West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-142 - Performance Evaluation of Professional Personnel and Athletic Coaches (Policy 5310) › Section 126-142-4 - Definitions

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. Athletic
				Coach. A member of a school faculty, substitute teacher, student teacher within
				a public school, or an authorized certified individual under contract with a
				county board of education who provides instruction, direction, or supervision
				to athletic teams for the purpose of developing ability or skill to perform in
				athletic contests.
4.2. Classroom
				Teacher. A professional educator who has a direct instructional relationship
				with pupils.
4.3. Conference. A
				scheduled meeting between the evaluator and educator focusing on the educator's
				performance.
4.4. Corrective Action
				Plan (CAP). Initiated when a Focused Support Plan (FSP) results in inadequate
				progress and when an evaluation is completed that shows unsatisfactory
				performance based on one or more of the standards or when certain instances of
				misconduct as specified in W. Va. Code §
									18A-2-8 may require immediate
				action and/or a CAP. The CAP may address unsatisfactory performance involving
				student learning goals when in conjunction with one or more of the
				standards.
4.5. Educators.
				Professionals who engage in the evaluation process.
4.6. Evaluation Instruments. The approved
				evaluation form(s) containing the performance criteria.
4.7. Evidence for School Leaders. Observable
				practices and/or artifacts selected by the educator and/or the evaluator to
				support the determination of performance level ratings based on the nine
				leadership standards. The evidence may be collected by either/both the school
				leader and the evaluator for discussion during conference(s).
4.8. Evidence for Educators. Observable
				practices and/or artifacts selected by the educator and/or the evaluator to
				support the determination of performance level ratings based on the
				professional standards. The evidence may be collected by either/both the
				educator and the evaluator for discussion during the observation or the
				evaluation conference(s).
4.9.
				Focused Support Plan (FSP). A proactive, preventative measure that supports
				individual improvement and professional growth. The FSP may commence only after
				an observation and a purposeful conversation have been conducted between the
				evaluator and the educator and when there is documented evidence indicating an
				area of concern based on one or more of the performance standards. The plan may
				address a documented area of concern involving the student growth standard when
				in conjunction with one or more of the performance standards.
4.10. Goal Setting. The process of developing
				rigorous, measurable goals to improve student learning. Goals span a school
				year, semester, or quarter.
4.11.
				Immediate Supervisor. A professional educator identified by the county
				superintendent to conduct observations, complete evaluations, and write and
				monitor an FSP and CAP.
4.12.
				Observation. The opportunity to view educator practice and collect data to
				evaluate performance. Evidence collected during observation helps evaluators
				clarify strengths and identify areas for growth.
4.13. Orientation. An annual meeting to
				assure that all employees have a full understanding of the purposes,
				instruments, and procedures used in evaluating the performance of
				employees.
4.14. Performance Levels
				for Educators. A Distinguished, Accomplished, Emerging, or Unsatisfactory
				rating assigned to the performance of an educator.
4.15. Professional Support Personnel. An
				individual who provides educational services within the school including
				athletic trainer, education audiologist, school nurse, school psychologist, an
				individual who provides direct social and emotional support services to
				students including Communities In Schools (CIS) contact/facilitator, social
				worker, or an employee who works to address chronic absenteeism.
4.16. Progression. A designation earned by
				teachers based on the number of years of experience and used in the evaluation
				process to determine the number/frequency of observations. The progressions are
				as follows:
4.16.a. Initial Progression.
				Teachers in their first, second, or third year of experience.
4.16.b. Intermediate Progression. Teachers in
				their fourth or fifth year of experience.
4.16.c. Advanced Progression. Teachers in
				their sixth year of experience and beyond.
4.16.d. Teachers returning to the classroom.
4.16.d.1. Teachers who began their teaching
				careers in West Virginia, and are returning to the classroom after a hiatus of
				three or more years, are to be evaluated as a teacher in the Initial
				Progression for one school year. After the initial year and an evaluation, the
				teacher may be moved to the appropriate progression based on years of
				experience and an evaluation of Accomplished or higher.
4.16.d.2. Teachers who began their teaching
				careers in states other than West Virginia shall be evaluated as a teacher in
				the Initial Progression. After the initial year and an evaluation, the teacher
				may be moved to the appropriate progression based on years of experience and an
				evaluation of Accomplished or higher.