The Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers set forth seven performance standards for all Virginia teachers. Pursuant to state law, teacher evaluations must be consistent with the performance standards (objectives) included in this document. The Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers provide school divisions with a model evaluation system, including sample forms and templates that may be implemented “as is” or used to refine existing local teacher evaluation systems. Properly implemented, the evaluation system provides school divisions with the information needed to support systems of differentiated compensations or performance-based pay. The Code of Virginia requires that school boards’ procedures for evaluating teachers address student academic progress; how this requirement is met is the responsibility of local school boards. As prescribed by the Code of Virginia, each teacher must receive a summative evaluation rating. The Board’s Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers recommend weighting the first six standards equally at 10 percent each and that the seventh standard, student academic progress, account for 40 percent of the summative evaluation. The document was developed specifically for use with classroom teachers. For other educators who are required to hold a Virginia teaching license, revisions likely will be necessary. For example, guidance counselors and library-media specialists may require modified performance standards and data sources different from classroom teachers. Endnotes
Establishes a climate of trust/teamwork Promotes cultural sensitivity/respects diversity Listens and pays attention to students’ needs and responses Maximizes instructional learning time by working with students individually and in groups 6. Professionalism Collaborates/communicates effectively Adheres to laws/policies/ethics Incorporates professional development learning Incorporates learning from professional growth activities Sets goals for improvement Activities outside classroom Builds positive relationship with parents Contributes to professional learning community Demonstrates mastery of standard oral and written English Specific Examples: 7. Student Academic Progress Sets student achievement goals Documents progress Provides evidence of goal attainment Develops interim learning targets Specific Examples: NOTE: It is unlikely that all teacher performance standards would be documented in a single classroom visit. In fact, an observation might focus on a specific standard. Teacher’s Name _______________________________________________________________ Teacher’s Signature _______________________________________ Date _______________ Observer’s Name ______________________________________________________________ Observer’s Signature ______________________________________ Date _______________
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 school year. Areas of strength: Areas needing work/strategies for improving performance: 5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Areas of strength: Areas needing work/strategies for improving performance: 6. 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. Areas of strength: Areas needing work/strategies for improving performance: 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: Endnotes
learning and teaches students how to monitor their own academic progress. instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. use assessment to plan/modify instruction. instructional decisions and/or does not report on student academic progress in a timely manner. *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: 5.1 Arranges the classroom to maximize learning while providing a safe environment. 5.2 Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. Maximizes instructional time and minimizes disruptions. 5.4 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. 5.5 Promotes cultural sensitivity. 5.6 Respects students’ diversity, including language, culture, race, gender, and special needs. 5.7 Actively listens and pays attention to students’ needs and responses. 5.8 Maximizes instructional learning time by working with students individually as well as in small groups or whole groups. Exemplary* Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable In addition to meeting the standard, the teacher creates a dynamic learning environment that maximizes learning opportunities and minimizes disruptions within an environment in which students behavior. The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. The teacher is inconsistent in using resources, routines, and procedures and in providing a respectful, positive, safe, student- centered environment. The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards. *Teachers who are exemplary often serve as role models and/or teacher leaders.
SAMPLE: Teacher Summative Performance Report Page 3 of 4 Comments: 6. 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. 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. Rating Exemplary Proficient Developing/ Needs Improvement Unacceptable
Improvement Plan and is rated “Proficient.” b) Partial improvement has been achieved but more improvement is needed; the teacher remains on a Performance Improvement Plan and is rated “Developing/Needs Improvement.” c) Little or no improvement has been achieved; the teacher is rated “Unacceptable.” When a teacher is rated “Unacceptable,” the teacher may be recommended for dismissal. If not dismissed, a new Performance 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 dismissal. When a teacher with continuing contract status 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. 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, in accordance with the policies and procedures of the school division.
SAMPLE: Performance Improvement Plan Form (Required for a Teacher Placed on a Remediation Plan of Action) Teacher’s Name _________________________ School _______________________________ Grade/Subject ___________________________ School Year __________________________ Evaluator _______________________________ Performance Standard Number Performance Deficiencies Within the Standard to be Corrected Resources/Assistance Provided; Activities to be Completed by the Employee Target Dates
Results of Performance Improvement Plan 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 is no longer on a Performance Improvement Plan. The deficiencies were not corrected: teacher is recommended for non-renewal/dismissal. Teacher’s Name _______________________________________________________________ Teacher’s Signature _____________________________________ Date Reviewed__________ Signature denotes the review occurred, not necessarily agreement with the final recommendation. Evaluator’s Name _____________________________________________________________ Evaluator’s Signature ____________________________________ Date Reviewed_________