Virginia Department of Education Teacher Evaluation System Training: Day 3 Participants Time Topic Documents Needed Page 8:30 – 8:45 Questions from Day 2 8:45 – 10:00 Making Summative Ratings on Standard 7 Measures of Student Academic Progress Slides D3P-4 Rating on Standard 7: Student Academic Progress Simulations Activity D3P-8 Standard 7 Need to Know and Do Activity D3P-16 10:00 – 10:15 Break 10:15 – 10:30 Making Summative Decisions What’s in a Rubric Activity D3P-17 10:30 – 12:30 Making Summative Decisions Simulation 2 – High School Slides D3P-23 Simulation 2 – High School Documentation D3P-34 Simulation 2 – Completed Summative Assessment Form SEPARATE FILE
Rating on Standard 7 (Student Academic Progress) Exemplary Proficient Developing/ Improvement Unacceptable Student Growth Percentiles** More than 50% of students show high growth and no more than 10% show low growth At least 65% of students show moderate to high growth No more than 50% of students show low growth More than 50% of students show low growth Student Achievement Goal Setting** Exceed Goal > 50% Meet Goal > 40% Did Not Meet Goal < 10% Exceed and/or Meet Goal > 80% Did not meet goal < 20% Exceed and/or Meet Goal > 50% Did Not Meet Goal = 21%- 49% Exceed and/or Meet Goal < 50% Did Not Meet Goal > 50%
Simulation 1 – Teacher Rating on Standard 7: Student Academic Progress Teacher Description Student Growth Percentile (SGP) Data Student Achievement Goal Setting Attainment Summary Other Measures of Student Progress/ Achievement Other Information* Fourth-grade teacher with the responsibility of teaching English and social studies on a two-person fourth-grade team On the English Standards of Learning test, 36 percent of students experienced low growth (<34); 42 percent of students experienced moderate growth (between 35 and 65); 9 percent experienced high growth (>65); 13 percent do not have SGPs. 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; the other 30 percent made progress, but did not reach the learning goal. On the fourth grade History Standards of Learning test, 36 percent scored pass/advanced, 41 percent scored pass/proficient, and 23 percent failed. Level 1 Analysis of Student Academic Progress Data For each data source, use the rubric for rating Standard 7: Student Academic Progress. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Exemplary Proficient Developing/ Improvement Unacceptable Rationale: Level 2 Analysis of Student Academic Progress Data Based on the 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: * We recommend summary supporting data be attached by the teacher. Simulation 2 – Seventh-Grade Mathematics Teacher
What’s in a Rubric? Activity Directions: Working with your group, look carefully at your assigned standard. Address the questions listed below by completing this chart on the chart paper provided. Post your chart. Be prepared to report out. Complete the Performance Standard 1 together with the facilitator: Performance Standard 1: Professional Knowledge Exemplary Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable 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 needs of students by providing relevant learning experiences The teacher inconsistently demonstrates understanding of curriculum, content, and student development or lacks fluidity in using the knowledge in practice. The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students. What are the differences between the rating levels? A rating of… used to differentiate the ratings include… The words mean or imply… Exemplary Proficient This is the expected of performance. Developing/Needs Improvement Unacceptable A rating of exemplary A rating of improvement means: A rating of unacceptable means :
Performance Standard 3: Instructional Delivery Exemplary Proficient Proficient is the expected level of performance. Developing/Needs Improvement 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 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 needs. What are the differences between the rating levels? A rating of… Words used to differentiate the ratings include… The words mean or imply… Exemplary Proficient This is the expected level of performance. Developing/Needs Improvement Unacceptable A rating of exemplary means: A rating of improvement means: A rating of unacceptable means:
Performance Standard 4: Assessment of/for Learning 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 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. What are the differences between the rating levels? A rating of… Words used to differentiate the ratings include… The mean or imply… Exemplary Proficient This is the expected level of performance. Improvement Unacceptable A rating of exemplary means: A rating of developing/needs improvement means: A rating of unacceptable means:
4 3 2 1 The writer demonstrates consistent, though not necessarily perfect, control of the domain’s features of usage/mechanics. The writing demonstrates a thorough understanding of usage and mechanics. The author uses capitalization, punctuation, usage, and sentence formation and applies the structural principles of spelling. A few careless errors in usage and mechanics may be present. However, the writer’s control of the domain’s many features is too strong for these mistakes to detract from the performance. The writer demonstrates reasonable, but not consistent, control of most of the domain’s features of usage/mechanics. For the most part, the author appropriately applies the rules of capitalization, punctuation, usage, and sentence formation and the structural principles of spelling expected of high school students. The writer demonstrates inconsistent control of several features, indicating significant weakness in the domain of usage/mechanics. Evidence of the author’s knowledge of features of this domain appears alongside frequent errors. In terms of both usage and mechanics, the writer inconsistently applies the rules of capitalization, punctuation, usage, spelling, and sentence formation. The density of errors across features outweighs the feature control present in the paper. The writer demonstrates little or no control of most of the domain’s features of Frequent and severe errors distract the reader and make the writing very hard to understand. Even when meaning is not significantly affected, the density and variety of errors overwhelm the performance and keep it from meeting minimum standards of competence.
Commitment to professional growth *Parent Communication Log Record of participation in extracurricular activities and events Record of professional development or given Examples of collaborative work with Evidence of communication with students, families, colleagues and community Examples: - Copy of classroom newsletter or parent information documents - Sample copy of interim reports Introduction Letter to Parents/Guardians E-mail to Parent Parent Communication Log Bi-weekly Student Conferencing Chart Appointed as English Department Chairperson Conducted Workshops, "Integrating Content into English" Curriculum Development Committee Member Letter 7. Student Academic Progress *Student Progress Goal Setting Form Student Achievement Goal Setting Document – Revised at midterm and end of year Student Progress/Achievement Data Goal Setting for Student Progress Form * indicates a required form
Standard 4 Formal Pre- and Post-Test Assessments for The Catcher in the Rye Unit Our focus for this unit of instruction is on parody, book themes, and how stylistic elements help to develop theme and tone. We will be reading The Catcher in the Rye as the primary novel for this unit. In order to build instruction that is appropriate, I need to have an understanding of your knowledge about these three areas/concepts. Therefore, I am administering a pre-test to ascertain this. The pre-test is not graded, it is used to assess your background knowledge and is a way for me to determine where to begin, how detailed to get, and how to structure this unit. Please do your best, but don't be concerned if your knowledge on these topics is limited. My job is to teach these concepts. Pre-test for this unit: Please answer these questions: 1. Writers use style to help them develop theme and tone. Think about books you've read. Choose one as your focus. Identify theme(s), and discuss how the writer's style helped to develop the book's theme and tone. 2. What is parody? Define it. Please identify and provide specific examples of parody. Post-test for this unit: At the end of the unit will be an assessment. It will be two parts. One part will be your presentations. The other will be the final essays you write incorporating your understanding of parody, book themes, and stylistic elements used to develop theme and tone.
Rating on Standard 7 (Student Academic Progress) Exemplary Proficient Developing/ Needs Improvement Unacceptable Student Growth Percentiles** More than 50% of students show high growth and no more than 10% show low growth At least 65% of students show moderate to high growth No more than 50% of students show low growth More than 50% of students show low growth Student Achievement Goal Setting** Exceed Goal > 50% Meet Goal > 40% Did Not Meet Goal < 10% Exceed and/or Meet Goal > 80% Did not meet goal < 20% Exceed and/or Meet Goal > 50% Did Not Meet Goal = 21%- 49% Exceed and/or Meet Goal < 50% Did Not Meet Goal > 50%
Performance Standard 1: Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Exemplary* Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable 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 needs of students by providing relevant learning experiences. The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or fluidity in using the knowledge in practice. The teacher instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students. *Teachers who are exemplary often serve as role models and/or teacher leaders. Performance Standard 2: Instructional Planning 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. Exemplary* Proficient Proficient is the expected level of performance. 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. *Teachers who are exemplary often serve as role models and/or teacher leaders.
Performance Standard 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Exemplary* Proficient Proficient is the expected level of performance. Developing/Needs Improvement 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 The teacher’s instruction inadequately addresses students’ learning *Teachers who are exemplary often serve as role models and/or teacher leaders. Performance Standard 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. Exemplary* Proficient Proficient is the expected 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 their own academic progress. The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, 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 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. *Teachers who are exemplary serve as role models and/or teacher leaders.
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. 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, environment that is conducive to learning. The teacher is inconsistent in using resources, routines, and procedures and in providing a respectful, positive, safe, student- 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. 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. 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.