Figure 5: TPES Evaluation Schedule Timeline Activity for Professional Improvement Task or Document Responsibility of During the 1st Establish student progress goal (all probationary and continuing contract teachers) Goal Setting for Student Progress Form  Before the end of the 1st Quarter Observation of all probationary teachers Teacher Self-Assessment Observation Form Teacher Self-Assessment   Before the end of the 2nd Quarter Observation of all probationary teachers Observation Form  Before end of the 1st Semester • Summary of Student Survey Feedback (all probationary and continuing contract teachers) Student Surveys and Student Survey Summary Form  Mid-year Mid-year review of student progress goal (all probationary and continuing contract teachers). Probationary teachers will review documentation log Interim performance evaluation of probationary teachers Goal Setting for Student Progress Form Documentation Log Interim Performance Report    During the 2nd Semester Informal Observation (all probationary and continuing contract teachers) Observation Form   10 calendar days prior to summative evaluation date Submission of end-of-year review of student progress goal and documentation log (all probationary and continuing contract teachers in their summative evaluation year) Goal Setting for Student Progress Form Documentation Log  
Actively listens and pays attention to students’ needs and responses. Maximizes instructional learning time by working with students individually as well as in 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 selfmonitor behavior. The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered 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 serve as role models and/or teacher leaders. Contemporary Effective Teacher Research Contemporary research has found that an effective teacher: about students as individuals and makes them feel valued.24 Adapts teaching to address student learning styles.25 Acknowledges his or her perspective and is open to hearing their students’ worldviews.26 Is culturally competent.27 Seeks to know about the cultures and communities from which students come.28 Performance Standard 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. Standard 6 Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to:
Teacher’s Name Date Observed Time The teacher is:  Probationary Observer’s Name  Continuing Contract 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Effectively addresses appropriate curriculum • Demonstrates skills relevant to the subject standards. area(s) taught. Integrates key content elements and facilitates • Bases instruction on goals that reflect high students’ use of higher level thinking skills in expectations and an understanding of the instruction. subject. Demonstrates ability to link present content with past • Demonstrates an understanding of the and future learning experiences, other subject areas, intellectual, social, emotional, and physical and real world experiences and applications. development of the age group. Demonstrates an accurate knowledge of the subject • Communicates clearly and checks for area(s) taught. understanding. Comments: 2. Instructional Planning The teacher using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students. Uses student learning data to guide planning. • Aligns lesson objectives to the school’s curriculum Plans time realistically for pacing, content mastery, and student learning needs. and transitions. • Develops appropriate long- and short-range plans Plans for differentiated instruction. and adapts plans when needed. Comments: 2
Professional Development Activity Date Location Evidence of Satisfactory Completion Received Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________
* * *Add elements if needed, such as school-wide goals, or subject-specific elements. Grade 3-5 Student Survey Directions: DO NOT PUT YOUR NAME ON THIS SURVEY: Follow along as your teacher reads the statements. Respond to the statements by placing a checkmark () beneath the response—“YES,” “SOMETIMES,” or “NO”—that best describes how you feel about the statement. Teacher School Year Yes Sometimes No My teacher listens to me.
Page 2 of 6 Performance Standard 2: Instructional Planning – 10% 4 3 2 1 Exemplary In addition to meeting the standard… (35-40) Proficient Proficient is the expected level of performance. (26-34) Improvement (20-25) 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- 10% 4 3 2 1 Exemplary In addition to meeting the standard… (35-40) Proficient Proficient is the expected level of performance. (26-34) Developing/Needs Improvement (20-25) Unacceptable In addition to meeting the standard, the teacher optimizes students’ opportunity to learn 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 needs. The teacher’s instruction inadequately addresses students’ learning