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