Virginia Department of Education Teacher Evaluation System Training: Day 2 Time Schedule Time Topic Documents Needed Page in Trainer Material Page in Participant Material 20 min. Reflections on Day 1 20 min. Overview of Standard 7 Connecting Teacher Evaluation to Student Academic Progress Pages 2-4 D2P-4 Connecting Teacher Evaluation to Student Academic Progress PowerPoint SEPARATE FILE 50 min. Student Achievement Goal Setting Student Achievement Goal Setting Note Pages 2-13 D2P-9 Student Achievement Goal Setting PowerPoint SEPARATE FILE Guidelines for Assessment Use in Student Achievement Goal Setting 2-73 D2P-46 Possible Assessments Measures for Use in Student Achievement Goal Setting 2-74 D2P-47 Goal Setting Implementation Rubrics 2-80 D2P-53 15 min. Break 1 hour 30 min. Student Achievement Goal Setting (continued) 45 min. Lunch 1 hour 30 min. Student Growth Percentiles Student Growth Percentile Model 2-86 D2P-59 Interpreting Student Growth Percentile Data Activity 2-122 D2P-78 15 min. Break 1 hour 30 min. Student Growth Percentiles (continued) 30 min. End of Day Processing Division Roll-Out Discussion Guide 2-136 D2P-85
Aspect of Goal Statement Evidence Specific Measurable Appropriate Realistic Time-Bound Teacher G – High School Government Teacher Aspect of Goal Statement Evidence Specific Measurable Appropriate Realistic Time-Bound Goal Feedback: Rigor CANNOT MOVE FORWARD CANNOT MOVE FORWARD MOVE FORWARD Goal is unrelated to identified student Goal is related to identified student needs, but does not reflect acceptable growth during the course of the school year. Sufficient rigor is lacking. Goal is rigorous, attainable, and reflects acceptable growth during the course or school year for all students. Goal Setting for Student Academic Progress Form Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner progress. NOTE: When applicable, learner achievement/progress should be the focus of the goal. Enter information electronically into the cells. Teacher’s Name Teacher F Subject/Grade All/Grade 2 School Year 2012 - 2013 Evaluator’s Name Assistant Principal C Initial Goal Submission (due by 9/30 to the evaluator)
Possible Assessment Measures for Use in Student Achievement Goal Setting Middle School Level Directions: Use the Guidelines for Assessment Use in Student Achievement Goal Setting, list the assessments available in your school division that meet the criteria. Then, discuss and list other possible assessments to consider/explore. Subject/ Content Area Existing Assessments that Meet the Criteria Other Possible Assessments to Consider/Explore Mathematics English Science Social Studies Art Music Health/Physical Education Students with Disabilities English Language Learners Students Identified as Gifted
Goal Setting Implementation Rubric Before Implementation Technical Highly Effective In addition to the effective rating, … Effective Developing Assessments We have assessments that can assess student progress in both content AND application. We have a variety of valid and reliable assessments that measure student progress for each teacher’s subject area. We have a limited number of valid and reliable assessments that measure student progress for each teacher’s subject area. We have few or no valid and reliable assessments that measure student progress for each teacher’s subject area. Alignment We have created assessments we believe to be valid and reliable and thoroughly aligned to our state and division curriculum. Our assessments directly to our state and division curriculum. Our assessments are mostly aligned with our state and division curriculum. Our assessments only marginally align with our state and division curriculum. Personal Training Key staff members can serve as trainers for others new to the process. All necessary staff members have attended training on Key leadership personnel have attended the training on goal-setting. Few personnel have attended the training on goal setting. Organizational Supports Staff members have a clear way to express concerns and questions that can be shared with the staff overall when necessary. members are organized into collaborative groups to support one another through the process. Staff members have loosely organized themselves into collaborative groups to support one another through the goal-setting process. Staff members are not organized into collaborative groups. Highly Effective In addition to the effective rating, … Effective Developing Basic
appropriate the entire year. Step 5: Evaluating In addition to the Effective definition, teachers share the reflection and collaborate with others to increase teaching effectiveness for upcoming teaching assignments. Teachers engage in self-reflection to actively evaluate their students’ progress, acknowledge the connection between teaching and learning, and use that reflection to make instructional decisions for upcoming teaching assignments. Teachers engage in limited self-reflection while still acknowledging the connection between teaching and learning; teachers may or may not use the reflection to make instructional decisions for upcoming teaching assignments. Teachers engage in little or no do not acknowledge the connection between teaching and learning, and/or do not use the reflection to make instructional decisions for upcoming teaching assignments.