INSTRUCTIONAL PLANNING Performance Standard 2

Transcription

1 SB 55 Rev. 8/2012 GILES COUNTY PUBLIC SCHOOLS Performance Standards for Teachers Teachers are evaluated on the performance standards using the performance appraisal rubrics at the bottom of each section. Teachers who are exemplary often serve as role models and/or teacher leaders. Proficient is the expected level of performance. Each standard is worth 10 points except standard 7 which is worth 40 points. PROFESSIONAL KNOWLEDGE Performance Standard 1 Examples of teacher work conducted in each of the performance 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 an 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. In addition to meeting the The teacher demonstrates an The teacher inconsistently standard, the teacher understanding of the demonstrates understanding consistently demonstrates curriculum, subject content, of the curriculum, content, extensive knowledge of the and the developmental and student development or subject matter and needs of students by lacks fluidity in using the continually enriches the providing relevant learning knowledge in practice. curriculum. experiences. The teacher bases instruction on material that is inaccurate or out of date and/or inadequately addresses the developmental needs of students. INSTRUCTIONAL PLANNING Performance Standard 2 Examples of teacher work conducted in each of the performance 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 after collaboration with the various departments. 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. In addition to meeting the The teacher plans using the The teacher inconsistently standard, the teacher Virginia Standards of uses the school s curriculum, actively seeks and uses Learning, the school s effective strategies, alternative data and curriculum, effective resources, and data in resources and consistently strategies, resources, and planning to meet the needs differentiates plans to meet data to meet the needs of all of all students. the needs of all students. students. The teacher does not plan, or plans without adequately using the school s curriculum, effective strategies, resources, and data.

2 INSTRUCTIONAL DELIVERY Performance Standard 3 Examples of teacher work conducted in each of the performance 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 after collaboration with the various departments. 3.4 Reinforces learning goals consistently throughout the lesson. 3.5 Uses a variety of effective instructional strategies and resources. 3.6 Uses instructional technology to enhance student learning. 3.7 Communicates clearly and checks for understanding. In addition to meeting the The teacher effectively The teacher inconsistently standard, the teacher engages students in learning uses instructional strategies optimizes students by using a variety of that meet individual learning opportunity to learn by instructional strategies in needs. engaging them in higher order to meet individual order thinking and/or learning needs. enhanced performance skills. The teacher s instruction inadequately addresses students learning needs. ASSESSMENT Performance Standard 4 Examples of teacher work conducted in each of the performance 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 Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population. 4.3 Aligns student assessment with established curriculum standards and benchmarks. 4.4 Uses assessment tools for both formative and summative purposes, and uses grading practices that report final mastery in relationship to content goals and objectives. 4.5 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students learning. 4.6 Gives constructive and frequent feedback to students on their learning. In addition to meeting the The teacher systematically The teacher uses a limited standard, the teacher uses a gathers, analyzes, and uses selection of assessment variety of informal and all relevant data to measure strategies, inconsistently formal assessments based on student academic progress, links assessment to intended intended learning outcomes guide instructional content learning outcomes, and/or to assess student learning and delivery methods, and does not use assessment to and teaches students how to provide timely feedback to plan/modify instruction. monitor their own academic both students and parents progress. throughout the school year. 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 in a timely manner.

3 LEARNING ENVIRONMENT Performance Standard 5 Examples of teacher work conducted in each of the performance may include, but are not limited to: 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 Works with students individually as well as in small groups or whole groups, when appropriate. In addition to meeting the The teacher uses resources, The teacher is inconsistent in standard, the teacher routines, and procedures to using resources, routines, creates a dynamic learning provide a respectful, and procedures and in environment that maximizes positive, safe, studentcentered providing a respectful, learning opportunities and environment that is positive, safe, student minimizes disruptions within conducive to learning. centered environment. an environment in which students self monitor behavior. The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards. PROFESSIONALISM Performance Standard 6 Examples of teacher work conducted in each of the performance 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 Builds positive and professional relationships with parents/guardians through timely communication concerning students progress. 6.6 Completes all classroom and school assignments/duties and responsibilities in a timely and effective manner. 6.7 Serves as a contributing member of the school s professional learning community through collaboration with teaching colleagues. 6.8 Demonstrates consistent mastery of standard oral and written English in all communication. In addition to meeting the The teacher maintains a The teacher inconsistently standard, the teacher commitment to professional practices or attends continually engages in high ethics, communicates professional growth level personal/professional effectively, and takes opportunities with growth and application of responsibility for and occasional application in the skills, and contributes to the participates in professional classroom. development of others and growth that results in the well being of the school. enhanced student learning. The teacher demonstrates inflexibility, a reluctance and/or disregard toward school policy, and rarely takes advantage of professional growth opportunities.

4 STUDENT ACADEMIC PROGRESS Performance Standard 7 Examples of teacher work conducted in each of the performance 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 work of the teacher results in acceptable, measurable, and appropriate student academic progress. In addition to meeting the standard, the work of the teacher results in a high level of student achievement with all populations of learners. 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. The work of the teacher does not achieve acceptable student academic progress.

5 GOAL SETTING FOR STUDENT PROGRESS FORM Teacher s Name: Evaluator s Name: Subject/Grade: School Year: Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner progress. NOTE: When applicable, learner achievement/progress should be the focus of the goal. I. Setting (Describe the population and special learning circumstances.) II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data.) III. Baseline Data (What is shown by the current data?) Data attached IV. Goal Statement (Describe what you want learners/program to accomplish.) V. Means for Attaining Goal (Strategies used to accomplish the goal.) Strategy Evidence Target Date Teacher s Signature Date Evaluator s Signature Date

6 VI. Mid Year Review (Describe goal progress and other relevant data.) Mid year review conducted on Initials: (teacher) (evaluator) Data attached Teacher s Signature Date Evaluator s Signature Date End of Year Review Appropriate Data Received Strategies used and data provided demonstrate appropriate student growth? Yes No Evaluator s Signature Date

7 SB 54 (Revised 8/2012) TEACHER OBSERVATION REPORT Teacher: School: Grade/Subject: Date: Time: (from) (to) CODES M = Meets Expectations D = Does Not Meet Expectations A = Additional Information Needed N/A = Not Applicable Performance Areas Code Comments Professional knowledge Instructional planning Instructional delivery Assessment Learning environment Professionalism Student academic progress Principal Use Only Comments: Commendations: Recommendations: yes no Evaluator Signature Date Conference Held Teacher Use Only Comments: I have received a copy of this observation ( teacher s initials)

8 PRE OBSERVATION CONFERENCE RECORD (optional for principal use) Teacher: School: Grade/Subject: School Year: Conference Date: Evaluator: Inquiries Describe the lesson that will be observed: The minimum length for an observation is 20 minutes. Would you like me to stay longer based on the lesson you have planned? What have/will you have done instructionally with students in the days prior to the observation? Describe the population of the class. Notes What will be observed? What instructional methods will be used? What would you like to be highlighted in this lesson? What do you believe to be any areas of concern?

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10 TEACHER DOCUMENTATION LOG COVER SHEET (GUIDE) Teacher: School Year: Standards Required Item Examples of Evidence Evidence Included No evidence is required in the documentation log 1. Professional Knowledge 2. Instructional Planning 3. Instructional Delivery Evidence of using data about student learning to guide planning and instruction No evidence is required in the documentation log 4. Assessment Evidence of the use of baseline and periodic assessments Can include (but not required): Transcripts of coursework Professional development certificates Annotated list of instructional activities Lesson/intervention plan Journals/notes that represent reflective thinking and professional growth Samples of innovative approaches developed by teacher Can include: Differentiation in lesson planning and practice Analysis of classroom assessment Data driven curriculum revision work (i.e. sample lesson or unit plan, course syllabus, intervention plan, substitute lesson plan, annotated learning objectives) Can include (but not required): Annotated photographs of class activities Handouts or sample work Video/audio samples of instructional units Can include: Samples of baseline and periodic assessments given Samples of both formative and summative assessment Graphs or tables of student results Records within electronic curriculum mapping tool Examples: Brief report describing your record keeping system and how it is used to monitor

11 5. Learning Environment No evidence is required in the documentation log 6. Professionalism Evidence of: Commitment to professional growth Parent communication log (required) 7. Student Academic Progress Student progress goal setting form (required) student progress Copy of scoring rubrics Photographs or photocopies of student work with written comments Samples of educational reports, progress reports or letters prepared for parents or students Copy of disaggregated analysis of student achievement scores on standardized test Copy of students journals of self reflection and self monitoring Can include (but not required): Student survey summary information List of classroom rules with brief explanation of the procedures used to develop and reinforce them Schedule of daily classroom routines Explanation of behavior management philosophy and procedures Can include: Record of participation in extracurricular activities and events Record of professional development taken or given Examples of collaborative work with peers Evidence of communication with students, families, colleagues and community Examples: Copy of classroom newsletter or other parent information documents Sample copy of interim reports Student achievement goal setting document; revised at midterm and end of year

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13 COMMUNICATION LOG Teacher: School Year: Date Person Purpose Mode Notes Conference Note/Letter Telephone Conference Note/Letter Telephone Conference Note/Letter Telephone Conference Note/Letter Telephone Conference Note/Letter Telephone Conference Note/Letter Telephone Conference Note/Letter Telephone Conference Note/Letter Telephone Conference Note/Letter Telephone Conference Note/Letter Telephone Conference Note/Letter Telephone

14 PROFESSIONAL DEVELOPMENT LOG Teacher: School Year: Professional Development Activity Date Location Evidence of Satisfactory Completion Received

15 TEACHER INTERIM PERFORMANCE REPORT Teacher: School: Grade/Subject: School Year: Directions: Evaluators use this form in the fall to maintain a record of evidence documented for each teacher performance standard. Evidence can be drawn from formal observations, information observations, documentation log review, and other appropriate sources. This form should be maintained by the evaluator during the course of the evaluation cycle. This report is shared at a meeting with the teacher held within appropriate timelines. Strengths: Areas of : Teacher s Signature Date

16 Evaluator s Signature Date

17 TEACHER SUMMATIVE PERFORMANCE REPORT Teacher: Grade/Subject: School: School Year: Contract Status: Documentation Reviewed: Teacher Documentation Log Goal Setting Form Observation Form Other ( ) Directions: Evaluators use this form at the end of the school year to provide probationary teachers and continuing contract teachers in their summative year with an assessment of performance. The teacher should receive a copy of the form. The signed form is submitted to the site administrator within 10 calendar days of the summative evaluation meeting. PROFESSIONAL KNOWLEDGE Performance Standard 1 In addition to meeting the The teacher demonstrates an The teacher inconsistently standard, the teacher understanding of the demonstrates understanding consistently demonstrates curriculum, subject content, of the curriculum, content, extensive knowledge of the and the developmental and student development or subject matter and needs of students by lacks fluidity in using the continually enriches the providing relevant learning knowledge in practice. curriculum. experiences. The teacher bases instruction on material that is inaccurate or out of date and/or inadequately addresses the developmental needs of students. Comments: INSTRUCTIONAL PLANNING Performance Standard 2 In addition to meeting the The teacher plans using the The teacher inconsistently standard, the teacher Virginia Standards of uses the school s curriculum, actively seeks and uses Learning, the school s effective strategies, alternative data and curriculum, effective resources, and data in resources and consistently strategies, resources, and planning to meet the needs differentiates plans to meet data to meet the needs of all of all students. the needs of all students. students. The teacher does not plan, or plans without adequately using the school s curriculum, effective strategies, resources, and data. Comments:

18 INSTRUCTIONAL DELIVERY Performance Standard 3 In addition to meeting the The teacher effectively The teacher inconsistently standard, the teacher engages students in learning uses instructional strategies optimizes students by using a variety of that meet individual learning opportunity to learn by instructional strategies in needs. engaging them in higher order to meet individual order thinking and/or learning needs. enhanced performance skills. The teacher s instruction inadequately addresses students learning needs. Comments: ASSESSMENT Performance Standard 4 In addition to meeting the The teacher systematically The teacher uses a limited standard, the teacher uses a gathers, analyzes, and uses selection of assessment variety of informal and all relevant data to measure strategies, inconsistently formal assessments based on student academic progress, links assessment to intended intended learning outcomes guide instructional content learning outcomes, and/or to assess student learning and delivery methods, and does not use assessment to and teaches students how to provide timely feedback to plan/modify instruction. monitor their own academic both students and parents progress. throughout the school year. 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 in a timely manner. Comments: LEARNING ENVIRONMENT Performance Standard 5 In addition to meeting the The teacher uses resources, The teacher is inconsistent in standard, the teacher routines, and procedures to using resources, routines, creates a dynamic learning provide a respectful, and procedures and in environment that maximizes positive, safe, studentcentered providing a respectful, learning opportunities and environment that is positive, safe, student minimizes disruptions within conducive to learning. centered environment. an environment in which students self monitor behavior. The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards. Comments:

19 PROFESSIONALISM Performance Standard 6 In addition to meeting the The teacher maintains a The teacher inconsistently standard, the teacher commitment to professional practices or attends continually engages in high ethics, communicates professional growth level personal/professional effectively, and takes opportunities with growth and application of responsibility for and occasional application in the skills, and contributes to the participates in professional classroom. development of others and growth that results in the well being of the school. enhanced student learning. The teacher demonstrates inflexibility, a reluctance and/or disregard toward school policy, and rarely takes advantage of professional growth opportunities. Comments: STUDENT ACADEMIC PROGRESS Performance Standard 7 The work of the teacher results in acceptable, measurable, and appropriate student academic progress. In addition to meeting the standard, the work of the teacher results in a high level of student achievement with all populations of learners. 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. The work of the teacher does not achieve acceptable student academic progress. Comments:

20 Evaluation Summary Recommended for continued employment. Recommended for placement on a Performance Plan. (One or more standards are, or two or more standards are Developing/Needs.) Recommended for Dismissal/Non Renewal. (The teacher has failed to make progress on a Performance Plan, or the teacher consistently performs below the established standards, or in a manner that is inconsistent with the school s mission and goals.) Commendations: Areas Notes for : Teacher Goals: Overall Evaluation Summary Criteria Exemplary Proficient Developing/ Needs Due to three or more Developing/Needs or one or more ratings on performance standards Employee s Signature Date Administrator s Signature Date

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22 PERFORMANCE IMPROVEMENT PLAN Teacher: Grade/Subject: School: School Year: Performance Standard Number Performance Deficiencies Within the Standard to be Corrected Resources/Assistance Provided Activities to be Completed by the Employee Target Dates Teacher s Signature Date Evaluator s Signature Date The teacher s signature denotes receipt of the form, and acknowledgement that the evaluator has notified the employee of unacceptable performance. Results of Performance Plan* Performance Performance Deficiencies Within the Standard Standard to be Corrected Number Comments Review Dates** *These sections are to be completed collaboratively by the evaluator and the teacher. Pages may be added, if needed. **Review dates should be prior to target dates for each improvement objective. Each review is intended to document support and assistance provided to the teacher. Final recommendation based on outcome of Plan: The performance deficiencies have been satisfactorily corrected: The teacher is no longer on a Performance Plan. The deficiencies were not corrected: The teacher is recommended for non renewal/dismissal. Teacher s Signature Date Evaluator s Signature Date Signature denotes the review occurred, not necessarily agreement with the final recommendation.