Virginia Department of Education Teacher Evaluation System Training: Day 3 Time Schedule Time Topic Documents Needed Page in Trainer Material Page in Participant Material 15 min. Questions from Day 2 1 hour 15 min. Making Final Summative Ratings on Standard 7 Other Measures of Student Academic Progress Note Pages 3-4 D3P-4 Other Measures of Student Academic Progress Presentation SEPARATE FILE Rating on Standard 7: Student Academic Progress Simulations Activity 3-11 D3P-8 Standard 7 Need to Know and Do Activity 3-26 D3P-16 15 min. Break 15 min. Making Summative Decisions What’s in a Rubric Activity 3-27 D3P-17 2 hours Making Summative Decisions Simulation 2 – High School Note Pages 3-41 D3P-23 Simulation 2 – High School Documentation 3-62 D3P-34 Simulation 2 – High School PowerPoint SEPARATE FILE Simulation 2 - High School Video SEPARATE FILE
Other Measures Other indicators of student achievement/progress indicate exemplary student performance Other indicators of student achievement/progress indicate on-target student performance Other indicators of student achievement/progress indicate inconsistent student performance Other indicators of student achievement/progress indicate overall low student performance Decision Rules for Judging Standard 7 ** SGPs can be considered a relative growth in that it compares students across the state; Student Achievement Goal Setting can be considered an absolute measure in that it measures growth against a defined level.
Rating Teachers on Standard 7: Student Academic Progress Simulations Overview The Guidelines for Virginia Uniform Performance Standards and Evaluation Criteria for Teachers provide guidance for using measures of academic progress in teacher evaluation. The guidelines recommend the following: Student learning, as determined by multiple measures of student academic progress, account for a total of 40 percent of the evaluation. At least 20 percent of the teacher evaluation (half of the student academic progress measure) is comprised of student growth percentiles as provided from the Virginia Department of Education when the data are available and can be used appropriately. Another 20 percent of the teacher evaluation (half of the student academic progress measure) is measured using one or more alternative measure with evidence that the alternative measure is valid. Note: Whenever possible, it is recommended that the second progress measure be grounded in validated, quantitative, objective measures, using tools already available in the school division. In order to rate a teacher on student academic progress, the following performance standard, performance rubric, and decision rules are provided. Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Exemplary* Proficient Proficient is the expected level of performance. Developing/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. Intended Audiences Administrators and teachers would benefit from participating in these simulations. The simulations can be used with both audiences to discuss and refine how student growth data are used to provide a rating for Standard 7: Student Academic Progress.
Simulation 1 – Fourth-Grade Teacher Rating on Standard 7: Student Academic Progress Teacher Description Student Growth Percentile (SGP) Data Student Achievement Goal Setting Attainment Summary Measures of Student Progress/ Achievement Other Information* 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 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/ Improvement Unacceptable Rationale: Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Exemplary Proficient Developing/ Needs 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
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 30 percent made progress, but did not reach the learning goal. On the 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 on Standard 7: Student Academic Progress. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Thirteen percent of the data are missing, therefore a process of elimination is required. If the 13 percent missing data are added to the 36 percent low growth the total would be 49 percent which falls within the Developing/ Needs Improvement range. If the 13 percent were added to the 42 percent moderate growth plus the 9 percent high growth, the total would be 64 percent which falls below the Proficient range of at least Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: The decision rules indicate that if less than 80 percent of students meet or exceed the goal then the teacher would be rated as Developing/Needs Improvement. However, if greater than 50 percent did not meet the goal the teacher would be rated as unacceptable. Since 30 percent did not meet the goal, the teacher is rated as Developing/Needs Improvement. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Seventy-seven percent of students passed the fourth Grade Virginia Studies Standards of Learning test. The benchmark for accreditation ratings in History/Social Science is a 70 percent pass rate. The teacher teaches Social Studies and this school division decided to include data from both courses in a final rating.
What’s in a Rubric? Activity Purpose: The purpose of the What’s in a Rubric? Activity is to provide evaluators and teachers an opportunity to develop common understanding of the meaning of the levels for each of the teacher performance standards rubrics. Intended Audiences: This activity is intended for use with division-level administrators, building-level administrators, and teachers. Suggested Directions: 1. Begin the activity by modeling expectations for the exercise using Teacher Performance Standard 7 - Student Academic Progress. Tell participants they will be addressing two issues that will help them to differentiate performance ratings. These questions are: What are the differences between the rating levels? A rating of ____________________ means _____________________. Model: Look at Teacher Performance Standard 7 - Student Academic Progress. First, I read the proficient level rating. Next, I take a look at the exemplary rating and read it. I compare the exemplary terminology with the proficient terminology. I annotate the chart to note wording differences (go over these from the chart). Finally, I write what these words mean or imply in the chart. By doing this, I can easily see how teacher performance standard ratings are differentiated. In this case, the ratings are differentiated by degree, appropriateness, equity, and success or lack thereof, in meeting the standard. Performance Standard 7: Student Academic Progress Exemplary Proficient Proficient is the expected level of performance. Developing/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, measureable, 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. August 2012
Performance Standard 2: Instructional Planning Exemplary Proficient Proficient is the expected level of performance. Developing/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 state’s standards, 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 without adequately using the school’s curriculum, effective strategies, resources, and data. 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 developing/needs 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 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 needs. 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 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 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 developing/needs improvement means: A rating of unacceptable means:
Performance Standard 6: Professionalism 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. 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 of performance. Developing/Needs Improvement Unacceptable A rating of exemplary means: A rating of developing/needs improvement means: A rating of unacceptable means:
What’s in a Rubric? Activity Answers 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 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 and/or inadequately addresses the developmental needs of students. What are the differences between the rating levels? A rating of… Words used to differentiate the ratings include… The words mean or imply… Exemplary consistently demonstrates extensive knowledge continually enriches regularity, frequency, depth Proficient This is the expected level of performance. Developing/Needs Improvement inconsistently demonstrates lacks fluidity regularity and consistency Unacceptable inaccurate out of date inadequately accuracy timeliness adequacy A rating of exemplary means the teacher has deep knowledge and regularly enriches instruction. A rating of developing/needs improvement means the teacher demonstrates inconsistent knowledge and fluidity in instruction, pedagogy, and/or developmental needs of students. A rating of unacceptable means the teacher demonstrates a lack of professional knowledge that is up-to-date, fails to use it while teaching and/or planning, or uses knowledge inaccurately.
Performance Standard 2: Instructional Planning Exemplary Proficient Proficient is the expected of performance. Developing/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 state’s standards, 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. What are the differences between the rating levels? A rating of… used to differentiate the ratings include… The words mean or imply… Exemplary consistently differentiates actively seeks uses alternative data and resources consistency regularity take initiatives to go above/beyond to meet the needs of all students diversity Proficient This is the expected of performance. Improvement inconsistently consistency regularity Unacceptable does not plan without adequately consistency adequacy depth A rating of exemplary means the teacher consistently differentiates lesson plans with a variety of data and resources. A rating of developing/needs improvement means the teacher uses different actions but not on a consistent basis and functions to meet the minimum requirements. A rating of unacceptable means the teacher does not plan or use state standards, curriculum, resources, data to address student needs when planning.
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 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 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 words mean or imply… Exemplary variety of assessments monitor their own academic progress variety alignment with intended learning outcomes outcome of student self-monitoring of learning Proficient This is the expected level of performance. Developing/ Needs Improvement limited selection of assessment strategies inconsistently links does not use assessment variety alignment with intended learning outcomes use of assessment data Unacceptable inadequate variety of assessments assesses infrequently does not use baseline or feedback data does not report adequacy variety use of assessment data communication A rating of exemplary means the teacher has a full understanding of the use of assessments and their impact on students. A rating of improvement means the teacher needs professional development in the use of a variety of assessments and their use to modify instruction to achieve learning outcomes. A rating of unacceptable means the teacher does not have an appropriate understanding of assessments, limits use of assessments, and does not use assessments to monitor and adjust instruction.
Performance Standard 5: Learning Environment Exemplary Proficient Proficient is the expected 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- centered environment. The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards. What are the differences between the rating levels? A rating of… Words used to differentiate the ratings include… The mean or imply… Exemplary a dynamic learning environment maximizes learning opportunities minimizes disruptions students self-monitor behavior student engagement learning environment Proficient This is the expected level of performance. Developing/ Needs Improvement inconsistent in using resources, routines, procedures inconsistent in providing a respectful, safe, and environment student engagement learning environment classroom structure core values of respect, care, and safety Unacceptable inadequately addresses student behavior displays harmful attitude towards students ignores safety standards student engagement learning environment classroom structure core values of respect, care, and safety A rating of exemplary means the teacher has established a highly engaging, rigorous, and classroom environment in which students are self-directed and motivated to learn. A rating of developing/needs improvement means the teacher does not consistently maintain an environment that is conducive to learning, and fails to provide sufficient structure to ensure optimal learning. A rating of unacceptable means the teacher regularly fails to establish and enforce a system for maintaining and monitoring acceptable student behavior, and does not demonstrate a professional attitude towards their students. centered student-
Performance Standard 6: Professionalism 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. What are the differences between the rating levels? A rating of… Words used to differentiate the ratings include… The words mean or imply… Exemplary continually engages high level of personal/ professional growth and application of skills contributes to development of others and the of the school consistency level of growth skills evident in classroom professional contribution attitude toward profession Proficient This is the expected level of performance. Developing/ Needs Improvement inconsistently occasional application consistency level of growth skills evident in classroom Unacceptable demonstrates inflexibility reluctance and/or disregard for policy rarely takes advantage consistency frequency attitude toward profession A rating of exemplary means the teacher is open to /looking for growth opportunities, uses skills and strategies learned, is willing to share knowledge with colleagues, and serves as role model and leader in school. A rating of developing/needs improvement means the teacher sometimes takes advantage of professional development opportunities and uses strategies and skills irregularly. A rating of unacceptable means the teacher does not actively participate in or take advantage of professional development or does not use suggested/learned strategies in the classroom.
Now it is time to watch the video. Go over the directions on the slide. Tell them they can use the observation form or use a separate piece of paper. They will look for evidence – write it down. They will then consider the evidence from the documentation. Tell them to think about how both types of evidence inform the teacher performance standards. Give them about five minutes to discuss this with their table mates. Slide 7 Summative evaluation consists of a formal observation, the accompanying documentation, and other evidence as needed. In this particular case, the evaluator elected to formally observe a second lesson. The teacher also submitted more documentation as evidence for performance standards. Participants will need to review this information (second observation and documentation) before making a summative decision. This is what will be done next. Slide 8 The next steps are twofold. They will work individually through step three – no discussing what they have seen. You will say: Look at the Teacher Documentation Log Sheet. You will see more documentation has been added to various performance standards. Review this documentation carefully. (Walk them through pages 63-81). It will be the first time they have seen this.
Teacher Documentation Log Sheet Teacher: Teacher B School Year: 2012-2013 Standards Required Item Examples of Evidence Evidence Included 1. Professional Knowledge No evidence is required in the Documentation Log Can include (but not required): Transcripts of coursework Professional Development certificates Annotated list of instructional activities Lesson/intervention plan Journals/notes that represent reflective thinking and professional growth Samples of innovative approaches developed by teacher Certificate of Completion- “Differentiating Instruction for Advanced Placement Students” 2. Instructional Planning Evidence of using data about student learning to guide planning and instruction Can include: Differentiation in lesson planning and practice Analysis of classroom assessment Data driven curriculum revision work Examples: - Sample lesson or unit plan - Course syllabus - Intervention plan - Substitute lesson plan - Annotated learning objectives Persuasive/Argument Essay Lesson Plan Course Syllabus Analysis of Classroom Assessment 3. Instructional Delivery No evidence is required in the Documentation Log Can include (but not required): Annotated photographs of activities Handouts or sample work samples of instructional units Standards Required Item Examples of Evidence Evidence Included
4. Assessment of and for Student Learning Evidence of the use of baseline and periodic assessments Can include: Samples of baseline and periodic assessments given Samples of both formative and summative assessment Graphs or tables of student results Records within electronic curriculum mapping tool Examples: report describing your record keeping system and how it is used to monitor student progress Copy of scoring rubrics Photographs or photocopies of student work with written comments Samples of educational reports, progress reports or letters prepared for parents or students Copy of disaggregated analysis of student achievement scores on standardized test Copy of students’ journals of and self-monitoring Analysis of Classroom Assessment Writing Rubric 5. Learning Environment No evidence is required in the Documentation Log Can include (but not required): Student survey summary information List of classroom rules with brief explanation of the procedures used to develop and reinforce them Schedule of daily classroom routines Explanation of behavior management philosophy and procedures Reading Survey Classroom Rules Student Survey Summary Standards Required Item Examples of Evidence Evidence Included 6. Professionalism Evidence of : Commitment to professional growth Can include: Record of participation in extracurricular activities and events Record of professional development taken or given Certificate of Completion-“Differentiating Instruction for Advanced Placement Students” Introduction Letter to Parents/Guardians E-mail to Parent Parent Communication Log
Written Expression 4 3 2 1 The writer demonstrates consistent, though not necessarily perfect, control of the written expression domain’s features. The result is a purposefully crafted message that the reader remembers, primarily because its precise information and vocabulary resonate as images in the reader’s mind. Highly specific word choice and information also create tone in the writing and enhance the writer’s voice. Metaphors, similes, and other figurative language, if present, are purposeful. The writer repeats or varies sentence construction for effect and appropriately subordinates ideas and embeds modifiers on a regular basis, resulting in a rhythmic flow throughout the piece. The writer demonstrates reasonable, but not consistent, control of the written expression domain’s features; the writer may control some features more than others. On the specific word choice and information cause the message to be clear; occasionally, a few examples of vivid or purposeful figurative language may be present. Along with instances of successful control, a few general statements or vague words might be presented; when they are, the tone and voice of the piece will flatten somewhat. Overall, subordination and sentence variety are present, but occasional awkward constructions or the lack of structural complexity may diminish the rhythm of the paper. The writer demonstrates inconsistent control of several features, indicating significant weakness in the written expression domain. Some specificity of word choice exist, but mostly the message will be crafted with imprecise, bland language. As a result, the writer’s voice emerges only on occasion, if at all. The selection of information may be uneven and/or consist of an attempt to tell everything that the writer knows about a topic. A relative lack of sentence variety may make the reading monotonous, and awkward constructions may be distracting enough to make the writer’s meaning unclear on occasion. While a few brief rhythmic clusters of sentences may occur, an overall sense of rhythmic flow is not present. The writer demonstrates little or no control of most of the written expression domain’s features. Both word choice and information are general, vague, and/or repetitive. A lack of sentence variety makes the presentation monotonous. The existence of several extremely awkward constructions may further reduce the paper’s stylistic effect. The writer’s lack of control of vocabulary and information prevents both tone and voice from emerging. Usage/Mechanics Rubric 4 3 2 1
Example Communication Log Standard 6 Professional’s Name: Teacher B/AP English School Year: 2012-2013 Date Person Purpose Mode 8/28-9/1 Called all AP English parents Introduced myself and told parents to look for syllabus being sent home for signature Conference E-mail Note/Letter Telephone I left messages with 14 out of 25 phone calls. Talked directly with 11 parents. 9/5 Parents/Guardians of Students Sent syllabus home with expectations – requested parent signature Conference E-mail Note/Letter Telephone I have not received some parent/guardian signatures – will follow up in phone calls to parents. 9/10 Parents /Guardians of Students Contacted five parents about syllabus. Conference E-mail Note/Letter Telephone Both of us will talk with students to get a signed syllabus returned. 9/15 Parents /Guardians of Students (W, S, and L) Contacted four parents to tell them about positive performance (Caught Being Good) Conference E-mail Note/Letter Telephone Parents were pleased with the calls. 9/19 Parents /Guardians of Students (Z, T, Y) Contacted three parents to tell them about positive performance (Caught Being Good) Conference E-mail Note/Letter Telephone Parents were pleased with the calls. 10/1 Parents /Guardians of Students (E, F, G, H, I, J, K) Contacted seven parents to tell them about positive performance (Caught Being Good) Conference E-mail Note/Letter Telephone Parents were pleased with the calls. 10/6 Parent B (Student B's mom) Sent e-mail to Parent B regarding her concerns about Student B and pacing in class Conference E-mail Note/Letter Telephone Monitor Student B and pacing. I will report back in a week or two. 10/16 Parents of Student C Contacted father to discuss Student C's progress in Conference E-mail Note/Letter Telephone Father regular updates via e-mail. 10/20 Conference with Student D's mother Contacted to discuss Student D's progress in class – low writing scores Conference E-mail Note/Letter Telephone She was unaware of two missing assignments. She will discuss them with her son. 10/27 Parents/guardians/ students Sent a calendar of upcoming events for November Conference E-mail Note/Letter Telephone Several parents e-mailed their thanks. Abbreviated Communications Log – Rest of log shows similar communications throughout the year.
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%
Formal Classroom Observation Form Directions: This form is to be used for probationary teachers and teachers with continuing contract status. Observers should use the form to provide feedback to teachers about the observation. Teacher B March 20, 2013 Teacher’s Name Date Observed Time Principal A The teacher is: Probationary Continuing Contract Observer’s Name 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Comments: Very knowledgeable of subject matter taught. Goals reflect high expectations for students. Clear communication and checks for understanding. This lesson demonstrates an enriched curriculum (applying knowledge to authentic problem). Understands age group and makes learning interesting to them. 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. Comments: Lesson is coherent, sequenced, and aligned to curriculum standards (read lesson plan on teacher desk and briefly to him). Goals reflect high expectations (cooperatively formulate arguments for committee, prepare arguments for retaining book in curriculum, present to committee) Lesson required deep, critical, and creative thinking and understanding of concepts. Lesson is paced appropriately. Limited differentiation (product differentiation) - how about other books considered? 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
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, 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. 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.
Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Exemplary* Proficient Proficient is the expected of performance. Improvement Unacceptable In addition to meeting the standard, the work of the teacher results in a high 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. * Teachers who are exemplary often serve as role models and/or teacher leaders.
TRAINING RATING FORM NAME: SCHOOL: Directions: Please indicate how you would rate each standard using the following scale: 1 – Unacceptable 2 – Developing/Needs Improvement 3 – Proficient 4 – Exemplary STANDARD Summative Rating 1: Professional Knowledge 2: Instructional Planning 3: Instructional Delivery 4: Assessment of and for Student Learning 5: Learning Environment 6: Professionalism 7: Student Academic Progress PLEASE RETURN THIS FORM TO THE PRESENTER!
Performance Standard 4: Assessment of and for Student Learning Exemplary In addition to meeting the standard… 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, 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 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. Comments: Teacher B used formal and informal assessments for diagnostic, formative, and summative purposes (e.g., used assessment to decide students needed further instruction and practice on writing argument essays, and post-assessment for Rye unit). His grading practices report final mastery in relationship to content goals and objectives (e.g., writing and presentations). His assessments were appropriate for the developmental level of students and, during the second lesson observation; students were responsible for assessing presentations of fellow students. Performance Standard 5: Learning Environment Exemplary In addition to meeting the standard… Proficient Proficient is the expected 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- environment. The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards.
Comments: Teacher B creates a learning environment that is supportive, caring, and engaging. During two lesson observations, I noted engaged students who worked independently and diligently, resulting in maximum time on task. Transitions were transparent with no loss in instructional time. Teacher B conferenced briefly and confidentially with students as necessary offering constructive, pertinent feedback. The classroom was configured to support multiple learning contexts (whole group, small group, and individual instruction), and multiple activities occurred simultaneously, each supported by the classroom layout. This allowed Teacher B to work with small groups who needed extra support with no loss of instruction for others. He established clear expectations resulting in students who worked independently and diligently with no disruptions. Performance Standard 6: Professionalism Exemplary In addition to meeting the standard… Proficient Proficient is the expected level of performance. Developing/ Needs Improvement Unacceptable In addition to meeting the standard, the teacher continually engages in high 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. Comments: Teacher B is professional in speech, actions, and demeanor. He communicates effectively with students, parents, and colleagues alike. He is a role model for others, continually participating in and leading professional development, leading an English department, and creating division level curriculum benefitting teachers and students alike. Performance Standard 7: Student Academic Progress Exemplary In addition to meeting the standard… Proficient Proficient is the expected level of performance. Developing/ 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 The work of the teacher does not achieve acceptable student academic progress.