Mrs. Debra Woodson Jefferson Forest High School Teacher Mrs. Heather Robinson Staunton River Middle School Teacher Project Consultant James H. Stronge, Ph.D. Heritage Professor of Education Policy, Planning, and Leadership The College of William and Mary Williamsburg, Virginia Approved – January, 2007 Revised – July, 2008 Revised – June, 2014 Revised – June, 2017 Table of Contents PART I: INTRODUCTION AND PROCESS 1 1 2 5 6 11 12 15 15 16 17 17 18 19 19
1st Quarter and continuing contract teachers in year three of their 3-year cycle Before the End of the 2nd Quarter Observation of probationary teachers and continuing contract teachers in year three of their 3-year cycle Observation Form ✓ Before the End of the 1st Semester Summary of Student Survey Feedback (all teachers) Student Survey Summary Form ✓ Mid-year Mid-year review of student progress goal (all teachers) Goal Setting for Student Progress Form ✓ ✓ During the 2nd Semester Observation of probationary teachers and continuing contract teachers in year three of their 3-year cycle Observation Form ✓ Prior to the End of the Third Nine Weeks Continuing contract teachers in years one and two Observation Form ✓ Prior to February 15 Peer/Self Observation (all teachers) Reflection on Teaching Summary Form ✓ As determined by the evaluator Submission of review of student progress goal (all teachers) Goal Setting for Student Progress Form ✓ ✓ During the Fourth Nine Weeks and Before the Last Week of School Review Documentation Log (all teachers) Summative evaluation (probationary teachers and continuing contract teachers in year three of their 3-year cycle) Documentation Log Teacher Summative Evaluation Form ✓ ✓ ✓
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 are provided in the Teacher Performance Evaluation System 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 , 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 15 shows the differences between the two processes. Figure 15: to Increase Professional Performance Support Dialogue Performance Improvement Plan Purpose For teachers who are in need of additional support. These teachers attempt to fulfill the standard, but are often ineffective. For teachers whose work is unacceptable. Initiates Process Evaluator, administrator, or teacher Evaluator* Documentation Form provided: None Memo or record of the discussion/other record of the discussion/other forms of documentation at the building/worksite level Form required: Performance Improvement Plan Building/Worksite Level Human Resource Department is notified Outcomes Performance improves to proficient - no more support Some progress - continued support Little or no progress - the Sufficient improvement - recommendation to continue employment Inadequate improvement- recommendation to or dismiss the employee
enriches the curriculum. practice. Performance Standard 2: Instructional 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 may include, but are not limited to: The teacher: 2.1 Uses student learning data to guide planning. 2.2 Plans time realistically for pacing, content mastery, and transitions. 2.3 Plans for differentiated instruction. 2.4 Aligns lesson objectives to the school’s standards-based curriculum and student learning needs. 2.5 Develops appropriate long-and plans, and adapts plans when needed. Exemplary Proficient Proficient is the expected of performance Needs 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. Performance Standard 3: Instructional Delivery
own academic progress. 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 may include, but are not limited to: The teacher: 5.1 Arranges the classroom to maximize learning providing a safe environment. 5.2 Establishes expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. 5.3 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 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 Needs Improvement Unacceptable In addition to meeting the standard, the teacher creates a dynamic learning environment that maximizes learning opportunities and minimizes disruptions 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, environment. The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards.
engages in high level personal/ professional growth and application of skills, and contributes to the development of others and the being of the school. communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. occasional application in the classroom. school policy, and rarely takes advantage of professional growth opportunities. Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Sample Performance Indicators Examples may include, but are not limited to: The teacher: 7.1 Sets acceptable, measurable and appropriate achievement goals for student academic 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. Exemplary Proficient Proficient is the expected level of performance Needs Improvement Unacceptable In addition to meeting the standard, the work of the teacher results in a high level of student The work of the teacher results in acceptable, measurable, and appropriate student academic progress. The work of the teacher results in student academic progress that does not meet the established standard and/or is The work of the teacher does not achieve acceptable student academic progress.
Examples from Interview/Observation: Getting Started Developing Going Deep The facilitator provides learners with foundational knowledge on the process of reflection. Learners use a tracker to monitor their own data and use simple means to reflect on their learning. The facilitator meets with learners individually to listen and develop relationships with learners. The facilitator provides learners with some form of choice in assignments. The facilitator supports learners in setting their own simple learning goals. The facilitator provides learners with choice in prioritization of tasks or path to complete assignments. Learners monitor their own data and reflect on their learning in a variety of ways (e.g., journal, blog, share with a partner, etc.). Learners continuously reflect on their own data and academic performance to boost growth. Learners consistently set, track, and evaluate their own learning goals; learner goals direct learner activities. The facilitator meets with learners on a frequent basis to provide mentorship and support. Summary Section Commendations/Next Steps/Action Steps Commendations Next Steps Action Steps
Performance Standard 2: Instructional Planning Exemplary In addition to meeting the standard. Proficient Proficient is the expected level of performance Needs Improvement Unacceptable In addition to meeting the standard, the teacher actively 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 of all students. The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data. Mark rating in the shaded box above with an X. Notes/Comments/Specific Examples: Performance Standard 3: Instructional Delivery Exemplary In addition to meeting the standard. Proficient Proficient is the expected level of performance Needs Improvement Unacceptable In addition to meeting the standard, the teacher optimizes students’ opportunity to by engaging them in higher order thinking and/or enhanced performance skills. The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. The teacher inconsistently uses instructional strategies that meet individual learning The teacher’s instruction inadequately addresses students’ learning Mark rating in the shaded box above with an X. Notes/Comments/Specific Examples:
Performance Standard 4: Assessment of and for Student Learning Exemplary In addition to meeting the standard. Proficient Proficient is the expected of performance 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 their own academic progress. 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. 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 student academic progress in a timely manner. Mark rating in the shaded box above with an X. Notes/Comments/Specific Examples: Performance Standard 5: Learning Environment Exemplary In addition to meeting the standard. Proficient Proficient is the expected level of performance 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, environment that is conducive to learning. The teacher is inconsistent in resources, routines, and procedures and in providing a respectful, positive, safe, environment. The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards.
Mark rating in the shaded box above with an X. Notes/Comments/Specific Examples: Performance Standard 6: Professionalism Exemplary In addition to meeting the standard. Proficient Proficient is the expected level of performance 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 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. Mark rating in the shaded box above with an X. Examples: Performance Standard 7: Academic Student Progress Exemplary In addition to meeting the standard. Proficient Proficient is the expected level of performance Needs Improvement Unacceptable In addition to meeting the standard, the work of the teacher results in a high level of student achievement with all populations of learners The work of the teacher results in acceptable, measurable, and appropriate student academic progress. The work of the teacher results in student academic progress that does not meet the established standard and/or is not achieved with all populations taught by the teacher. The work of the teacher does not achieve acceptable student academic progress