In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum. The teacher demonstrates an understanding of the curriculum, subject content, and the developmental of students by providing relevant learning experiences. The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice. The teacher bases instruction on material that is inaccurate or and/or inadequately addresses the developmental needs of students. *Teachers who are exemplary often serve as role models and/or teacher leaders. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 2.1 Uses student learning data to guide planning. 2.2 time realistically for pacing, content mastery, and transitions. 2.3 Plans for differentiated instruction. 2.4 Aligns lesson objectives to the school’s curriculum and student learning needs. 2.5 Develops appropriate long- and short-range plans, and adapts plans when needed. Exemplary* Proficient Proficient is the expected level of performance. Improvement Unacceptable In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students. 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. The teacher inconsistently uses the school’s curriculum, effective strategies, resources, and data in planning to meet the needs of all students. The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data. *Teachers who are exemplary serve as role models and/or teacher leaders. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 3.1 Engages and maintains students in active learning. 3.2 Builds upon students’ existing knowledge and skills.
students self-monitor behavior. *Teachers who are exemplary often serve as role models and/or teacher leaders. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 6.1 Collaborates and communicates effectively within the school community to promote students’ well-being and success. Adheres to federal and state laws, school policies and ethical guidelines. 6.3 Incorporates learning from professional growth opportunities into instructional practice. 6.4 Sets goals for improvement of knowledge and skills. 6.5 Engages in activities outside the classroom intended for school and student enhancement. 6.6 Works in a collegial and collaborative manner with administrators, other school personnel, and the community. 6.7 Builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students’ progress. 6.8 Serves as a contributing member of the school’s professional learning community through collaboration with teaching colleagues. 6.9 Demonstrates consistent mastery of standard oral and written English in all communication. Exemplary* Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable In addition to meeting the standard, the teacher continually engages in high level personal/professional growth and application of skills, and contributes to the development of others and the well-being of the school. The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. The teacher inconsistently practices or attends professional growth opportunities with occasional application in the classroom. The teacher demonstrates inflexibility, a reluctance and/or disregard toward school policy, and rarely takes advantage of professional growth opportunities. *Teachers who are exemplary often serve as role models and/or teacher leaders. Note: Performance Standard 7: If a teacher effectively fulfills all previous standards, it is likely that the results of teaching -- as documented in Standard 7: Student Academic Progress --
3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Comments: Rating Exemplary Proficient Developing/ Improvement Unacceptable 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. Comments: Rating Exemplary Proficient Developing/ Needs Improvement Unacceptable 5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, environment that is conducive to learning. Rating Exemplary Proficient Developing/ Needs Improvement Unacceptable SAMPLE: Teacher Summative Performance Report Page 3 of 4
Comments: 6. Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and responsibility for and participates in professional growth that results in enhanced student learning. Comments: Rating Exemplary Proficient Developing/ Needs Improvement Unacceptable 7. Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Comments: Rating Exemplary Proficient Developing/ Needs Improvement Unacceptable
enhanced performance skills. Talk to your group members about the rubric. What are the differences between the rating levels? A rating of ____________ means that the teacher __________. A rating of … Means that the teacher … Unacceptable Developing/Needs Improvement Proficient Exemplary What’s in a Rubric? Directions: Divide participants into small groups and assign each group one of the seven Virginia Performance Standards and accompanying rating scale. In small groups, participants address the questions listed below. Groups then report out and comment on the perceptions of other groups. Standard 4: Assessment of and 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 school year. Exemplary Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, instructional content and delivery methods, and The teacher uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction. The teacher uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on
Comments: Unacceptable 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Comments: Rating Exemplary Proficient Developing/ Needs Improvement Unacceptable 5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, environment that is conducive to learning. Rating Exemplary Proficient Developing/ Improvement Unacceptable Overall Evaluation Summary: Include comments here Exemplary Proficient
Appropriate Data Received Strategies used and data provided demonstrate appropriate Student Growth Yes No Teacher’s Name Teacher O Teacher’s Signature Teacher O Date Evaluator’s Name Assistant Principal K Evaluator’s Signature Assistant Principal K Date Teacher O Summative Evaluation Key Performance Standard Rating Evidence Standard 2. Instructional Planning Developing/ Needs Improvement Observation Materials not ready for one lesson but ready for the other Uses textbook based materials for most lessons Documentation Log Provided sample lesson plans Standard 3. Instructional Delivery Developing/ Needs Improvement Observation Relies on few instructional strategies Students seem unengaged in both lessons Standard 5. Learning Environment Proficient Observation Classroom is safe Both observations show that Teacher O has control of the classroom; no significant behavior problems Bare walls, student work not posted
Comments: Used a variety of resources and technology such as selected video clips, document camera and handouts related to topic of lesson Varied resources used Materials ready for instruction 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Comments: Class discussion with questioning throughout lesson High-level questions used to make instructional point Varied instructional activities including class discussion, reading, and video Related study of Queen Elizabeth to women leaders today Need more wait time on questions 5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Comments: U-shaped seating allows for class discussion Actively listens to students as they respond No disruptive behavior during lesson Additional Comments:
inquire as to questions regarding my expectations Telephone 9/5 – 9/8 Parents of students in Period 3 Contacted to welcome to World History and to inquire as to questions regarding my expectations Conference Note/Letter Telephone Four phone numbers disconnected – contact guidance counselor 9/11 – 9/15 Parents of students in Period 4 Contacted to welcome to World History and to inquire as to questions regarding my expectations Conference Email Note/Letter Telephone Two students with significant issues at home – suggested referral to guidance counselor 9/15 Guidance Counselor Discuss phone numbers disconnected and two student concerns expressed by parents Conference Email Note/Letter Telephone Guidance counselor will follow-up on phone number and meet with students 9/18 – 9/22 Parents of students in Period 5 Contacted to welcome to History and to inquire as to questions regarding my expectations Conference Email Note/Letter Telephone One parent requested conference to discuss student work thus far 9/26 Conference with Pauline S. mother Contacted to discuss Pauline’s progress in class – low quiz scores and failure to complete assignments Conference Email Note/Letter Telephone Mother concerned about Pauline’s grades but works late and cannot monitor homework/study. Suggested Pauline stay after school during the two days a week that I am available to provide extra help. Mother agreed. 10/2 Parents/guardians/ students Began sending weekly regarding upcoming assignments/tests Conference Email Note/Letter Telephone Received numerous e-mails thanking me for the updates. Abbreviated Communications Log – Rest of log shows similar communications throughout the year. Sample Professional Development Log Professional’s Name Teacher P School Year Professional Development Activity Date Location Evidence of Satisfactory Completion Received* Attended Virginia Council for the Social Studies Annual Meeting October Williamsburg, VA Grade Certificate Meeting Minutes Presented on using film to teach World History at the VCSS annual meeting October Williamsburg, VA Certificate Conference Program Assisted in organizing Staff Development day for Region History Teachers November Roanoke, VA Grade Certificate Other Note from Region Supervisor Attended preconference session on Historical Analysis of Primary Source November Williamsburg, VA Grade Certificate Other_______________________
not meet the benchmark of 80% pass rate in World History. Data attached IV. Goal Statement (Describe what you want learners/program to accomplish.) During this school year, all of my students will show measurable progress in knowledge and skills related to History. Ninety percent of my students will achieve 80% or better on the World History post-test. V. Means for Attaining Goal (Strategies used to accomplish the goal) Strategy Evidence Target Date Attend professional development on incorporating historical analysis into lessons Professional development attendance certificate November Incorporate exercises in class to assess student abilities to use historical analysis skills Samples of skill-based exercises January Student self-assessment – involve students in assessing their own work according to established rubrics Samples of rubrics and Teacher’s Name Teacher P Teacher’s Signature Teacher P Date January 15 Evaluator’s Name Assistant Principal L Evaluator’s Signature Assistant Principal L Date January 15 VI. Mid-Year Review (Describe goal progress and other relevant data.) I have completed the items listed for October and am beginning to start weekly tests (behind schedule). Students showing achievement through quizzes and tests. Mid-year review conducted on 1/15 Initials MP VII. End-of-Year Review Appropriate Data Received Strategies used and data provided demonstrate appropriate Student Growth Yes No
Standard 7: Student Academic Progress. Developing/ Needs Improvement Unacceptable Rationale: Improvement Unacceptable Rationale: Developing/ Needs Improvement Unacceptable Rationale: Improvement Unacceptable Rationale: Level 2 Analysis of Student Academic Progress Data Based on the four ratings indicated above, indicate a summative rating for this fourth grade teacher for Standard 7: Student Academic Progress. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Rating on Standard 7: Student Academic Progress Simulation 1 Debrief – Fourth Teacher Teacher Description Student Growth Percentile Data Student Achievement Goal Setting Attainment Summary Other Measures of Student Progress/ Achievement Information Fourth grade teacher with the responsibility of teaching English and social studies on a two-person fourth grade team On the reading subtest of the English Standards of Learning test, percent of students experienced low growth (<34); Sixty percent of students experienced moderate growth (Between 35 and 65). All students demonstrated measurable progress on an adequate goal that focused on reading comprehension skills. Seventy percent of the students met the goal established at the beginning of the year. On the fourth grade History Standards of Learning test, 36% scored pass/advanced, 41% scored pass/proficient, and 23% failed. Over two consecutive years, English Language Learners in the classroom have experienced low growth on the reading subtest of the English Standards of Learning test (<34) as defined by the student growth percentiles. The SGPs for English Language Learners range from 11 – 29. Level 1 Analysis of Student Academic Progress Data For each data source, use the rubric for rating on Exemplary Proficient Developing/ Improvement Exemplary Proficient Developing/ Needs Improvement Exemplary Proficient Exemplary Proficient Developing/ Needs Improvement
Simulation 2 – Seventh Grade Mathematics Teacher Rating on Standard 7: Student Academic Progress Teacher Description Student Growth Percentile Data Student Achievement Goal Setting Attainment Summary Other Measures of Student Progress/ Achievement Other Information Seventh grade mathematics teacher who teaches five classes On the Mathematics Standards of Learning test, no students experienced low growth. Seventy percent of students experienced moderate growth (Between 35 and 65 percentiles) and 30 percent of students experienced high growth (> 65). All students demonstrated measurable progress on a rigorous goal that focused on mathematics skills. One hundred percent of the students met the goal established at the beginning of the year and 20 percent of students exceeded the goal. On quarterly benchmark assessments, students typically perform well and outperform students in other classes across the school division. The school instituted a performance assessment to assess conceptual understanding in mathematics and 90 percent of the teacher’s students performed at the proficient level. Upon closer analysis of SGP data, the range of student growth percentiles for students in the moderate growth category (between 35 and 65) was 50–65 percentiles. 1 Analysis of Student Academic Progress Data For each data source, use the rubric for rating on Standard 7: Student Academic Progress. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: 2 Analysis of Student Academic Progress Data on the four ratings indicated above, indicate a summative rating for this fourth grade teacher for Standard 7: Student Academic Progress. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale:
Rating on Standard 7: Student Academic Progress Simulation 2 Debrief – Seventh Mathematics Teacher Teacher Description Student Growth Percentile Data Student Achievement Goal Setting Attainment Summary Other Measures of Student Progress/ Achievement Other Information Seventh grade mathematics teacher who teaches five classes On the Mathematics Standards of Learning test, no students experienced low growth. Seventy percent of students experienced moderate growth (Between 35 and 65) and thirty percent of students experienced high growth (> 65). All students demonstrated measurable progress on a rigorous goal that focused on mathematics skills. One hundred percent of the students met the goal established at the beginning of the year and twenty percent of students exceeded the goal. On quarterly benchmark assessments, students typically perform well and outperform students in other classes across the school division. The school instituted a performance assessment to assess conceptual understanding in mathematics and ninety percent of the teacher’s students perform at the proficient level. Upon closer analysis of SGP data, the of student growth percentiles for students in the moderate growth category (Between 35 and 65) was 50 – 65. 1 Analysis of Student Academic Progress Data For each data source, use the rubric for rating on Standard 7: Student Academic Progress. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Thirty percent of students experienced high growth. viewing the “other information” all of the students in the moderate growth category Exemplary Proficient Developing/ Improvement Unacceptable Rationale: The teacher set a rigorous goal at the beginning of the year and one hundred percent met the goal. In addition, twenty percent of students exceeded the rigorous Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Students in the teacher’s classroom perform well on benchmarks and seem to outperform students in other classes, indicating a higher degree of learning. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Thirty percent of students experienced high growth. After viewing the “other information” all of the students in the moderate growth
on Standard 7: Student Academic Progress. Rationale: Developing/ Needs Improvement Unacceptable Rationale: Unacceptable Rationale: Level 2 Analysis of Student Academic Progress Data Based on the four ratings indicated above, indicate a summative rating for this fourth grade teacher for Standard 7: Student Academic Progress. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Rating on Standard 7: Student Academic Progress Simulation 3 Debrief – Middle School Art Teacher Teacher Description Student Growth Percentile Data Student Achievement Goal Setting Attainment Summary Other Measures of Student Progress/ Achievement Other Information Middle School Art Teacher teaches three classes of Exploratory Art for 6th grade and two classes of an advanced art course entitled “Sculpture and Crafts” for 7th and 8th grade students. n/a The middle school art teacher focused her goal on the two classes that she teaches in “Sculpture and Crafts.” All students demonstrated measurable growth on a rigorous goal in knowledge and skills related to sculpture and crafts as measured by a performance assessment. Eighty percent of students met the goal set at the beginning of the year. The majority of students in the 6th grade class perform at a proficient level in Exploratory Art. All students create sculptures and/or artwork to submit for various art contests; 20 percent of those submitted won top awards. Level 1 Analysis of Student Academic Progress Data For each data source, use the rubric for rating on Exemplary Proficient Exemplary Proficient Exemplary Proficient
Standard 7: Student Academic Progress. Developing/ Needs Improvement Unacceptable Rationale: The students met a rigorous goal set at the beginning of the year and made acceptable, measurable progress. Developing/ Needs Improvement Unacceptable Rationale: The progress of the students in 6th Exploratory Art is acceptable but does not indicate high levels of progress for all students. Developing/ Needs Improvement Unacceptable Rationale: The record of 20% of work submitted winning top awards indicates exemplary work with high-performing students. Level 2 Analysis of Student Academic Progress Data Based on the four ratings indicated above, indicate a summative rating for this fourth grade teacher for Standard 7: Student Academic Progress. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Overall, students made acceptable, measurable progress in art. The rating could possibly be “Exemplary” if the teacher provides evidence that students made extraordinary progress in art as measured by the performance assessments given.
Standard 6 Developing/Needs Improvement Standard 7 Proficient Summative Rating (Acceptable or Unacceptable) Acceptable Overall Evaluation Summary Rating: Acceptable Unacceptable Debriefing Comments: According to the decision rules, an employee that has three or more “developing/needs improvement” ratings will be rated as “unacceptable.” In this scenario, the employee has two “developing/needs improvement” ratings and does not have any “unacceptable” ratings. Therefore, the summative rating for the employee is “acceptable.” Note: These decision rules were developed for use in Orange County Public Schools. Scenario B A school division created the following decision rules in calculating a summary rating based on the ratings for each of the seven Virginia performance standards. The overall summative rating will be judged “acceptable” or “unacceptable.” The first six performance standards will be calculated at 10 percent of the overall rating. The seventh performance standard on student academic progress will be calculated at 40 percent of the overall rating. The following summary rating scores will be rated as follows: 3.5 – 4.0 Exemplary 2.5 – 3.49 Proficient 2.0 – 2.49 Developing/Needs Improvement 1.0 – 1.9 Unacceptable Teacher Performance Standard Performance Rating Quantified Performance Rating Percentage contribution to the summative rating Weighted Contribution= (quantified performance rating * Percentage Contribution)
Summative ratings should apply the rating for each of the seven performance expectations, with the most significant weight given to Standard 7: Student Academic Progress. The Guidelines for the Uniform Performance Standards and Evaluation Criteria for Teachers suggest that school divisions weigh each of the first six standards equally at 10 percent, and that Standard 7 account for 40 percent of the evaluation. In determining the final summative rating, the following approach could be used: Apply numbers 1 (unacceptable) through 4 (exemplary) to the rating scale Exemplary = 4 Proficient = 3 Developing/Needs Improvement = 2 Unacceptable = 1; Calculate the weighted contribution of each standard to the summative evaluation; and Add the weighted contribution to achieve the final summative evaluation. When applying the summative rating from a quantitative perspective, school divisions will need to establish and document, a priori, for determining final summative ratings after the weighted contribution is calculated. For example, standard rounding rules may be applied (any rating of 2.5 to 3.4 results in a summative rating of proficient), possibly in conjunction with additional criteria. School divisions also may establish and document additional criteria to the summative rating. For example, a school division may decide that no teacher can be given a summative rating of exemplary if they are rated below proficient on any of the seven standards, or that summative criteria should differ for teachers at different points on the career ladder. A school division may decide that regardless of the sum of weighted contributions, teachers with five or more years of experience who do not have an exemplary rating on Standard 7 (Student Academic Progress) may not be given an overall exemplary rating. These decisions, and documentation of such decisions, must be made before the Guidelines are put in place. As well, it is critical that teachers understand the requirements before the evaluation cycle begins.