Teacher Performance Evaluation System Handbook

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1 Teacher Performance Evaluation System Handbook Implemented Revised June 2014

2 ACKNOWLEDGMENTS We wish to thank the administrators and teachers of Staunton City Schools and the Staunton City Schools Teacher Evaluation Committee for their conscientious and thoughtful efforts in developing the Staunton City Schools Teacher Evaluation System and this handbook. Members of that committee included: Sharon Barker William Brown Jennifer Hackley Connie Harlow Stephanie Haskins Alan Kirkdorffer Lori Knicely Jennifer Morris Sarah Morris Louise Pollak Mark Rowicki Stephanie Sandridge Donna Smith Teri Sumey Jon Venn Dori B. Walk Jelisa Wolfe Melissa Yeary Robin Zombro Principal, A. R. Ware Elementary School Teacher, Robert E. Lee High School Mathematics Specialist, Bessie Weller Elementary School Teacher, A. R. Ware Elementary School Director of Assessment and School Improvement Teacher, Shelburne Middle School Teacher, McSwain Elementary School Assistant Principal, Shelburne Middle School Teacher, Genesis Alternative School Teacher, Robert E. Lee High School Principal, Robert E. Lee High School Special Education Teacher, Shelburne Middle School Teacher, McSwain Elementary School Director, Commonwealth Center for Children & Adolescents Director of Human Resources Executive Director of Instruction, Chairman Director of Special Education Teacher, Robert E. Lee High School Teacher, Shelburne Middle School 2

3 Table of Contents Part I: Introduction and Process Introduction...5 Purposes...5 Identifying Teacher Performance Standards...7 Performance Standards...7 Performance Indicators...8 Documenting Performance...9 Student Academic Progress Goal Setting...10 Student Growth Percentile...11 Developing Goals...11 Observations...12 Documentation Folder...14 Student Surveys...16 Integration of Data...17 Evaluation Schedule...18 Documentation Records...19 Making Summative Decisions...19 Definitions of Ratings...19 Rating Teacher Performance...20 Single Summative Rating...20 Improving Professional Performance...21 Support Dialogue...22 Performance Improvement Plan...22 Part II: Performance Standards Performance Standard 1: Professional Knowledge...25 Performance Standard 2: Instructional Planning...27 Performance Standard 3: Instructional Delivery...29 Performance Standard 4: Assessment of/for Learning...31 Performance Standard 5: Learning Environment...33 Performance Standard 6: Professionalism and Communication...35 Performance Standard 7: Student Progress...37 RESOURCES FOR QUALITY TEACHING...39 Part III: Forms and Logs Introduction Goal Setting Process...45 Academic Progress Measures for Elementary Teachers...46 Academic Progress Measures for Middle School Teachers...47 Academic Progress Measures for High School Teachers...48 Academic Progress Measures for Specialist Teachers

4 Annual Goals for Student Academic Progress (A - Block) Annual Goals for Student Academic Progress (B - Non-Block) Student Academic Progress Data Summary Sheet (C) SOL Progress Form (D) Pre-Observation Conference Form (E) Classroom Observation and Post-Observation Form (F) Educational Specialist Observation and Post-Observation Form (G) 59 Open-ended Classroom Observation Form (H) Teacher/Educational Specialist End-of-Year Performance Report (I) Teacher Summative Performance Report (J) Teacher Overall Summative Rating Worksheet (K) Educational Specialist Summative Performance Report (L)...70 Educational Specialist Overall Summative Rating Worksheet (M) Performance Improvement Plan (N) Teacher/Educational Specialist Documentation Folder Cover Sheet (O) Teacher Self-Reflection Form (P) Educational Specialist Self-Reflection Form (Q) 79 Communication Log (R) Professional Development Log (S) Grade K-2 Student Survey Form Grade 3-5 Student Survey Form Grade 6-8 Student Survey Form Grade 9-12 Student Survey Form Student Survey Summary (T) Additional Specific Indicators for Educational Specialists...88 References Figures Figure 1: Teacher Performance Standards... 7 Figure 2: Sample Performance Standard and Indicator... 8 Figure 3: Data Sources for Teachers... 9 Figure 4: Goal Setting for Standard Figure 5: Using Student Growth Percentiles Figure 6: Median Growth Percentiles Figure 7: Yearly Observations Figure 8: Sample Items in a Documentation Folder Figure 9: Aligning Multiple Data Sources with Performance Standards Figure 10: Evaluation Schedule Figure 11: Definition of Terms Used in Rating Scale Figure 12: Two Tools to Increase Professional Performance Figure 13: Items Used as Evidence of Quality Work Performance Figure 14: Student Academic Progress Goal Setting Process Figure 15: Writing SMART Goals

5 PART I: INTRODUCTION AND PROCESS INTRODUCTION The Staunton City Schools Teacher Performance Evaluation System is designed to collect and present data to document teacher performance. The system provides a balance between structure and flexibility. It defines common purposes and expectations, thereby guiding effective instructional practice, and it provides flexibility, thereby allowing for creativity and individual teacher initiative. The goal is to support the continuous growth and development of each teacher by monitoring, analyzing, and applying pertinent data compiled within a system of meaningful feedback. For the purpose of this evaluation, the term teacher is used interchangeably with the term educational specialist unless otherwise noted. Purposes The primary purposes of Staunton City Schools Teacher Performance Evaluation System are to: optimize student learning and growth, improve the quality of instruction by ensuring accountability for classroom performance and teacher effectiveness, contribute to the successful achievement of the goals and objectives defined in the Core Beliefs, mission, and goals of Staunton City Schools, provide a basis for instructional improvement through productive teacher performance appraisal and professional growth, and implement a performance evaluation system that promotes collaboration between the teacher and evaluator and promotes self-growth, instructional effectiveness, and improvement of overall job performance. The distinguishing characteristics of Staunton City Schools Teacher Performance Evaluation System are: a focus on the relationship between professional performance and improved learner academic achievement, sample performance indicators for each of the teacher performance standards, a system for documenting teacher performance based on multiple data sources, a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases the involvement of teachers in the evaluation process, and a support system for providing assistance when needed. 5

6 This handbook describes the evaluation process for teachers as well as educational specialists. Examples of educational specialists include: 1. School Counselors 2. School Psychologists 3. School Librarians 4. Math/Literacy Coaches 5. Differentiation Specialists 6. School Improvement Leaders 7. Instructional Technology Resource Teachers 6

7 IDENTIFYING TEACHER and EDUCATIONAL SPECIALISTS PERFORMANCE STANDARDS Clearly defined professional responsibilities constitute the foundation of the Staunton City Schools Teacher Evaluation System. A fair and comprehensive evaluation system provides sufficient detail and accuracy so that both teachers and evaluators (i.e., principal, assistant principal, supervisor) reasonably understand the job expectations. The expectations for professional performance are defined using a two-tiered approach. Performance standards refer to the major duties performed by a teacher. For all teachers, there are seven performance standards. These expectations relate to the qualities of effective teachers identified in the research literature and summarized in Part III of this Handbook. Performance Standards Performance Indicators Figure 1: Teacher and Educational Specialist Performance Standards Teacher Performance Standards Educational Specialist Standards 1: Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. 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 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 4. Assessment of/for Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. 5: Learning Environment 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, supports the school, and takes responsibility for and participates in professional growth that results in enhanced student learning. 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. 1: Knowledge of the Learning Community The educational specialist identifies and addresses the needs of the targeted learning community by demonstrating respect for individual differences and understanding of cultures, backgrounds and learning needs. 2: Program Planning and Management The educational specialist effectively plans, coordinates and implements programs and services consistent with established guidelines, policies and procedures. 3: Program Services The educational specialist uses knowledge of subject/field/technology to implement services and to provide support for the targeted learning community consistent with established standards and guidelines. 4. Assessment The educational specialist gathers, analyzes, and uses data to determine learner needs, to measure learner or program progress, to guide instruction, and to provide timely feedback to learners, parents/guardians, and staff. 5: Communication and Collaboration The educational specialist communicates and collaborates effectively with learners, parents/guardians, staff, and the community to support learner learning and well-being. 6: Professionalism The educational specialist maintains a commitment to professional ethics, communicates effectively, supports the school, and takes responsibility for and participates in professional growth that results in enhanced learner learning. 7: Learner/Program Progress The work of the educational specialist results in acceptable and measureable learner or program progress based on established standards, division goals, and/or school goals. 7

8 Performance Indicators A set of performance indicators has been developed (see Part II) to provide examples of observable, tangible behaviors. That is, 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 exhaustive, and is not intended to be prescriptive. Additional tangible behaviors that may serve as performance indicators for teachers are found in the Part II, Resource for Quality Teaching, p. 38. Both evaluators and teachers should consult the sample performance indicators for clarification of what constitutes a specific performance standard. As an illustration, performance indicators for the Instructional Delivery performance standard are listed in the box. Figure 2: Sample of Teacher Performance Standard and Indicators 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. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: Differentiates instruction to accommodate the learning needs of all students. Implements, evaluates, and adapts multiple delivery methods and instructional strategies to actively engage students in learning. Communicates clearly. Checks regularly for understanding. Accesses and integrates resources to support student learning. For specific examples of how indicators might look in classroom practice, please refer to categories A, B, C, D, E, F and I in Part III. The performance indicators are provided to help teachers and their evaluators clarify job expectations. As mentioned, all performance indicators may not be applicable to a particular teaching assignment. Ratings are NOT made at the performance indicator level but at the performance standard level. 8

9 DOCUMENTING PERFORMANCE A fair and equitable performance evaluation system for the role of a professional acknowledges the complexities of the job. In general, 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 3 below provide accurate feedback on teacher performance. Note: Unless otherwise indicated, Teachers and Figure 3: Data Sources for Teachers/Educational Specialists Data Source Goal Setting for Student Academic Progress/Learner or Program Progress Observations Teacher/Educational Specialists Documentation Folder Student/Client Surveys Definition Teachers have a definite impact on student learning and performance through their various roles. Depending on grade level, content area, and students ability levels, appropriate measures of academic performance are identified to provide information on the learning gains of students. Performance measures include standardized test results as well as other pertinent data. Teachers set goals for improving student achievement or learner/program progress based on the results of performance measures. The goals and the goal fulfillment constitute an important data source for evaluation. Formal observations focus directly on the seven teacher performance standards. Evaluators are encouraged to conduct observations by visiting classrooms, observing instruction, and observing work in non-classroom settings. Classroom observations may include review of teacher products or artifacts. The documentation folder includes artifacts requested by the evaluator and/or provided by the teacher that extend a classroom observation, clarify practice, or further document a standard(s). Student/client surveys provide information about students perceptions of how the professional is performing. The actual survey responses are seen only by the teacher, who prepares a survey summary for discussion with the evaluator. 9

10 Student Academic/Learner Progress Goal Setting Teachers have a direct and powerful impact on student achievement. The intent of student academic/learner progress goal setting is to: make explicit the connection between teaching and learning; make instructional decisions based on student data; provide a tool for classroom and school improvement; increase the effectiveness of instruction through continuous professional growth; focus attention on student results and improve student achievement. Use of Goal Setting in Teacher Evaluation Student academic/learner progress will comprise 40% of the teacher evaluation for all teachers. Each teacher sets annual goals for improving student achievement. A building administrator and the teacher look at the available data from student performance measures to guide the goal-setting process. A form is provided in Part III (Annual Goals for Student Academic Progress) for developing and assessing the annual goal(s). Teachers are to establish a minimum of two to a maximum of three goals relating to their instructional setting. The goals must directly address student achievement/learner progress and be measured by an appropriate assessment. Appropriate measures of student/learner learning gains differ substantially based on grade level, content area, and ability level of students. Evaluators may conduct school-wide reviews of test data to identify patterns. Reports of such efforts are useful for documenting student gains. A menu of division-approved measures of student/learner learning which may be used in teacher goal setting is included in Part III. Figure 4 shows the breakdown of how the measure and goal setting will be applied. Figure 4: Goal Setting as applied to Student Academic Progress (Standard 7) For teachers who Make-up of the 40% of Teacher Evaluation based on Student Academic Progress The teacher must have two goals for the year. Have Student Growth One goal (20%) MAY be based on Standards of Learning Scores and/or Percentiles (based on SOL Student Growth Percentiles (as determined applicable by the teacher and scores) the evaluator). One goal must (20%) be based on Teacher s Annual goals. Both goals (40%) may be based on Teacher s Annual Goals if deemed appropriate by the teacher and the administrator. Do NOT have Student Growth Percentiles, but do have SOL tests Do NOT have Student Growth Percentiles or SOL tests The teacher must have two goals for the year. One goal (20%) MAY be based on Standards of Learning (as determined applicable by the teacher and the evaluator). One goal (20%) must be based on Teacher s Annual goals. Both goals (40%) may be based on Teacher s Annual Goals if deemed appropriate by the teacher and the administrator. The teacher must have two goals for the year. Both goals (40%) WILL be based on Teacher s Annual Goals. 10

11 Student Growth Percentiles In order to determine when Student Growth Percentiles (SGP) could be used as an Assessment Measure for Teacher Evaluation, Standard 7, certain conditions apply. Figure 5 describes the conditions under which a median SGP can be appropriately used as one of at least two growth measures in a teachers performance evaluation. Figure 5: Using Student Growth Percentiles (SGP) To use Student Growth Percentiles Data from at least 40 students is available, possibly from multiple years Data from students is representative of students taught Data from at least two years is available; three years should be reviewed whenever possible. When applied appropriately, the range of percentiles needs to be considered in interpreting student growth as part of the teacher performance rating for Standard 7 (see Figure 6). Figure 6: Median Growth Percentiles Used in Teacher Performance Evaluation Range of median student Interpretation growth percentile < 35 The majority of students demonstrated low growth 35 to 65 The majority of students demonstrated moderate or higher growth > 65 The majority of students demonstrated high growth Developing Goals Goals are developed early in the school year. For secondary teachers in the 4 x 4 block schedule, goals are developed at the beginning of each term. The goals describe observable behavior and/or measurable results that would occur when a goal is achieved. The acronym SMART is a useful way to self-assess a goal s feasibility and worth. SMART stands for: Specific the goal is focused; for example, by content area, by learners needs Measurable an appropriate instrument/measure is selected to assess the goal Attainable the goal is within the teacher s control to effect change Realistic the goal is appropriate for the teacher and students Time limited the goal is contained to a single school year/term 11

12 Submission of the Goal Setting for Teachers/Educational Specialists Form Teachers complete a draft of their goals and schedule a meeting with their evaluator to look at the available data from student performance measures and discuss the proposed goals. Each year, teachers are responsible for submitting their goals to their principals or evaluators. Year-long classes Goals are due to the evaluator by September x 4 Block Classes Goals for first term are due to the evaluator by September 30 and for the second term by February 15. Mid-Year Review of the Goals A mid-year review of progress on the goals is held for all teachers. At the principal s discretion, this review may be conducted through peer teams, coaching with the evaluator, sharing at a staff meeting or professional day, or in another format that promotes discussion, collegiality, and reflection. Year-long classes - The mid-year review is to be held by the first Friday in February. It is the responsibility of the principal to establish the format and select the time of the review. 4 x 4 Block classes - The mid-year review is to be held by for the first term by the first Friday in November and by the first Friday in April for the second term. It is the responsibility of the principal to establish the format and select the time of the review. End-of-Year Assessment and Reflection of the Goal The end-of-year student assessment results (if classroom administered) are due by the first Friday in May for teachers in a FULL Summative Evaluation year. End-of-year student assessment results (if classroom administered) are due by the last Friday in May for all teachers not in a FULL Summative Evaluation year. By the appropriate date, each teacher is responsible for assessing professional growth made on the goal(s), completing the Data Summary Form, and submitting documentation to the principal or his/her evaluator. A teacher may find it beneficial to draft the next year s goal as part of this reflection process in the event the goal has to be continued and/or revised. By mutual agreement, administrators and individual teachers may extend the due date for the end-of-year review in order to include the current year s testing data or exam scores. If the data is not yet available, the teacher s Summative Evaluation may be completed without the current year s data in which case the evaluation would include the previous year(s) data and/or mid-term data. 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. Evaluators are continually observing in their schools by walking through classrooms and non-instructional 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. In order to provide targeted feedback on teachers work relating to the seven performance standards, observations using the Classroom Observation form (see Part III) are conducted. All formal observations last approximately 30 minutes and are followed by a post-observation dialogue within approximately ten working days. 12

13 Principals and assistant principals are encouraged to conduct observations by observing instruction and non-instructional routines at various times throughout the evaluation cycle. Observations may be a combination of scheduled and unscheduled visits. Given the complexity of teaching, it is unlikely that an evaluator will have the opportunity to observe and provide feedback on each of the seven performance standards in a given visit. For example, administrators may focus on three standards during the actual observation (i.e., data-driven planning, instructional delivery, and learning environment). During the post-conference, the teacher and administrator should discuss the observation as well as any additional performance standards. Number of Observations The minimum number of teacher observations varies by the teacher s contract status and experience. The first observation for probationary first year teachers is to be pre-arranged so that a pre-observation conference may be held. Evaluators do not need to pre-arrange other observations but may do so if they determine it is appropriate. Figure 7: Minimum Number of Yearly Observations Contract Status Type of Evaluation Minimum Number of Observations Per Year Probationary first year teachers and Teachers on an Employee Assistance Plan FULL Employee Assistance Plan (4 required observations) 1 st year Probationary (3 minimum; 4 th observation optional at discretion of principal) Pre-Conference (required for 1) indicates an activity occurs Post-Conference Probationary teachers (other than first year teachers) Continuing contract teachers in Year 3 of evaluation cycle Continuing contract teachers in Year 1 or Year 2 of the evaluation cycle FULL 3 (optional) PARTIAL 1 Documentation Evaluators use observations as one source of information to determine whether a teacher is meeting the performance standards. The evaluator provides feedback about the observation, including other sources of documentation, during a post-conference with the teacher. During this session, the evaluator reviews all information summarized on the Classroom Observation form. Copies of the observation forms are maintained by the evaluator for the entire evaluation cycle to document growth and development. 13

14 The Pre-Observation Conference Record is used with teachers in their first year of teaching or teachers on an Employee Plan of Assistance for one of the required four observations. Sample pre and postobservation inquiries appear below. Sample Pre-Observation Inquiries What will I see happening in your class? How will you differentiate instruction? How will I see you accommodate for the various learning styles in this class? What specific item would you like me to focus upon (e.g., questioning skills, student movement)? What additional information should I know prior to coming to your classroom to observe? Sample Post-Observation Inquiries What do you think went well during the lesson I observed? What would you do differently the next time you teach this lesson/use a particular instructional strategy? How would you describe the learning climate of the classroom during the lesson? What occurred during the day before I arrived for the observation that may have influenced what happened during the time I spent in your class? How did you address students who needed more time to fully understand/master the concept? I observed a snapshot of your instruction. How well did the students learning reflect your intended learning outcomes? What informal or formal assessments did you conduct prior to teaching this lesson? How did the data from the assessments influence this lesson? How did you let students know what the objective for the lesson was and how the students would know if they successfully achieved it? What student characteristics or needs do you keep in mind as you are giving directions? What goal(s) did you set this year for student achievement? How are your students progressing on that/those goal(s)? Documentation Folder The purpose of the documentation folder (see Part III) is to provide evidence of teaching excellence. The items required provide evaluators with information they likely would not observe during the course of a typical school day. Specifically, the documentation folder provides the teacher with an opportunity for self-reflection, demonstration of quality work, and a basis for two-way communication with an evaluator. The emphasis is on the quality of work, not the quantity of materials presented. The 14

15 documentation folder is intended to organize the multiple data sources included in the teacher evaluation. The documentation folder is reviewed by evaluators throughout the evaluation cycle. Documentation Folders should be brought to evaluation meetings held with the evaluator. Figure 8: Sample Items in a Documentation Folder Required Standard Item(s) Examples of Evidence Professional Knowledge/Knowledge of the Learning Community Instructional Planning/Program Planning and Management Instructional Delivery/Program Services Assessment of and for Student Learning/Assessment No evidence is required in the Documentation Log for this standard Evidence of using data about student/learner learning to guide planning and instruction No evidence is required in the Documentation Folder for this standard Evidence of the use of baseline and periodic formative assessments Ideas for documentation to support standard (none required): Coursework or professional development log, lesson plan(s), intervention plans, teacher journal representing reflective thinking and professional growth, samples of innovative approaches developed by the teacher, other as may be determined by the teacher and/or the evaluator. Ideas for documentation to support standard (at least one required): Evidence of differentiation in lesson planning and practice, analysis of classroom assessment, data driven curriculum revision work (lesson or unit plan, intervention plan), other as may be determined by the teacher and/or the evaluator. Ideas for documentation to support standard (none required): This standard is mostly documented through observation and walk-throughs. However the teacher may elect to share sample student work, audio, video or still photographs of classroom activities, and other documents as may be determined by the teacher and/or the evaluator. Educational specialist-specific resources based on the needs of the community. Ideas for documentation to support standard (at least one required): Samples of baseline, periodic/formative and summative assessments, analysis of student/learner results, rubrics, student goal setting and self-reflection/monitoring, other as may be determined by the teacher and/or the evaluator. 15

16 Figure 8: Sample Items in a Documentation Folder, continued Standard Required Item(s) Examples of Evidence Learning Environment/Communication and Collaboration Professionalism Student Academic/Learner/Program Progress No evidence required in the Documentation Folder for this standard *Student/client surveys recommended Communicating with parents/learners/staff Annual Goals for Improving Student Achievement Form/Learner Learning Ideas for documentation to support standard (none required): *Student/client survey information, classroom rules/behavior management plan, schedule of daily classroom routines, examples of collaborative work with peers, evidence of communication with learners, parents/guardians, colleagues and community, other as may be determined by the teacher and the evaluator. Ideas for documentation to support standard (some evidence required): Evidence of communication such as newsletters, communication log, reports to parents, other as may be determined by the teacher and the evaluator. Documentation to support standard (required): Student Academic Progress Goal Setting Document reviewed at mid-term and final Standards of Learning and/or Student Growth Percentiles (if applicable) Student Surveys The purpose of a student survey is to collect information that will help the teacher set goals for continuous improvement (i.e., for formative evaluation); in other words, to provide feedback directly to the teacher for professional growth and development. There are four versions of the student survey, designed to reflect developmental differences in students ability to provide useful feedback to their teachers: K-2, 3-5, 6-8, and The Student Surveys and the accompanying Survey Summary Sheet provide a unique form of feedback by asking for students perceptions (See Part III). All surveys are completed anonymously to promote honest feedback. Annually, it is recommended that teachers administer student surveys in the first half of the second grading period (i.e., before the progress report is issued) to all students. At the teacher s discretion, questions may be added to the survey. The one-page summary of the survey (See Part II) is included in 16

17 Goal Setting Observation Pre-Conference Observation Observation Post- Conference Documentation Folder Student Survey Staunton City School Teacher Performance Handbook the Documentation Folder and shared with the evaluator. If the teacher has not surveyed students, the evaluator may request a teacher to conduct a student survey and provide documentation of survey results if the administrator feels it appropriate for providing feedback to help the teacher grow. Integration of Data Some performance standards are best documented through classroom observation (e.g., teaching style or classroom management); other standards may require additional documentation techniques (e.g., Instructional Planning may necessitate review of the teacher s lesson plans and assessment may necessitate review of the teacher s evaluation instruments). Therefore, multiple data sources are used. Figure 9 shows the alignment of performance standard by data source. Figure 9: Aligning Multiple Data Sources With Performance Standards Performance Standard 1. Data-Driven Planning / X X X 2. Instructional Delivery / X 3. Assessment / / X 4. Learning Environment X / / 5. Communication / / X / 6. Professionalism / / / / / 7. Student Achievement X X NOTE: X indicates a strong relationship relationship / indicates a Assessment of performance quality occurs only at the summative evaluation stage, which comes at the end of the FULL evaluation cycle (i.e., each year for probationary teachers and three years for continuing contract teachers). 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 integrated data constitute the evidence used to determine the performance ratings for the summative evaluation for teachers in their FULL summative evaluation year (see Teacher Summative Performance Report, Part III). Further details on the rating process are provided in subsequent sections of the Handbook. 17

18 Evaluation Schedule Summative evaluations are to be completed by the last week of school. Figure 10 details the evaluation schedules for each group of teachers. The procedures for evaluating the performance of teachers rely on multiple data sources, including, but not limited to, observations and goal setting. Figure 10: Evaluation Schedule FULL Summative Evaluation Partial Evaluation Probationary teachers Continuing contract teachers in Year 3 of the evaluation cycle Continuing contract teachers in Years 1 and 2 of the evaluation cycle Teachers on an Employee Improvement Plan Probationary Teachers Probationary first year teachers participate in a comprehensive orientation session at the beginning of the school year. The orientation consists of written and oral explanations of the following: the induction program requirements, procedures, and activities; all relevant division and school policies, operations, and resources; teacher and student-oriented services available in the division, school, and community; the social, cultural, and economic characteristics of the community being served by the school; the Staunton City Schools Teacher Evaluation System For teachers hired after the orientation occurs, the principal or designee is responsible for ensuring the new teacher receives an orientation to the Staunton City Schools professional personnel evaluation system. All probationary teachers receive a FULL Summative Evaluation during each of their first three years in the school division. These teachers will be evaluated using multiple data sources to determine that the teacher has shown evidence of each of the performance standards. Successful completion of a probationary period is determined based upon review of the classroom observation forms, the goal setting forms, and any additional data. Teachers who are successful demonstrate a proficient level of performance and professional growth in all standards as noted in the summative report. Continuing Contract Teachers The key difference in the evaluation schedule for continuing contract teachers is that they receive FULL summative evaluations every three years. Years 1 and 2 are formative cycle years in which teachers work on enhancing their professional practice and teachers are evaluated on a partial basis. In Year 3, a FULL summative evaluation report is written by the evaluator and discussed with the teacher. The threeyear cycle is contingent upon a high level of teacher performance. 18

19 The teacher s evaluator may recommend a change in the evaluation cycle in the event that a continuing contract teacher is not meeting all of the performance standards at the Proficient level. If a teacher is recommended for formal yearly observation, the evaluation schedule followed is Year 3. Documentation Records Documentation records are maintained by both the teacher and the principal/evaluator for the entire evaluation cycle. If the teacher transfers within Staunton City Schools, the documentation is to be forwarded to the receiving school s principal. At the end of an evaluation cycle, the evaluator submits the summative evaluation form to the central office for placement in teachers personnel files by June 30. MAKING SUMMATIVE DECISIONS Two major considerations used to assess job performance during summative evaluation are the performance standards and the documentation of the actual performance of the standards (observations, goal setting, Teacher Documentation Folder). The performance appraisal rubric and performance indicators (see Part II) provide a description of the teacher performance standards. Definitions of Ratings The rating scale describes four levels of how well the standards (i.e., expectations) are performed on a continuum from exceeds standard to unacceptable. The use of the scale enables evaluators to acknowledge teachers who exceed expectations, note those who meet the standard (i.e., proficient), and use the two lower levels of feedback for teachers who do not meet expectations (i.e., developing/needs improvement and unacceptable). Figure 9 offers general descriptions of these ratings. The following sections define the four rating levels, provide detailed information about the performance of expectations for improvement purposes, and describe the decision-making process for assessing performance Figure 11: Definitions of Terms Used in Rating Scale Category Description Definition Exceeds Expectations Proficient The teacher performing at this level maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. This rating is reserved for performance that is truly exemplary and done in a manner that exemplifies the school s mission and goals. The teacher meets the standard in a manner that is consistent with the school s mission and goals. 19 Exceptional performance: consistently exhibits behaviors that have a strong positive impact on learners and the school climate serves as a role model to others sustains high performance over a period of time Effective performance: meets the requirements contained in the job description as expressed in the evaluation criteria

20 Developing/ Needs Improvement Unacceptable The teacher often performs below the established standard or in a manner that is inconsistent with the school s mission and goals. The teacher consistently performs below the established standard or in a manner that is inconsistent with the school s mission and goals. demonstrates willingness to learn and apply new skills exhibits behaviors that have a positive impact on learners and the school climate Below acceptable performance: requires support in meeting the standards results in less than quality work performance leads to areas for teacher improvement being jointly identified and planned between the teacher and evaluator Ineffective performance: does not meet the requirements contained in the job description as expressed in the evaluation criteria may result in the employee not being recommended for continued employment Rating Teacher Performance Evaluators have two tools to guide their rating of teacher performance for the summative evaluation: (a) the sample performance indicators and (b) the performance rubric (Handbook pp ). Performance Rubric A performance rubric is provided for each of the seven standards (see Figure 11). Part II of the Handbook includes rubrics related to each performance standard. The performance rubric is a behavioral summary scale that describes acceptable performance levels for each teacher performance standard. It states the measure of performance expected of teachers and provides a general description of what a rating entails. The rating scale is applied for the summative evaluation of all teachers. Note: The rating of proficient is the expected level of performance. Administrators make decisions about performance of the seven performance standards based on all available evidence. After collecting information through observations, goal setting, the Teacher Documentation Folder and other relevant sources, including evidence the teacher offers, the evaluator rates a teacher s performance for the summative evaluation. Therefore, the summative evaluation will represent where the preponderance of evidence exists, based on various data sources. During the summative evaluation, the four-level rating scale is applied to evaluate performance on all teacher expectations (see Teacher Performance Summative Report in Part III). The results of the evaluation are discussed with the teacher at a summative evaluation conference. The performance rubrics guide evaluators in assessing how well a standard is performed. They are provided to increase reliability among evaluators and to help teachers to focus on ways to enhance their teaching practice. 20

21 Single Summative Rating In addition to receiving a diagnostic rating for each of the seven performance ratings, the employee will receive a single summative evaluation rating at the conclusion of the evaluation cycle. This summative rating will reflect an overall evaluation rating for the employee. The intent is not to replace the diagnostic value of the seven performance standards; rather it is to provide an overall rating of the employee s performance. The overall summative rating will be judged to be exceeds expectations, proficient, developing/needs improvement, or unacceptable. 1. If the employee has an unacceptable rating on one or more of the seven performance standards, the individual will receive an overall performance rating of unacceptable. 2. If the employee has three or more developing/needs improvement ratings from among the seven performance standards, the individual will be rated as unacceptable. 3. A worksheet based on the percentage weighting of the seven standards is provided to aid the evaluator in determining the overall summative rating (Handbook, p. 66). IMPROVING PROFESSIONAL PERFORMANCE Supporting teachers is essential to the success of schools. Many resources are needed to assist teachers in growing professionally. Sometimes additional support is required to help teachers develop so that they can meet the performance standards. Two tools are provided that may be used at the discretion of the evaluator. The first is the Support Dialogue, a school-level discussion between the administrator and the teacher. It is a conversation about performance needs in order to address the needs. The second is the Performance Improvement Plan which has a more formal structure and is used for notifying a teacher of unacceptable performance. Both tools may be used for all teachers, regardless of contract status. The tools may be used independently of each other. Figure 12 shows the differences between the two processes. Figure 12: Two Tools to Increase Professional Performance Performance Improvement Support Dialogue Plan For teachers who are in need of For teachers whose work is Purpose additional support. These teachers unacceptable. attempt to fulfill the standard, but are often ineffective. Initiates Process Evaluator, administrator, or teacher Evaluator 21

22 Documentation Outcomes Form provided: None Memo or other record of the discussion/other forms of documentation at the building/worksite level Performance improves to proficient no more support Some progress continued support Little or no progress the employee may be moved to a Performance Improvement Plan. Form required: Performance Improvement Plan Building/Worksite Level Human Resource Department is notified Sufficient improvement recommendation to continue employment Inadequate improvement recommendation to non-renew or dismiss the employee Support Dialogue The Support Dialogue is initiated by evaluators or teachers at any point during the school year for use with personnel whose professional practice would benefit from additional support. It is designed to facilitate discussion about the area(s) of concern and ways to address those concerns. During the initial session, both parties share what each will do to support the teacher s growth and decide when to meet again. After the agreed-upon time to receive support and implement changes in professional practice has elapsed, the evaluator and teacher meet again to discuss the impact of the changes. The entire Support Dialogue process is intended to be completed within a predetermined time period as it offers targeted support. The desired outcome would be that the teacher s practice has improved to a proficient level. In the event that improvements in performance are still needed, the evaluator makes a determination to either extend the time of the support dialogue because progress has been made, or to allocate additional time or resources. If the necessary improvement is not made, the employee must be placed on a Performance Improvement Plan. Once placed on a Performance Improvement Plan the employee will have a predetermined time period to demonstrate that the identified deficiencies have been corrected and that the teacher demonstrates consistent and reliable proficiency in all areas designated as needing improvement. Performance Improvement Plan If a teacher s performance does not meet the expectations established by the school, the teacher may be placed on a Performance Improvement Plan (see Performance Improvement Plan Form in Part III). A Performance Improvement Plan is designed to support a teacher in addressing areas of concern through targeted supervision and additional resources. It may be used by an evaluator at any point during the year for a teacher whose professional practice would benefit from additional support. A Performance Improvement Plan will be required if either of the following ratings is given on a Teacher Summative Performance Evaluation Report: A rating of developing/needs improvement on two or more performance standards, or 22

23 A rating of unacceptable on one or more performance standards or an overall rating of unacceptable. Implementation of Performance Improvement Plan When a teacher is placed on a Performance Improvement Plan, the evaluator must: Provide written notification to the teacher of the area(s) of concern that need(s) to be addressed, and Formulate a Performance Improvement Plan in conjunction with the teacher, and Review the results of the Performance Improvement Plan with the teacher immediately following the predetermined time period, or according to the specifically established target dates. Assistance may include: Support from a professional peer or supervisor, or Conferences, classes, and workshops on specific topics, and/or Other resources to be identified Resolution of Performance Improvement Plan Prior to the evaluator making a final recommendation, the evaluator meets with the teacher to review progress made on the Performance Improvement Plan, according to the timeline in the plan. The options for a final recommendation are: Sufficient improvement has been achieved; the teacher is no longer on a Performance Improvement Plan and is rated proficient in the Summative Evaluation. Partial improvement has been achieved but more improvement is needed; the teacher remains on a Performance Improvement Plan and is rated developing/needs improvement. Little or no improvement has been achieved; the teacher is rated unacceptable. When a probationary teacher is rated unacceptable, the teacher may be recommended for non-renewal. If the teacher is retained, a new improvement plan will be implemented. Following completion of the Performance Improvement Plan, if the teacher is rated unacceptable a second time, the teacher will be recommended for non-renewal. When a continuing contract teacher is rated unacceptable, a Performance Improvement Plan will be developed and implemented. Following implementation of the Performance Improvement Plan, additional performance data, including observations as applicable, will be collected. The teacher may be recommended for dismissal, if applicable. 23

24 Request for Review of an Unacceptable Rating The teacher may request a review of the evidence in relation to an unacceptable rating received on a summative evaluation, or as a result of a Performance Improvement Plan. A summative evaluation may be reviewed if, within five days of the conference with the evaluator, the teacher files with the principal a request for review, which will be conducted by the designated central office supervisor. This review will be final. Although this process for internal review is available, because the content of an evaluation is an integral part of the management methods, means, and operations of the school division, the summative evaluation remains non-grievable and not subject to the formal grievance procedure. 24

25 Educational Specialist Teacher Staunton City School Teacher Performance Handbook PART II PERFORMANCE STANDARDS Performance Standard 1: Professional Knowledge/Knowledge of the Learning Community 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. Sample Performance Indicators: Examples of teacher work conducted in the performance standard may include, but are not limited to: Develops and provides learning opportunities that support the intellectual, social and personal development of students and reflect an understanding of how students learn. Creates learning experiences that make the central concepts, structures, and processes of the discipline meaningful to students. Addresses appropriate curriculum standards and establishes instructional goals that demonstrate a deep knowledge of their students and subject matter goals. For specific examples of how indicators might look in the classroom practice, please refer to Categories A, B, C and D in Resources, p.39. Performance Standard 1: Knowledge of the Learning Community The educational specialist identifies and addresses the needs of the target learning community by demonstrating respect for individual differences and understanding of cultures, background and learning needs. Sample Performance Indicators: Examples of educational specialist work conducted in the performance standard may include, but are not limited to: Selects, develops, organizes, implements and supports curriculum for specific learner and program needs. Demonstrates knowledge and skills relevant to the profession. Sets program goals that reflect high expectations and an understanding of the content/program. Demonstrates an understanding of developmental stages of learners. For additional position-specific indicators, please refer to page 88. Exceeds Standard In addition to meeting the standard The teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum. The educational specialist consistently demonstrates extensive knowledge of the needs of the target learning community and how to address those needs, demonstrating respect for individual differences of cultures, backgrounds and learning needs in a highly effective manner. Proficient* Meets Standard The teacher demonstrates an understanding of the curriculum, subject content, and the developing needs of the students by providing relevant learning experiences. The educational specialist identifies and addresses the needs of the target learning community by demonstrating respect for individual differences and understanding of cultural, backgrounds, and learning needs. Developing/Needs Improvement The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice. The educational specialist inconsistently identifies and addresses the target learning community, and efforts are inconsistent in demonstrating respect for individual differences and understanding of cultures, backgrounds, and learning needs. Unacceptable The teacher bases instruction on material that is inaccurate or outof-date and/or inadequately addresses the developmental needs of students. The educational specialist consistently demonstrates a lack of awareness of the needs of the target learning community or rarely demonstrates respect for the individual differences and understanding of cultures, backgrounds, and learning needs. *Proficient is the baseline of acceptable performance for teachers and is the actual performance standard. 25

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