiffany Burrows Liza Coffman Rachel Davis Beth Dirting Derek Hartwig Michele Hepner Dave Hinegardner Holly Hoover Ken Jaeger Heath Johnston Mary Kent Stacey Leitzel Ebbie Linaburg Jessica Marrow Kim Moomaw Matt Mrosko Frutoso Ortiz Erika Richman Derek Ritenour Casey Sandorf Jamie Schoenberger Ken Sheck Holly Sheffield Robin Shrum Gina Stetter Heather Walters Bill Wheat Cindy Wilkins Scott Wymer SHENANDOAH COUNTY PUBLIC SCHOOLS TEACHER EVALUATION HANDBOOK COMMITTEE Andrew Ansoorian Barry Arey Dave Hinegardner Stacey Leitzel Ebbie Linaburg Morgan Saeler Robin Shrum THIS TEACHER PERFORMANCE EVALUATION SYSTEM HAS BEEN DEVELOPED TO BE IMPLEMENTED JULY 1, SHENANDOAH COUNTY PUBLIC SCHOOLS IS COMMITTED TO CONTINUOUS IMPROVEMENT AND GROWTH OF EVERYONE IN THE ORGANIZATION. THEREFORE, THIS SYSTEM WILL BE REVIEWED, AND REVISED IF NECESSARY, IN JUNE FUTURE REVIEWS AND REVISIONS WILL BE CONDUCTED AS NECESSARY. 1

3 Table of Contents Part 1: Introduction and Process Introduction... 5 Purposes... 5 Identifying Teacher Performance Standards... 5 Performance Standards... 6 Performance Indicators... 6 Documenting Performance... 6 Student Progress... 7 Goal Setting for Student Academic Progress... 8 Observations... 8 Additional Teacher Documentation (Optional)... 9 Alignment of Performance Standards with Data Sources... 9 Part 2: Performance Standards Performance Standard 1: Professional Knowledge Performance Standard 2: Instructional Planning Performance Standard 3: Instructional Delivery Performance Standard 4: Assessment of/for Learning Performance Standard 5: Learning Environment Performance Standard 6: Professionalism and Communication Performance Standard 7: Student Progress Supplemental Performance Standard Rubrics for School Librarians Supplemental Performance Rubric For Performance Standard For Music Teachers Part 3: Evaluation Process Evaluation Process Schedule Evaluation Process Schedule Teachers on Probationary Contract Teachers on Continuing Contract Documentation Records Part 4 Goal Setting for Student Academic Progress Goal Setting Process Developing Goals Submission of the Goal Setting for Student Progress Form Mid-Year Review of Goal End-of-Year Review of Goal

4 Guidelines for Assessment Use in Goal Setting Goal Setting Form Explanation Part 5 Teacher Performance and Making Summative Decisions Definitions of s Responsibility for the s SGP and Teacher Performance Evaluation Guide Teacher Performance Sample Performance Indicators Performance Rubric Single Summative Cumulative Summative Scoring Rules Part 6 Supporting Professional Growth and Improving Professional Performance Professional Learning Opportunities Learning Conversations Performance Improvement Plan Implementation of Performance Improvement Plan Resolution of Performance Improvement Plan Due Process Safeguards References Figures Figure 1: Definition of Performance Standards... 6 Figure 2: Data Sources for Documenting Performance... 7 Figure 3: Student Academic Progress... 8 Figure 4: Overview of Evaluation Process Figure 5: SCPS Evaluation Process/Schedule Figure 6: Student Achievement Goal Setting Process Figure 7: SMART Goals Figure 8: Examples of Data Sources for Monitoring Student Progress Figure 9: Examples of Strategies to Improve Student Learning Figure 10: Definition of Terms Used in Scale Figure 11: Examples of Possible Summative Scores Figure 12: Summative Scale Figure 13: Tools to Increase Professional Performance Figure 14: Items Used as Evidence of Quality Work Performance

5 Appendix Introduction Glossary of Terms Multiple Measures Used for Student Academic Progress Goal Setting Goal Setting for Student Progress Form Formal Classroom Observation Form Teacher Summative Performance Report Formal Observation for School Librarians School Librarian Summative Performance Report Formal Observation for School Counselors School Counselor Summative Performance Report Formal Observation for Athletic Trainers Athletic Trainer Summative Performance Report Formal Observation Form for Speech-Language Pathologists Speech Language Pathologist Summative Performance Report Formal Observation Form for School ITRTs ITRT Summative Performance Report Self- Evaluation Form Performance Improvement Plan Optional Forms Optional Grade K-2 Student Survey Form Optional Grade 3-5 Student Survey Form Optional Grade 6-8 Student Survey Form Optional Grade 9-12 Student Survey Form Optional Student Survey Summary

6 PART 1: INTRODUCTION The SCPS Teacher Performance Evaluation System (TPES) uses the Goals and Roles Performance Evaluation Model (short title: Goals and Roles Model ) developed by Dr. James Stronge for collecting and presenting data to document performance based on well-defined job expectations. The TPES provides a balance between structure and flexibility. It is prescriptive in that it defines common purposes and expectations, thereby guiding effective instructional practice. At the same time, it provides flexibility, allowing for creativity and individual teacher initiative. The goal is to sustain continuous, ongoing teacher growth and development by using reflection and evaluations to support and identify areas of professional development. By analyzing, and applying pertinent data compiled within a system of meaningful feedback, teachers will strengthen student growth and learning as evidenced by both qualitative and quantitative performance data, Purposes The purposes of TPES are to: optimize learning and growth for all students, improve the quality of instruction by ensuring accountability and teacher effectiveness, contribute to successful achievement of the SCPS goals, promote collaboration between the teacher and evaluator, self-reflection, instructional effectiveness, and improvement of overall job performance, focus on the relationship between professional performance and improved learner academic achievement, create a procedure for conducting performance review that stresses accountability, promotes professional improvement, and increases the involvement of teachers in the evaluation process. IDENTIFYING TEACHER PERFORMANCE STANDARDS Clearly defined professional responsibilities constitute the foundation of the TPES. A fair and comprehensive evaluation system provides sufficient detail and accuracy so that both teachers and evaluators (i.e., principal, supervisor) reasonably understand the job expectations. The term site administrator will be used for principals/supervisors. The site administrator remains informed of the assessment process and is responsible for the summative evaluation of the teachers. The expectations for professional performance are defined using a two-tiered approach. Performance Standards Performance Indicators 5

7 Performance Standards Performance standards refer to the major duties performed. There are seven performance standards for all teachers. s are made at the performance standard level, NOT at the performance indicator level. STANDARD 1: Professional Knowledge 2: Instructional Planning 3: Instructional Delivery 4: Assessment of and for Student Learning 5: Learning Environment DEFINITION The teacher demonstrates an understanding of the curriculum, and the developmental needs of students by providing relevant learning experiences The teacher plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of students. The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. 6: Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. 7: Student Academic Progress Figure 1: Definitions of Performance Standards Performance Indicators The work of the teacher results in acceptable, measurable, and appropriate student academic progress. A set of performance indicators has been developed (see Part 2) to provide examples of observable, tangible behaviors. The performance indicators are examples of the types of performance that will occur if a standard is being successfully met. The list of performance indicators is not limited and teachers are not expected to demonstrate each performance indicator. The performance indicators help teachers and their evaluators clarify job expectations. All performance indicators may not be applicable to a particular work assignment. DOCUMENTING PERFORMANCE A fair and equitable performance evaluation system for the role of a professional acknowledges the complexities of the job. Thus, multiple data sources are necessary to provide for a comprehensive and authentic performance portrait of the teacher s work. The data sources briefly described in Figure 2 provide accurate feedback on teacher performance. 6

8 Data Source Goal Setting for Student Progress Definition Teachers have a definite impact on student learning, growth, and performance through their various roles. Depending on grade level, content area, and students ability level, appropriate measures of academic growth performance are identified to provide information on learning gains. Teachers set goals for improving Student Progress based on the results of performance measures. The goals and their attainment constitute an important data source for evaluation. Observations Additional Teacher Documentation (Optional) Figure 2: Data Sources Classroom observations provide key information on several of the specific standards. Probationary teachers will be observed at least two times per year. Teachers employed under a continuing contract will be observed at least one time every third year. Additional observations for any staff member will be conducted at the site administrator s discretion. Documentation may be gathered to provide data on specific standards. Some examples include lesson plans, student surveys, professional development activities listed in Eduphoria, teacher/parent contact logs, data analysis summaries, grade distribution summaries, other diagnostic data, and teacher self-evaluations. Some documentation may be required by the site administrator at individual schools. Student Progress The Virginia Department of Education Uniform Performance Standards and Evaluation Criteria incorporate growth as a significant component of the evaluation while encouraging local flexibility in implementation. Student Academic Progress (Standard 7) accounts for 40 percent of an individual s summative evaluation. Student academic progress will be divided into two equal components: student achievement and student growth. If available, Student Growth Percentiles will be utilized as one of the multiple measures for Standard 7 and will count as 5% of the total evaluation. Student Growth Percentiles will be utilized in Performance Standard 7 only if there are at least two years of data available and that data is available for at least 40 students who are representative of the students who were taught. 7

9 Standard 7 - Student Academic Progress GROWTH *Must include multiple measures/ indicators Including: *Student Growth Percentile (if applicable) * Other measures /indicators that show student learning/growth over time ACHIEVEMENT *Must include multiple measures/ indicators Including: * SOL test results (if applicable) * Other measures/ indicators that show student achievement Student Achievement Student Growth Figure 3: Student Academic Progress Goal Setting for Student Academic Progress Setting goals based squarely on student performance is a powerful way to enhance professional performance and, in turn, positively impact student achievement. Student Academic Progress Goal Setting is designed to improve student learning. Depending on grade level, content area, and learner s ability level, appropriate measures of learner performance are identified to provide information on learning gains. Performance measures include standardized test results as well as other pertinent data sources. Teachers set goals for improving Student Progress based on the results of performance measures. The goals, results, and methods used to attain the results are important data sources for evaluation. Observations Observations are intended to provide information on a wider variety of contributions made by teachers in the classroom or to the school community as a whole. In addition to formal and mini observations, site administrators are continually observing in their schools by walking through classrooms and noninstructional spaces, attending meetings, and participating in school activities. These day-to-day observations are not necessarily noted in writing, but they do serve as a source of information. The Formal Observation form is used to provide targeted feedback on teachers effectiveness related to seven performance standards: Professional Knowledge, Instructional Planning, Instructional Delivery, Assessment of/for Learning, Learning Environment, Professionalism and Communication, and Student Academic Progress. Evaluators use formal observations as one source of information to determine whether a teacher is meeting the performance standards. The evaluator provides feedback about the observation using the 8

10 Formal Observation form and through a Learning Conversation with the teacher within seven workdays after the formal observation. After each observation, the teacher will be provided access to the observation form. The electronic copy of all required documents will be retained by Shenandoah County Public Schools. Additional Teacher Documentation Data (Optional) Teachers may provide additional documentation data as evidence of performance related to specific standards. Some examples of teacher documentation data are: a. Professional Development Activities as recorded in Eduphoria b. Contact Logs c. Surveys d. Data Analysis Summaries e. Other Pertinent Data This data will be reviewed by site administrators/evaluators. A site administrator may continue to require certain documentation on the school level. ALIGNMENT OF PERFORMANCE STANDARDS WITH DATA SOURCES Some performance standards are best documented through observation (e.g., Learning Environment); other standards may require additional documentation techniques (e.g., Student Progress entails a review of the goal set). Therefore, multiple data sources are used. These data sources may include both qualitative and quantitative data. Formal evaluation of performance quality typically occurs at the summative evaluation stage, which comes at the end of the evaluation cycle (e.g., school year). The ratings for each performance standard are based on multiple sources of information and are completed only after pertinent data from all sources have been reviewed. The combined data constitute the evidence used to determine the performance ratings for the summative evaluation at the end of each year. Further details on the rating process are provided in subsequent sections of the Handbook. 9

11 PART 2: PERFORMANCE STANDARDS Teachers are evaluated on the performance standards using the performance appraisal rubrics at the bottom of each standard in this section. The performance indicators are provided as samples of activities that address the standard. PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 1 Teachers are evaluated on the performance standard using the following performance appraisal rubric: Performance Standard 1: Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 1.1 Effectively addresses appropriate curriculum standards. 1.2 Integrates key content elements and facilitates students use of higher level thinking skills in instruction. 1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. 1.4 Demonstrates an accurate knowledge of the subject matter. 1.5 Demonstrates skills relevant to the subject area(s) taught. 1.6 Bases instruction on goals that reflect high expectations and an understanding of the subject. 1.7 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. 1.8 Communicates clearly and checks for understanding. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to earn the rating category. Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum. Demonstrates expert knowledge of content through ability to relate to other subjects Effectively models and uses higher level thinking skills/questions consistently Proficient Proficient is the expected level of performance. The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Presentation of content is differentiated Demonstrates expert knowledge of content Effectively models and uses higher level thinking skills/questions Needs Improvement The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice. Teacher centered vs. student centered Content/skills taught are not related to standard Only recall questions are asked of students Cannot expand on student questions about content Unacceptable The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students. Singular teaching style Teaching content or skills incorrectly Inability to answer questions accurately or model where to find the answers Relates lesson concepts to student experiences to increase understanding in highly engaging ways Relates lesson concepts to student experiences to increase understanding 10

12 Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders Teacher engages students in varied relevant activities that are personalized for the students Learning objectives and activities relate to real world experiences that relate to the student Consistently utilizes alternative assessments and assignments for special education, ELL, GATE, and other special students to allow them to meet and/or exceed grade level standards Shares methods of differentiating content with colleagues Students can clearly articulate the learning objectives in their own words Presentation of content is differentiated and includes real-time adjustments to meet the needs of all students Presentation of content includes modeling and scaffolding of learning in a variety of modalities, as appropriate for the learner Shares research-based instructional strategies, including modeling and scaffolding of learning, with other teachers Encourages students use of higher level thinking skills consistently Admits own mistakes and capitalizes on them to enhance learning for students and colleagues Leads collaborative activities with other professionals to improve teaching and learning Proficient Proficient is the expected level of performance. Teacher engages students in varied relevant activities Learning objectives and activities relate to real world experiences Provides alternative assessments and assignments as needed for special education, ELL, GATE, and other special students Learning objectives can be clearly articulated by students and teacher Presentation of content includes modeling and scaffolding of learning Is open to collaboration with other professionals to improve teaching and learning Encourages students use of higher level thinking skills Can admit own mistakes Needs Improvement Lack of meaningful and consistent student engagement Does not make connections within the content or to other subject areas Limited differentiation; does not address the needs of all students Objectives are not clearly defined Lack of diverse activities Does not apply/utilize new knowledge about advancements in content area and pedagogy Unacceptable Not prepared Lack of engagement of teacher and/or students Does not create relevancy by linking to student experiences Learning objectives are not understood by teacher and/or students Does not monitor or adjust instruction based on student reactions or needs No evidence of curriculum knowledge or teaching of new Standards of Learning Does not learn about new advancements in content area and pedagogy Bridges students prior knowledge to current content in a highly personalized way Determines and achieves goals for student achievement that exceed expectations Reflective practitioner, continually evaluating the effects of his/her choices Utilizes all forms of assessment, including those generated and analyzed by students, to inform instruction Bridges students prior knowledge to current content Determines realistic goals for student achievement that reflect high expectations Reflects about impact of instruction on student learning Understands and uses data derived from assessments to inform instructional delivery Reflection does not connect practice and learning. Demonstrates collection of data, but does not apply it to improving instruction Does not solicit student feedback during content delivery Does not reflect Does not understand how to use data to inform instruction 11

13 PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 2 Teachers are evaluated on the performance standard using the following performance appraisal rubric: Performance Standard 2: Instructional Planning The teacher plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 2.1 Uses student learning data to guide planning. 2.2 Plans time realistically for pacing, content mastery, and transitions. 2.3 Plans for differentiated instruction. 2.4 Aligns lesson objectives to the school s curriculum and student learning needs. 2.5 Develops appropriate long- and short-range plans, and adapts plans when needed. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to receive the rating category. Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders. In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students. Proficient Proficient is the expected level of performance. The teacher plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Needs Improvement The teacher inconsistently uses the school s curriculum, effective strategies, resources, and data in planning to meet the needs of all students. Unacceptable The teacher does not plan, or plans without adequately using the school s curriculum, effective strategies, resources, and data. Strategically designs lessons to cause high levels of learning and student achievement Plans are strategically designed to cause learning for all students Plans include clearly defined learning objectives; activation of prior knowledge; assessment methods; strategies to deliver learning content, guided practice, application of learning and closure Plans lack strategic alignment of instructional activities Plans do not relate to long-term objectives Plans are not evident Participates in vertical and horizontal planning with colleagues Evidence of readjusting plans based on student mastery Consistently plans researchbased learning activities to create high levels of student engagement and thinking Objectives, activities, and assessments are integrated and aligned in such a way as to cause student metacognition Evidence of short and long term goals are found in plans Plans reflective of pacing guides and data gathered from various assessments Plans reflect multiple instructional and grouping strategies, including the use of appropriate student interaction Plans do not reflect the specific skills/content of SOL Plans result in unrealistic pacing of content Plans do not reflect/demonstrate individual student needs or differentiated instruction Plans are unclear with no evidence of objective or purpose Plans are not related to SOL s Plans are not related to pacing guide Plans are not connected to student baseline data 12

14 Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders Teacher consistently demonstrates ability to adjust plans in real time to meet the needs of students Models for other teachers ways in which data gathered from varied assessments can be used to improve lesson design Constantly looks for and utilizes resources to enhance instructional planning Reflective practitioner, continually evaluating the effects of the choices made during lesson design Proficient Proficient is the expected level of performance. Plans make efficient use of class time Teacher demonstrates ability to adjust plans in real time to meet the needs of students Demonstrates willingness to adjust daily/weekly plan based on formative assessments Develops plans from multiple resources to enhance instruction and learning Reflects about impact of strategic lesson design on student learning Needs Improvement Plan does not reflect carefully planned transition strategies, resulting in excessive downtime Time wasted finding/organizing equipment /supplies Not flexible enough to adapt plans during instruction Plans are not responsive to student learning data Does not effectively use resources, such as Curriculum Framework, Enhanced Scope and Sequence, building-level materials, etc. Reflection does not connect planning and learning Unacceptable Plans are not differentiated Does not have materials prepared prior to instruction Does not reflect on planning process 13 PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 3 Teachers are evaluated on the performance standard using the following performance appraisal rubric: Performance Standard 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 3.1 Engages and maintains students in active learning. 3.2 Builds upon students existing knowledge and skills. 3.3 Differentiates instruction to meet the students needs. 3.4 Reinforces learning goals consistently throughout the lesson. 3.5 Uses a variety of effective instructional strategies and resources Uses instructional technology to enhance student learning. 3.7 Communicates clearly and checks for understanding. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to receive the rating category. Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders. In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students. Proficient Proficient is the expected level of performance. The teacher plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Needs Improvement The teacher inconsistently uses the school s curriculum, effective strategies, resources, and data in planning to meet the needs of all students. Unacceptable The teacher does not plan, or plans without adequately using the school s curriculum, effective strategies, resources, and data.

15 Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders Students consistently take responsibility for their own learning Consistently seeks out and utilizes a wide variety of research based instructional strategies Presents and personalizes material using multiple modalities to ensure that all students understand Makes content highly relevant to real world applications by presenting numerous examples Proficient Proficient is the expected level of performance. Learning is student-centered Employs a wide variety of research based instructional strategies Presents material using multiple modalities to ensure that all students understand Makes content relevant to real world applications Needs Improvement Uses activities not geared toward student needs Uses a very limited number of instructional strategies Some students not engaged in lesson Unacceptable Does not allow student involvement Uses only one method of instruction Confusion, boredom, unengaged or sleeping students Demonstrates and expects student to set meaningful individual learning goals and track their process Shares and models methods of determining differentiated instruction based on student data with colleagues Consistently allows choices for students in learning activities Builds relationships and establishes rapport with students to enhance learning Consistently identifies and uses prior knowledge or instructs students in missing content or skills necessary to access new knowledge Higher level thinking skills are a habitual part of daily instruction Incorporates the use of technology by students to enhance their learning Wait time is consistently utilized Instructional strategies and activities clearly achieve learning goals and expand desire to interact further with the content. Reflective practitioner, continually evaluating the effects of the choices made during instructional delivery Instruction engages students and encourages them to take ownership and accountability of their own learning Differentiation of instruction based on student data collected from assessments and special needs Creates choices for students in learning activities Builds relationships and establishes rapport with students to enhance learning Varies methods to activate and build upon students prior knowledge Open to student and peer feedback on instructional effectiveness Higher level thinking skills embedded in instructional strategies Incorporates a variety of technology tools to enhance learning Some students not engaged in lesson Learning activities do not consistently reinforce learning goals Inconsistent pacing Inconsistent use of student data to drive instruction Sometimes learning activities are not aligned to learning goals and outcomes Does not change delivery of instruction despite data suggesting it s inefficiency Inconsistent use of higher level thinking skills in instructional strategies Use of instructional technology is not always related to the learning goal Inappropriate pace No visible formative assessment of learning Does not use student data to determine instructional needs of students No differentiation Repeats activities excessively Teacher- directed activities only Instruction is unorganized Persists with same instructional strategies even when the majority of students have failing grades No evidence of higher level thinking in instructional strategies No use of technology, even when appropriate Uses appropriate wait time Inconsistent use of wait time No use of wait time Reflects about impact of instructional delivery on student learning Reflection does not connect instructional delivery and learning. Strategies and activities do not support the learning goals Does not reflect 14

16 PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 4 Teachers are evaluated on the performance standard using the following performance appraisal rubric: Performance Standard 4: Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 4.1 Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning. 4.2 Involves students in setting learning goals and monitoring their own progress. 4.3 Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population. 4.4 Aligns student assessment with established curriculum standards and benchmarks. 4.5 Uses assessment tools for both formative and summative purposes, and uses grading practices that report final mastery in relationship to content goals and objectives. 4.6 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students learning. 4.7 Gives constructive and frequent feedback to students on their learning. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to receive the rating category. Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders. In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress. Differentiates or personalizes assessments, whenever possible, of skills/content/sols Consistently gives feedback that is timely and meaningful Students consistently set learning goals and monitor their own progress Proficient Proficient is the expected level of performance. The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. Assessments match skill/content/sols being taught Tight alignment between written curriculum and assessed curriculum Evidence of on-going feedback loop that is timely and meaningful Students are often actively involved in setting learning goals and tracking their own progress Needs Improvement The teachers uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction. Inconsistent match of assessments to SOLS or skill/content being taught Provides students with little or no meaningful feedback. Gathers evidence of student performance infrequently Students are not actively involved in setting and tracking learning goals Unacceptable The teacher uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on student academic progress. Assessment does not match skill/content /SOLs being taught Does not provide feedback about grades or /progress to students Does not involve students in setting learning goals or tracking their own progress Utilizes authentic assessments, whenever possible A variety of formative and summative assessments are utilized to monitor student learning Only assessment OF learning none FOR learning Little variety in assessment methods Only one type of assessment utilized 15

17 Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders Grading completed in a timely manner Models the process of developing rubrics and shares examples of various grading criteria with others Involves students in developing grading criteria for assignments Leads discussions to help other teachers grow professionally in their understanding of evolving grading practices Shares examples of assessments that utilize higher order thinking skills with others When appropriate, shares preassessment/assessment data with students and guides them in self-analysis of strengths and weaknesses Utilizes homework assignments only to enhance the learning of all students Real-time data is used to change instruction immediately Can articulate the purpose of each assessment given, follow protocols precisely, and serve as a mentor in the assessment process Proficient Proficient is the expected level of performance. Grading completed in a timely manner Grading criteria are clearly defined and presented to students Develops appropriate rubrics to guide students in completing assignments Grades accurately reflect student mastery of content and skills Continues to analyze, reflect and grow professionally in her/his understanding of evolving grading practices Higher order thinking skills are embedded in informal and formal assessments Uses pre-assessment data to develop student expectations, differentiate instruction and document learning Communicates information about student progress to all involved parties in a timely manner Appropriate use of homework Data is gathered on a daily basis and used reflectively to adjust instruction for the next day. Can articulate the purpose of each assessment given and administer assessments with fidelity Respects confidentiality of grades/assessments Provides an appropriate amount of grades each six-weeks Needs Improvement Grading not completed in a timely manner Inconsistent grading criteria Inconsistent relationship between grade distribution and student mastery Higher order thinking skills are seldom required of students Reflects on, but does not change lesson design based on student progress Does not have timely contact with parents/administrator about student performance Some homework assignments are inappropriate Data exists but is unorganized or not utilized correctly Does not give assessments with fidelity Unacceptable Grading not completed Grading criteria not clearly defined Grade is based/influenced by non-academic criteria Assessment questions are recall level only Instructional planning and/or delivery shows no evidence of reflection on assessment results No contact with parents/administrator about student performance/grades Homework assignments do not support student learning Unable to pull data together to discuss student progress Does not respect confidentiality of grades/assessments Too many or too few grades in a six-weeks PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 5 Teachers are evaluated on the performance standard using the following performance appraisal rubric: Performance Standard 5: Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to learning. Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 16

18 5.1 Arranges the classroom to maximize learning while providing a safe environment. 5.2 Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. 5.3 Maximizes instructional time and minimizes disruptions. 5.4 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. 5.5 Promotes cultural sensitivity. 5.6 Respects students diversity, including language, culture, race, gender, and special needs. 5.7 Actively listens and pays attention to students needs and responses. 5.8 Maximizes instructional learning time by working with students individually as well as in small groups or whole groups. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to earn the rating category. Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders. In addition to meeting the standard, the teacher creates a dynamic learning environment that maximizes learning opportunities and minimizes disruptions within an environment in which students self-monitor behavior. Student behaviors reflect ownership of classroom expectations and procedures Teaches tolerance and actively works to reduce prejudice in their classroom The positive nature of the learning environment limits the need for proximity control Classroom promotes reciprocity in learning among students and teacher (collegial learning) Learning environment is so highly engaging that students do not want to miss class Uses logical strategies which promote student selfaccountability Shares/models strategies to de-escalate student behaviors Shares expertise in handling difficult student behaviors Proficient Proficient is the expected level of performance. The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to learning. Respectful interaction between everyone in the class is evident Shared understanding of classroom expectations and procedures Aware of cultural differences and plans accordingly Effective use of proximity control Classroom environment is conducive to learning Learning environment actively promotes student engagement Uses a variety of strategies to reinforce positive behaviors Knowledgeable about and utilizes appropriate strategies to de-escalate student behaviors Consistently handles inappropriate student behaviors Needs Improvement The teacher is inconsistent in using resources, routines, and procedures and in providing a respectful, positive, safe, studentcentered environment. Students disrespectful to one another Does not communicate in a way students understand Classroom expectations unclear Appears ignorant of impact of cultural differences Teacher mobility is limited Clutter significantly distracts from learning Enables students to avoid work by allowing them to leave classroom Does not monitor students appropriately Limited repertoire of reinforcement strategies Does not demonstrate knowledge of strategies to de-escalate student behaviors Inconsistently handles inappropriate student behaviors Unacceptable The teacher inadequately addresses student behavior, displays a harmful attitude with students and/or ignores safety standards. Disrespectful tone allowed between all participants in the classroom Uses sarcasm, cursing and/or inappropriate language Students unable to describe routines/procedures/expectations Demonstrates a lack of respect for differences. Remains behind desk/lack of proximity control Unsafe physical environment Students freely leave classroom Leaves class unattended Consistently uses negative reinforcement Teacher reactions escalate student behaviors Unacceptable student behaviors are tolerated 17

19 Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders Rules and procedures are collaboratively developed by teacher and students Able to capitalize on Teachable Moments Interacts with, questions, and appropriately responds to all students Environment encourages risk taking and learning from failure Strategically uses a variety of factors to promote a positive learning environment including humor, color, music, etc. Changes the classroom, as needed, to enhance the learning experience 18 Proficient Proficient is the expected level of performance. Clear, consistent expectations and followthrough are evidenced Establishes environment in which students feel safe to ask questions and interact with teacher Redirects off task behaviors efficiently Classroom environment is built upon mutual trust and respect Interacts with and questions all students Environment supports taking risks Uses a variety of factors to promote a positive learning environment including humor, color, music, etc. Does not allow classroom setup to limit the use of a variety of instructional groups Needs Improvement Inconsistent application of rules and procedures Lost instructional time during transitions No redirection of off-task behavior Teacher-centric control through external motivators Questions and gets answers from only the same few students Environment is inconsistent so risk-taking among students is limited Uses minimal factors to promote a positive environment Rarely changes classroom setup to enhance instructional learning groups Unacceptable School rules and procedures are not followed Classroom environment negatively impacts learning Students do not feel safe to ask questions Teacher-centric control through negative consequences Little to no questioning occurs in class Environment in which no students are willing to take risks Negative learning environment exists Maintains a rigid classroom setup, no matter what the learning group/strategy PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 6 Teachers are evaluated on the performance standard using the following performance appraisal rubric: Performance Standard 6: Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 6.1 Collaborates and communicates effectively within the school community to promote students well-being and success. 6.2 Adheres to federal and state laws, school policies, and ethical guidelines. 6.3 Incorporates learning from professional growth opportunities into instructional practice. 6.4 Sets goals for improvement of knowledge and skills. 6.5 Engages in activities outside the classroom intended for school and student enhancement. 6.6 Works in a collegial and collaborative manner with administrators, other school personnel, and in the community. 6.7 Builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students progress. 6.8 Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. 6.9 Demonstrates consistent mastery of standard oral and written English in all communication Maintains accurate records in accordance with established timelines Meets local, state, and federal regulatory requirements to include such components as timelines for reporting, update of records, and meetings.

20 The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to earn the rating category. Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders In addition to meeting the standard, the teacher continually engages in high level personal/professional growth and application of skills, and contributes to the development of others and the well-being of the school. Creates relationships with students which encourage them to take responsibility for their own learning Initiates communication with parents and consistently provides information to parents to help them supplement student learning Interactions are supportive, courteous, respectful, and encouraging to all students Viewed as a leader and seeks leadership opportunities Proficient Proficient is the expected level of performance. The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Creates relationships with students which enhance learning Responds to s, phone calls, etc. in a timely and professional manner Provides negative and positive feedback appropriately to parents Positive and professional communication with students Maintains appropriate relationships with students, staff and parents Positive attitude Respects professional opinions/ work-ethic/position Maintains confidentiality Follows all school, state and federal policies Demonstrates ethical practices within and outside of school Arrives promptly to school/meetings/duties Needs Improvement The teacher inconsistently practices or attends professional growth opportunities with occasional application in the classroom. Fails to build positive relationships with students Does not respond to parents in a timely or appropriate manner Provides only negative feedback to parents Sometimes rude to students Negative/defensive tone with students Recurring conflicts with colleagues Does not follow chain of command Sometimes tardy to school or meetings Unacceptable The teacher demonstrates inflexibility, a reluctance and/or disregard toward school policy, and rarely takes advantage of professional growth opportunities. Inappropriate relationships/interactions with students Ignores/Does not respond to communications from staff or parents Uses profanity in classroom or interactions with students or parents Boundary invasions Perpetuates negativity Does not respect confidentiality Airs student/school concerns in public locations or on social networking sites Inappropriate use of personal communication devices during instruction or meetings Habitually late Reflective practitioner who serves as model of instructional expertise Initiates and leads collaborative learning activities Dresses professionally, as appropriate for position Willingly continues to reflect, learn, and accept coaching suggestions Participates in a collegial manner with peers; team player within the building Uses appropriate and accurate written, verbal, and nonverbal modes of communication Inconsistent implementation of new ideas/suggestions Seldom collaborates with colleagues Inconsistent use of appropriate grammar Inappropriate clothing/unprofessional appearance Unresponsive to suggestions for improvement Refuses to collaborate with staff and students Utilizes poor grammar 19

21 Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders Implements, shares and expands knowledge/skills obtained from professional development Models life-long learning Attends meetings, such as faculty, committee, parentconferences Promotes school pride Attends/Volunteers for school activities, such as dances, concerts, games, performances, etc. Organizes additional academic and extracurricular activities for students Sets SMART goals which challenge and stretch his/her abilities and knowledge Proficient Proficient is the expected level of performance. Participates in and implements effective professional development Attends meetings, such as faculty, committee, parentconferences Promotes school pride Attends school activities, such as dances, concerts, games, performances, etc. Needs Improvement Participates in professional development but does not consistently apply new knowledge/skills Seldom participates in school activities Unacceptable Lacks willingness to participate in professional development Never participates in school activities Excessive absences without valid excuse Meets deadlines Sometimes misses deadlines Does not meet deadlines Sets SMART goals Sets goals that are unrelated to individual professional growth Demonstrates no interest in improving knowledge and skills Note: Performance Standard 7: If a teacher effectively fulfills all previous standards, it is likely that the results of teaching -- as documented in Standard 7: Student Academic Progress -- would be positive. The Virginia teacher evaluation system includes the documentation of student growth as indicated within Standard 7 and recommends that the evidence of progress be reviewed and considered throughout the year. PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 7 Teachers are evaluated on the performance standard using the following performance appraisal rubric: Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 7.1 Sets acceptable, measurable and appropriate achievement goals for student academic progress based on baseline data. 7.2 Documents the progress of each student throughout the year. 7.3 Provides evidence that achievement goals have been met, including the state-provided growth measure, when available, as well as other multiple measures of student growth. 7.4 Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets. 20

22 The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to earn the rating category. Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders. In addition to meeting the standard, the work of the teacher results in a high level of student achievement with all populations of learners. Longitudinal student performance data shows consistent patterns of high levels of student growth and achievement SMART goals are known and monitored by students and teacher Provides written feedback to student beyond letter grades and percentages to encourage mastery learning Shares and models the use of formative assessment with colleagues Frequent, on-going progress monitoring of all students Models for colleagues the use of data driven instructional practices Utilizes a variety of assessment measures, including real-world assessments, to document student learning Documents student learning based on differentiated assessments Proficient Proficient is the expected level of performance. The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Longitudinal student performance data shows consistent patterns of positive growth and achievement SMART goals are set, monitored, reviewed and revised as necessary Grades are a true reflection of student learning Various types of formative assessments are used to inform and improve instruction Frequent, on-going progress monitoring of all students Data drives instruction Utilizes a variety of assessment measures to document student learning Grade book is updated on a weekly basis Documents student learning in a variety of ways based on teacher reflection on assessment results which are aligned to objectives and students needs for reteaching Works with colleagues to plan and provide appropriate tiered instruction for all students to support their learning Student academic progress is communicated to all stakeholders on a regular basis Needs Improvement The work of the teacher results in student academic progress that does not meet the established standard and/or is not achieved with all populations taught by the teacher. Longitudinal student performance data shows erratic performance patterns SMART goals are set but not monitored Grades based on nonacademic factors Student SOL performance does not reflect grades earned in class Formative assessment data not used to improve instruction Limited use of progress monitoring of student Student performance data has minimal influence on instruction Uses a limited number and type of assessments Sometimes misses the weekly update of grades Limited documentation of student learning, often using only one type of assessment Does not develop a specific plan to provide tiered instruction to students to support their learning Student academic progress is inconsistently communicated to all stakeholders Unacceptable The work of the teacher does not achieve acceptable student academic progress. Longitudinal student performance data shows little or no academic progress Goals are not SMART goals Grades appear to be arbitrarily assigned No formative assessment used No progress monitoring of student achievement No change in instruction based on data Does not use multiple measures to document student learning Grade book is not updated consistently No evidence that teacher is causing learning in all students No acknowledgement of necessity for tiered instruction to support student learning Student academic progress is not communicated to all stakeholders 21

23 SUPPLEMENTAL PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 1 For SCHOOL LIBRARIANS School librarians are evaluated on the performance standard using both the teacher and the following performance appraisal rubric: Performance Standard 1: Professional Knowledge The school librarian demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Performance Indicators Examples of school librarian work conducted in the performance of the standard may include, but are not limited to: Effectively addresses appropriate curriculum standards. Integrates key content elements and facilitates students use of higher level thinking skills in instruction. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Demonstrates an accurate knowledge of the subject area(s) taught. Demonstrates a professional knowledge of literature. Demonstrates skills relevant to the subject area(s) taught. Bases instruction on goals that reflect high expectations and an understanding of the subject. Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. Communicates clearly and checks for understanding. Effectively develops collection to address curriculum standards. Demonstrates knowledge of resources both within and beyond school district. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to earn the rating category. Exemplary School Librarians who are exemplary often serve as role models and/or leaders Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian displays extensive knowledge of the curriculum, resources, various literacies, and the research process, and is able to develop meaningful connections. School librarian displays knowledge of the curriculum, resources, various literacies, and the research process, and is able to develop connections. School librarian is familiar with the curriculum but cannot articulate connections with literacies and the research process. School librarian is not familiar with the curriculum and does not understand the connections to the resources, literacies, and the research process. School librarian demonstrates thorough knowledge of the students developmental levels, basic skills, backgrounds and interests, as well as abilities and special needs. School librarian employs intentional strategies to use this knowledge expertly in planning for instruction, promoting reading, and developing the resource collection. School librarian demonstrates adequate knowledge of the students developmental levels, basic skills, backgrounds and interests, as well as abilities and special needs. School librarian uses this knowledge in planning for instruction, promoting reading, and developing the resource collection. School librarian demonstrates some knowledge of the students developmental levels, basic skills, backgrounds and interests, as well as abilities and special needs. School librarian occasionally applies this knowledge in planning for instruction, promoting reading, and developing the resource collection. School librarian makes little or no attempt to acquire knowledge of the students developmental levels, basic skills, backgrounds and interests, as well as abilities and special needs. School librarian does not understand the need for this information in planning and developing the collection. 22

24 Exemplary School Librarians who are exemplary often serve as role models and/or leaders Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian has an extensive knowledge of the resources within the school s library collection; has knowledge of a variety of electronic and online resources accompanied with advanced skills for accessing information using these resources; and actively seeks other resources throughout the district and from agencies, organizations, and institutions within the community at large and beyond. School librarian has commendable knowledge of the resources within the school s library collection; has knowledge of and the skills to access resources available electronically or online; and seeks other resources throughout the district and from agencies, organizations, and institutions within the community at large. School librarian is aware of the resources within the school s library collection as well as of resources available electronically or online, and is aware of some places to seek other resources throughout the district and the local community. School librarian has little awareness of the resources with the school s library collection or resources available electronically and does not seek resources outside the library. School librarian has an extensive knowledge of current and classic literature of all genres and is extremely successful in working with groups and individuals to promote good books, reading for pleasure and love of learning. School librarian has a commendable knowledge of current and classic literature of all genres and is successful in working with groups and individuals to promote good books, reading for pleasure and love of learning. School librarian has some knowledge of current and classic literature and works with groups and individuals to promote good books, reading for pleasure and love of learning. School librarian has little knowledge of current and classic literature and rarely promotes good books, reading for pleasure and love of learning. SUPPLEMENTAL PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 2 For SCHOOL LIBRARIANS School librarians are evaluated on the performance standard using both the teacher and the following performance appraisal rubric: Performance Standard 2: Instructional Planning The school librarian plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Performance Indicators Examples of school librarian work conducted in the performance of the standard may include, but are not limited to: Uses student learning data to guide planning. Plans time realistically for pacing, content mastery, and transitions. Plans for differentiated instruction. Engages in reflective practice. Aligns lesson objectives to the school s curriculum while collaborating with classroom teachers to meet student learning needs. Develops appropriate long- and short-range plans, and adapts plans when needed. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to receive the rating category. 23

25 Exemplary School librarians who are exemplary often serve as role models and/or leaders. Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian is constantly reflecting on the effectiveness of services, resources, instructional strategies, and facilities to ensure that they are meeting the goals of the library program. School librarian often reflects on the effectiveness of services, resources, instructional strategies, and facilities to ensure that they are meeting the goals of the library program. School librarian sometimes reflects on the effectiveness of services, resources, instructional strategies, and facilities to ensure that they are meeting the goals of the library program. School librarian rarely reflects on the effectiveness of services, resources, and instructional strategies. School librarian regularly considers changes necessary to ensure that future needs are met for an expanding dynamic program. School librarian consistently partners with staff to collaborate on instructional planning. School librarian sometimes considers changes necessary to ensure that future needs are met for a growing dynamic program. School librarian partners with staff to collaborate on instructional planning. School librarian seldom considers changes necessary to ensure that future needs are met for a growing dynamic program. School librarian sometimes partners with staff to collaborate on instructional planning. School librarian rarely considers changes necessary to ensure that future needs are met for a growing dynamic program. School librarian rarely partners with staff to collaborate on instructional planning. SUPPLEMENTAL PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 3 For SCHOOL LIBRARIANS School librarians are evaluated on the performance standard using both the teacher and the following performance appraisal rubric: Performance Standard 3: Instructional Delivery The school librarian effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Performance Indicators Examples of school librarian work conducted in the performance of the standard may include, but are not limited to: Engages and maintains students in active learning. Builds upon students existing knowledge and skills. Differentiates instruction to meet the students needs. Reinforces learning goals consistently throughout lessons/library visits. Recommends and guides students and teachers to resources that match learning goals. Uses a variety of effective instructional strategies and resources. Uses instructional technology to enhance student learning. Communicates clearly and checks for understanding. Assists staff and students in the use of the library media center. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to receive the rating category. Exemplary School librarians who are exemplary often serve as role models and/or leaders. Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian consistently provides and differentiates literature appreciation/instructional activities and guidance. School librarian consistently provides literature appreciation/instructional activities and guidance. School librarian provides limited literature appreciation/instructional activities and guidance. School librarian does not provide literature appreciation/instructional activities and guidance. 24

26 Exemplary School librarians who are exemplary often serve as role models and/or leaders. Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian is continually seeking ways to improve the library media program and makes changes as needed in response to student, parent and teacher input. School librarian makes revisions to the library media programs as they are needed. School librarian makes modest changes in the library media program when confronted with evidence of the need for change. School librarian adheres to the library media program in spite of evidence of its inadequacy. School librarian is proactive in initiating and developing sessions to assist students and teachers in the use of technology in the library and its integration into the instructional program. School librarian initiates sessions to assist students and teachers in the use of technology in the library. School librarian assists students and teachers in the use of technology in the library when specifically asked to do so. School librarian declines to assist students and teachers in the use of technology in the library. School librarian consistently partners with staff to collaborate on instructional delivery. School librarian partners with staff to collaborate on instructional delivery. School librarian sometimes partners with staff to collaborate on instructional delivery. School librarian rarely partners with staff to collaborate on instructional delivery. SUPPLEMENTAL PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 4 For SCHOOL LIBRARIANS School librarians are evaluated on the performance standard using both the teacher and the following performance appraisal rubric: Performance Standard 4: Assessment of and for Student Learning The school librarian systematically gathers, analyzes, and uses all relevant data to measure the effectiveness of library materials and services, and to guide collection development and provide timely feedback to both students and parents throughout the school year. Performance Indicators Examples of school librarian work conducted in the performance of the standard may include, but are not limited to: Analyzes collections to maintain and support student learning. Assesses and weeds the collection. Maintains collection in accordance with SCPS policy. Adheres to district and professional selection guidelines. Solicits and uses input from students, staff and community. Advocates for additional funds to purchase resources for the collection. Assures that the collection is balanced and supports the curricular needs and reading interests of students. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to receive the rating category. 25

27 Exemplary School librarians who are exemplary often serve as role models and/or leaders. Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian maintains accurate, current, and easily accessible records including: a current catalog of resources; circulation records; an inventory of equipment and; statistics of library use. These records are assembled, effectively interpreted, and reported in a timely manner throughout the year when requested and at the end of the year. School librarian maintains accurate, fairly current, and accessible records including: a current catalog of resources; circulation records; an inventory of equipment; and statistics of library use. These records are reported at the end of the year. School librarian maintains records including a current catalog of resources, circulation records, an inventory of equipment, and statistics of library use. School librarian does not maintain accurate or current records. School librarian constantly and consistently assesses and weeds the collection, adheres to district and professional selection guidelines, solicits and uses input from students, staff and community and advocates for additional funds to purchase resources for the collection. The collection is balanced and supports the curricular needs and reading interest of most readers. School librarian consistently assesses and weeds the collection, adheres to district and professional selection guidelines, and uses input from students, staff and community before purchasing resources for the collection. The collection is balanced and supports the curricular needs and reading interest of most readers. School librarian inconsistently assesses and weeds the collection, adheres to district and professional selection guidelines, and sometimes considers input from students, staff and community before purchasing resources for the collection. The collection is somewhat balanced and supports the curricular needs and reading interest of many readers. School librarian does not assess and weed the collection, fails to adhere to district and professional selection guidelines and does not consider input from students, staff and community before purchasing resources for the collection. The collection is not balanced and does not support the curricular needs and reading interest of many users. School librarian utilizes varied, valid, appropriate assessments aligned with standards and curriculum taught. School librarian consistently partners with staff to evaluate the effectiveness of collaborative teaching units on student learning. School librarian utilizes varied, valid, appropriate assessments aligned with standards. School librarian partners with staff to evaluate the effectiveness of collaborative teaching units on student learning. School librarian utilizes assessments with no regard to standards. School librarian sometimes partners with staff to evaluate the effectiveness of collaborative teaching units on student learning. School librarian does no assessments. School librarian rarely partners with staff to evaluate the effectiveness of collaborative teaching units on student learning. 26 SUPPLEMENTAL PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 5 For SCHOOL LIBRARIANS School librarians are evaluated on the performance standard using both the teacher and the following performance appraisal rubric: Performance Standard 5: Learning Environment The school librarian uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Performance Indicators Examples of school librarian work conducted in the performance of the standard may include, but are not limited to:

28 Arranges the library to maximize learning while providing a safe environment. Establishes clear expectations for library rules and procedures early in the school year, and enforces them consistently and fairly. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Promotes cultural sensitivity. Respects students diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to students and staff s needs and responses. Maximizes instructional learning time by working with students individually as well as in small groups or whole groups. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to earn the rating category. Exemplary School librarians who are exemplary often serve as role models and/or leaders. Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian demonstrates genuine caring and respect for students and staff and uses praise and positive reinforcement. Students and staff exhibit a high regard for the school librarian. School librarian demonstrates genuine caring and respect for students and staff and most students and staff exhibit a mutual respect for the school librarian. School librarian-student and staff interactions are generally polite and respectful but may reflect inconsistencies. Respect toward the school librarian is not always evident, but student engagement/productivity is not apparent. Interactions with some students and staff are sometimes negative, demeaning, or sarcastic. Students in general exhibit disrespect for the school librarian. Some student interactions are characterized by conflict, sarcasm, or put-downs. School librarian maintains an environment that is inviting, flexible and attractive with expectations that students are curious, on task and value the library. School librarian maintains an environment that is inviting, flexible and attractive with expectations that students be productively engaged. School librarian maintains an environment that is attractive with expectations that students use the library appropriately. School librarian maintains a controlled and stifling environment not conducive to learning. School librarian has established and communicated clear standards of conduct, monitors student behavior, and responds to student misbehavior in ways that are appropriate and respectful to the students. School librarian has established and communicated standards of conduct, monitors student behavior, and usually responds to student misbehavior in ways that are appropriate and respectful to the students. School librarian has established standards of conduct, monitors student behavior, and inconsistently responds to student misbehavior in ways that are appropriate and respectful to the students. School librarian has not established clear standards of conduct, does not monitor student behavior, and responds inappropriately to student misbehavior. Library guidelines and procedures have been established in the areas of circulation and scheduling for library to provide for optimal, flexible access to the resources, equipment, the facility, and the expertise of the school librarian. Library guidelines and procedures have been established in the areas of circulation and scheduling for library media center use to provide for adequate access to the resources, equipment, the facility, and the expertise of the school librarian. Library guidelines and procedures have been established in the areas of circulation and scheduling for library media center use but sometimes function inconsistently resulting in unreliable access to the resources, equipment, the facility, and the expertise of the school librarian. Library guidelines and procedures are minimal and do not effectively provide access to the resources, the library, and the expertise of the school librarian. 27

29 SUPPLEMENTAL PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 6 For SCHOOL LIBRARIANS School librarians are evaluated on the performance standard using both the teacher and the following performance appraisal rubric: Performance Standard 6: Professionalism The school librarian maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Performance Indicators Examples of school librarian work conducted in the performance of the standard may include, but are not limited to: Collaborates and communicates effectively within the school community to promote students and staff s well-being and success. Adheres to federal and state laws, school policies, and ethical guidelines. Incorporates learning from professional growth opportunities into instructional practice. Sets goals for improvement of knowledge and skills. Engages in activities outside the library intended for school and student enhancement. Works in a collegial and collaborative manner with administrators, other school personnel, and in the community. Builds positive and professional relationships with parents/guardians. Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. Demonstrates consistent mastery of standard oral and written English in all communication. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to earn the rating category. Exemplary School librarians who are exemplary often serve as role models and/or leaders Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian effectively and consistently communicates with the school staff and community. They communicate the development of the library media program, new resources and services. The school librarian actively solicits feedback and input from the school s staff and community to improve instruction, program and services. School librarian communicates with the school staff and community to keep them informed and to promote the use of the library media program, new resources and services. School librarian communicates inconsistently with the school staff and community to keep them informed and to promote the use of the library media program, new resources and services. School librarian does not communicate with the school community about the library media program and services. Through teaching and practice the school librarian demonstrates a commitment to the professional ethics of librarianship by following copyright law and by upholding and defending the principles of the Library Bill of Rights and the American Library Association s Code of Ethics. School librarian is knowledgeable of the ethics of librarianship and follows copyright law and adheres to the principles of the Library Bill of Rights and the American Library Association s Code of Ethics. School librarian is knowledgeable of the ethics of librarianship but is inconsistent in following copyright law and adhering to the principles of the Library Bill of Rights American Library Association s Code of Ethics. School librarian does not adhere to the professional ethics of librarianship. 28

30 Exemplary School librarians who are exemplary often serve as role models and/or leaders. Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian seeks out opportunities for professional development through professional reading, memberships, conferences, and action research. School librarian seeks out feedback from both supervisors and colleagues. School librarian initiates important activities such as teaching workshops, writing articles, and making presentations to contribute to the profession on a school, district, state, and national level. School librarian seeks out opportunities for professional development to enhance professional practice. School librarian welcomes feedback from colleagues, supervisors or when opportunities for feedback arise through professional collaboration. School librarian participates actively in assisting other educators. School librarian participates in professional activities when convenient. School librarian accepts, with some reluctance, feedback on performance from both supervisors and professional colleagues. School librarian contributes to the profession to a limited extent. School librarian makes no attempt to go beyond what is required for maintaining certification. School librarian resists feedback on performance from either supervisors or more experienced colleagues. School librarian makes no effort to share knowledge with others or to assume professional responsibilities. SUPPLEMENTAL PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 7 For SCHOOL LIBRARIANS School librarians are evaluated on the performance standard using both the teacher and the following performance appraisal rubric: Performance Standard 7: Student Academic Progress The work of the school librarian results in acceptable, measurable, and appropriate student academic progress, both in the library and in the greater school community. Performance Indicators Examples of school librarian work conducted in the performance of the standard may include, but are not limited to: Sets acceptable, measurable and appropriate achievement goals for student learning progress based on baseline data of the specific target group described in the Goal-Setting form. Documents the progress of students. Provides evidence that achievement goals have been met. Supports the academic progress of the school community. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to earn the rating category. Exemplary School librarians who are exemplary often serve as role models and/or leaders. Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data. School librarian sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data. School librarian sets goals for student learning. School librarian does not set goals for student learning. 29

31 Exemplary School librarians who are exemplary often serve as role models and/or leaders. Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable School librarian documents the progress of selected student groups through time frames established by the principal and the school's librarian School librarian monitors the progress of selected student groups through time frames established by the principal and the school's librarian School librarian observes the progress of students only in special occurrences. School librarian does not document or monitor the progress of selected student groups through time frames established by the principal and the school's librarian School librarian provides documentation that achievement goals have been met. School librarian provides documentation that achievement goals have been met. School librarian provides anecdotal evidence that achievement goals have been met. School librarian has no evidence that achievement goals have been met. School librarian consistently initiates and documents new library programs to strengthen the school academic community. School librarian initiates and documents new library programs to strengthen the school academic community. School librarian occasionally documents library programs to strengthen the school academic community. School librarian rarely initiates or plans any library programs. SUPPLEMENTAL PERFORMANCE RUBRIC FOR PERFORMANCE STANDARD 7 For MUSIC TEACHERS Music Teachers are evaluated on the performance standard using both the teacher and the following performance appraisal rubric: Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 7.1 Sets acceptable, measurable and appropriate achievement goals for student academic progress based on baseline data. 7.2 Documents the progress of each student throughout the year. 7.3 Provides evidence that achievement goals have been met, including the state-provided growth measure, when available, as well as other multiple measures of student growth. 7.4 Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets. The following list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to earn the rating category. 30

32 Exemplary Teachers who are exemplary often serve as role models and/or teacher leaders. Proficient Proficient is the expected level of performance. Needs Improvement Unacceptable Elements of Music: Pitch, timbre, intensity, duration, style, texture, structure Musicianship Factors: Expressive performing and phrasing, attention to elements, critical listening, good technique, rudimentary knowledge of the composer and/or style, respect for all types of music and musicians, talent, practice. Elements are emphasized consistently in music making. Musicianship factors are emphasized consistently in music making. Elements are usually addressed in music making. Musicianship factors are usually addressed in music making. Elements are occasionally addressed in music making. Musicianship factors are occasionally addressed in music making. Elements are rarely/never rehearses elements. Musicianship factors are rarely/never addressed in music making. Critical Listening And Music Criticism Music Teacher encourages the student to analyze and evaluate performance problems and, if applicable, take action to correct them. Music Teacher provides opportunities for students to analyze and evaluate the performances of others. Music Teacher points out performance problems to student and suggests solutions. Music Teacher provides limited opportunities for students to analyze and evaluate the performance of others. Music Teacher occasionally addresses some performance problems. Music Teacher rarely provides opportunities for students to analyze and evaluate the performance of others. Music teacher rarely/never addresses performance problems. Music Teacher does not provide opportunities for students to analyze and evaluate the performance of others. Procedure/Routine Students consistently demonstrate appropriate rehearsal behavior and routine. Students usually demonstrate appropriate rehearsal behavior and routine. Students occasionally demonstrate appropriate rehearsal behavior and routine. Rehearsal/class is randomly organized. Little routine or procedure is apparent Assessment Tools Music Teacher consistently uses all applicable assessment tools: public performances, written and performing tests, District Concert Assessments, District/SRO/JRO audition support, All County Festivals. Documentation is available. Music Teacher usually uses all applicable assessment tools: public performances, written and performing tests, District Concert Assessments District/SRO/JRO audition support, All County Festivals. Documentation is available. Music Teacher occasionally uses applicable assessment tools: public performances, written and performing tests, District Concert Assessments District/SRO/JRO audition support, All County Festivals. Documentation may be available. Assessment tools rarely used. 31

33 PART 3- EVALUATION PROCESS Goals and objectives are aligned with school priorities Step 1: Goal Setting for Student Progress Step 2: Observations Step 3: Mid Term Goal Progress Review Step 4: End of Year Goal Progress Review Progress on goals is regularly monitored and adjusted based on changes and needs Step 5: Teacher Self- Evaluation; Possible Additional Documentation Step 6: Summative Evaluation Figure 4: Overview of Evaluation Process EVALUATION PROCESS SCHEDULE Summative evaluations are to be completed by the last week of school. Figure 5 details the evaluation schedules for each group of teachers. As illustrated, the procedures for evaluating the performance of teachers rely on multiple data sources, including, but not limited to, observations and goal setting. 32

34 Figure 5: SCPS Evaluation Process Schedule Task/Document Goal Setting for Student Progress Activity for Professional Improvement Establish two (2) student progress goals and strategies for attaining the goals Timeline (Approximate date to be completed by) Last working day of October (Year-long classes) Last working day of September/February (Semester classes) Responsibility of Administrator Teacher X X Classroom Observation Form Classroom observation of all probationary teachers (min. of 2 per year) Classroom observation of continuing contract teachers will take place a minimum of once every 3 years. Post-Observation Learning Conversation; electronic copy of the Observation available to teacher. December 1 March 1 X Mini-Observation Form(s) Goal Setting for Student Progress Mid-Term Review Goal Setting for Student Progress Teacher Self-Evaluation Additional Documentation (Optional) Short timeframe classroom observation. Review data pertinent to pre-established student progress goals. Adjust strategies if needed. Teacher should bring documentation and data to show: Use of strategies to attain goal Progress toward attainment of goal Progress of all students taught Data supporting the Goal Setting for Student Progress form, self-evaluation, and any other supporting documentation (multiple data sources) submitted to site administrator. Summative Evaluation for all probationary teachers and continuing contract teachers each year Throughout the school year Last working day of February (Year-long classes) X X Second week of November and April (Semester classes) X X As designated by site administrator Last contracted workday X X Summative Evaluations Goal Setting for Student Progress End-of-Year Review End of Year Evaluation Conferences Goal Setting for Student Progress Form review Summative Evaluation discussed Recommendations for professional development and performance improvement developed Discussion of teacher self-evaluation X X 33

35 Teachers on Probationary Contracts All teachers who are new to Shenandoah County Public Schools are on probationary status. If a new teacher previously attained continuing contract status in Virginia, that teacher is eligible for continuing contract status in Shenandoah County Public Schools after successful completion of a one-year probationary period. All other new teachers are on a three to five year probationary period (as designated by the SCPS School Board) during which they will be formally observed and evaluated summatively during each of the first designated years in the school division. Teachers will be evaluated using multiple data sources, including their Goal(s) for Student Academic Progress, to determine that the teacher has shown evidence of each of the performance standards. Teachers on Continuing Contract All teachers on continuing contract receive a summative evaluation every year. Goal Setting for Student Academic Progress is completed yearly. Formal observations are completed at least every third year for continuing contract teachers. Documentation Records Documentation records of teacher performance are maintained by the division and school administration. If the teacher transfers to another school within the division, the documentation will be forwarded to the receiving school s site administrator. 34

36 PART 4 GOAL SETTING FOR STUDENT ACADEMIC PROGRESS Data-driven decision-making permeates the education profession. By systematically examining data and establishing goals, educators both teachers and administrators can strengthen teaching and learning, from the planning process all the way to assessment. Student academic progress goal setting increases student learning by connecting assessment to the actions that occur in the learning environment, providing for more seamless learning. Once a learning goal based on students initial performance is established, research-based strategies to support student achievement of the goal are developed. Assessment is the foundation for goal setting, and continuous feedback for students and teacher is critical. In its most simplistic terms, student academic progress goal setting is characterized by a set of interlocking steps: Where are students in the beginning? Where do we want them to be in the end? How do we get them to where they need to be? How are they doing along the way? And, finally, where are they in the end? GOAL SETTING PROCESS Student academic progress goal setting involves several steps, beginning with knowing where students are in relation to what is expected of them. Then, teachers can set specific, measurable goals based on both the demands of the curriculum and the needs of the students. The next part of the process is cyclical in that the teacher creates and implements strategies and monitors progress; then as progress is monitored, the teacher makes adjustments to the teaching and learning strategies. Finally, a summative judgment is made regarding student learning for a specific period of time. Figure 6: Student Academic Progress Goal Setting Process Step 1: Determine Needs Step 2: Create specific learning goals based on preassessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine student academic progress goal attainment 35

37 Each teacher, using the results of an initial assessment, sets an annual goal for improving student academic progress. The evaluator and the teacher meet to discuss data from the initial assessment and review the annual goal. A new goal is identified each year. The goal should be customized for the teaching assignment and for the individual learners. The Goal Setting for Student Academic Progress Form must be used for developing and assessing the annual goal. Student progress goals measure where the students are at the beginning of the year, where they are at mid-year, where they are at the end of the year, and student growth over time. Appropriate measures of student learning gains differ substantially based on the learners grade level, content area, and ability level. The following measurement tools are appropriate for assessing student progress: criterion-referenced tests, norm-referenced tests, standardized achievement tests, school adopted interim/common/benchmark assessments, and authentic measures (e.g., learner portfolio, recitation, performance). In addition to teacher-generated measures of student performance gains, administrators may conduct school-wide reviews of test data to identify patterns in the instructional program. Such reports are useful for documenting student gains and for making comparisons. Information based on these data sets may be used for establishing teacher-school goals. Developing Goals Goals are developed early in the school year. The goals describe observable behavior and/or measurable results that would occur when a goal is achieved. The acronym SMART is a useful way to self-assess a goal s feasibility and worth. Figure 7: SMART Goals S SPECIFIC & STRETCHING The goal is focused by content, skill, and by student needs. Goals are clear to both employee and administrator. Stretch goals provide growth opportunities. 36 M MEASURABLE & MEANINGFUL An appropriate instrument/ measure is selected to assess the goal. Goals are written so they can be observed and measured. A APPROPRIATE & AGREED TO The goal is clearly related to the roles and responsibilities of the teacher instructing the curriculum. Goals should be attainable and relative to students of all levels. R REALISTIC & RELEVANT The goal should be realistic and have relevance to the work being done. T TIME-BOUND & TRACKABLE The goal is contained to a single school year/semester. Goals with a deadline are much more likely to be accomplished. Goals should focus on the end results. Creating a SMART Goal

38 Submission of the Goal Setting for Student Progress Form Elementary teachers complete a draft of their goals and schedule a meeting with their evaluators to look at the available data from performance measures and discuss the proposed goal. Middle and high school teachers on probationary contract complete a draft of their goals and schedule a meeting with their evaluators to look at the available data from performance measures and discuss the proposed goal. All other middle/high school teachers, unless required to conference by the building administrator, submit their goals electronically. Each year, teachers are responsible for submitting their goals to their evaluator according to the timeline outlined in Figure 5: SCPS Evaluation Process Schedule. For middle/high school teachers on a semester schedule, the second semester goal will be submitted during the final review of the first semester goal. Mid-Year/Mid-Semester Review of Goal A mid-year or mid-semester review of progress on the goal is held for all teachers. At the principal s discretion, this review may be conducted through peer teams, coaching with the evaluator, sharing at a staff meeting or professional day, or in another format that promotes discussion, collegiality, and reflection. The mid-year/mid-semester review should be held according to the timelines described in Figure 5: SCPS Evaluation Process Schedule. It is the principal s responsibility to establish the format and select the time of the review. End-of-Year Review of Goal By the appropriate date, as determined by the principal, each teacher is responsible for assessing the professional growth made on the goal and for submitting documentation to the principal. A teacher may find it beneficial to draft the next year s goal as part of the reflection process in the event the goal has to be continued and/or revised. However, it is expected that revisions will be made to the goal at the beginning of the next year so that it accurately reflects the actual students in the teacher s classes. By mutual agreement, administrators and individual teachers may extend the due date for the end-ofyear reviews in order to include the current year s testing data or exam scores. GUIDELINES FOR ASSESSMENT USE IN GOAL SETTING 1. The assessment must offer ways to pre-assess and post-assess student s knowledge and skills. The heart of student achievement goal setting is monitoring student learning and assessing the gains that students have made at the end of some period of time. Therefore, student growth must be documented through a pre-test and a post-test of student learning. 2. The assessment must be cumulative in nature. Any assessment used for goal setting should measure the accumulation of knowledge and skills in order to measure growth. 3. The assessment and the data results from the assessment must be linked back to important curricular outcomes. The assessment must be connected back to what the teacher intends for the student to learn. Most often, these curricular aims are defined by states and further defined by local school districts. Teachers, in turn, develop instructional objectives. The assessment must be aligned with these curricular aims at each level and the data should link back to the curricular aims. In other words, the assessment must have curricular validity. 4. If not using a norm-referenced assessment tool, student gains/growth must be determined using the school division s established formula. 37

39 5. Post-assessment data must be available by the end of the time period for goal setting. In order to determine goal attainment within the time period specified in the goal, the teacher or educational specialist must have access to post-assessment data. GOAL SETTING FORM EXPLANATION The following describes the sections of the Goal Setting for Student Progress Form. I. Setting: Describe the population and special circumstances of the goal setting. II. Identify the content area: The area/topic addressed based on learner achievement, learner or program progress, or observational data. III. Provide baseline data: Determine the learners baseline data (where they are now) using the following process: Collect and review data. Analyze the data. Interpret the data. Determine needs. Below are examples of data sources for monitoring student progress. Figure 8: Examples of Data Sources for Monitoring Student Progress Criterion- and Norm-Referenced Tests Advanced Placement Tests Virginia Standards of Learning (SOL) Scholastic Reading Inventory (SRI) Phonological Awareness Literacy Screening (PALS) Developmental Spelling Analysis (DSA) Developmental Reading Assessment (DRA) AIMSweb Benchmark Tests County Benchmark Tests based on the standards CTE Competencies Teacher Assessments Tests/Quizzes Authentic assessments/portfolios/writing samples/performance assessments Grade analysis by six weeks/interim reports Semester/end-of-course examinations Pre-/post-testing 38

40 IV. Write goal statement: What do you want learners to accomplish? Select an emphasis for your goal, focusing on the classroom/teacher level. Develop an annual goal. V. Means for attaining the goal: Activities used to accomplish the goals including how progress is measured and target dates. Examples of strategies to improve student learning are shown below. Figure 9: Examples of Strategies to Improve Student Learning Modified teaching/work arrangement Cooperative planning with master teachers, team members, department members Demonstration lessons/service delivery by colleagues, curriculum specialists, teacher mentors Visits to other classrooms Use of instructional strategies (e.g., differentiation, interactive planning) Focused classroom observation Development of curricular supplements Completion of workshops, conferences, coursework Co-teaching; collaborative teaching VI. Mid-year/mid-semester review: The accomplishments of the learner are reviewed after student progress reports are issued and after the end of the semester. If needed, make adjustments to the professional development strategies, etc. VII. End-of-year data results: The accomplishments of the learner are reviewed at the end of the year/semester. 39

41 PART 5 RATING TEACHER PERFORMANCE AND MAKING SUMMATIVE DECISIONS Two major considerations used to assess job performance during summative evaluation are the performance standards and the documentation of the actual performance of the standards (observations, goal setting, other documentation). The performance appraisal rubric and performance indicators (see Part 2) provide a description of the teacher performance standards. DEFINITIONS OF RATINGS The rating scale describes four levels of how well the standards (i.e., expectations) are performed on a continuum from exemplary to unacceptable. The use of the scale enables evaluators to acknowledge teachers who exceed expectations (i.e., exemplary ), note those who meet the standard (i.e., proficient), and use the two lower levels of feedback for teachers who do not meet expectations (i.e., needs improvement and unacceptable ). The rating of proficient is the expected level of performance. Figure 10 offers general descriptions of these ratings. The following sections define the four rating levels, provide detailed information about the performance of expectations for improvement purposes, and describe the decision-making process for assessing performance. NOTE: s are applied to individual performance standards, NOT performance indicators. RESPONSIBILITY FOR THE RATINGS The site administrator has the ultimate responsibility for ensuring that TPES is executed faithfully and effectively in the school. Yet, for an evaluation system to be meaningful, it must provide its users with relevant and timely feedback. Administrators other than the site administrators may be designated by the evaluator to supervise, monitor, and assist with the multiple data source collection. 40

42 Figure 10: Definitions of Terms Used in Scale Category Description Definition Exemplary (4) Proficient (3) Needs Improvement (2) Unacceptable (1) The teacher performing at this level maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. This rating is reserved for performance that is truly exemplary and done in a manner that exemplifies the school s mission and goals. The teacher meets the standard in a manner that is consistent with the school s mission and goals. The teacher often performs below the established standard or in a manner that is inconsistent with the school s mission and goals. The teacher consistently performs below the established standard or in a manner that is inconsistent with the school s mission and goals. Exceptional performance: consistently exhibits behaviors that have a strong positive impact on learners and the school climate serves as a role model to others sustains high performance over a period of time Effective performance: meets the requirements contained in the job description as expressed in the evaluation criteria demonstrates willingness to learn and apply new skills exhibits behaviors that have a positive impact on learners and the school climate Below acceptable performance: requires support in meeting the standards results in less than quality work performance leads to areas for teacher improvement being jointly identified and planned between the teacher and evaluator Ineffective performance: does not meet the requirements contained in the job description as expressed in the evaluation criteria may result in the employee not being recommended for continued employment 41

43 SGP and Teacher Performance Evaluation Guide Use information below to further narrow rating if possible. EXEMPLARY PROFICIENT NEEDS IMPROVEMENT UNACCEPTABLE The teacher performing at this level maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. The teacher meets the standard in a manner that is consistent with the mission and goals of the school and division. The teacher performs below the established standard or in a manner that is inconsistent with the mission and goals of the school and division. The teacher consistently performs below the established standard or in a manner that is inconsistent with the mission and goals of the school and division. Student Growth Percentiles *(See Questions Below) More than 50% of students show high growth and no more than 10% show low growth At least 65% of students show moderate to high growth No more than 50% of students show low growth More than 50% of students show low growth Student Achievement Goal Setting 90% Meet or Exceed Goal AND More Than 50% Exceed Goal 80%-89% Exceed and/or Meet Goal 51-79% Exceed and/or Meet Goal 50% or fewer Exceed or Meet Goal Other Measures Other indicators of student achievement/progress indicate exemplary student performance Other indicators of student achievement/progress indicate ontarget student performance Other indicators of student achievement/progress indicate inconsistent student performance Other indicators of student achievement/progress indicate overall low student performance *SGP Determination Questions 1. Do 90% or more of students taught have SGP data? 2. Do more than 50% of the students taught demonstrate low growth? 3. Do 50% or more students taught demonstrate high growth and fewer than 10% demonstrate low growth? 4. Add the % of student s earning moderate or high growth (moderate + high). Is this total 65% or higher? A. If ALL of the students who have missing data showed high growth, would at least 50% show high growth? B. If ALL student who have missing data showed moderate growth, would 65% or more show moderate or high growth? (add %of H, M, and missing data) C. If ALL students who have missing data show low growth, would 50 % or more students demonstrate low growth? (add % of low growth and missing data) 42 Yes No Yes No Yes No Yes No Yes No Yes No Yes No Use % and pre-defined criteria to make SGP-based determinations Continue = Unacceptable Continue Exemplary determination is possible. If more than 10% of students have missing data, it may not be possible to finalize a determination Continue = Proficient or Higher Continue continues to be undetermined, but rating may be Exemplary Exemplary rating is not possible. The data support a rating of Proficient or lower continues to be undetermined, but rating may be in the Proficient or higher range Data support a rating below Proficient, but it not clear whether the rating would be NI or U is undermined, but rating may be Needs Improvement or Unacceptable The data support a rating above Unacceptable, but specific rating may not be available

44 RATING TEACHER PERFORMANCE Evaluators have two tools to guide their rating of teacher performance for the summative evaluation: (a) the sample performance indicators and (b) the performance rubrics. Sample Performance Indicators Performance indicators are used in the evaluation system to identify observable behaviors within the seven performance standards. Examples of performance indicators for each performance standard can be found in Part 2. Performance Rubrics A performance rubric is provided for each of the seven standards. Part 2 of the Handbook includes rubrics related to each performance standard. The performance rubric is a behavioral summary scale that describes acceptable performance levels for each teacher performance standard. It states the measure of performance expected of teachers and provides a general description of what a rating entails. The list of possible characteristics for each rating is not all inclusive. In addition, there is no expectation that every characteristic must be demonstrated in order to earn the rating category. The rating scale is applied for the summative evaluation of all teachers. Note: The rating of proficient is the expected level of performance. Administrators make decisions about performance of the seven performance standards based on all available evidence, both qualitative and quantitative. After collecting information through observations, goal setting, and other relevant sources, including evidence the teacher offers, the evaluator rates a teacher s performance for the summative evaluation. Therefore, the summative evaluation will represent where the preponderance of evidence exists, based on various data sources. During the summative evaluation, the four-level rating scale is applied to evaluate performance on all teacher expectations (see Teacher Summative Evaluation Form in Appendix). The results of the evaluation are discussed with the teacher at a summative evaluation conference. The performance rubrics guide evaluators in assessing how well a standard is performed. They are provided to increase reliability among evaluators and to help teachers to focus on ways to enhance their teaching practice. Summative evaluations are to be completed by the end of the school year for all contract types. Teachers will have electronic access to the signed Teacher Summative Evaluation Form. The completed Teacher Summative Evaluation Form will be retained electronically by the division. SINGLE SUMMATIVE RATING In addition to receiving a diagnostic rating for each of the seven performance standards, the employee will receive a single summative evaluation rating each year. This summative rating will reflect an overall evaluation rating for the employee performance. The intent is not to replace the diagnostic value of the seven performance standards; rather it is to provide an overall rating of the employee s performance. 43

45 CUMULATIVE SUMMATIVE SCORING RULES The teacher receives ratings of Exemplary (4), Proficient (3), Needs Improvement (2) or Unacceptable (1) only on each standard in the Formal Observations. On the Summative Instrument a rating will be given on each standard. In addition, a Summative will be given. The Final Summative will be determined by the sum of the points earned in each Standard. Standards 1-6 each count 10% of the final rating. Standard 7 makes up 40% of the final rating. Figure 11: Examples of Possible Summative Scores STANDARD Weighting Total STANDARD Weighting Total Standard Standard Standard Standard Standard Standard Standard Standard Standard Standard Standard Standard Standard Standard CUMULATIVE SUMMATIVE SCORE 32 CUMULATIVE SUMMATIVE SCORE 23 The cumulative summative score is then determined by the scale in Figure 12. Total Points Overall Exemplary Proficient Needs Improvement Unacceptable Figure 12: Summative Scale Regardless of overall total points earned: Three or more Needs Improvement ratings on standards will result in an overall Needs Improvement or Unacceptable for the Summative. One Unacceptable rating on a standard may result in an overall Unacceptable for the Summative. 44

46 PART 6 SUPPORTING PROFESSIONAL GROWTH AND IMPROVING PROFESSIONAL PERFORMANCE Continuous professional growth is an expectation of all employees of Shenandoah County Public Schools. Supporting teachers is essential to the success of schools. Many resources are needed to assist teachers in growing professionally. Sometimes additional support is required to help teachers develop so that they can meet the performance standards. Various tools are provided in TPES and in SCPS to promote growth and improvement. These tools may be utilized by the teachers and/or required at the discretion of the evaluator and include: Professional Learning Opportunities Learning Conversations Performance Improvement Plans All of these tools may be used for any teachers, regardless of contract status. The tools may be used independently of each other. Figure 13 shows the differences between the tools. PROFESSIONAL LEARNING OPPORTUNITIES Throughout the year Professional Learning Opportunities are provided by the division and schools. Many of these opportunities are listed in Eduphoria, the professional development software system. SCPS participates in the Lord Fairfax Educational Consortium so that teachers have access to quality professional development within a short distance of the division. LEARNING CONVERSATIONS Another valuable tool is the Learning Conversation, a school-level discussion, between the administrator and the teacher, which encourages reflective thinking about teaching and learning. For many teachers it is one method to continue the exploration of the best skills and knowledge which enhance the academic achievement of students. For some teachers, it may become a conversation about performance needs in order to specifically address those needs. A Learning Conversation may be initiated by evaluators or teachers at any point during the school year to support the exchange of ideas about instruction and learning. A Learning Conversation must take place after each Formal Observation. Additional Learning Conversations will occur with personnel whose professional practice would benefit from further support. These conversations will continue to include reflection but may also be used to facilitate discussion about the area(s) of concern and ways to address those concerns. The desired outcome would be that the teacher s practice improves to a proficient level. In the event that improvements in performance are still needed, the evaluator makes a determination to either extend the time of the support dialogue because progress has been made, or to allocate additional time or resources. If the necessary improvement is not made, the employee must be placed on a Performance Improvement Plan. Once placed on a Performance Improvement Plan the employee will have a predetermined time period to demonstrate that the identified deficiencies have been corrected. 45

47 Professional Learning Opportunities Learning Conversations Performance Improvement Plan Purpose For teachers to acquire new skills and knowledge which can strengthen their ability to deliver instruction which enhances student learning. For all teachers to continuously reinforce reflective thinking about instructional planning, pedagogy, and student learning outcomes. For teachers who are in need of additional support, these conversations serve to identify areas in need of improvement and to direct thinking towards improving those areas. For teachers whose work does not meet expectations. Initiates Process Teacher or administrator Evaluator, administrator, or teacher Evaluator* Documentation Form provided: None My Portfolio in Eduphoria is used to document participation. If registration is completed through Eduphoria, the session is automatically added to the portfolio Form provided: None In cases where the teacher is successful at meeting performance standards, there may be no documentation. For teachers whose performance has not improved as a result of the Learning Conversations or who continue to need additional improvement: Memo or other record of the discussion Other forms of documentation at the building/worksite level Form required: Performance Improvement Plan Building/Worksite Level Human Resource Department is notified Outcomes Continuous growth and improvement Enhanced skills and knowledge which leads to increased student learning and achievement For teachers meeting performance standards: Continuous growth and improvement For teachers not meeting performance standards: Performance improves to proficient no more support Some progress continued support Little or no progress the employee may be moved to a Performance Improvement Plan. Sufficient improvement recommendation to continue employment Inadequate improvement recommendation to non-renew or dismiss the employee Figure 13: Tools to Increase Professional Performance *The evaluator for teachers may be the principal or district supervisor. If a designee, an assistant principal, for example, has been collecting documentation such as observations, the evaluator and the principal confer about the Performance Improvement Plan. The evaluator is responsible for the overall supervision of personnel in the worksite/department/school and as such monitors the Performance Improvement Plan. 46

48 PERFORMANCE IMPROVEMENT PLAN If a teacher s performance does not meet the expectations established by the school, the teacher may be placed on a Performance Improvement Plan (see Performance Improvement Plan Form in Appendix). A Performance Improvement Plan is designed to support a teacher in addressing areas of concern through targeted supervision and additional resources. It may be used by an evaluator at any point during the year for a teacher whose professional practice would benefit from additional support. Additionally, a Performance Improvement Plan will be required if either of the following ratings is given on a Teacher Summative Performance Evaluation Report: a rating of Needs Improvement on three or more performance standards, or a rating of Unacceptable on one or more performance standards or an overall rating of Unacceptable. Implementation of Performance Improvement Plan When a teacher is placed on a Performance Improvement Plan, the evaluator must: provide written notification to the teacher of the area(s) of concern that need(s) to be addressed, and formulate a Performance Improvement Plan in conjunction with the teacher, and review the results of the Performance Improvement Plan with the teacher immediately following the predetermined time period, or according to the specifically established target dates. Assistance may include: support from a professional peer or supervisor, or conferences, classes, and workshops on specific topics, and/or other resources to be identified. Resolution of Performance Improvement Plan Prior to the evaluator making a final decision about the resolution of the Performance Improvement Plan, the evaluator meets with the teacher to discuss progress made on the Performance Improvement Plan, within the timeline. The options for a further recommendation are: Sufficient improvement has been achieved; the teacher is no longer on a Performance Improvement Plan. Partial improvement has been achieved but more improvement is needed; the teacher remains on a Performance Improvement Plan. Little or no improvement has been achieved; the teacher may be recommended for dismissal. If not dismissed, a new improvement plan will be implemented. Following completion of the 47

49 second Performance Improvement Plan without sufficient improvement, the teacher will be recommended for dismissal. DUE PROCESS SAFEGUARDS Teachers will be given a copy of the Shenandoah County Public Schools Teacher Evaluation System Handbook. Teachers will be informed of the evaluative criteria, descriptors, instruments, and procedures prior to evaluation. Electronic version of the Shenandoah County Public Schools Teacher Evaluation System Handbook will also be available on the Division s website. Teachers will receive electronic copies of their Formal Observations within seven business days after the day of the observation. The required Learning Conversation should also occur within these seven business days. Teachers will have access to copies of their own performance management instruments through the Division s web-based system. Teachers may include electronic written responses to their performance management instruments. Such communications will become a part of their personnel files. Evaluations for teachers are to be completed by the last contracted day of the school year. Teachers are referred to Policies GBM (Professional Staff Grievances) and GCN (Evaluation of Professional Staff) of the Shenandoah County Public School Board Policy Manual. 48

50 REFERENCES Bloom, B. S. (1984). The search for methods of group instruction as effective as one-to-one tutoring. Educational Leadership, 41(8), Buttram, J. L., & Waters, J. T. (1997). Improving America s schools through standards-based education. Bulletin, 81(590), 1-5. Cawelti, G. (1999). Handbook of research on improving student achievement (2 nd ed.). Arlington, VA: Educational Research Service. Collinson, V., Killeavy, M., & Stephenson, H. J. (1999). Exemplary teachers: Practicing an ethic of care in England, Ireland, and the United States. Journal for a Just and Caring Education, 5 (4), Cotton, K. (2000). The schooling practices that matter most. Portland, OR: Northwest Regional Educational Laboratory and Alexandria, VA: ASCD. Covino, E. A., & Iwanicki, E. (1996). Experienced teachers: Their constructs on effective teaching. Journal of Personnel Evaluation in Education, 11, Cruickshank, D. R., & Haefele, D. (2001). Good teachers, plural. Educational Leadership, 58(5), Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 5(8), Education USA Special Report. (n. d.). Good teachers: What to look for. Rockville, MD: National School Public Relations Association. Educational Review Office. (1998). The capable teacher. Retrieved from Eisner, E. W. (1999). The uses and limits of performance assessment. Phi Delta Kappan, 80(9), Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the beginning of the year. The Elementary School Journal, 80(5), Good, T. L., & Brophy, J. E. (1997). Looking in classrooms (7 th ed.). New York: Addison-Wesley. Gronlund, N. E. (2002). Assessment of student achievement (7 th ed.). Boston: Allyn & Bacon. Johnson, B. L. (1997). An organizational analysis of multiple perspectives of effective teaching: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, Marzano, R. J., Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). A handbook for classroom instruction that works. Alexandria, VA: ASCD. Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Alexandria, VA: ASCD. McAllister, G., & Irvine, J. J. (2000). Cross cultural competency and multicultural teacher education. Review of Educational Research, 70(1), McEwan, E. K traits of highly effective teachers: How to hire, coach, and mentor successful teachers. Thousand Oaks, CA: Corwin Press. National Association of Secondary School Principals (NASSP). (1997). Students say: What makes a good teacher? Schools in the Middle, 6(5),

51 Panasuk, R., Stone, W., & Todd, J. (2002). Lesson planning strategy for effective mathematics teaching. Education, 2(2), 714, Peart, N. A., & Campbell, F. A. (1999). At-risk students perceptions of teacher effectiveness. Journal for a Just and Caring Education, 5(3), Rockwell, R. E., Andre, L. C., & Hawley, M. K. (1996). Parents and teachers as partners: Issues and challenges. Fort Worth, TX: Harcourt Brace College. Shellard. E., & Protheroe, N. (2000). Effective teaching: How do we know it when we see it? The Informed Educator Series. Arlington, VA: Educational Research Service. Stronge, J. H. (2007). Qualities of effective teachers (2 nd Ed). Alexandria, VA: ASCD. Stronge, J. H. (2010). Evaluating what good teachers do: Eight research-based standards for assessing teacher excellence. Larchmont, NY: Eye on Education. Stronge, J. H., & Grant, L. W. (2009). Student achievement goal setting: Using data to improve teaching and learning. Larchmont, NY: Eye on Education. Swap, S. A. (1993). Developing home-school partnerships from concepts to practice. New York: Teachers College Press. Tobin, K. (1980). The effect of extended teacher wait-time on science achievement. Journal of Research in Science Teaching, 17, Tucker, P. D., & Stronge, J. H. (2005). Linking teacher evaluation and student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Wang, M., Haertel, G. D., & Walberg, H. (1993). What helps students learn? Educational Leadership, 51(4), Weinsten, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory Into Practice, 42(4), Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11,

52 APPENDIX The Appendix contains various documents which assist in the evaluation process. These documents include a glossary of terms commonly used in Shenandoah County when evaluating teacher performance; optional student surveys and summary form; optional Additional Documentation Cover Sheet; acceptable multiple measures to use in setting goals for student academic progress; and copies of forms used during the supervision of teachers. 51

53 52 Shenandoah County Public Schools Glossary of Terms Aim Line (sometimes referred to as the goal line) The aim line on a graph connects the intersection of the student s initial performance level and date of that initial performance level to the intersection of the student s year-end goal and the date of that year-end goal. It represents the expected rate of student progress over time. Assessment Assessment is anything by which we can measure student learning. Thus it might be a multiple-choice test (often selected for its efficiency and objective scoring), but it might also be a portfolio, composition, speech, set of open response questions, task, lab activity... numerous options are available. An ideal assessment measures student learning in a way that fits the standards being measured. While common assessments might measure learning for a standard in one way, it's important that teachers use multiple measures (i.e., measure it in a variety of ways). Benchmark Benchmark assessments are common assessments given periodically throughout the school year, at specified times during a curriculum sequence. The assessments evaluate students knowledge and skills relative to an explicit set of longer-term learning goals. The design and choice of benchmark assessments is driven by the purpose, intended users, and uses of the instruments. Benchmark assessment can inform policy, instructional planning, and decision-making at the classroom, school, and district levels. Terms may cross over; for example, benchmark assessments are typically common assessments, etc. Common A common assessment is one that teachers in similar classrooms all administer in a similar way. In other words, all 7th Grade English teachers administer the same 7th Grade LA Assessment 1 at the end of September, then they all administer the same 7th Grade LA Assessment 2 at the end of November, etc. This allows teachers to check students' progress as a whole (e.g., entire site), compare results to share what is working in their classrooms, etc. Remember that terms may cross over: e.g., a common assessment may also be an interim assessment, etc. Cumulative A cumulative assessment includes information from content and skills provided throughout the year. It is usually utilized as an assessment of achievement, measuring how much of the content taught during the year the student has mastered. Diagnostic A diagnostic assessment uses standardized protocols to measure in-depth essential skills. Formative A common misunderstanding is that a test is either summative or formative; in actuality, these terms describe what you do with the results, and a test may be used for both summative and formative purposes. Formative "tests" give teachers and students feedback at regular intervals throughout the course of instruction so they can then act upon this feedback to improve learning. This feedback may come from a formal assessment, or it may simply be onthe-spot feedback from a response board, clickers, etc. Formative assessments are not necessarily used for grading purposes. Examples include (but are not limited to): CBM, CBA,

54 pre/post tests, portfolios, benchmark assessments, quizzes, teacher observations, and teacher/student conferencing. Interim Interim assessments are those administered at regular intervals. Remember that terms may cross over: e.g., an interim assessment may also be a common assessment; it can be used for formative or summative purposes, etc. Pre/Post Pre/Post assessments measure the progress made by a student in mastering content and skills within a given time interval. Summative A test can be both summative and formative. Summative testing involves using test results to evaluate the degree to which students have mastered contents/standards at a particular point in time. Summative assessment is a form of evaluation used to measure the effectiveness of an instructional program or intervention curriculum, practices, progress toward district goals, etc. Baseline Data Data which is collected prior to interventions being implemented that indicate a student s present level of performance of a targeted skill. Collaboration An interactive process that enables individuals with diverse expertise to work together as equals and engage in shared decision-making toward mutually defined goals. Core Curriculum The core curriculum is the course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula are often instituted at the elementary and secondary levels by local school boards and Departments of Education. Criterion-Referenced Assessment Criterion-referenced assessment measures what a student understands, knows, or can accomplish in relation to a specific performance objective. It is typically used to identify a student's specific strengths and weaknesses in relation to an age or grade level standard. It does not compare students to other students. Culturally Responsive Utilizing the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective. Curriculum-Based Assessment (CBA) CBA is a broader term than Curriculum-Based Measurement (CBM). CBM meets the three CBA requirements: (1) measurement materials are aligned with the school s curriculum; (2) measurement occurs frequently; and (3) assessment information is used to formulate instructional decisions. Curriculum-Based Measurement (CBM) CBM is an approach to measurement that is used to screen students or to monitor student progress in mathematics, reading, writing, and spelling. With CBM, teachers and schools can assess individual responsiveness to instruction. When a student proves unresponsive to the instructional program, CBM signals the teacher/school to revise that program. 53

55 Data Driven Decision-Making The process of planning for student success (both academic and behavioral) through the use of ongoing progress monitoring and analysis of its data. Data Point A data point is one score on a graph or chart, which represents a student s performance at one point in time. Decision Rule Decision rules are consistent components used to assist individuals in identifying students who are in need of intervention or to measure how a student is responding to an intervention. Differentiated Instruction Differentiated instruction refers to educators tailoring the curriculum, teaching environments, and practices to create appropriately different learning experiences for students in order to meet each student s needs. To differentiate instruction is to recognize students varying interests, readiness levels, and levels of responsiveness to the standard core curriculum and to plan responsively to address these individual differences. There are four elements of the curriculum that can be differentiated: content, process, products, and learning environment. Essential Skills Essential skills are process skills that cross academic disciplines and are embedded in the content standards. The skills are not content specific and can be applied in a variety of courses, subjects, and settings. Evidence-Based Practice Evidence-based practices are educational practices and instructional strategies that are supported by scientific research studies. Fidelity of Implementation Fidelity refers to the delivery of instruction and monitoring of progress in the manner in which it was designed. Implementing instruction with fidelity satisfies one of IDEA s legal requirements for appropriate instruction. Fidelity factors ensuring positive student outcomes include: Fidelity of implementation of the process Quality of selected intervention Fidelity of intervention implementation Formal Observation Formal Observations are observations that focus directly on the teacher performance standards. Classroom observations also may include a review of teacher products or artifacts, and a review of student data. Gap Analysis Gap Analysis is a tool for measuring the difference between the student's current level of performance and benchmark expectations. Goal Line (sometimes referred to as an aim line) The goal line on a graph connects the intersection of the student s initial performance level and date of 54

56 that initial performance level to the intersection of the student s year-end goal and the date of that year-end goal. It represents the expected rate of student progress over time. Goal Setting for Student Achievement Focusing attention on students and on instructional improvement based on a process of determining baseline performance, developing strategies for improvement, and assessing results at the end of the academic year. The intent of student achievement goal setting is to: Make explicit the connection between teaching and learning Make instructional decisions based upon student data Provide a tool for school improvement Increase the effectiveness of instruction via continuous professional growth Focus attention on student results Increase student achievement Intervention The systematic and explicit instruction provided to accelerate growth in an area of identified need. Interventions are provided by both special and general educators, and are based on training, not titles. They are designed to improve performance relative to a specific, measurable goal. Interventions are based on valid information about current performance, realistic implementation, and include ongoing student progress monitoring. Intensive Intervention Intensive academic and/or behavioral interventions are characterized by their increased focus for students who fail to respond to less intensive forms of instruction. Intensity can be increased through many dimensions including length, frequency, and duration of implementation. Learning Conversations Learning Conversations are reflective conversations. The intent of these conversations is to deepen thinking about, and understanding of, the teaching and learning process. Mini-observations Observations that may be shorter in duration and are intended to provide more frequent information on a wider variety of contributions made by the teacher. Multiple Measures Impact on student learning must be assessed in multiple ways over time to reliably and accurately measure teacher influence on student learning. Acceptable multiple measures to be used as evidence for Performance Standard 7 can be found on the SCPS list of Approved Multiple Measures. Multi-tiered Model Providing differing levels of intensity [i.e., core (Tier I), strategic (Tier II), intensive (Tier III)] based upon student responsiveness to intervention, with ongoing progress monitoring and focused assessment. Norm-Referenced Assessment Norm-referenced assessment compares a student's performance to that of an appropriate peer group. 55

57 Outcome-based Measure A broad assessment administered one time per year that is designed to evaluate student performance after instruction has been completed and is used to determine the overall effectiveness of a given program. Pacing Guide A pacing guide is sometimes referred to as a curriculum map, scope and sequence, standards schedule, instructional calendar, or road map. It is specific to a particular content area and level (e.g., 9th grade Algebra 1) and details when particular content standards should be taught and/or assessed. While still offering teachers flexibility on how to teach, its integration with common assessments is crucial to judging student progress (e.g., to turn "Students didn't know that answer because I haven't taught that yet" into "I covered that and expected students to do better; now I know some students require intervention, and I might change the way I'm teaching that"). Performance Improvement Plan Plan designed to support a teacher in addressing areas of concern through targeted supervision and additional resources. It may be used by an evaluator at any point during the year for a teacher whose professional practice would benefit from additional support. Performance Indicators Provide examples of observable, tangible behavior that indicate the degree to which teachers are meeting each teaching standard. Performance s Determination of performance made at the Performance Standard level. Performance ratings are NOT made at the performance indicator level, but at the performance standard level. Additionally, it is important to document a teacher s performance on each standard with evidence generated from multiple performance indicators. Performance Standards Define the criteria expected when teachers perform their major duties; these standards are used to collect and present data to document performance that is based on well-defined job expectations. Problem-Solving Approach within RTI Within RTI, a problem-solving approach is used to individually tailor an intervention. It typically has four stages: problem identification, problem analysis, plan implementation, and plan evaluation. Progress Monitoring Progress Monitoring is the ongoing process that involves collecting and analyzing data to determine student progress toward specific skills or general outcomes. Progress monitoring generates useful data for making instructional decisions based on the review and analysis of student data. Monitoring student progress, through collection and analysis of data, is an effective way to determine if the instruction being delivered is meeting the needs of the student. Rate of Improvement (ROI) How student growth/achievement is changing over time based on assessment measures which are collected at least three points in time. 56

58 Research-based Instruction/Intervention/Practice A research-based instructional practice or intervention is one found to be reliable, trustworthy, and valid based on evidence to suggest that when the program is used with a particular group of students, the students can be expected to make adequate gains in achievement. Ongoing documentation and analysis of student outcomes helps to define effective practice. In the absence of evidence, the instruction/ intervention must be considered "best practice" based on available research and professional literature. Response to Intervention (RTI) also known as Tiered System of Support; Multi-tiered Instruction; Tiered Instruction Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student s responsiveness, and identify students with learning disabilities. Standard Protocol Intervention Standard protocol intervention relies on the same, empirically validated intervention for all students with similar academic or behavioral needs. Standard protocol interventions facilitate quality control. Student Academic Progress What and how much a student learns within a school year. Student Academic Progress is documented by both student achievement and student growth. Achievement student s scores on state assessments; end-of-course tests; benchmark tests; and other measures of student achievement that are rigorous and comparable across the division. Growth change in student achievement for an individual student between two or more points in time. Amount of progress a student has made in acquisition of skills and knowledge relative to the progress made by other students who are similar (age, ability, etc.) *Student Academic Progress must be documented by assessments. Student Growth Percentiles Scores determined by the VDOE based on SOL performance for mathematics and reading for students in grades 4-8 and in Algebra I for students in grade 9. A growth percentile expresses how much progress a student has made in either reading or mathematics relative to the progress of students whose achievement was similar on previous assessments. Student Growth Percentiles will be utilized as 5% of Performance Standard 7 if there are at least two years of data available and that data is available for at least 40 students who are representative of the students who were taught. Survey Level Assessment (SLA) An assessment process where students are tested beginning with their current grade level until a level at which the student is successful based on grade norms is identified. Student performance one grade level below average norms would be considered at risk and two or more grade levels below would be considered a severe risk. Tiered Instruction Tiered instruction describes levels of instructional intensity within a multi-tiered prevention system. 57

59 Tier One (Core) Intervention Tier I Interventions are those provided to all students in the classroom, regardless of individual needs. These may be research-based, but are not necessarily prescriptive. Tier Two (Strategic) Intervention Tier II Interventions are to be implemented when assessment indicates that a student is not making adequate gains from universal instruction alone. They are generally smaller group interventions designed to meet the specific needs of a student and his/her peers with similar needs. Tier Three (Intensive) Intervention Tier III Interventions are those which offer a student highly individualized, systematic and explicit instruction in an area of assessed need. Although the programs or strategies may be similar to those offered at Tier II, the intervention is reclassified as "intensive" if it is individualized to meet the needs of a particular student and the duration and/or intensity of the intervention is increased to accelerate student response. Trend Line A trend line is a line on a graph that represents a line of best fit through a student s data points. The trend line can be compared against the aim line to help inform responsiveness to intervention and to tailor a student s instructional program. Universal Screening Universal screening is conducted, usually as a first stage within a screening process, to identify or predict students who may be at risk for poor learning outcomes. Universal screening tests are typically brief; conducted with all students at a grade level; and followed by additional testing or short-term progress monitoring to corroborate students risk status. This glossary was compiled using the following resources: Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, The RTI Glossary of Terms developed by the IDEA Partnership at NASDSE, the RTI Action Network Glossary, and the National Center on Student Progress Monitoring, the National Center on Response to Intervention. 58

60 Shenandoah County Public Schools Multiple Measures for Student Academic Progress Goal Setting Elementary English Math Social Studies Science Kindergarten AIMSweb AIMSweb PALS Pearson Math Assessments Dolch Sight Word Inventory Division Benchmark Assessments Division Benchmark Assessments First Grade & Second Grade PALS Pearson Math Assessments AIMSweb Dolch Sight Word Inventory AIMSweb Division Benchmark Assessments Division Benchmark Assessments Third Grade AIMSweb AIMSweb SOL released tests Interactive Achievement Benchmark Assessments Interactive Achievement Benchmark Assessments Interactive Achievement Benchmark Assessments SOL released tests SOL released tests End of Unit Pre and Post tests Pearson Math Assessments Fourth Grade & Fifth Grade Pearson Math Assessments SOL released tests SOL released tests SOL released tests Interactive Achievement Benchmark Assessments Interactive Achievement Benchmark Assessments Interactive Achievement Benchmark Assessments AIMSweb AIMSweb End of Unit pre and post tests End of Unit Pre and Post tests End of Unit Pre and Post tests Student Growth Percentile, Student Growth Percentile, when appropriate when appropriate SOL released tests Interactive Achievement Benchmark Assessments End of Unit Pre and Post tests SOL released tests Interactive Achievement Benchmark Assessments End of Unit Pre and Post tests 59

61 Middle School English Math Social Studies Science Division Benchmark tests (Pre / Mid / Post) Division Benchmark tests (Pre / Mid / Post) Division Benchmark tests (Pre / Mid / Post) Division Benchmark tests (Pre / Mid / Post) SOL Released Tests SOL Released Tests SOL Released Tests SOL Released Tests SOL Test Results SOL Test Results SOL Test Results SOL Test Results Portfolios Portfolios Portfolios Portfolios Student Growth by Strand/Reporting Category AIMSweb Student Growth Percentile VDOE Writing Rubrics Scholastic Reading Inventory/STAR Behavior/Social Skills Attendance/Tardies Discipline/Bus Student Growth by Strand/Reporting Category AIMSweb Student Growth Percentile ARDT Student Growth by Strand/Reporting Category Student Growth by Strand/Reporting Category High School English Math Social Studies Science Division Benchmark Tests (Pre / Mid / Post) Division Benchmark Tests (Pre / Mid / Post) Division Benchmark Tests (Pre / Mid / Post) Division Benchmark Tests (Pre / Mid / Post) SOL Released Tests SOL Released Tests SOL Released Tests SOL Released Tests SOL Test Results SOL Test Results SOL Test Results SOL Test Results AP Test Results AP Test Results AP Test Results AP Test Results Student Growth by Strand/Reporting Category Student Growth by Strand/Reporting Category Student Growth by Strand/Reporting Category Portfolio Portfolio Portfolio Portfolio Check Charts Writing/Reading Journals Error charts Student Growth by Strand/Reporting Category 60

62 Other Art Music PE Resource (Special Ed, GATE, ELL, Reading, Counselor) Pre and Post Tests (not just written tests) Performance Assessments with Rubrics Pre and Post Tests (not just written tests) Performance Assessments with Rubrics Pre and Post Tests knowledge and/or skills (not just written tests) Performance Assessments with Rubrics Skills Checklists Skills Checklists Skills Checklists Projects with Projects with Projects with rubrics rubrics rubrics Portfolio Portfolio Portfolio Assessments Assessments Assessments Art Displays Proficiency Physical Demonstrations Fitness Tests Student Shows Chair Tests Body Composition Improvement Instrumental Skills test Musical scales Artistic Check points Learning Logs Pre and Post Tests (not just written tests) Performance Assessments/ Projects with Rubrics Skills Checklists Portfolio Assessments ACCESS Tests Results (ELL) V-MAST /VAAP Continental Math League Behavior checklists IEP Goals and Progress Foreign Language Pre and Post Tests (not just written tests) Performance Assessments with Rubrics Skills Checklists Projects with rubrics Portfolio Assessments Writing Samples Linguafolio as rubric/checklist source CTE Pre and Post Tests (not just written tests) Performance Assessments with Rubrics Skills Checklists Projects with rubrics Portfolio Assessments CTE competencies Industry Certifications Growth Bingo 61

63 Evaluator Teacher Shenandoah County Public Schools Teacher Evaluation System The forms listed in Figure 14 are used in the evaluation process. The evaluator and the teacher use the forms to provide evidence of the quality of work performed. The evaluator maintains electronic copies of the forms and provides access to the teacher. Figure 14: Items Used as Evidence of Quality Work Performance Documentation Completed by Form Goal Setting for Student Progress Form Observation Form Optional Additional Documentation Cover Sheet Optional Student Surveys K-2 Survey 3-5 Survey 6-8 Survey 9-12 Survey If surveys are conducted as evidence, the Student Survey Summary Form must be completed. Self-Evaluation Form Summative Evaluation Report Performance Improvement Plan (if needed) 62

64 GOAL SETTING FOR STUDENT ACADEMIC PROGRESS FORM This form and its supporting data will provide one of the multiple measures needed to satisfy Indicator 7: Student Academic Progress, which counts as 40% of the Teacher Evaluation rating. Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner progress. Learner achievement/progress should be the focus of the goal. Enter information into the cells. Teacher s Name Subject/Grade/Block School Year - School/ Administrator s Name I. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data.) II. Baseline Data (What does the current data show about your students?) Data Attached III. Goal (What do you want your learners/students to accomplish? This must be stated in measurable terms.) IV. Setting (Describe the population and special learning circumstances. What challenges/advantages exist? How will this inform your lesson design throughout the year?) V. Means for Attaining Goal (Strategies used to accomplish the goal. Include strategies that address high, average and struggling learners.) Strategy Evidence Target Date Teacher s Signature Evaluator s Signature Date Date 63

65 VI. Mid-Year Review (Describe goal progress and other relevant data. Summarize the effectiveness of your strategies based on your mid-year data. Are revisions of strategies necessary? If so, what revisions will you make?) Mid-year review conducted on Initials: (teacher) (evaluator) Data attached Teacher s Signature Evaluator s Signature Date Date VII. End-of-Year Review Appropriate Data Received Strategies used and data provided demonstrate appropriate Student Growth Yes No Teacher s Signature Evaluator s Signature Date Date 64

66 Shenandoah County Public Schools Formal Observation Form for Teachers Directions: Evaluators use this form to document the required annual observations of the teacher. This form focuses on the seven performance standards. Some standards may not be documented in a single observation. A copy of this form may be accessed electronically by the teacher. Teacher s Name Date Observed Time Contract status: Probationary Continuing Contract Observer s Name 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Effectively addresses appropriate curriculum standards. Integrates key content elements and facilitates students use of higher level thinking skills in instruction. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Demonstrates an accurate knowledge of the subject area(s) taught. Demonstrates skills relevant to the subject area(s) taught. Learning objectives and goals reflect high expectations and an understanding of the subject. Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. Communicates clearly and checks for understanding. 2. Instructional Planning The teacher creates strategic and purposeful plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Uses student learning data to guide planning. Plans time realistically for pacing, content mastery, and transitions. Plans for differentiated instruction. Aligns lesson objectives to the school s curriculum and student learning needs. Develops appropriate long- and short-range plans and adapts plans when needed. 65

67 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Engages and maintains students in active learning. Builds upon students existing knowledge and skills. Differentiates instruction to meet students needs. Reinforces learning goals and objectives consistently throughout lessons. Pacing and transitions are effective. Uses a variety of effective instructional strategies and resources. Uses instructional technology to enhance student learning. Communicates clearly and checks for understanding. 4. Assessment of/for Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning. Involves students in setting learning goals and monitoring their own progress. Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population. Aligns student assessment with established curriculum standards and benchmarks. Uses assessment tools for both formative and summative purposes and uses those tools to inform, guide, and adjust students learning within the observed timeframe. Gives constructive and frequent feedback to students on their learning. Uses multiple measures of learning assessment. 5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to learning. Arranges the classroom to maximize learning while providing a safe environment. Clear expectations for classroom rules and procedures are evident. The teacher enforces them consistently and fairly. Maximizes instructional time and minimizes disruptions. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Promotes cultural sensitivity. Respects students diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to students needs and responses. Maximizes instructional learning time by working with students individually as well as in small groups or whole groups. 66

68 6. Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Collaborates and communicates effectively to promote students well-being and success. Adheres to federal and state laws, school policies, and ethical guidelines. Incorporates learning from professional growth opportunities into instructional practice.. Works in a collegial and collaborative manner with administrators, other school personnel, and the community. Builds positive and professional relationships with students. Demonstrates consistent mastery of standard oral and written English in all communication. 7. Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data. Evidence of student learning is visible on a daily basis. Commendations: Areas for Growth/Improvements: Reflective Questions: Professional Learning Suggestions: Evaluator s Name Teacher s Name Evaluator s Signature Date Teacher s Signature (Teacher s signature denotes receipt of the formal observation, not necessarily agreement with the contents of the form.) Date 67

69 Shenandoah County Public Schools Teacher Summative Performance Report Directions: Evaluators use this form to provide the teacher with an assessment of performance. A copy of this form may be accessed electronically by the teacher. Teacher School Year(s) Grade/Subject School Contract Status: Probationary Continuing Contract 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Effectively addresses appropriate curriculum standards. Integrates key content elements and facilitates students use of higher level thinking skills in instruction. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Demonstrates an accurate knowledge of the subject area(s) taught. Demonstrates skills relevant to the subject area(s) taught. Bases instruction on goals that reflect high expectations and an understanding of the subject. Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. Communicates clearly and checks for understanding. 2. Instructional Planning The teacher plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Uses student learning data to guide planning. Plans time realistically for pacing, content mastery, and transitions. Plans for differentiated instruction. Aligns lesson objectives to the school s curriculum and student learning needs. Develops appropriate long- and short-range plans and adapts plans when needed. 68

70 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Engages and maintains students in active learning. Builds upon students existing knowledge and skills. Differentiates instruction to meet students needs. Reinforces learning goals consistently throughout lessons. Uses a variety of effective instructional strategies and resources. Uses instructional technology to enhance student learning. Communicates clearly and checks for understanding. 4. Assessment of/for Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning. Involves students in setting learning goals and monitoring their own progress. Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population. Aligns student assessment with established curriculum standards and benchmarks. Uses assessment tools for both formative and summative purposes and uses grading practices that report final mastery in relationship to content goals and objectives. Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students learning. Gives constructive and frequent feedback to students on their learning 5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to learning. Arranges the classroom to maximize learning while providing a safe environment. Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. Maximizes instructional time and minimizes disruptions. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Promotes cultural sensitivity. Respects students diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to students needs and responses. Maximizes instructional learning time by working with students individually as well as in small groups or whole groups. 69

71 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Collaborates and communicates effectively within the school community to promote students well-being and success. Adheres to federal and state laws, school policies, and ethical guidelines. Incorporates learning from professional growth opportunities into instructional practice. Sets goals for improvement of knowledge and skills. Engages in activities outside the classroom intended for school and student enhancement. Works in a collegial and collaborative manner with administrators, other school personnel, and the community. Builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students progress. Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. Demonstrates consistent mastery of standard oral and written English in all communication. 7. Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data. Documents the progress of each student throughout the year. Provides evidence that achievement goals have been met, including the state-provided growth measure when available as well as other multiple measures of student growth. Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets. Summary of Standard s: Standard Weight Teacher s Teacher s Score 1: Professional Knowledge 1 2: Instructional Planning 1 3: Instructional Delivery 1 4: Assessment of and for Student Learning 1 5: Learning Environment 1 6: Professionalism 1 7: Student Academic Progress 4 Overall & Score 70 Scale Exemplary Proficient Needs Improvement Unacceptable 10-19

72 Shenandoah County Public Schools Teacher Performance Evaluation System Overall Evaluation Summary: Exemplary Proficient Needs Improvement Unacceptable Recommended for placement on a Performance Improvement Plan (One or more standards are Unacceptable, or three or more standards are Needs Improvement). I recommend DO NOT recommend reappointment for this teacher. Commendations: Areas Noted for Growth/Improvement (at least one area must be noted): Reflective Questions: Professional Development Recommendations: Evaluator s Name Teacher s Name Evaluator s Signature Date Teacher s Signature (Teacher s signature denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.) Date 71

73 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools Formal Observation Form for School Librarians Directions: Evaluators use this form to document the required observations of the school librarian. This form focuses on the seven performance standards and is used to provide feedback about the observation. Some standards may not be documented in a single observation. A copy of this form may be accessed electronically by the school librarian. School Librarian s Name Date Observed Time Contract status: Probationary Observer s Name Continuing Contract 1. Professional Knowledge The school librarian demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences and materials. Effectively addresses appropriate curriculum standards. Integrates key content elements and facilitates students use of higher level thinking skills in instruction. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Demonstrates an accurate knowledge of the subject area(s) taught. Demonstrates a professional knowledge of literature. Demonstrates skills relevant to the subject area(s) taught. Bases instruction on goals that reflect high expectations and an understanding of the subject. Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. Communicates clearly and checks for understanding. Effectively develops collection to address curriculum standards. Demonstrates knowledge of resources both within and beyond school district. 2. Instructional Planning The school librarian plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Uses student learning data to guide planning. Plans time realistically for pacing, content mastery, and transitions. Plans for differentiated instruction. Engages in reflective practice. Aligns lesson objectives to the school s curriculum while collaborating with classroom teachers to meet student learning needs. Develops appropriate long- and short-range plans and adapts plans when needed. 72

74 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The school librarian effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Engages and maintains students in active learning. Builds upon students existing knowledge and skills. Differentiates instruction to meet students needs. Reinforces learning goals consistently throughout lessons/library visits. Recommends and guides students and teachers to resources that match learning goals. Uses a variety of effective instructional strategies and resources. Uses instructional technology to enhance student learning. Communicates clearly and checks for understanding. Assists staff and students in the use of the library media center. 4. Assessment of/for Student Learning The school librarian systematically gathers, analyzes, and uses all relevant data to measure the effectiveness of library materials and services and to guide collection development and provide timely feedback to both students and parents throughout the school year. Analyzes collections to maintain and support student learning. Assesses and weeds the collection. Maintains collection in accordance with SCPS policy. Adheres to district and professional selection guidelines. Solicits and uses input from students, staff and community. Advocates for additional funds to purchase resources for the collection. Assures that the collection is balanced and supports the curricular needs and reading interests of students. 5. Learning Environment The school librarian uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to learning. Arranges the library to maximize learning while providing a safe environment. Establishes clear expectations for library rules and procedures early in the school year, and enforces them consistently and fairly. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Promotes cultural sensitivity. Respects students diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to students and staff s needs and responses. Maximizes instructional learning time by working with students individually as well as in small groups or whole groups. 73

75 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The school librarian maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Collaborates and communicates effectively within the school community to promote students and staff s well-being and success. Adheres to federal and state laws, school policies, and ethical guidelines. Incorporates learning from professional growth opportunities into instructional practice. Sets goals for improvement of knowledge and skills. Engages in activities outside the library intended for school and student enhancement. Works in a collegial and collaborative manner with administrators, other school personnel, and the community. Builds positive and professional relationships with parents/guardians. Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. Demonstrates consistent mastery of standard oral and written English in all communication. 7. Student Academic Progress The work of the school librarian results in acceptable, measurable, and appropriate student academic progress, both in the library and in the greater school community. Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data of the specific target group described in the Goal-Setting form. Documents the progress of students. Provides evidence that achievement goals have been met. Supports the academic progress of the school community. Commendations: Areas for Growth/Improvement: Reflective Questions: Professional Development Suggestions: Observer s Name Observer s Signature Date School Librarian s Name School Librarian s Signature (Signature denotes receipt of the formal observation, not necessarily agreement with the contents of the form.) Date 74

76 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools School Librarian Summative Performance Report Directions: Evaluators use this form to provide the school librarian with an assessment of performance. A copy of this form may be accessed electronically by the school librarian. School Librarian School Year School Contract Status: Probationary Continuing Contract 1. Professional Knowledge The school librarian demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences and materials. Effectively addresses appropriate curriculum standards. Integrates key content elements and facilitates students use of higher level thinking skills in instruction. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Demonstrates an accurate knowledge of the subject area(s) taught. Demonstrates a professional knowledge of literature. Demonstrates skills relevant to the subject area(s) taught. Bases instruction on goals that reflect high expectations and an understanding of the subject. Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. Communicates clearly and checks for understanding. Effectively develops collection to address curriculum standards. Demonstrates knowledge of resources both within and beyond school district. 2. Instructional Planning The school librarian plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Uses student learning data to guide planning. Plans time realistically for pacing, content mastery, and transitions. Plans for differentiated instruction. Engages in reflective practice. Aligns lesson objectives to the school s curriculum while collaborating with classroom teachers to meet student learning needs. Develops appropriate long- and short-range plans and adapts plans when needed. 75

77 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The school librarian effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Engages and maintains students in active learning. Builds upon students existing knowledge and skills. Differentiates instruction to meet students needs. Reinforces learning goals consistently throughout lessons/library visits. Recommends and guides students and teachers to resources that match learning goals. Uses a variety of effective instructional strategies and resources. Uses instructional technology to enhance student learning. Communicates clearly and checks for understanding. Assists staff and students in the use of the library-media center. 4. Assessment of/for Student Learning The school librarian systematically gathers, analyzes, and uses all relevant data to measure the effectiveness of library materials and services and to guide collection development and provide timely feedback to both students and parents throughout the school year. Analyzes collections to maintain and support student learning. Assesses and weeds the collection. Maintains collection in accordance with SCPS policy. Adheres to district and professional selection guidelines. Solicits and uses input from students, staff and community. Advocates for additional funds to purchase resources for the collection. Assures that the collection is balanced and supports the curricular and reading interests of students. 5. Learning Environment The school librarian uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Arranges the library to maximize learning while providing a safe environment. Establishes clear expectations for library rules and procedures early in the school year, and enforces them consistently and fairly. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Promotes cultural sensitivity. Respects students diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to students and staff s needs and responses. Maximizes instructional learning time by working with students individually as well as in small groups or whole groups. 76

78 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The school librarian maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Collaborates and communicates effectively within the school community to promote students and staff s well-being and success. Adheres to federal and state laws, school policies, and ethical guidelines. Incorporates learning from professional growth opportunities into instructional practice. Sets goals for improvement of knowledge and skills. Engages in activities outside the library intended for school and student enhancement. Works in a collegial and collaborative manner with administrators, other school personnel, and the community. Builds positive and professional relationships with parents/guardians. Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. Demonstrates consistent mastery of standard oral and written English in all communication. 7. Student Academic Progress The work of the school librarian results in acceptable, measurable, and appropriate student academic progress, both in the library and in the greater school community. Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data of the specific target group described in the Goal-Setting form. Documents the progress of students. Provides evidence that achievement goals have been met. Supports the academic progress of the school community. Summary of Standard s: Standard Weight Teacher s Teacher s Score 1: Professional Knowledge 1 2: Instructional Planning 1 3: Instructional Delivery 1 4: Assessment of and for Student Learning 1 5: Learning Environment 1 6: Professionalism 1 7: Student Academic Progress 4 Overall & Score Scale Exemplary Proficient Needs Improvement Unacceptable

79 Shenandoah County Public Schools Teacher Performance Evaluation System Overall Evaluation Summary: Exemplary Proficient Needs Improvement Unacceptable Recommended for placement on a Performance Improvement Plan (One or more standards are Unacceptable, or three or more standards are Needs Improvement). I recommend DO NOT recommend reappointment for this teacher. Commendations: Growth Goals: Areas Noted for Improvement: Teacher Improvement Goals Evaluator s Name School Librarian s Name Evaluator s Signature Date School Librarian s Signature (Signature denotes receipt of the formal observation, not necessarily agreement with the contents of the form.) Date 78

80 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools Formal Observation Form for School Counselors Directions: Evaluators use this form to document the required observations of the school counselor. This form focuses on the seven performance standards and is used to provide feedback about the observation. Some standards may not be documented in a single observation. A copy of this form may be accessed electronically by the school counselor. School Counselor s Name Date Observed Time Contract status: Probationary Observer s Name Continuing Contract 1. Professional Knowledge The professional school counselor implements the school guidance curriculum through the uses of effective instructional skills and continued professional development. Uses best practices reflecting current knowledge and standards. Seeks ongoing professional improvement through training and supervision. Establishes professional goals based on student needs. 2. Program Planning The professional school counselor plans, organizes and delivers the school counseling program. Designs a program to meet the needs of the school. Completes a program audit to determine the degrees to which the school counseling program is being implemented. Appropriately posts events and program activities through various school media. Uses a yearly evaluation to make changes in the school counseling program and calendar for the following year. Shares the results of the school counseling program with administration and other school counseling team members. 79

81 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The professional school counselor provides responsive services through the effective use of individual counseling, consultation and referral skills. Effectively counsels students with identified needs and concerns. Guides students in individual planning to meet educational, career and social goals. Helps, in collaboration with parents or guardians, students establish goals and use planning skills. Consults effectively with parents/guardians, teachers, and administrators about student needs. Demonstrates multi-cultural awareness and sensitivity to individual differences. 4. Assessment of/for Student Learning The professional school counselor collects and analyzes data to guide program direction and emphasis. Demonstrates accurate and appropriate interpretation of data and the presentation of relevant, unbiased information. Understands and uses data to establish goals and activities to support the student. Works with members of the counseling team and the principal to clarify how programs are evaluated and how results are shared. 5. Learning Environment The professional school counselor is a student advocate, leader, collaborator and a systems change agent. Maintains positive interpersonal relationships with educational staff and students. Maintains positive interpersonal relationships and communication with parents or guardians in an effort to maintain a positive learning environment. Promotes the academic success of every student within the learning environment. Promotes equity and access for every student within the learning environment. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Promotes cultural sensitivity. Respects students diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to students needs and responses. 80

82 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The professional school counselor provides system support through effective school counseling program management and support for other educational programs. Collaborates and communicates effectively within the school community. Adheres to federal and state laws, school policies, and ethical guidelines. Maintains the ethics of confidentiality. Incorporates learning from professional growth opportunities into instructional practice. Sets goals for improvement of knowledge and skills. Attends professional growth workshops, seminars, conferences. Collaborates with teachers, parents and the community to promote the success of students. Builds positive relationships with parents through frequent communication. Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. Demonstrates consistent mastery of standard oral and written communication. 7. Student Academic Progress The professional school counselor monitors the students on a regular basis as they progress in school. Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data of the specific target group described in the Goal-Setting form. Monitors student progress utilizing benchmark data. Develops appropriate interventions for students as needed and monitors their progress. Documents student progress and guides intervention methods specific to the student s needs. Consults effectively with parents/guardians, teachers, administrators, and stakeholders about student needs. Commendations: Areas for Growth/Improvement: Reflective Questions: Professional Development Suggestions: Observer s Name Observer s Signature Date School Counselor s Name School Counselor s Signature (Signature denotes receipt of the formal observation, not necessarily agreement with the contents of the form.) Date 81

83 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools School Counselor Summative Performance Report Directions: Evaluators use this form to provide the school counselor with an assessment of performance. A copy of this form may be accessed electronically by the school counselor. Counselor School Year(s) School Contract Status: Probationary Continuing Contract 1. Professional Knowledge The professional school counselor implements the school guidance curriculum through the uses of effective instructional skills and continued professional development. Uses best practices reflecting current knowledge and standards. Seeks ongoing professional improvement through training and supervision. Establishes professional goals based on student needs. 2. Program Planning The professional school counselor plans, organizes and delivers the school counseling program. Designs a program to meet the needs of the school. Completes a program audit to determine the degrees to which the school counseling program is being implemented. Appropriately posts events and program activities through various school media. Uses a yearly evaluation to make changes in the school counseling program and calendar for the following year. Shares the results of the school counseling program with administration and other school counseling team members. 82

84 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The professional school counselor provides responsive services through the effective use of individual counseling, consultation and referral skills. Effectively counsels students with identified needs and concerns. Guides students in individual planning to meet educational, career and social goals. Helps, in collaboration with parents or guardians, students establish goals and use planning skills. Consults effectively with parents/guardians, teachers, and administrators about student needs. Demonstrates multi-cultural awareness and sensitivity to individual differences. 4. Assessment of/for Student Learning The professional school counselor collects and analyzes data to guide program direction and emphasis. Demonstrates accurate and appropriate interpretation of data and the presentation of relevant, unbiased information. Understands and uses data to establish goals and activities to support the student. Works with members of the counseling team and the principal to clarify how programs are evaluated and how results are shared. 5. Learning Environment The professional school counselor is a student advocate, leader, collaborator and a systems change agent. Maintains positive interpersonal relationships with educational staff and students. Maintains positive interpersonal relationships and communication with parents or guardians in an effort to maintain a positive learning environment. Promotes the academic success of every student within the learning environment. Promotes equity and access for every student within the learning environment. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Promotes cultural sensitivity. Respects students diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to students needs and responses. 83

85 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The professional school counselor provides system support through effective school counseling program management and support for other educational programs. Collaborates and communicates effectively within the school community. Adheres to federal and state laws, school policies, and ethical guidelines. Maintains the ethics of confidentiality. Incorporates learning from professional growth opportunities into instructional practice. Sets goals for improvement of knowledge and skills. Attends professional growth workshops, seminars, conferences. Collaborates with teachers, parents and the community to promote the success of students. Builds positive relationships with parents through frequent communication. Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. Demonstrates consistent mastery of standard oral and written communication. 7. Student Academic Progress The professional school counselor monitors the students on a regular basis as they progress in school. Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data of the specific target group described in the Goal-Setting form. Monitors student progress utilizing benchmark data. Develops appropriate interventions for students as needed and monitors their progress. Documents student progress and guides intervention methods specific to the student s needs. Consults effectively with parents/guardians, teachers, administrators, and stakeholders about student needs. Summary of Standard s: Standard Weight Teacher s Teacher s Score 1: Professional Knowledge 1 2: Instructional Planning 1 3: Instructional Delivery 1 4: Assessment of and for Student Learning 1 5: Learning Environment 1 6: Professionalism 1 7: Student Academic Progress 4 84

86 Shenandoah County Public Schools Teacher Performance Evaluation System Overall & Score Scale Exemplary Proficient Needs Improvement Unacceptable Overall Evaluation Summary: Exemplary Proficient Needs Improvement Unacceptable Recommended for placement on a Performance Improvement Plan (One or more standards are Unacceptable, or three or more standards are Needs Improvement). I recommend DO NOT recommend reappointment for this teacher. Commendations: Areas Noted for Growth/Improvement: Reflective Questions: Professional Development Recommendations: Evaluator s Name Counselor s Name Evaluator s Signature Date Counselor s Signature (Signature denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.) Date 85

87 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools Formal Observation Form for Athletic Trainers Directions: Evaluators use this form to document the required annual observations of the athletic trainer. This form focuses on the seven performance standards and is used to provide feedback about the observation. Some standards may not be documented in a single observation. A copy of this form will be given to the athletic trainer. Athletic Trainer s Name Date Observed Time The trainer is: Probationary Continuing Contract Observer s Name 1. Professional Knowledge The athletic trainer demonstrates an understanding of the curriculum content and provides relevant learning experiences for students. Effectively addresses appropriate curriculum standards. Demonstrates an accurate knowledge and skills relevant of the subject area(s) taught. Educates athletes on proper equipment use. Builds upon students existing knowledge and skills. Communicates clearly and checks for understanding. Implements appropriate referral strategies. 2. Instructional / Program Planning In addition to planning effective classroom instruction the athletic trainer educates and manages athlete s risk for safe performance and function. Uses student learning data to guide planning. Minimizes risk of injury/illness of athletes. Interprets and reviews pre-participation screenings. Develops both long and short-range plans for instruction as well as for the athletic training program in general. Creates emergency action plan (EAP) for each athletic venue utilized by athletic teams. Plans time realistically for pacing, content mastery, and transitions. Monitors environmental conditions to facilitate athlete safety. Promotes healthy lifestyle behaviors to enhance wellness and minimize risk of injury/illness. Designs a training program to meet the needs of the athletic department. 86

88 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The athletic trainer engages students in learning through the use of various instructional strategies and implements standard evaluation techniques for injuries and illness. Engages and maintains students in active learning. Administers treatment to facilitate injury protection, recovery, and optimal functioning. Applies braces, splints, and other protective devices in order to facilitate injury protection. Differentiates instruction to meet the learning needs of all students. Uses a variety of instructional strategies, resources and instructional technology. Educates appropriate individuals as to care of injury/illness and compliance to treatment plan. Administers therapeutic modalities using appropriate techniques and procedures. 4. Assessment of /for student learning and athletic injuries The athletic trainer utilizes learning data to measure instructional program effectiveness and employs standard of care (SOC) procedures for appropriate care of injured/ill athletes. Uses pre-assessment data to differentiate instruction and document learning. Understands and uses data to establish goals and activities to support students. Transfers vital assessment information to pertinent individuals. Assesses the athlete s status to re-evaluate plan of care for and athlete readiness for return to play. Uses appropriate assessment tools for formative and summative purposes within an effective timeframe. Applies the appropriate immediate and emergency care procedures to prevent the exacerbation of non-life-threatening health conditions to reduce the risk factors for morbidity and mortality. Obtains medical history for assessment of injury or illness sustained to athletes. Provides guidance for referral to specialists. 5. Learning / Training Environment The athletic trainer uses resources and procedures to provide a safe and effective learning environment as well as athletic training area. Develops positive relationships with students, teachers, coaches, and parents. Promotes professionalism and respect for the overall learning environment as well as the athletic training profession in general. Maintains and purchases supply inventory. Maintains training room equipment and stresses the importance of equipment maintenance. Establishes and enforces clear expectations for classroom and training room behavior. Creates a climate of trust, teamwork, and professionalism through respectful and enthusiastic interactions with students. 87

89 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The athletic trainer understands and adheres to approved organizational/professional practices and state and national practice guidelines. Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote students well-being and success. Demonstrates consistent mastery of standard oral and written English in all communication. Maintains records and documentation. Seeks professional development opportunities. Incorporates learning from professional development into instruction and training practices. Demonstrates an understanding of statutory and regulatory provisions and professional standards of the practice of athletic training in order to provide for the safety and welfare of individuals and groups. Maintains confidentiality. Sets goals to improve knowledge and skills. 7. Student Academic Progress The athletic trainer promotes acceptable, measurable, and appropriate student academic progress both in the classroom as well as the lab setting. Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on pre-assessment data of the specific target group described in the Goal-Setting form. Documents student learning. Provides visible evidence of student learning. Provides evidence that achievement goals have been met. Creates interventions that improve student learning and performance. Commendations: Areas for Growth/Improvements: Reflective Questions: Professional Development Suggestions: 88

90 Shenandoah County Public Schools Teacher Performance Evaluation System Evaluator s Name Athletic Trainer s Name Evaluator s Signature Date Athletic Trainer s Signature (Denotes receipt of the observation form, not necessarily agreement with the contents.) Date 89

91 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools Summary Evaluation Form for Athletic Trainers Directions: Evaluators use this form to document the required annual observations of the athletic trainer. This form focuses on the seven performance standards and is used to provide feedback about the observation. Some standards may not be documented in a single observation. A copy of this form will be given to the athletic trainer. Athletic Trainer s Name Date Observed Time The trainer is: Probationary Continuing Contract Observer s Name 1. Professional Knowledge The athletic trainer demonstrates an understanding of the curriculum content and provides relevant learning experiences for students. Effectively addresses appropriate curriculum standards. Demonstrates an accurate knowledge and skills relevant of the subject area(s) taught. Educates athletes on proper equipment use. Builds upon students existing knowledge and skills. Communicates clearly and checks for understanding. Implements appropriate referral strategies. 2. Instructional / Program Planning In addition to planning effective classroom instruction the athletic trainer educates and manages athlete s risk for safe performance and function. Uses student learning data to guide planning. Minimizes risk of injury/illness of athletes. Interprets and reviews pre-participation screenings. Develops both long and short-range plans for instruction as well as for the athletic training program in general. Creates emergency action plan (EAP) for each athletic venue utilized by athletic teams. Plans time realistically for pacing, content mastery, and transitions. Monitors environmental conditions to facilitate athlete safety. Promotes healthy lifestyle behaviors to enhance wellness and minimize risk of injury/illness. Designs a training program to meet the needs of the athletic department. 90

92 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The athletic trainer engages students in learning through the use of various instructional strategies and implements standard evaluation techniques for injuries and illness. Engages and maintains students in active learning. Administers therapeutic and conditioning exercise techniques. Applies braces, splints, and other protective devices in order to facilitate injury protection. Differentiates instruction to meet the learning needs of all students. Uses a variety of instructional strategies, resources and instructional technology. Educates appropriate individuals as to care of injury/illness and compliance to treatment plan. Administers therapeutic modalities using appropriate techniques and procedures. 4. Assessment of /for student learning and athletic injuries The athletic trainer utilizes learning data to measure instructional program effectiveness and employs standard of care (SOC) procedures for appropriate care of injured/ill athletes. Uses pre-assessment data to differentiate instruction and document learning. Understands and uses data to establish goals and activities to support students. Transfers vital assessment information to pertinent individuals. Assesses the athlete s status to re-evaluate plan of care for and athlete readiness for return to play. Uses appropriate assessment tools for formative and summative purposes within an effective timeframe. Applies the appropriate immediate and emergency care procedures to prevent the exacerbation of nonlife-threatening health conditions to reduce the risk factors for morbidity and mortality. Obtains medical history for assessment of injury or illness sustained to athletes. Provides guidance for referral to specialists. 5. Learning / Training Environment The athletic trainer uses resources and procedures to provide a safe and effective learning environment as well as athletic training area. Develops positive relationships with students, teachers, coaches, and parents. Promotes professionalism and respect for the overall learning environment as well as the athletic training profession in general. Maintains and purchases supply inventory. Maintains training room equipment and stresses the importance of equipment maintenance. Establishes and enforces clear expectations for classroom and training room behavior. Creates a climate of trust, teamwork, and professionalism through respectful and enthusiastic interactions with students. 91

93 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The athletic trainer understands and adheres to approved organizational/professional practices and state and national practice guidelines. Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote students well-being and success. Demonstrates consistent mastery of standard oral and written English in all communication. Maintains records and documentation. Seeks professional development opportunities. Incorporates learning from professional development into instruction and training practices. Demonstrates an understanding of statutory and regulatory provisions and professional standards of the practice of athletic training in order to provide for the safety and welfare of individuals and groups. Maintains confidentiality. Sets goals to improve knowledge and skills. 7. Student Academic Progress The athletic trainer promotes acceptable, measurable, and appropriate student academic progress both in the classroom as well as the lab setting. Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on pre-assessment data of the specific target group described in the Goal-Setting form. Documents student learning. Provides visible evidence of student learning. Provides evidence that achievement goals have been met. Creates interventions that improve student learning and performance. Summary of Standard s: Standard Weight Teacher s Teacher s Score 1: Professional Knowledge 1 2: Instructional Planning 1 3: Instructional Delivery 1 4: Assessment of and for Student Learning 1 5: Learning Environment 1 6: Professionalism 1 7: Student Academic Progress 4 Overall & Score Scale Exemplary Proficient Needs Improvement Unacceptable

94 Shenandoah County Public Schools Teacher Performance Evaluation System Overall Evaluation Summary: Exemplary Proficient Needs Improvement Unacceptable Recommended for placement on a Performance Improvement Plan (One or more standards are Unacceptable, or three or more standards are Needs Improvement). I recommend DO NOT recommend reappointment for this teacher. Commendations: Areas for Growth/Improvements: Reflective Questions: Professional Development Suggestions: Evaluator s Name Athletic Trainer s Name Evaluator s Signature Date Athletic Trainer s Signature (Denotes receipt of the observation form, not necessarily agreement with the contents.) Date 93

95 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools Formal Observation Form for Speech-Language Pathologists Directions: Evaluators use this form to document the required observations of the speech-language pathologist. This form focuses on the seven performance standards and is used to provide feedback about the observation. Some standards may not be documented in a single observation. A copy of this form will be given to the speech-language pathologist. Speech-Language Pathologist s Name Date Observed Time Contract status: Probationary Observer s Name Continuing Contract 1. Professional Knowledge The speech-language pathologist demonstrates an understanding of the student s identified disability through the use of differentiated best practices in therapy. Effectively addresses pertinent goals as outlined in the student(s) IEP. Demonstrates ability to support functional communication skills in the school environment. Demonstrates an accurate knowledge of the disorder area being addressed in the therapy session. Demonstrates skills relevant to the subject area(s) taught. 2. Instructional Planning The speech-language pathologist utilizes assessment data to develop and implement an IEP to meet the needs of students identified with speech-language impairment. Develops appropriate IEPs that meet Special Education compliance regulations. Collaborates with other staff to facilitate communication in the school setting. Plans for differentiated instruction. Uses assessment data and previous therapy session data to guide planning. Aligns therapy objectives to reflect the student s IEP. Develops appropriate annual IEP goals and benchmarks and adapts plans when needed. 94

96 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The speech-language pathologist effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Engages and maintains students in active learning. Accurately reinforces and probes for higher levels of student production. Efficiently and effectively uses therapy time. Provides timely/specific feedback/reinforcement to student Demonstrates, models and uses relevant examples Demonstrates skills in adapting activities to meet each individual in the group setting. Uses instructional technology to enhance student learning, as appropriate. 4. Assessment of/for Student Learning The speech-language pathologist systematically collects and analyzes data to measure student progress toward IEP goals, to guide therapy sessions and to provide timely feedback to students and parents. Consistently collects therapy data in a systematic and organized manner Demonstrates flexibility and adapts lesson as student response indicates. Consults with other teachers and/or service providers to monitor generalization of communication skills. Monitors student progress in a variety of ways (data, checklists, observations). 5. Learning Environment The speech-language pathologist uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Arranges the speech therapy room to maximize learning while providing a safe environment. Establishes and maintains a positive rapport with students by being fair, caring, respectful, and enthusiastic. Respects and is sensitive to the possible emotional and social impact of communication impairment. Establishes and maintains classroom procedures. Classroom arrangement supports learning. 95

97 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The speech-language pathologist maintains a commitment to professional ethics, communicates effectively, and takes responsibility for participating in professional growth that results in enhanced student learning. Models professional and ethical behavior Communicates high expectations Incorporates learning from professional growth opportunities into therapy practice. Builds positive and professional relationships with students. Builds positive and professional Relationships with parents/guardians. Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. 7. Student Academic Progress The work of the speech-language pathologist results in measurable growth in the student s communication skills. Sets measurable goals Documents the progress of students. Uses available therapy data to develop learning targets. Commendations: Areas for Growth/Improvement: Reflective Questions: Professional Development Suggestions: Evaluator s Name Evaluator s Signature Date Speech-Language Pathologist s Name Speech-Language Pathologist s Signature (Signature denotes receipt of the formal observation, not necessarily agreement with the contents of the form.) Date 96

98 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools Speech Language Pathologist Summative Performance Report Directions: Evaluators use this form to provide the speech language pathologist with an assessment of performance. A copy of this form may be accessed electronically by the speech language pathologist. Speech Language Pathologist s Name School Year(s) School(s) Contract Status: Probationary Continuing Contract 1. Professional Knowledge The speech-language pathologist demonstrates an understanding of the student s identified disability through the use of differentiated best practices in therapy. Demonstrates understanding of how students differ in their approaches to learning. Accurately selects, administers and interprets standardized assessments for appropriate special education identification. Creates experiences for students that support functional communication skills in the school environment. Attends professional growth workshops, seminars and/or conferences Demonstrates an understanding of the intellectual, social, emotional and physical development of the age group served. 2. Instructional Planning The speech-language pathologist utilizes assessment data to develop and implement an IEP to meet the needs of students identified with speech-language impairment. Provides a thorough assessment of communication skills; develops written reports based on evaluation results, observations, consultations, teacher checklists and parent input which support appropriate identification per special education guidelines. Develops IEPs that are specific to the student s needs and meet special education compliance regulations including data driven goals and objectives. Consistently collaborates with other IEP participants to establish appropriate goals, appropriate service delivery models and to facilitate appropriate student communication skills in the special education and general education settings. 97

99 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The speech-language pathologist effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Communicates session objectives and performance expectations to the student, as appropriate. Demonstrates use of appropriate research based techniques/strategies to achieve the goals and objectives in the student s IEP Uses therapy time efficiently and effectively which allows for maximum student responses. 4. Assessment of/for Student Learning The speech-language pathologist systematically collects and analyzes data to measure student progress toward IEP goals, to guide therapy sessions and to provide timely feedback to students and parents. Monitors student progress toward IEP goals in a variety of ways (including observation and criterion referenced testing, checklists and/or therapy data). Modifies teaching procedures and demonstrates flexibility in adapting a lesson as student response indicates. Routinely consults with the classroom teachers and observes the student in various school settings to monitor communication skills and carryover of IEP objectives. 5. Learning Environment The speech-language pathologist uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Arranges the therapy room/classroom to maximize learning and to facilitate working with individuals, small groups and whole groups. Manages therapy room procedures that encourage dignity and respect while setting clear expectations. Establishes and maintains trust and a positive rapport with all students by being fair, caring, enthusiastic, respectful and sensitive to diversity. Demonstrates sensitivity to the possible social and emotional impact communication impairment can have on a student. 98

100 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The speech-language pathologist maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Works collaboratively with administrators, colleagues, families, other school personnel and community members to support student communication success. Routinely reflects on, sets and evaluates goals for the improvement of his/her practice of speech/language pathology. Takes responsibility for and participates in a meaningful and continuous process of professional development, incorporating and learning into therapy practice.. Adheres to federal and state laws, school policies, and ethical guidelines. Models professional and ethical standards. Unacceptable Student Academic Progress The work of the speech-language pathologist results in measurable growth in the student s communication skills. Sets measurable IEP goals for the student based on baseline data. Documents the progress of each student throughout the year. Uses available therapy data to develop learning targets. Uses available therapy data to communicate student IEP progress to the student, to parents and to colleagues and administrators. Provides evidence that the student has made progress toward or met IEP goals/objectives. Summary of Standard s: Standard Weight Teacher s Teacher s Score 1: Professional Knowledge 1 2: Instructional Planning 1 3: Instructional Delivery 1 4: Assessment of and for Student Learning 1 5: Learning Environment 1 6: Professionalism 1 7: Student Academic Progress 4 Overall & Score Scale Exemplary Proficient Needs Improvement Unacceptable

101 Shenandoah County Public Schools Teacher Performance Evaluation System Overall Evaluation Summary: Exemplary Proficient Needs Improvement Unacceptable Recommended for placement on a Performance Improvement Plan (One or more standards are Unacceptable, or three or more standards are Need Improvement). I recommend DO NOT recommend reappointment for this speech language pathologist. Commendations: Areas Noted for Growth/Improvement (at least one area must be noted): Reflective Questions: Professional Development Recommendations: Evaluator s Name Speech Language Pathologist s Name Evaluator s Signature Date Speech Language Pathologist s Signature (Signature denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.) Date 100

102 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools Formal Observation Form for School ITRTs Directions: Evaluators use this form to document the required observations of the school ITRT. This form focuses on the seven performance standards and is used to provide feedback about the observation. Some standards may not be documented in a single observation. A copy of this form will be given to the school ITRT. ITRT s Name Date Observed Time Observer s Name The School ITRT is: Probationary Continuing Contract 1. Professional Knowledge The school ITRT demonstrates knowledge of individual teacher and school needs and selects the appropriate technology resources and methodologies to meet those needs. Effectively addresses appropriate curriculum standards. Integrates key content elements and facilitates the use of higher level thinking skills in instruction. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Demonstrates a professional knowledge of technology. Demonstrates skills relevant to the subject area(s) taught. Bases instruction on goals that reflect high expectations and an understanding of the subject. Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. Communicates clearly and checks for understanding. Effectively develops collection to address curriculum standards. Demonstrates knowledge of resources both within and beyond school district. 2. Instructional Planning The school ITRT plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all staff/students. Working collaboratively with individual teachers or groups of teachers to integrate technology into instruction. Plans for differentiated instruction through the use of technology. Engages in reflective practice. Aligns lesson objectives to the school s curriculum while collaborating with classroom teachers to meet student learning needs. Develops appropriate technology-related professional development opportunities for staff. 101

103 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The school ITRT effectively engages staff/students in learning by using a variety of instructional strategies in order to meet individual learning needs. Disseminating information regarding technology resource, emerging technologies, best practices using technology, and professional development opportunities. Builds upon staff/students existing knowledge and skills. Differentiates instruction to meet the staff/students needs. Recommends and guides students and staff to resources that match learning goals. Models a variety of effective instructional strategies and resources. Uses instructional technology to enhance staff/student learning. Communicates clearly and checks for understanding. Assists staff/students in the use of technology resources. 4. Assessment of/for Student Learning The school ITRT gathers, analyzes, and uses all relevant information to measure the effectiveness of technology resources and provide timely feedback to staff throughout the school year. Analyzes technology resources to maintain and support student learning. Assessing student technology skills in accordance with Virginia Standards. Communicate effective technology instructional strategies to staff that positively impacts student learning. Solicits and uses input from students, staff and community. Advocates for additional funds to purchase technology resources. 5. Learning Environment The school ITRT uses resources, routines, and procedures to provide a respectful, positive, safe environment that is conducive to learning. Assist in maintaining technology resources to maximize learning while providing a safe environment. Establishes clear expectations and guidelines for technology use. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Respects staff/students diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to students and staff s needs and responses. Maximizes instructional learning time by working with staff/students individually as well as in small groups or whole groups. 102

104 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The school ITRT maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced staff/student learning. Collaborates and communicates effectively within the school community to promote students and staff s well-being and success. Adheres to federal and state laws, school policies, and ethical guidelines. Incorporates learning from professional growth opportunities into instructional practice. Sets goals for improvement of knowledge and skills. Engages in activities for school and student enhancement. Works in a collegial and collaborative manner with administrators, other school personnel, and the community. Builds positive and professional relationships with parents/guardians. Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. Demonstrates consistent mastery of standard oral and written English in all communication. 7. Academic Progress The work of the school ITRT results in acceptable, measurable, and appropriate academic progress. Sets acceptable, measurable, and appropriate achievement goals based on data of the specific target group(s) described in the Goal-Setting form. Documents the progress of specific target group(s) Provides evidence that goals have been met. Supports the academic progress of the school community. Commendations: Areas for Growth/Improvement: Reflective Questions: 103

105 Shenandoah County Public Schools Teacher Performance Evaluation System Professional Development Suggestions: Observer s Name ITRT s Name Observer s Signature Date School ITRT s Signature (Signature denotes receipt of the formal observation, not necessarily agreement with the contents of the form.) Date 104

106 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools ITRT Summative Performance Report Directions: Evaluators use this form to provide the ITRT with an assessment of performance. A copy of this form may be accessed electronically by the ITRT. ITRT Name School Year(s) School(s) Contract Status: Probationary Continuing Contract 1. Professional Knowledge The school ITRT demonstrates knowledge of individual teacher and school needs and selects the appropriate technology resources and methodologies to meet those needs. Effectively addresses appropriate curriculum standards. Integrates key content elements and facilitates the use of higher level thinking skills in instruction. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Demonstrates a professional knowledge of technology. Demonstrates skills relevant to the subject area(s) taught. Bases instruction on goals that reflect high expectations and an understanding of the subject. Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. Communicates clearly and checks for understanding. Effectively develops collection to address curriculum standards. Demonstrates knowledge of resources both within and beyond school district. 2. Instructional Planning The school ITRT plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all staff/students. Working collaboratively with individual teachers or groups of teachers to integrate technology into instruction. Plans for differentiated instruction through the use of technology. Engages in reflective practice. Aligns lesson objectives to the school s curriculum while collaborating with classroom teachers to meet student learning needs. Develops appropriate technology-related professional development opportunities for staff. 105

107 Shenandoah County Public Schools Teacher Performance Evaluation System 3. Instructional Delivery The school ITRT effectively engages staff/students in learning by using a variety of instructional strategies in order to meet individual learning needs. Disseminating information regarding technology resource, emerging technologies, best practices using technology, and professional development opportunities. Builds upon staff/students existing knowledge and skills. Differentiates instruction to meet the staff/students needs. Recommends and guides students and staff to resources that match learning goals. Models a variety of effective instructional strategies and resources. Uses instructional technology to enhance staff/student learning. Communicates clearly and checks for understanding. Assists staff/students in the use of technology resources. 4. Assessment of/for Student Learning The school ITRT gathers, analyzes, and uses all relevant information to measure the effectiveness of technology resources and provide timely feedback to staff throughout the school year. Analyzes technology resources to maintain and support student learning. Assessing student technology skills in accordance with Virginia Standards. Communicate effective technology instructional strategies to staff that positively impacts student learning. Solicits and uses input from students, staff and community. Advocates for additional funds to purchase technology resources. 5. Learning Environment The school ITRT uses resources, routines, and procedures to provide a respectful, positive, safe environment that is conducive to learning. Assist in maintaining technology resources to maximize learning while providing a safe environment. Establishes clear expectations and guidelines for technology use. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Respects staff/students diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to students and staff s needs and responses. Maximizes instructional learning time by working with staff/students individually as well as in small groups or whole groups. 106

108 Shenandoah County Public Schools Teacher Performance Evaluation System 6. Professionalism The school ITRT maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced staff/student learning. Collaborates and communicates effectively within the school community to promote students and staff s well-being and success. Adheres to federal and state laws, school policies, and ethical guidelines. Incorporates learning from professional growth opportunities into instructional practice. Sets goals for improvement of knowledge and skills. Engages in activities for school and student enhancement. Works in a collegial and collaborative manner with administrators, other school personnel, and the community. Builds positive and professional relationships with parents/guardians. Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. Demonstrates consistent mastery of standard oral and written English in all communication. 7. Academic Progress The work of the school ITRT results in acceptable, measurable, and appropriate academic progress. Sets acceptable, measurable, and appropriate achievement goals based on data of the specific target group(s) described in the Goal-Setting form. Documents the progress of specific target group(s) Provides evidence that goals have been met. Supports the academic progress of the school community. Summary of Standard s: Standard Weight Teacher s Teacher s Score 1: Professional Knowledge 1 2: Instructional Planning 1 3: Instructional Delivery 1 4: Assessment of and for Student Learning 1 5: Learning Environment 1 6: Professionalism 1 7: Student Academic Progress 4 Overall & Score Scale Exemplary Proficient Needs Improvement Unacceptable

109 Shenandoah County Public Schools Teacher Performance Evaluation System Overall Evaluation Summary: Exemplary Proficient Needs Improvement Unacceptable Recommended for placement on a Performance Improvement Plan (One or more standards are Unacceptable, or three or more standards are Need Improvement). I recommend DO NOT recommend reappointment for this ITRT.. Commendations: Areas Noted for Growth/Improvement (at least one area must be noted): Reflective Questions: Professional Development Recommendations: Evaluator s Name ITRT s Name Evaluator s Signature Date ITRT s Signature (Signature denotes receipt of the summative evaluation, not necessarily agreement with the contents of the form.) Date 108

110 Shenandoah County Public Schools Teacher Performance Evaluation System Shenandoah County Public Schools Self-Evaluation Form Directions: All licensed instructional personnel should use this form annually to reflect on the effectiveness and adequacy of their practice based on each performance standard. Please refer to the performance indicators for examples of behaviors exemplifying each standard. Name Date 1. Professional Knowledge Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Areas of strength: Areas needing work/strategies for improving performance: 2. Instructional Planning Plans using the Virginia Standards of Learning, the school s curriculum, effective strategies, resources, and data to meet the needs of all students. Areas of strength: Areas needing work/strategies for improving performance: 3. Instructional Delivery Effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Areas of strength: Areas needing work/strategies for improving performance: 109

111 Shenandoah County Public Schools Teacher Performance Evaluation System Page 2 of 2 4. Assessment of and for Student Learning Systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. Areas of strength: Areas needing work/strategies for improving performance: 5. Learning Environment Uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to learning. Areas of strength: Areas needing work/strategies for improving performance: 6. Professionalism Maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Areas of strength: Areas needing work/strategies for improving performance: 7. Student Academic Progress Work results in acceptable, measurable, and appropriate student academic progress. Areas of strength: Areas needing work/strategies for improving performance: 110

112 Shenandoah County Public Schools Teacher Performance Evaluation System Performance Improvement Plan (PIP) Teacher s Name: Date: School: Principal: Guidelines: Supervisor shall identify the Professional Teaching Standard(s) in which performance is unsatisfactory and for which a plan of improvement is warranted. Steps: The plan goes into effect as noted below. Multiple observers may complete formal observations and shall be followed-up with conferences. The building administrator will conduct a mid-year review. The building administrator, Director of Instruction and/or Director of HR, will review the plan. Briefly summarize the causal event(s) leading to the PIP Formal or other Evaluation Other Date: STANDARD(S) IN WHICH IMPROVEMENT IS NEEDED: EXPLANATION/EVIDENCE: ACTION TO BE TAKEN Frequency Evidence of improvement or completion Building or Department Support This PIP will be placed in the employee s personnel file. Signature of Supervisor: Signature of Teacher: Date: Date: Resolution of Plan of Improvement Sufficient improvement Plan ended Partial improvement; additional improvement needed Plan continues Little or no improvement May implement a new improvement plan or MAY recommend for dismissal. If second improvement plan results in little or no improvement, teacher WILL be recommended for dismissal. 111

113 Shenandoah County Public Schools Teacher Performance Evaluation System Grade K-2 Student Survey Directions: As your teacher reads the sentence, color the face that shows what you think. Teacher Date Yes Sometimes No 1. My teacher listens to me. 2. My teacher gives me help when I need it. 3. I learn new things in my class. 4. I know what the rules are in my class. 5. I am able to do the work my teacher gives me. 6. I am happy when I am in class. * * *Add other elements if needed, such as school-wide goals, or subject-specific elements. 112

114 Shenandoah County Public Schools Teacher Performance Evaluation System Grade 3-5 Student Survey Directions: DO NOT PUT YOUR NAME ON THIS SURVEY: Follow along as your teacher reads the statements. Respond to the statements by placing a checkmark () beneath the response YES, SOMETIMES, or NO that best describes how you feel about the statement. Teacher School Year My teacher listens to me. My teacher gives me help when I need it. I am able to do the work given to me. Students are respectful to each other in my class. I feel free to ask and answer questions. My teacher helps me understand things when I make mistakes. My teacher shows respect to all students. My teacher helps me to be organized. My teacher allows me to demonstrate my learning in a variety of ways. * Yes Sometimes No * *Add other elements if needed, such as school-wide goals, or subject-specific elements. 113

115 Strongly Agree Agree Disagree Strongly Disagree Not Applicable Shenandoah County Public Schools Teacher Performance Evaluation System Grade 6-8 Student Survey The purpose of this survey is to allow you to give your teacher ideas about how this class might be improved. Directions: DO NOT PUT YOUR NAME ON THIS SURVEY. Write your teacher s name, school year, and class/period in the space provided. Listed below are several statements about this class. Indicate your agreement with each statement by placing a check ( ) in the appropriate box. If you wish to comment, please write your comments at the end of the survey. Teacher s Name School Year Class/Period My teacher gives clear instructions. My teacher helps me to be organized. The amount of homework in this class is about right. My teacher returns my work within a few days. My teacher sets high learning standards for the class. My teacher allows me to demonstrate my learning in a variety of ways. My teacher helps me outside of class time when needed. My teacher handles classroom disruptions well. My teacher shows respect to all students. My teacher is respectful to my culture. I feel my teacher values me as a person. I feel comfortable sharing my ideas in class. * * *Add other elements if needed, such as school-wide goals, or subject-specific elements. 114

116 Strongly Agree Agree Disagree Strongly Disagree Not Applicable Shenandoah County Public Schools Teacher Performance Evaluation System Grade 9-12 Student Survey The purpose of this survey is to allow you to give your teacher ideas about how this class might be improved. Directions: DO NOT PUT YOUR NAME ON THIS SURVEY. Write your teacher s name, school year, and class period in the space provided. Listed below are several statements about this class. Indicate your agreement with each statement by placing a check ( ) in the appropriate box. If you wish to comment, please write your comments at the end of the survey. Teacher s Name School Year Class Period My teacher communicates clearly. My teacher is knowledgeable about the subject area he/she teaches. The workload in this class is manageable. My teacher gives feedback on work and exams in a timely manner. I get helpful feedback from my teacher. My teacher handles classroom disruptions effectively. My teacher allows me to demonstrate my learning in a variety of ways. I feel challenged in this class. I feel comfortable sharing my ideas in class. My teacher helps me outside of class time when needed. My teacher shows respect to all students. My teacher respects my culture. I feel my teacher values me as a person. * *Add other elements if needed, such as school-wide goals, or subject-specific elements. 115

117 Shenandoah County Public Schools Teacher Performance Evaluation System Student Survey Summary Teacher s Name: Grade(s) Subject(s): School Year: Survey Version Given: Grades K-2 Grades 3-5 Grades 6-8 Grades How many surveys did you distribute? 2. How many completed surveys were returned? 3. What is the percentage of completed questionnaires you received (#1 divided into #2)? % Student Satisfaction Analysis 4. Describe your survey population(s) (i.e., list appropriate demographic characteristics such as grade level and subject for students). 5. List factors that might have influenced the results (e.g., survey was conducted as the bell rang for dismissal). 6. Analyze survey responses and answer the following questions: A) What did students perceive as your major strengths? B) What did students perceive as your major weaknesses? C) How can you use this information for continuous professional growth? You may include a copy of the Student Survey Summary in Additional Documentation if you choose. 116