Teacher Performance Evaluation System Handbook Implemented 2012-2013 Revised June 2014
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
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... 44 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...49 3
Annual Goals for Student Academic Progress (A - Block)... 50 Annual Goals for Student Academic Progress (B - Non-Block)... 52 Student Academic Progress Data Summary Sheet (C)... 54 SOL Progress Form (D)... 55 Pre-Observation Conference Form (E)... 56 Classroom Observation and Post-Observation Form (F)... 57 Educational Specialist Observation and Post-Observation Form (G) 59 Open-ended Classroom Observation Form (H)... 61 Teacher/Educational Specialist End-of-Year Performance Report (I)... 63 Teacher Summative Performance Report (J)... 65 Teacher Overall Summative Rating Worksheet (K)... 69 Educational Specialist Summative Performance Report (L)...70 Educational Specialist Overall Summative Rating Worksheet (M)... 74 Performance Improvement Plan (N)... 75 Teacher/Educational Specialist Documentation Folder Cover Sheet (O)... 76 Teacher Self-Reflection Form (P)... 77 Educational Specialist Self-Reflection Form (Q) 79 Communication Log (R)... 81 Professional Development Log (S)... 82 Grade K-2 Student Survey Form... 83 Grade 3-5 Student Survey Form... 84 Grade 6-8 Student Survey Form... 85 Grade 9-12 Student Survey Form... 86 Student Survey Summary (T)... 87 Additional Specific Indicators for Educational Specialists...88 References... 94 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 7... 10 Figure 5: Using Student Growth Percentiles... 11 Figure 6: Median Growth Percentiles... 11 Figure 7: Yearly Observations... 12 Figure 8: Sample Items in a Documentation Folder... 15 Figure 9: Aligning Multiple Data Sources with Performance Standards... 17 Figure 10: Evaluation Schedule... 18 Figure 11: Definition of Terms Used in Rating Scale... 19 Figure 12: Two Tools to Increase Professional Performance... 21 Figure 13: Items Used as Evidence of Quality Work Performance... 44 Figure 14: Student Academic Progress Goal Setting Process... 45 Figure 15: Writing SMART Goals... 45 4
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
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
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
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
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
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
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
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 30. 4 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
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
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
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
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 9-12. 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
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
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
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
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. 24-37). 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
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
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
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
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
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
Documentation Folder for Standard 1: Professional Knowledge OPTIONAL An evaluator may ask for specific documents or a teacher may elect to provide specific documents to enhance understanding of the teacher s effectiveness. Appropriate items for Standard 1 may include: transcripts of coursework, professional development certificates, an annotated list of instructional activities, lesson/intervention plans, journals/notes that represent reflective thinking and professional growth, or samples of innovative approaches developed by teacher. Effective Teacher Research for Standard 1: Professional Knowledge Research has found that an effective teacher: Facilitates planning units in advance to make intra- and interdisciplinary connections. Plans for the context of the lesson to help students relate, organize, and make knowledge become a part of their long-term memory. Identifies instructional objectives and activities to promote students cognitive and developmental growth. 26
Educational Specialist Teacher Staunton City School Teacher Performance Handbook Performance Standard 2: Data-Driven Instructional Planning/Program Planning and Management 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. Sample Performance Indicators: Examples of teacher work conducted in the performance standard may include, but are not limited to: Designs coherent instruction based upon knowledge of the subject matter, students, the community and curriculum goals. Plans instruction to achieve objectives that reflect the Virginia Standards of Learning and the school division curriculum. Uses student learning data to develop appropriate short-and long-range instructional plans and adjust plans based on student needs. Collaborates with colleagues to create learning experiences that are appropriate for curriculum goals, based on school improvement plans, relevant to learners and based on principals of effective instruction. For specific examples of how indicators might look in the classroom practice, please refer to Categories A, B, C, D, E, G, H and I in Resources, p. 39. Performance Standard 2: Program Planning and Management The educational specialist effectively plans, coordinates, and implements programs and services consistent with established guidelines, policies and procedures. Sample Performance Indicators: Examples of educational specialist work conducted in the performance standard may include, but are not limited to: Uses assessment in making recommendations or decisions that are in the best interest of the learner/school district. Uses state and local assessment data to modify strategies, interventions, services and program effectiveness. Provides services that will support mastery of state and national standards and guidelines. Develops appropriate long-range and short-range plans, and adapts plans when needed. For additional position-specific indicators, please refer to page 88. Exceeds Standard In addition to meeting the standard The teacher successfully uses data to optimize resources in the planning process. The educational specialist actively seeks and incorporates new resources from a wide range of sources to meet the needs of the learner/program. Proficient* Meets Standard The teacher uses data to plan appropriate curricula, to implement appropriate instructional strategies, and to select resources to promote learning for all students. The educational specialist effectively plans, coordinates, and implements programs and services consistent with established guidelines, policies and procedures. Developing/Needs Improvement The teacher inconsistently uses data in the instructional planning process. The educational specialist inconsistently plans, coordinates, and implements programs and services consistent with established guidelines, policies and procedures. Unacceptable The teacher s lesson plans reflect little or no evidence that the instructional planning process uses data to plan for meeting students needs. The educational specialist rarely plans, coordinates, and implements programs and services consistent with established guidelines, policies and procedures. *Proficient is the baseline of acceptable performance for teachers and is the actual performance standard. 27
Documentation Folder for Standard 2: Instructional Planning OPTIONAL An evaluator may ask for specific documents and/or a teacher may elect to provide specific documents to enhance understanding of the teacher s effectiveness. Appropriate items for Standard 2 may include: Student/client surveys or learning inventories, the teacher s lesson plan (and any prior or future plans specifically linked to a particular lesson), copies of student work resulting from the lesson observed, assessment(s) used, etc. Effective Teacher Research for Standard 2: Instructional Planning Research has found that an effective teacher: Constructs a blueprint of how to address the curriculum during the instructional time. Facilitates planning units in advance to make intra- and interdisciplinary connections. Plans for the context of the lesson, to help students relate, organize, and make knowledge become a part of their long-term memory. Identifies instructional objectives and activities to promote students cognitive and developmental growth. Uses knowledge of available resources to determine or construct appropriate resources. 28
Educational Specialist Teacher Staunton City School Teacher Performance Handbook Performance Standard 3: Instructional Delivery/Program Services Performance Standard 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet the individual learning needs. Sample Performance Indicators: Examples of teacher work conducted in the performance 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 the classroom practice, please refer to Categories A, B, C, D, E, F and I in Resources, p. 39. Performance Standard 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. Sample Performance Indicators: Examples of educational specialist work conducted in the performance standard may include, but are not limited to: Engages and maintains learners/program in active learning/participation. Presents information and services using varied strategies to meet learner needs and diversity. Uses appropriate technology, materials, and other resources as appropriate to deliver services and programs. Communicates clearly and checks for understanding. For additional position-specific indicators, please refer to page 88. Exceeds Standard In addition to meeting the standard The teacher successfully meets the individual learning needs of all student groups through effective instruction within a variety of settings. The educational specialist has a deep understanding of and is adept in applying subject/field/technology of the learning community and/or provides a key leadership role to others in enhancing professional skills. Proficient* Meets Standard The teacher promotes student learning by addressing individual learning differences and by using effective instructional strategies. 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. Developing/Needs Improvement The teacher does not consistently address individual learning differences and/or use effective instructional strategies. The educational specialist inconsistently uses subject/field/technology and efforts are inconsistent in addressing the needs of the targeted learning community. Unacceptable The teacher does not effectively deliver instruction. The educational specialist rarely implements or improperly implements subject/field/technology to meet the needs of the targeted learning community. *Proficient is the baseline of acceptable performance for teachers and is the actual performance standard. 29
Documentation Folder for Standard 3: Instructional Delivery OPTIONAL An evaluator may ask for specific documents and/or a teacher may elect to provide specific documents to enhance understanding of the teacher s effectiveness. Appropriate items for Standard 3 may include: The teacher s lesson plan (and any prior or future plans specifically linked to a particular lesson), copies of student work resulting from the lesson observed, assessment(s) used, etc. Effective Teacher Research for Standard 3: Instructional Delivery Research has found that an effective teacher: Uses a variety of instructional strategies. Makes the instruction student-centered. Stays involved with the lesson at all stages. Involves students in cooperative learning to enhance higher-order thinking skills. Uses students prior knowledge to facilitate student learning. Differentiates for individual students needs. Uses multiple levels of questioning. 30
Educational Specialist Teacher Staunton City School Teacher Performance Handbook Performance Standard 4: Assessment of/for Learning/Assessment Performance Standard 4: Assessment of/for 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 year. Sample Performance Indicators: Examples of teacher work conducted in the performance standard may include, but are not limited to: Communicates specific performance expectations and uses a variety of assessment strategies to monitor and document student progress. Provides meaningful feedback to students and parents. Engages students in understanding and identifying quality work and provides them with timely, frequent feedback to guide their progress toward that work. Sets measureable and appropriate learning goals for students based on baseline data and accepts responsibility for students achieving those goals. Checks regularly for understanding. Accesses and integrates resources to support student learning. For specific examples of how indicators might look in the classroom practice, please refer to Categories A, B, C, D, E, G and I in Resources, p. 39. Performance Standard 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. Sample Performance Indicators: Examples of educational specialist work conducted in the performance standard may include, but are not limited to: Uses state and local assessment data to modify strategies, interventions, services and program effectiveness. Involves learner in setting learning goals and monitoring their own progress. Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the learner population. Demonstrates proficiency in administering, scoring, evaluating, and interpreting data from instruments or records. Uses assessment information in making recommendations or decisions that are in the best interest of the learner/school district. Provides accurate feedback to learners, parents/guardians, and staff on assessment results. For additional position-specific indicators, please refer to page 88. Exceeds Standard In addition to meeting the standard The teacher develops tools and guidelines that help students monitor, assess, and reflect on their own academic progress. The educational specialist gathers, analyzes, and uses multiple data sources in a highly sophisticated way to guide instructional and program planning and/or takes a leadership role in this work. In addition, the educational specialist uses this data to provide timely feedback to learners, parents/guardians, and staff and to implement a plan for improving the program on an ongoing basis. Proficient* Meets Standard The teacher analyzes assessment data to measure student progress and to guide immediate and long-range instruction. The educational specialist gathers, analyzes, and users 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. Developing/Needs Improvement The teacher inconsistently: uses a variety of assessment strategies, links assessments to intended learning outcomes, modifies instructional based on assessment data, and/or reports student progress in a timely fashion. The educational specialist is inconsistent in gathering, analyzing, and using data, and/or providing timely feedback to learners, parents/guardians, or staff. Unacceptable The teacher infrequently: conducts assessments, uses a range of assessment formats, and/or applies assessment data to the instructional decision-making process. The educational specialist rarely uses data to measure learner progress, implement program planning, guide instruction, and provide timely and relevant feedback to learners, parents/guardians, and staff. *Proficient is the baseline of acceptable performance for teachers and is the actual performance standard. 31
Documentation Folder for Standard 4: Assessment of/for Learning OPTIONAL An evaluator may ask for specific documents and/or a teacher may elect to provide specific documents to enhance understanding of the teacher s effectiveness. Appropriate items for Standard 4 may include: Student goal setting documents, the teacher s lesson plan (and any prior or future plans specifically linked to a particular lesson), copies of student work resulting from the lesson observed, assessment(s) used, class assessment summaries, teacher grading procedures, etc. Effective Teacher Research for Standard 4: Assessment of/for Learning Research has found that an effective teacher: Offers timely and specific feedback and regular reinforcement. Gives homework and offers feedback on the homework. Uses open-ended performance assignments. Analyzes student assessments to determine the degree to which the intended learning outcomes align with the test items and student understanding of objectives. Interprets information from teacher-made tests and standardized assessments to guide instruction and gauge student progress by examining questions missed to determine if the student has trouble with the content or the test structure. 32
Educational Specialist Teacher Staunton City School Teacher Performance Handbook Performance Standard 5: Learning Environment/Communication and Collaboration Performance Standard 5: Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Sample Performance Indicators: Examples of teacher work conducted in the performance standard may include, but are not limited to: Creates a safe and positive learning environment. Manages classroom procedures to maximize academic learning time to ensure continuous student engagement in learning. Creates for all students a respectful, supportive learning environment that encourages social interaction, active engagement in learning, and selfmotivation. Collaborates with colleagues to develop consistent policies and procedures that create a school culture conducive to learning. For specific examples of how indicators might look in the classroom practice, please refer to Categories A, F, H and I in Resources, p. 39. Performance Standard 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. Sample Performance Indicators: Examples of educational specialist work conducted in the performance standard may include, but are not limited to: Provides a safe and appropriate environment for service delivery. Demonstrates effective scheduling and time management skills. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Uses cultural competency skills to identify and accommodate various learning styles and other individual differences. Demonstrates an understanding of cultural, ethnic and linguistic backgrounds and special needs to assist in the delivery of appropriate educational opportunities. Responds promptly to learner, family, staff, and community concerns. For additional position-specific indicators, please refer to page 88. Exceeds Standard In addition to meeting the standard The teacher maintains clear expectations for behavior and engages students to enhance academic achievement. Proficient* Meets Standard The teacher provides a wellmanaged, safe studentcentered environment that is academically challenging. Developing/Needs Improvement The teacher inconsistently demonstrates expectations for student behavior and/or achievement. Unacceptable The teacher rarely maintains acceptable expectations for student behavior and/or academic achievement. The educational specialist demonstrates initiative in enhancing effective communication and collaboration techniques between learners, parents/guardians, staff and the community. The educational specialist communicates and collaborates effectively with learners, parents/guardians, staff, and the community to support learner learning and well-being. The educational specialist attempts, but is inconsistent in communicating and has difficulty collaborating with learners, parents/guardians, staff, and the community. The educational specialist rarely communicates and does not collaborate effectively with learners, parents/guardians, staff and/or the community. *Proficient is the baseline of acceptable performance for teachers and is the actual performance standard. 33
Documentation Folder for Standard 5: Learning Environment OPTIONAL An evaluator may ask for specific documents and/or a teacher may elect to provide specific documents to enhance understanding of the teacher s effectiveness. Appropriate items for Standard 5 may include: The teacher s classroom management plan, student surveys, etc. Effective Teacher Research for Standard 5: Learning Environment Research has found that an effective teacher: Organizes and maintains an effective classroom environment. Is aware of when routines need to be altered or an intervention may be needed to prevent behavior problems. Believes in students. Fosters relationships where students feel safe in taking risks that are associated with learning Is culturally competent and attuned to students interests both in and out of school. Establishes good discipline, effective routines, smooth transitions, and ownership of the environment to create a supportive and collaborative climate. 34
Educational Specialist Teacher Staunton City School Teacher Performance Handbook Performance Standard 6: Professionalism Performance Standard 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. Sample Performance Indicators: Examples of teacher work conducted in the performance standard may include, but are not limited to: Models professional and ethical standards as well as personal integrity in all interactions. Respects the privacy of students, families, colleagues, and administrators, ensuring confidentiality of all sensitive information. Takes responsibility for and participates in a meaningful and continuous process of professional development. Works in partnership with families to promote student learning at home and in the school. For specific examples of how indicators might look in the classroom practice, please refer to Categories A, D, F, G and H in Resources, p. 39. Performance Standard 6 : Professionalism The educational specialist maintains a commitment to professional ethics, demonstrates professional expertise, and participates in professional growth. Educational specialists collaborate with peers and exhibit professionalism in working with students, parents/guardians, and colleagues. Sample Performance Indicators: Examples of educational specialist work conducted in the performance standard may include, but are not limited to: Collaborates with and uses district, school, family and community resources to meet learner and/or program needs. Collaborates with instructional staff to design, implement, and/or support services for specific learner or program needs. Participates in professional growth activities and incorporates learning into professional practice. Sets goals for improvement of skills and professional performance. Works collaboratively with parents/guardians, colleagues supervisors, and community representatives to support learner success and well-being. Mentors, trains, and/or supports colleagues in professional growth opportunities. For additional position-specific indicators, please refer to page 88. Exceeds Standard In addition to meeting the standard The teacher is a professional role model for others, engages in a high level of professional growth, and contributes to the development of others and the well-being of the school and the profession. The educational specialist is a professional role model for others, engages in a high level of professional growth, and contributes to the development of others and the well-being of the school and the profession. Proficient* Meets Standard The teacher maintains professional demeanor, participates in professional growth opportunities, demonstrates an understanding of the curriculum, and contributes to the school and the profession. The educational specialist maintains professional demeanor, participates in professional growth opportunities, demonstrates an understanding of the curriculum, and contributes to the school and the profession. Developing/Needs Improvement The teacher inconsistently: Participates in professional growth activities, applies strategies and information from professional growth opportunities, services the profession and/or demonstrates professional judgment. The educational specialist: Participates in professional growth activities, applies strategies and information from professional growth opportunities, services the profession and/or demonstrates professional judgment. Unacceptable The teacher demonstrates inflexibility, a reluctance to support others in the work of school, and/or rarely takes advantage of professional growth opportunities. The educational specialist demonstrates inflexibility, a reluctance to support others in the work of school, and/or rarely takes advantage of professional growth opportunities. *Proficient is the baseline of acceptable performance for teachers and is the actual performance standard. 35
Documentation Folder for Standard 6: Professionalism REQUIRED A teacher will provide documentation of communication with parents and or other appropriate contacts. An evaluator may also ask for specific documents and/or a teacher may elect to provide specific documents to enhance understanding of the teacher s effectiveness. Appropriate items for Standard 6 may include: Documentation of professional development activities, evidence of application of professional development learning to the classroom, documentation of support of school-related events, etc. Effective Teacher Research for Standard 6: Professionalism Research has found that an effective teacher: Links professional growth goals to professional development opportunities. Enhances learning experiences, resulting in better student retention, attendance, and academic success. Selects professional development offerings that relate to the content area or population of students taught, resulting in higher levels of student academic success. Is cognizant of the legal issues associated with educational records and respects and maintains confidentiality. Works professionally with colleagues and supports the school. 36
Educational Specialist Teacher Staunton City School Teacher Performance Handbook Performance Standard 7: Student Academic Progress/Learner or Program Progress Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Sample Performance Indicators: Examples of teacher work conducted in the performance standard may include, but are not limited to: Sets measureable and appropriate achievement goals for student progress. Uses assessment data to regularly monitor student progress and modify instruction as needed. Identifies and establishes additional means of support to increase the achievement level for all groups of students. Provides evidence that achievement goals have been met. For specific examples relating to classroom practices, please refer to Goal Setting, p. 45 and Resources, p. 39 Performance Standard 7 : Learner or Program Progress The work of the educational specialist results in acceptable and measurable learner or program progress based on established standards, division goals, and/or school goals. Sample Performance Indicators: Examples of educational specialist work conducted in the performance standard may include, but are not limited to: Sets measureable, reasonable, and appropriate goals for learner/program progress. Assesses prerequisite developmental knowledge and skills to determine initial level of service delivery. Monitors learner/program progress through the use of appropriate assessments. Provides evidence that learner/programs are meeting measureable, reasonable, and appropriate outcomes. Identifies and establishes additional means of support to increase learner/program progress. Exceeds Standard In addition to meeting the standard The work of the teacher results in a high level of student achievement for all subgroups. Proficient* Meets Standard The work of the teacher results in acceptable, measureable student progress. Developing/Needs Improvement The work of the teacher results in an acceptable level of achievement for some subgroups. Unacceptable The work of the teacher does not result in an acceptable level of achievement for most subgroups. The work of the educational specialist results in a high level of learner progress with all populations and/or 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. The instructional efforts of the educational specialist result in inconsistent learner/progress progress; more progress is needed to meet established standards. The work of the educational specialist rarely results in acceptable learner progress and/or program progress. *Proficient is the baseline of acceptable performance for teachers and is the actual performance standard. 37
Documentation Folder for Standard 7: Student Academic Progress REQUIRED A teacher will submit and review with the evaluator: The teacher s Student Academic Progress Goal Setting Form(s), mid-term documentation of student progress relating to the goal, and summary documentation for the year of student academic progress relating to the goal. Effective Teacher Research for Standard 7: Student Academic Progress Research has found that an effective teacher: Knows the student abilities and sets realistic and challenging goals. Raises the achievement levels for all groups of students in the classroom. Identifies and establishes additional support for students to advance toward learning goals. 38
RESOURCES FOR QUALITY TEACHING PRACTICE The following are Examples of Quality Teaching Practice provided by Staunton City School teachers and administrators. These examples are grouped under headings for convenience and are not considered a complete listing of all possible options. Quality Teaching Practice transcends and encompasses all seven of the Standards; however, for simplification, beside each heading are listed the Standards most closely linked to the heading. A Understanding Students Links to Standards 1, 2, 3, 4, 5 & 6 The teacher connects instruction with social and intellectual experiences (honors and recognizes student backgrounds) The teacher connects instruction with social and intellectual experiences (honors and recognizes student backgrounds) The teacher gives students the opportunity to work individually, in small groups and in large groups (think-pairshare, cooperative learning, partners, etc.) The teacher demonstrates evidence of differentiation within the classroom The teacher seeks prior knowledge of student academic progress and uses it to guide instruction (prior performance, pre-assessment, IEP goals and accommodations, etc.) The teacher demonstrates a positive relationship with students The teacher utilizes a variety of teaching methods of and exemplifies an understanding of different learning styles The teacher activates and checks for prior knowledge of students and connects new learning to previously learned concepts The teacher provides a variety of assessments geared to a variety of learning styles and gives frequent formative feedback to students The teacher has high expectations for student success and encourages students to self-assess their own learning (student goal setting, reflection, etc.) The teacher promotes student independence and growth through a gradual release of responsibility The teacher actively listens to students The teacher recognizes the attention span of the students (age plus two) and plans activities accordingly The teacher utilizes appropriate wait time for student responses 39
B Understanding Content/Discipline Links to Standards 1, 2, 3 & 4 The teacher has the understanding to explain a concept in multiple ways Teaching and understanding the why is important in the classroom The teacher clearly models expectations The students and the teacher talk the language and vocabulary of the discipline The students actively manipulate information/concepts The teacher invites questions from students The teacher teaches concepts in a meaningful and sequential way using tiered levels of thinking (identify- applyanalyze/synthesize/evaluate) C Authentic Learning for Students Links to Standards 1, 2, 3 & 4 The teacher gives real world reasons and examples for the learning and shows real world connections to the content and to other subjects The students are able to provide authentic responses/products that show understanding of concepts The teacher engages students by making the content relevant to students lives (newspapers, current events, service learning, etc.) The students DO the subject (hands on learning) The teacher incorporates authentic reading and writing into the content 40
D Focus on the Curriculum and Standards Links to Standards 1, 2, 3, 4 5 & 6 The teacher uses the state and division curriculum to plan instruction The teacher plans each lesson with a clear learning goal in mind The students understand the specific learning goal(s) of the lesson The teacher aligns all activities and assessments directly to the specific learning goal(s) for each lesson The teacher paces instruction appropriately to teach the course content The teacher emphasizes student understanding of content versus simply covering the content The teacher takes instruction beyond recall (low level thinking) to application and synthesis (high-level thinking) The teacher takes planning for instruction seriously and thinks through all aspects of the lesson ahead of time E Differentiation of Instruction Links to Standards 2, 3 & 4 The teacher assesses prior knowledge and learning of students (to determine zone of proximal development) The teacher utilizes learning inventories, interest inventories, surveys to determine learning style, multiple intelligence, etc. The teacher uses flexible grouping The students are given opportunities to choose among activity, modalities/method of delivery or assessment options (content, process, product) The students are given the opportunity to move more quickly than the rest of the class The teacher uses scaffolded lessons, peer learning and teaching, centers, tiered activities, contacts, menus, leveled assessments and texts, etc. in which student needs are considered and learning activities are geared to the need 41
F Positive Learning Environment Links to Standards 4, 5 & 6 The teacher provides a safe and supportive learning environment in which it is okay to ask questions and make mistakes The teacher creates and teaches clear procedures for students to follow The teacher creates classroom expectations that are clear, consistent, and understood by students The teacher teaches social skills The teacher seeks to know each student individually The teacher treats all students with respect and fairness The teacher utilizes humor where appropriate and creates a classroom where learning is fun G Use of Quality Assessment and Data Links to Standards 2, 3, 4, & 6 The teachers provides opportunities for students to set goals, self-assess their work, reflect on their learning, to take responsibility for their own learning, etc. The teacher utilizes pre-assessments to determine the path for instruction The teacher varies assessment (written, performance, oral, projects, etc.) The teacher continuously groups and regroups students based on assessment The teacher gives frequent and specific formative feedback to students that is focused on the learning goal(s) The teacher examines student work for understanding and uses the work to guide future instruction The teacher frequently checks for student understanding (exit tickets, quick check, response system, etc.) The teacher provides opportunities for individual student conferences The teacher utilizes division and grade/course common assessments The teacher utilizes rubrics to clarify outcome expectations for students The students have the opportunity to retest to show mastery The teacher utilizes SMART goals to gauge student academic progress 42
H Collaboration with Colleagues and Support of the School Links to Standards 2, 4, 5 & 6 The teacher actively participates in a Professional Learning Community The teacher follows and supports the school rules and policies The teacher co-teaches effectively The teacher seeks the advice and input of colleagues The teacher helps create and utilizes common assessments The teacher treats his/her colleagues with respect The teacher actively participates in the school community through club or activity sponsorship, attendance at school events, service on committees, tutoring, etc. The teacher effectively participates in professional learning opportunities The teacher supports division initiatives through participation and practice The teacher independently seeks professional learning opportunities The teacher regularly reflects on his/her own practice I Variety of Instructional Strategies Links to Standards 2, 3, 4 & 5 The teacher uses various instructional strategies to fully engage students Movement Multisensory activities Arts (music, art, drama, etc.) Novelty Varied groupings Reading/writing workshop Read-alouds Variety of media Student use of technology Writing to learn High level questioning Students share their thinking visually Students explain their thinking orally Problem solving/experimentation/exploration Multiple right answers Multiple ways to solve problems Students DOING Integration of subjects Use of big ideas and/or themes to help students make connections Authentic reading and writing Field trips Guest speakers Use of multiple texts Class discussion and debate 43
PART III FORMS AND LOGS Part III contains copies of forms used during the supervision of teachers. The evaluator and the teacher use the forms to provide evidence of the quality of work performed. The evaluator maintains the forms and provides copies to the teacher. At a minimum, the evaluator retains copies of the completed Student Progress Goal Setting Form, Teacher Documentation Folder Cover Sheet, Observation Forms, Partial Evaluation Form, Summative Evaluation Form, and Performance Improvement Plan (if needed). Figure 13: Items Used as Evidence of Quality Work Performance Documentation Documentation completed by Evaluator Teacher Goal Setting for Student Academic Progress Form & Student Academic Progress Goals Data Summary Form (completed by teacher and approved by evaluator) Observation Forms Documentation Folder Cover Sheet (and other artifacts) Student Surveys K-2 Survey 3-5 Survey 6-8 Survey 9-12 Survey Student Survey Summary Form (inclusion in Documentation Folder is suggested, but not required) Yearly Teacher Performance Report Summative Evaluation Report Performance Improvement Plan (if needed) 44
Figure 14: Annual Goal Setting Process I. Identify the Setting: Describe the student population and any special circumstances within the class. II. Identify the content area: The area/topic addressed based on student achievement or observational data. III. Provide baseline data: Where are the students now? What is your current reality? Collect data and review Analyze the data Interpret the data Determine the need for students IV. Write goal statement: Describe what you want students to accomplish. Develop annual goal(s) minimum of 2 goals per year. V. Strategies for improvement: Activities used to accomplish the goals. VI. Mid-year review: Student outcomes at the end of the first semester. If needed, make adjustments in curriculum, instruction, groupings, etc. VII. End-of-year data results: Student outcomes at the end-of-the-year. Teachers should select division-approved measures for Student Academic Progress for use in the goal setting process, pp. 45-48 Figure 15: Writing SMART Goals Writing SMART Goals 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 45
Student Academic Progress Assessment Menu For use with the Annual Goals for Student Academic Progress Form (A or B) Assessment Measures for Elementary Teachers Subject Area Menu of Student Achievement Measures Dynamic Indicator of Basic Early Literacy Skills (DIBELS) K-5 Reading Phonological Awareness Literacy Screening (PALS) Fontas and Pinnell Benchmark Assessment System (BAS) Scholastic Reading Inventory (SRI) Informal Decoding Inventory (IDI) Ganske (in conjunction with IDI) District-wide benchmark assessments Grade level/course common assessments Grade level/course performance assessments with rubric Staunton City Schools Critical and Creative Thinking Rubric K-5 Mathematics Wright s Numeracy Assessment K-2 Scholastic Mathematics Inventory (SMI) District-wide benchmark assessments Grade level/course common assessments Grade level/course performance assessments with rubric Staunton City Schools Critical and Creative Thinking Rubric Art, Music, and Performance assessments with rubric Technology Skills assessment with well-developed indicators Creative Curriculum Developmental Assessments Pre-School Pre-School Phonological Awareness Literacy Screening (PALS) Fitness Gram Physical Education Grade level/course common assessments Grade level/course performance assessments with rubric K-5 Reading and/or Mathematics measures above Special Education Teacher created assessments related to specific IEP goals 46
Student Academic Progress Assessment Menu For use with the Annual Goals for Student Academic Progress Form (A or B) Assessment Measures for Middle School Teachers Subject Area Language Arts Mathematics Science Social Studies Art & Music Career and Technical Education Foreign Language Physical Education Menu of Student Achievement Measures Scholastic Reading Inventory (SRI) Scholastic Mathematics Inventory (SMI) District-wide benchmark assessments Informal Reading Inventory Grade level/course common assessments Grade level/course performance assessments with rubric Staunton City Schools Critical and Creative Thinking Rubric 6-8 Student performance in district, region and state competitions Performance assessments with rubric Virginia State CTE Course Competencies Student performance in district, regional and/or state competitions Industry certifications Course common assessments Course performance assessments with rubric Course common assessments Course performance assessments with rubric Fitness Gram Grade level/course common assessments Grade level/course performance assessments with rubric Dynamic Indicator of Basic Early Literacy Skills (DIBELS) District-wide benchmark assessments Special Education Course common assessments Course performance assessments with rubric Teacher created assessments related to specific IEP goals 47
Student Academic Progress Assessment Menu For use with the Annual Goals for Student Academic Progress Form (A or B) Assessment Measures for High School Teachers Subject Area Language Arts Mathematics Science Social Studies Art & Music Career and Technical Education Foreign Language Physical Education Menu of Student Achievement Measures Scholastic Reading Inventory (SRI) Scholastic Mathematics Inventory (SMI) District-wide benchmark assessments Grade level/course common assessments Grade level/course performance assessments with rubric Staunton City Schools Critical and Creative Thinking Rubric 9-12 Advanced Placement Tests (AP) Student performance in district, region and state competitions Course performance assessments with rubric Virginia State CTE Course Competencies Student performance in district, regional and/or state competitions Industry certifications Course common assessments Course performance assessments with rubric Course common assessments Course performance assessments with rubric Student performance in district, region and state competitions Fitness Gram Common assessment based on state driver s ed curriculum Course performance assessments with rubric District-wide benchmark assessments Course common assessments Special Education Course performance assessments with rubric Teacher created assessments related to specific IEP goals 48
Student Academic Progress Assessment Menu For use with the Annual Goals for Student Academic Progress Form (A or B) Assessment Measures for Educational Specialists Subject Area School Librarians School Counselors Instructional Coaches/Differentiation Specialist/ITRT Speech/Language Pathologists Reading assessment data Menu of Student Achievement Measures Performance assessments with rubric (research skills, etc.) Library use measures Student attendance Discipline referral rates Scheduling data Graduation rates Subject area assessment data Coaching data Professional development evaluation data Articulation/language checklists Pragmatics Checklists Teacher created assessments related to student goals 49
Annual Goals for Student Academic Progress (A) page 1 of 2 HIGH SCHOOL and MIDDLE SCHOOL Block 4 x 4 Teacher Name: School Year: Term Grade/Subject: School: This form is to be approved by the evaluator by September 30 (first term) and February 15 (second) SETTING: Describe the student population and any special learning circumstances in the classroom. CONTENT AREA: Describe the specific area/topic to be addressed BASELINE DATA: Based on the pre-assessment, where are your students now? What is your current reality? Data attached GOAL STATEMENT: Describe in specific/measureable terms what you want your students to accomplish. 50
page 2 of 2 STRATEGIES FOR LEARNING/IMPROVEMENT: What types of activities and/or teaching strategies will you use to accomplish your goal? MID-TERM REVIEW: Based on assessment, where are your students at mid-term? What adjustments will you make in curriculum, instruction, grouping, etc.? END OF TERM DATA/RESULTS: What are the final student outcomes? TEACHER REFLECTION: What are your thoughts regarding the outcome for your students? Did you accomplish your goal? Why or why not? Initial proposal: Date Approval: Date: Teacher Signature Evaluator Signature Mid-Term review Date: Initials: End of Year review Date: Initials: 51
Annual Goals for Student Academic Progress (B) page 1 of 2 ELEMENTARY and MIDDLE SCHOOL/EDUCATIONAL SPECIALIST Non- Block Teacher Name: School Year: Grade/Subject: School: This form is to be approved by the evaluator by September 30 SETTING: Describe the student population/population and any special learning circumstances in the classroom/school environment. CONTENT AREA: Describe the specific area/topic to be addressed BASELINE DATA: Based on the pre-assessment, where are your students/learners now? What is your current reality? Data attached GOAL STATEMENT: Describe in specific/measureable terms what you want your students/learners to accomplish. 52
STRATEGIES FOR LEARNING/IMPROVEMENT: What types of activities and/or teaching/instructional strategies will you use to accomplish your goal? MID-TERM REVIEW: Based on assessment, where are your students/learners at mid-term? What adjustments will you make in curriculum, instruction, grouping, etc.? END OF TERM DATA/RESULTS: What are the final student/learner outcomes? Initial proposal: Date Approval: Date: Teacher/Educational Specialist Signature Evaluator Signature Mid-Term review Date: Initials: End of Year review Date: Initials: The Student Academic Progress Goals Data Summary Sheet must accompany this form for the end of year review. 53
Student Academic Progress Goals Data Summary (C) page 1 of 1 This form is to be completed by the teacher prior to the End of Year Review of Goals Teacher Name School Year Teacher Review of DATA Total students involved in goal Total reaching goal benchmark Percent reaching goal benchmark Was the goal met? GOAL #1 GOAL #2 How will these results influence your teaching and/or goal setting next year? What went well? What will you work to improve? Did every student in your class show academic growth this year? yes no If not, which student(s) did not show growth and what factors may have led to a lack of growth? Student Factor(s) affecting growth and what you did to try to counteract Teacher signature Evaluator Signature Date Date 54
SOL Progress Form (D) page 1 of 1 This record is to be completed by teachers who have Standards of Learning Assessments associated with their classes. A separate form is to be completed for each SOL assessment. The form is intended to be kept over the course of the three year evaluation cycle. Teacher Name Subject/Course If available, data included for Year One may be data from the previous testing cycle. A fourth year s data may be used if goals were based on that data. Year One Year Two Year Three Year Four (if applicable) School Year Percent of your students passing SOL State passing rate Division passing rate Percent of your students receiving PASS ADVANCED State PASS ADVANCED rate Division PASS ADVANCED rate Will a specific SOL-related goal be written? Year One Year in Cycle YES/NO TEACHER/EVALUATOR INITIALS and DATE Year Two Year Three 55
Teachers/Educational Specialists Pre-Observation Conference Form (E) - page 1 of 1 Teacher/Educational Specialist: Grade/Subject: Conference Date: School: School Year: Evaluator: Inquiries Notes 1. Describe the lesson/activity that will be observed. The minimum length for an observation is 30 minutes. Would you like me to stay longer based on the lesson you have planned? What have/will you have done instructionally with students/learners in the days prior to the observation? 2. Describe the population of the class/activity. 3. What will be observed? 4. What instructional methods and/or approaches will be used? 5. What would you like to be highlighted in this lesson/activity? 6. What do you believe to be any areas of concern? 56
Teacher Classroom Observation Form (F) page 1 of 2 Teacher: School: Date: Time: Pre-Conference held Yes, date NA This form focuses on performance standards that likely will be observed in a classroom observation. A space for notes is provided at the end of the form for additional comments, commendations, and recommendations relating to other performance standards that the evaluator may observe. A copy of the completed observation form is given to the teacher at the post-conference. 2. INSTRUCTIONAL PLANNING Clear, logical, integrated plans with Virginia SOLs and curriculum guides Selection of strategies based on data Coherent instructional plans Appropriate curriculum materials Learning needs are accommodated Student performance expectations are identified Students are aware of learning goals Plans address short- and long-range goals Questioning is high level and determined prior to the lesson SPECIFIC EXAMPLES: 3. INSTRUCTIONAL DELIVERY Variety of teaching methods, strategies, resources Effective pacing Student involvement/engagement Differentiation Relevance of instruction Technology use Essential knowledge, critical thinking, and problem solving SPECIFIC EXAMPLES: 5. LEARNING ENVIRONMENT Climate of trust and respect Diversity appreciation Safe and positive environment Use of time Classroom rules/routines Student engagement SPECIFIC EXAMPLES: Additional notes/areas to discuss with teacher: Observer s Signature: 57
Teacher Post Observation Conference Form (F) page 2 of 2 Teacher Name Conference Date Directions This form is to be attached to the classroom observation form. Evaluators use this form with teachers to guide the dialogue after conducting formal observations. The post-observation discussion focuses on what the evaluator observed as well as providing a forum to dialogue about the other performance standards. Evaluators should provide a copy of the completed Post-observation Conference Record to teachers. 1. PROFESSIONAL KNOWLEDGE SPECIFIC EXAMPLES: Effectively addresses appropriate curriculum standards Demonstrates content knowledge Demonstrates knowledge of skills relevant to the subject area Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Communicates clearly and checks for understanding. 4. ASSESSMENT Informal and formal assessment Timely and specific feedback Assessment records Data analysis and interpretation Data-guided decisions SPECIFIC EXAMPLES: 6. PROFESSIONALISM Professional behavior Confidentiality School duties, policies, and procedures Knowledge and skills of subject area taught Reflection Professional development Committee/school activity service SPECIFIC EXAMPLES: 7. STUDENT ACHIEVEMENT Student progress goals set Goal monitored Means of support identified and given to students Evidence of achievement goals met SPECIFIC EXAMPLES: Observer s Signature Date Teacher s Signature 58 Date
Educational Specialist Observation Form (G) page 1 of 2 Educational Specialist: School/Office: Date: Time: Pre-Conference held Yes, date NA This form focuses on performance standards that likely will be observed in a classroom observation/meeting. A space for notes is provided at the end of the form for additional comments, commendations, and recommendations relating to other performance standards that the evaluator may observe. A copy of the completed observation form is given to the educational specialist at the postconference. 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. 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. SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: 4. Assessment: The educational specialist gathers, SPECIFIC EXAMPLES: 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 SPECIFIC EXAMPLES: educational specialist communicates and collaborates effectively with learners, parents/guardians, staff, and the community to support learner learning and wellbeing. 6.Professionalism:The educational specialist SPECIFIC EXAMPLES: maintains a commitment to professional ethics, demonstrates professional expertise, and participates in professional growth. Educational specialists collaborate with peers, and exhibit professionalism in working with students, parents/guardians, and colleagues. Additional notes/areas to discuss with educational specialist: Observer s Signature: 59
Educational Specialist Post Observation Form (G) page 2 of 2 Educational Specialist: Conference Date: Directions: This form is to be attached to the classroom/activity observation form. The post-observation focuses on what the evaluator observed as well as providing a forum to dialogue about the performance standards. Evaluators should provide a copy of the completed Educational Specialist Post Observation Form to educational specialists. 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. 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. SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: SPECIFIC EXAMPLES: 4. Assessment: The educational specialist gathers, SPECIFIC EXAMPLES: 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 SPECIFIC EXAMPLES: educational specialist communicates and collaborates effectively with learners, parents/guardians, staff, and the community to support learner learning and wellbeing. 6.Professionalism:The educational specialist SPECIFIC EXAMPLES: maintains a commitment to professional ethics, demonstrates professional expertise, and participates in professional growth. Educational specialists collaborate with peers, and exhibit professionalism in working with students, parents/guardians, and colleagues. 7.Learner or 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. Additional notes/areas to discuss with educational specialist: Observer s Signature: 60
Teacher: Open-ended Classroom Observation Form (H) page 1 of 2 Teacher: School: Date: 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. STANDARD 2: INSTRUCTIONAL PLANNING The teacher plans using the Virginia Standards of Learning, the division curriculum, effective strategies, resources, and data to meet the needs of all students. 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. 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 year. 61
page 2 of 2 STANDARD 5: LEARNING ENVIRONMENT The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conductive to learning. STANDARD 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. STANDARD 7: STUDENT ACADEMIC PROGRESS The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Evaluator s Signature Date Teacher s Signature Date 62
Teacher/Educational Specialist End-of-Year Performance Report (I) page 1 of 2 This form is completed for continuing contract teachers/educational specialists in Year 1 and 2 of the evaluation cycle. Teacher/Educational Specialist School Year Grade/Subject School Areas (and their related Standard) for focus for the next school year: Teacher s/educational Specialist s Signature Date Evaluator s Signature Date Teacher/Educational Specialist School Year 63
Evaluator Comments: page 2 of 2 1. Professional Knowledge/Knowledge of the Learning Community 2. Instructional Planning/Program Planning and Management 3. Instructional Delivery/Program Services 4. Assessment of and for Student Learning/Assessment 5. Learning Environment/Communication and Collaboration 6. Professionalism 7. Student Academic Progress/Learner or Program Progress 64
Teacher Summative Performance Report (J) page 1 of 4 Directions: Evaluators use this form at the end of the school year to provide the teacher with an assessment of performance. The teacher should receive a copy of the form at the end of the evaluation cycle. The signed form is submitted to the Central Office by June 30 each year. TEACHER NAME: SCHOOL: SCHOOL YEAR: - 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. Demonstrates an accurate knowledge of the subject area(s) taught Demonstrates skills relevant to the subject area(s) taught Bases instruction on goals that reflect high expectations and an understanding of the subject. Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments Performance Standard 2: Data-Driven Instructional Planning The teacher plans using the Virginia Standards of Learning, the division curriculum, effective strategies, resources, and data to meet the needs of all students Uses student learning data to guide planning Effective pacing for content, mastery and transition Planning for student involvement Learning needs are accommodated Clear, logical, integrated plans with VA SOLs and curriculum guides Plans address short-and long-range goals Essential knowledge, critical thinking, and problem solving Selection of teaching methods, strategies, resources Student performance expectations are identified Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments 65
TEACHER NAME: SUMMATIVE, page 2 of 4 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. Engages and maintains students in active learning Reinforces learning goals consistently throughout the lesson Builds upon students existing knowledge and skills; differentiates to meet student need Uses a variety of effective instructional strategies and resources Effective use of instructional technology Communicates clearly and checks for understanding Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments Performance Standard 4: Assessment of/for Student Learning The teacher analyzes assessment data to measure student progress and guide immediate and long-range instruction. Uses informal and formal assessment tools Pre-assessment data used to develop expectations, differentiate and document learning Gives constructive and frequent feedback to students on their learning Analyzes and interprets data Data-guided decisions Utilizes student self-assessment and goal setting Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments Performance Standard 5: Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered Climate of trust and respect Promotes cultural sensitivity Safe and positive area Establishes rapport Efficient use of time Classroom rules/routines Student engagement Student-centered environment Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments 66
TEACHER NAME: SUMMATIVE, page 3of 4 Performance Standard 6: Professionalism The teacher maintains a professional demeanor, participates in professional growth opportunities, demonstrates an understanding of the curriculum, supports the school/division, and contributes to the profession. Collaborates and communicates effectively within the school community to promote students well-being and success Maintains confidentiality Performs school duties and follows policies, and procedures, and directives Serves as a positive role model Reflects on teaching practice Participates in and applies professional development Involved in committee/school activity service Demonstrates respect for professional boundaries Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments Performance Standard 7: Student Achievement The work of the teacher results in acceptable, measurable student progress. Comments Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable 67
TEACHER NAME: SUMMATIVE, page 4 of 4 Evaluation Summary Recommended for continued employment. Recommended for placement on a Performance Improvement Plan. (One or more standards are unacceptable, or two or more standards are developing/needs improvement. ) Recommended for Dismissal/Non-renewal. (The teacher has failed to make progress on a Performance Improvement 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 Noted for Improvement: Teacher Improvement Goals: Overall Evaluation Summary Criteria Exceeds expectations Proficient Developing/ Needs Improvement Unacceptable Due to three or more developing/needs improvement or one or more unacceptable ratings on performance standards Teacher signature Evaluator signature Date Date 68
Worksheet for determining Teacher Overall Summative Rating (K) page 1 of 1 Teacher Name Evaluator Place a in the appropriate box to indicate the summative rating for each category Standard -1- Professional Knowledge -2- Instructional Planning -3- Instructional Delivery -4- Assessment of/for Learning -5- Learning Environment -6- Professionalism -7- Student Progress (Place four for this standard) TOTAL Standards 1-6 comprise 60% of the evaluation = one each Standard 7 is 40% of the evaluation = four Exceeds Proficient Developing/ Expectations Needs Unacceptable Improvement One or more STANDARDS rated as Unacceptable automatically results in an overall summary rating of Unacceptable Three or more STANDARDS rated Developing /Needs Improvement automatically results in an overall summary rating of Unacceptable NOTE: The column with the highest number of ( ) determines the overall summative rating. In the event two or more columns are equal, the administrator will determine the rating best describing the teachers performance. 69
Educational Specialist Summative Performance Report (L) page 1 of 4 Directions: Evaluators use this form at the end of the school year to provide the educational specialist with an assessment of performance. The educational specialist should receive a copy of the form at the end of the evaluation cycle. The signed form is submitted to the Central Office by June 30 each year. EDUCATIONAL SPECIALIST NAME: SCHOOL: SCHOOL YEAR: - 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. Selects, develops, organizes, implements and supports curriculum for specific learner and program needs. Sets program goals that reflect high expectations and an understanding of the content/program. Demonstrates knowledge and skills relevant to the profession. Demonstrates an understanding of developmental stages of learners. Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments Performance Standard 2: Program Planning and Management The educational specialist effectively plans, coordinates, and implements programs and services consistent with established guidelines, policies and procedures. Uses assessment information in making recommendations or decision that are in the best interest of the learner/school/district. Provides services that will support mastery of state and national standards and guidelines. Uses state and local assessment data to modify strategies, interventions, services, and program effectiveness. Develops appropriate long-and short-range plans, and adapts plans when needed. Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments 70
E Staunton City School Teacher Performance Handbook TEACHER NAME: SUMMATIVE, page 2 of 4 Performance Standard 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. Engages and maintains learners/program in active learning/participation. Presents information and services using varied strategies to meet learner needs and diversity. Uses technology, materials, and other resources to deliver services and programs. Communicates clearly and checks for understanding. Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments Performance Standard 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. Uses state and local assessment data to modify strategies, interventions, services, and program effectiveness. Involves learner in setting learning goals and monitoring their own progress. Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the learner population. Comments Demonstrates proficiency in administering, scoring, evaluating, and interpreting data from instruments or records. Uses assessment information in making recommendations or decisions that are in the best interest of the learner/school district. Provides accurate feedback to learners, parents/guardians, and staff on assessment results. Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Performance Standard 5: Communication and Collaboration The educational specialist communicates and collaborates effectively with learners, parents/guardians, staff, and the community to support learner learning and wellbeing. Provides a safe and appropriate environment for service delivery Demonstrates effective scheduling and time management skills Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic Responds promptly to learner, family, staff, and community concerns. Uses cultural competency skills to identify and accommodate various learning styles and other individual differences Demonstrates an understanding of cultural, ethnic and linguistic backgrounds and special needs to assist in the delivery of appropriate educational opportunities Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable 71
Comments TEACHER NAME: SUMMATIVE, page 3of 4 Performance Standard 6: Professionalism The educational specialist maintains a commitment to professional ethics, demonstrates professional expertise, and participates in professional growth. Educational specialists collaborate with peers and exhibit professionalism in working with students, parents/guardians, and colleagues. Collaborates with and uses district, school, family, and community resources to meet learner and/or program needs. Collaborates with instructional staff to design, implement, and/or support services for specific learner or program needs. Participates in professional growth activities and incorporates learning into professional practice. Sets goals for improvement of skills and professional performance. Works collaboratively with parents/guardians, colleagues, supervisors, and community representatives to support learner success and well-being. Mentors, trains, and/or supports colleagues in professional growth opportunities. Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments Performance Standard 7: Learner or Program Progress The work of the educational specialist results in acceptable and measurable learner or program progress based on established standards, division goals, and/or school goals. Rating Exceeds expectations Proficient Developing/Needs Improvement Unacceptable Comments 72
EDUCATIONAL SPECIALIST NAME: SUMMATIVE, page 4 of 4 Evaluation Summary Recommended for continued employment. Recommended for placement on a Performance Improvement Plan. (One or more standards are unacceptable, or two or more standards are developing/needs improvement. ) Recommended for Dismissal/Non-renewal. (The educational specialist has failed to make progress on a Performance Improvement Plan, or the educational specialist consistently performs below the established standards, or in a manner that is inconsistent with the school s mission and goals.) Commendations: Areas Noted for Improvement: Educational Specialist Improvement Goals: Overall Evaluation Summary Criteria Exceeds expectations Proficient Developing/ Needs Improvement Unacceptable Due to three or more developing/needs improvement or one or more unacceptable ratings on performance standards Educational Specialist signature Evaluator signature Date Date 73
Worksheet for determining Educational Specialist Overall Summative Rating (M) page 1 of 1 Teacher Name Evaluator Place a in the appropriate box to indicate the summative rating for each category Standard -1- Knowledge of the Learning Community -2- Program Planning and Management -3- Program Services -4- Assessment -5- Communication and Collaboration -6- Professionalism -7- Learner/Program Progress (Place four for this standard) TOTAL Standards 1-6 comprise 60% of the evaluation = one each Standard 7 is 40% of the evaluation = four Exceeds Proficient Developing/ Expectatio Needs Unacceptable ns Improvement One or more STANDARDS rated as Unacceptable automatically results in an overall summary rating of Unacceptable Three or more STANDARDS rated Developing /Needs Improvement automatically results in an overall summary rating of Unacceptable NOTE: The column with the highest number of ( ) determines the overall summative rating. In the event two or more columns are equal, the administrator will determine the rating best describing the teachers performance. 74
Performance Improvement Plan (N) page 1 of 1 Teacher/Educational Specialist: School: Grade/Subject: 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 Evaluator s Signature/Date Initiated The teacher s/educational specialist s signature denotes receipt of the form, and acknowledgment that the evaluator has notified the employee of unacceptable performance. Teacher s/educational Specialist s Signature/Date Initiated Performance Standard Number Performance Deficiencies within the Standard to be Corrected Comments Review Dates Final recommendation based on outcome of Improvement Plan: The performance deficiencies have been satisfactorily corrected: The teacher/educational specialist is no longer on a Performance Improvement Plan. The deficiencies were not corrected: The teacher is recommended for non-renewal/dismissal. Evaluator s Signature/Date Reviewed Teacher s/educational Specialist s Signature/Date Reviewed Signature denotes the review occurred, not necessarily agreement with the final recommendation. 75
Cover Sheet Documentation Folder (O) page 1 of 1 Teacher/Educational Specialist: School Year: - For examples of possible items to include, please see Handbook pp. 14-15 Standard Required Item(s) EVIDENCE INCLUDED Professional Knowledge/Knowledge of Learning Community Instructional Planning/Program Planning and Management Instructional Delivery/Program Services Assessment of and for Student Learning/Assessment Learning Environment/Communication and Collaboration Professionalism None required Evidence of: Using data to guide planning and instruction None required Evidence of: *Use of formative assessments None required (Student/client surveys recommended) Evidence of: *Communicating with parents/learners/staff REQUIRED: REQUIRED: REQUIRED: Student Academic Progress/Learner/Program Progress Evidence of: *Annual Goals for Student Academic Progress/learner learning REQUIRED: *Student Academic Progress Goal Setting Document mid- term & final review *Standards of Learning and/or Student Growth Percentiles (if applicable) 76
Teacher Self-Reflection Form (P) page 1 of 2 Teacher: School: Date: 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. Areas of strength: Areas needing work/strategies for improving performance: STANDARD 2: INSTRUCTIONAL PLANNING The teacher plans using the Virginia Standards of Learning, the division curriculum, effective strategies, resources, and data to meet the needs of all students. Areas of strength: Areas needing work/strategies for improving 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. Areas of strength: Areas needing work/strategies for improving 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 year. Areas of strength: Areas needing work/strategies for improving performance: 77
STANDARD 5: LEARNING ENVIRONMENT The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conductive to learning. Areas of strength: Areas needing work/strategies for improving performance: STANDARD 6: PROFESSIONALISM The teacher maintains a commitment to professional ethics, communicates effectively, support the school, and takes responsibility for and participates in professional growth that results in enhanced student learning. Areas of strength: Areas needing work/strategies for improving performance: STANDARD 7: STUDENT ACADEMIC PROGRESS The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Areas of strength: Areas needing work/strategies for improving performance: Teacher s Signature Date 78
Educational Specialist Self-Reflection Form (Q) page 1 of 2 Educational Specialist: School: Date: STANDARD 1: KNOWLEDGE OF THE LEARNING COMMUNITY The educational specialist identifies and addresses the needs of the target community by demonstrating respect for individual differences and understanding of cultures, backgrounds, and learning needs. Areas of strength: Areas needing work/strategies for improving performance: STANDARD 2: PROGRAM PLANNING AND MANAGEMENT The educational specialist effectively plans, coordinates, and implements programs and services consistent with established guidelines, policies and procedures. Areas of strength: Areas needing work/strategies for improving performance: STANDARD 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. Areas of strength: Areas needing work/strategies for improving performance: STANDARD 4: ASSESSMENT The educational specialist gathers, analyzes, and uses data to determine learning needs, to measure learner progress, to guide instruction, and to provide timely feedback to learners, parents/guardians, and staff. Areas of strength: Areas needing work/strategies for improving performance: 79
STANDARD 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. Areas of strength: Areas needing work/strategies for improving performance: STANDARD 6: PROFESSIONALISM The educational specialist maintains a commitment to professional ethics, demonstrates professional expertise, and participates in professional growth. Areas of strength: Areas needing work/strategies for improving performance: STANDARD 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. Areas of strength: Areas needing work/strategies for improving performance: Educational Specialist s Signature Date 80
Communication Log (R) page 1 of 1 Teacher/Educational Specialist: School Year: - Date Person Purpose Mode Notes Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone Conference Email Note/Letter Telephone 81
Professional Development Log (S) page 1 of 1 Teacher/Educational Specialist: School Year: - Professional Development Activity Date Location Evidence of Satisfactory Completion Received Grade Certificate Other Grade Certificate Other Grade Certificate Other Grade Certificate Other Grade Certificate Other Grade Certificate Other Grade Certificate Other Grade Certificate Other Grade Certificate Other Grade Certificate Other Grade Certificate Other Grade Certificate Other 82
Grade K-2 Student Survey page 1 of 1 Directions: As your teacher reads the sentence, color the face that shows what you think. Teacher Date 1. My teacher listens to me. 2. My teacher gives me help when I need it. 3. I learn new things in my class. 4. I know what the rules are in my class. 5. I am able to do the work my teacher gives me. 6. I am happy when I am in class. * * Yes Sometimes No *Add other elements if needed, such as school-wide goals, or subject-specific elements. 83
Grade 3-5 Student Survey page 1 of 1 Directions: DO NOT PUT YOUR NAME ON THIS SURVEY: Follow along as your teacher reads the statements. Respond to the statements by placing a checkmark () beneath the response YES, SOMETIMES, or NO that best describes how you feel about the statement. Teacher School Year My teacher listens to me. My teacher gives me help when I need it. I am able to do the work given to me. Students are respectful to each other in my class. I feel free to ask and answer questions. My teacher helps me understand things when I make mistakes. My teacher shows respect to all students. My teacher helps me to be organized. My teacher allows me to demonstrate my learning in a variety of ways. * Yes Sometimes No * *Add other elements if needed, such as school-wide goals, or subject-specific elements. 84
Strongly Agree Agree Disagree Strongly Disagree Not Applicable Staunton City School Teacher Performance Handbook Grade 6-8 Student Survey page 1 of 1 The purpose of this survey is to allow you to give your teacher ideas about how this class might be improved. Directions: DO NOT PUT YOUR NAME ON THIS SURVEY. Write your teacher s name, school year, and class/period in the space provided. Listed below are several statements about this class. Indicate your agreement with each statement by placing a check ( ) in the appropriate box. If you wish to comment, please write your comments at the end of the survey. Teacher s Name School Year Class/Period My teacher gives clear instructions. My teacher helps me to be organized. The amount of homework in this class is about right. My teacher returns my work within a few days. My teacher sets high learning standards for the class. My teacher allows me to demonstrate my learning in a variety of ways. My teacher helps me outside of class time when needed. My teacher handles classroom disruptions well. My teacher shows respect to all students. My teacher is respectful to my culture. I feel my teacher values me as a person. I feel comfortable sharing my ideas in class. * * *Add other elements if needed, such as school-wide goals, or subject-specific elements. 85
Strongly Agree Agree Disagree Strongly Disagree Not Applicable Staunton City School Teacher Performance Handbook Grade 9-12 Student Survey page 1 of 1 The purpose of this survey is to allow you to give your teacher ideas about how this class might be improved. Directions: DO NOT PUT YOUR NAME ON THIS SURVEY. Write your teacher s name, school year, and class period in the space provided. Listed below are several statements about this class. Indicate your agreement with each statement by placing a check ( ) in the appropriate box. If you wish to comment, please write your comments at the end of the survey. Teacher s Name School Year Class Period Comments: My teacher communicates clearly. My teacher is knowledgeable about the subject area he/she teaches. The workload in this class is manageable. My teacher gives feedback on work and exams in a timely manner. I get helpful feedback from my teacher. My teacher handles classroom disruptions effectively. My teacher allows me to demonstrate my learning in a variety of ways. I feel challenged in this class. I feel comfortable sharing my ideas in class. My teacher helps me outside of class time when needed. My teacher shows respect to all students. My teacher respects my culture. I feel my teacher values me as a person. * * *Add other elements if needed, such as school-wide goals, or subject-specific elements. 86
Student Survey Summary (T) page 1 of 1 Teacher s Name: School Year: Grade(s) Subject(s): Survey Version Given: Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 1. How many surveys did you distribute? 2. How many completed surveys were returned? 3. What is the percentage of completed questionnaires you received % Student Satisfaction Analysis 4. Describe your survey population(s) (i.e., list appropriate demographic characteristics such as grade level and subject for students). 5. List factors that might have influenced the results (e.g., survey was conducted as the bell rang for dismissal). 6. Analyze survey responses and answer the following questions: A) What did students perceive as your major strengths? B) What did students perceive as your major weaknesses? C) How can you use this information for continuous professional growth? 87
Performance Standard Standard 1: Knowledge of the Learning Community Additional Position Specific Indicators for Educational Specialists School Psychologists: Provides psychological services consistent with NASP/APA ethical guidelines. School Counselors: Uses appropriate counseling techniques in a variety of settings Effectively aligns VA School Counseling curriculum standards with VA Standards of Learning Facilitates students use of higher level thinking skills in instruction, small group work and individual counseling. Remains current in the field of education and counseling. School Librarians: Demonstrates an understanding of research skills and provides recommendations and instruction of search strategies in various formats most appropriate to the learning tasks. Demonstrates an understanding of the American Association of School Librarians (AASL) Standards. School Improvement Leaders: Please see Sample Performance Indicators. Instructional Coaches/Differentiation Specialists Please see Sample Performance Indicators. Instructional Technology Resource Teacher (ITRT) Demonstrates an understanding of current digital ethics and offers training and resources for staff and students. 88
Performance Standard Standard 2: Program Planning and Management Additional Position Specific Indicators for Educational Specialists School Psychologists: Results of the evaluations facilitate the development of educational strategies and plans to increase student learning and to ensure the fair assessment of student learning. School Counselors: Initiates and plans orientation programs to assist students in acclimating to a new environment. Provides educational and vocational awareness activities as aligned with school counseling standards. School Librarians: Collaborates with classroom teachers and/or specialists to embed skills associated with multiple literacies into lessons and curricular units. Follows procedures for selecting, acquiring, and cataloging materials and resources. Administers the library budget in order to purchase appropriate materials. School Improvement Leaders: Provides leadership for teachers by planning, collaborating, organizing, mentoring, and using data to implement change to improve instructional programs. Instructional Coaches/Differentiation Specialists Provides leadership for teachers by planning, collaborating, organizing, mentoring, and using data to implement change to improve instructional programs. Instructional Technology Resource Teacher (ITRT) Collaborates with classroom teachers, specialists, and/or school leaders to integrate technology into instruction. Develops appropriate technology-related professional development opportunities for staff. 89
Performance Standard Standard 3: Program Services Additional Position Specific Indicators for Educational Specialists School Psychologists: Responds to crisis situations to facilitate positive student outcome. Uses evidence-based techniques to promote social-emotional functioning and mental health. School Counselors: Responds positively to requests to assist students. Guides students to better understand themselves and their relation to others. Serves as advocate for and promotes learner emotional well-being and mental health. Assists learners, teachers, families, and other service providers to facilitate behavior change. School Improvement Leaders: Provides leadership for teachers by planning, collaborating, organizing, mentoring, and using data to implement change to improve instructional programs. Instructional Coaches/Differentiation Specialists Please see Sample Performance Indicators. Instructional Technology Resource Teacher (ITRT) Disseminates information regarding technology resources, emerging technologies, best practices using technology and professional development opportunities 90
Performance Standard Standard 4: Assessment Additional Position Specific Indicators for Educational Specialists School Psychologists: Uses a variety of techniques (e.g., assessment, intervention) as indicated by unique cultural, background, and learning needs of students. Interprets results of evaluations taking into account the cultural/ethnic background of the student within the context of the learning environment. Communicates results of the evaluation in a manner understandable to stakeholders. Interprets results of evaluations to facilitate the education of students within the least restrictive environment. School Counselors: Responds positively to requests to assist students. Guides students to better understand themselves and their relation to others. School Librarians: Implement policies related to curriculum, scheduling and preservation of materials Elaborates and supports the classroom curriculum with extension activities. School Improvement Leaders: Please see Sample Performance Indicators. Instructional Coaches/Differentiation Specialists Please see Sample Performance Indicators. 91
Performance Standard Standard 5: Communication and Collaboration Additional Position Specific Indicators for Educational Specialists School Psychologists: Please see Sample Performance Indicators. School Counselors: Please see Sample Performance Indicators. School Librarians: Creates a friendly, comfortable, aesthetically pleasing space that enhances and encourages technology use, leisure reading and browsing, and the use of materials in all formats. Library atmosphere invites to explore, read and learn. Collaborates with the teaching staff to develop and promote an up-to-date collection of print and digital resources in multiple genres that appeal to differences in age, gender, ethnicity, reading abilities, and information needs. Acquires, manages, and provides access to current and relevant collection in a variety of formats. Cooperates with school and community libraries to improve library media program services and provide better access for students to information, knowledge and learning. Promotes flexible and equitable access to resources that support their academic and personal learning and meet diverse learning needs. Promotes students intellectual and social development as responsible, contributing members of society. Advocates for and protects intellectual access to information and ideas. Teaches and encourages the sharing of knowledge and learning with others both in face-toface situations and through technology. Fosters an environment to encourage students to actively seek multiple perspectives and to work collaboratively with other students in a safe, responsible, and ethical manner. Library media center facility is conducive to learning and is flexible to meet every student s needs. School Improvement Leaders: Please see Sample Performance Indicators Instructional Coaches/Differentiation Specialists Please see Sample Performance Indicators 92
Performance Standard Standard 6: Professionalism Additional Position Specific Indicators for Educational Specialists School Psychologists: Based on the identified needs, collaborates with school personnel to develop and implement procedures/services to promote safe schools and student mental health. Keeps abreast of current trends in school psychology and uses up-to-date paradigms when interpreting assessment results. Uses current evaluation methods to conduct evaluations. School Counselors: Please see Sample Performance Indicators School Librarians: Please see Sample Performance Indicators School Improvement Leaders: Please see Sample Performance Indicators Instructional Coaches/Differentiation Specialists Please see Sample Performance Indicators 93
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