A distinctive element of the Guidelines is the development of seven performance standards and performance indicators that provide examples of observable, tangible behavior that indicate the degree to which teachers are meeting each teaching standard. The table below provides explanations, activities, and resources to use for training purposes. Materials Overview Page Number Explanation Excerpt from the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers This excerpted document from the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers provides an overview of the seven Performance Standards and Indicators. 2-3 Virginia Uniform Performance Standards and Indicators PowerPoint presentation The PowerPoint presentation provides an overview of the seven Virginia Uniform Performance Standards and Indicators and may be used in training for administrators and teachers. 2-10 Activities Look Fors and Red Flags for the Virginia Uniform Performance Standards This activity engages participants in exploring the seven Virginia Uniform Performance Standards. It may be used in training administrators and teachers in order to build a common understanding of the performance standards. 2-20 Briefs Briefs on the Virginia Uniform Performance Standards The separate briefs provide a summary of the research base supporting each standard. 2-30 Resources Reference Sheet with Abridged Performance Indicators The reference provides a quick at-a-glance view of the seven performance standards and indicators which may be a helpful tool to both administrators and teachers for developing a clear understanding of the standards as well as for applying the standards in performance evaluation and improvement. 2-56 Resources to Consider An annotated bibliography of relevant resources provides administrators and teachers with additional information to understand the standards and performance indicators. 2-57
Slide 8 The expectations for professional performance are defined using a two-tiered approach--performance standards and performance indicators. Slide 9 Describing behavior helps teachers and their evaluators clarify performance levels and job expectations. Performance indicators are provided as examples of the types of performance that will occur if a standard is being fulfilled. Teachers are not expected to demonstrate each performance indicator, as all performance indicators may not be applicable to a particular work assignment. 10 Performance ratings are NOT made at the performance indicator level, but at the performance standard level. It is important to document a teacher’s performance on each standard with evidence generated from multiple performance indicators.
Well-organized and lessons Explicit leaning objectives Appropriate of task difficulty for students Appropriate instructional pace Classroom talk Respectful, supportive, and productive Modeled by teachers Practiced to students Sample performance indicators for learning environment 5.1 Arranges the classroom to maximize learning while providing a safe environment. Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. Maximizes instructional time and minimizes disruptions. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Promotes cultural sensitivity. Respects students’ diversity, including language, culture, race, gender, and special Actively listens and pays attention to students’ needs and responses. Maximizes instructional learning time by working with students individually as well as in small groups or whole groups.
Brief #8 - Performance Standard 6: Professionalism Professionalism 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. What does professionalism mean? Teacher professionalism encompasses key characteristics—professional competence, performance, and conduct—that reflect teachers’ goals and purposes, capabilities, values and beliefs, and directly impact the effectiveness of teaching. As a profession, teachers value and practice the principles, standards, ethics, and legal responsibilities of teaching. And, as with any profession, they must be committed to and skilled in the areas of expertise that define teaching. Professionalism should reflect three essential elements of any true profession: Professionalism Area Professional standards and ethics of the profession Adhere to legal and ethical guidelines. Adhere to standards defined for the profession. Demonstrate professional demeanor and positive interaction with others. Respect the diversity of ethnicity, race, gender, and special needs. Continuous self professional development Act as reflective practitioner. Acquire and refine professional knowledge and skill. Engage in ongoing professional renewal. Act, as appropriate, as risk taker, stepping out of comfort zone. Embrace practices of a life-long learner. Contributions to the profession Serve as role model for other educators and students. Serve on school, district, regional, and state educational committees, work groups, etc. Participate in professional associations. Contribute to the development of the profession (e.g., through presentations, writing). What does research say about professionalism? Teachers’ daily practice is grounded in the beliefs, values, and attitudes they hold toward the profession, the students, the school, and themselves. Caring: Caring about students and respecting them as individuals are prevalent in the literature descriptions of effective teachers. Caring is central to student learning ‒ the glue that binds teachers and students together and makes life in classrooms meaningful. Caring fosters a type of teacher-student connection that encourages possibilities for learning that may not otherwise occur. Good teachers are often described as warm, friendly, and caring; conversely, ineffective teachers often are said to create a tense classroom and are described as cold, abusive, and uncaring. When students perceive that their teachers care about them, they respond by “optimizing their commitment to learning and putting forth greater efforts to reach their potential.” In classroom learning, when students are supported by a caring teacher, they are more likely to ask questions, to take chances, and to share their inner thoughts in
instruction and make adjustments in their pedagogical behavior. Progress monitoring also can help teachers set meaningful student achievement goals to tap into greater student learning potential. Teachers who use progress monitoring also are better informed of the strengths and weaknesses in student learning and can better decide on what instructional modifications are necessary. Stecker, Fuchs, and Fuchs noted that teachers effected significant growth in student learning with progress monitoring only when they modified instruction based on progress monitoring data; however, frequent progress monitoring alone did not boost student achievement. Sample performance indicators for student academic progress 7.1 Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data. 7.2 Documents the progress of each student throughout the year. 7.3 Provides evidence that achievement goals have been met, including the growth measure when available as well as other multiple measures of student growth. 7.4 Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.