3.1 Engages and maintains students in active learning. 3.2 Builds upon students’ existing knowledge and skills. 3.3 Differentiates instruction to meet the students’ needs. 3.4 Reinforces learning goals consistently throughout lessons. 3.5 Uses a variety of effective instructional strategies and resources. 3.6 Uses instructional technology to enhance student learning. 3.7 Communicates clearly and checks for understanding. The performance indicators help teachers and their evaluators clarify job expectations. All performance indicators may not be applicable to a particular work assignment. Ratings are NOT made at the performance indicator level, but at the performance standard level. Performance Rubrics The performance rubric is a behavioral summary scale that guides evaluators in assessing how well a standard is performed. It states the measure of performance expected of teachers and provides a qualitative description of performance at each level. In some instances, quantitative terms are included to augment the qualitative description. The resulting performance appraisal rubric provides a clearly delineated step-wise progression, moving from highest to lowest levels of performance. Each level is intended to be qualitatively superior to all lower levels. The description provided in the proficient level of the performance appraisal rubric is the actual performance standard, thus proficient is the expected level of performance. Teachers who earn an exemplary rating must meet the requirements for the proficient level and go beyond it. Performance appraisal rubrics are provided to increase reliability among evaluators and to help teachers focus on ways to enhance their teaching practice. Part II includes rubrics related to each performance standard. Figure 4 shows an example of a performance appraisal rubric for Standard 5 (Learning Environment). Figure 4: Performance Appraisal Rubric Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/ 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 students self-monitor 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- centered environment. The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards.
Proficient = 3 Exemplary = 4 Figure 17 shows an example of how a cumulative summative rating will be calculated. Figure 17: Example of Weighted Calculations Principal Performance Standard Performance Rating Points Weight Weighted (Points x Weight) Standard 1 Exemplary 4 1 4 Standard 2 Proficient 3 1 3 Standard 3 Proficient 3 1 3 Standard 4 Proficient 3 1 3 Standard 5 Proficient 3 1 3 Standard 6 Exemplary 4 1 4 Standard 7 Exemplary 4 4 16 Cumulative Summative Rating 36 The overall summative rating will be judged as exemplary, proficient, developing/needs improvement, or unacceptable using the following range of scores: Unacceptable = 10 – 19 Developing/Needs Improvement = 20 – 25 Proficient = 26 – 34 Exemplary = 35 – 40 Note: Regardless of the overall total points earned, three or more developing/needs improvement ratings on individual performance standards will result in an overall rating of developing/needs improvement or unacceptable. Similarly, one unacceptable rating on any one performance standard may result in an overall unacceptable rating. Evaluation Schedule Summative evaluations are to be completed before the last week of school for all contract types. Figure 18 details the evaluation schedules for all components of the evaluation system. If non-renewal of a teacher is anticipated, the summative evaluation ideally occurs at least one semester prior to the end of school year, provided that the teacher has had an opportunity to complete all of the Improvement Plan activities (described in the next section of this Handbook). All teachers on continuing contract receive a summative evaluation every third year. They receive interim evaluations near the end of years one and two of their evaluation cycle. Unannounced observations, student surveys, and Goal Setting for Student Progress are done
Figure 18: TPES Evaluation Schedule Timeline Activity for Professional Improvement Task or Document Responsibility of Administrator Teacher During the 1st Month 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 Observation Form  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 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     Before Last Week of School Submission of end-of-year review of student progress goal (all continuing contract teachers not in their summative evaluation year). Review Documentation Log Interim performance evaluation (all continuing contract teachers in years one and two of the three year evaluation cycle) Summative evaluation (all probationary and continuing contract teachers in their summative evaluation year) Goal Setting for Student Progress Form Documentation Log Teacher Interim Performance Report Teacher Summative Evaluation Form      
a rating of developing/needs improvement on two or more performance standards, or a rating of unacceptable on one or more performance standards or an overall rating of unacceptable. Implementation of Performance Improvement Plan When a teacher is placed on a Performance Improvement Plan, the evaluator must: provide written notification to the teacher of the area(s) of concern that need(s) to be addressed, and formulate a Performance Improvement Plan in conjunction with the teacher, and review the results of the Performance Improvement Plan with the teacher immediately following the predetermined time period, or according to the specifically established target dates. Assistance may include: support from a professional peer or supervisor, or conferences, classes, and workshops on specific topics, and/or other resources to be identified. Resolution of Performance Improvement Plan Prior to the evaluator making a final recommendation, the evaluator meets with the teacher to review progress made on the Performance Improvement Plan, according to the timeline. The options for a final recommendation are: Sufficient improvement has been achieved; the teacher is no longer on a Performance Improvement Plan and is rated proficient. Partial improvement has been achieved but more improvement is needed; the teacher remains on a Performance Improvement Plan and is developing/needs improvement. Little or no improvement has been achieved; the teacher is rated unacceptable. When a teacher is rated unacceptable, the teacher may be recommended for dismissal. If not dismissed, a new improvement plan will be implemented. Following completion of the Performance Improvement Plan, if the teacher is rated unacceptable a second time, the teacher will be recommended for dismissal. When a veteran/long-term teacher is rated unacceptable, a Performance Improvement Plan will be developed and implemented. Following implementation of the Performance
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. Sample Performance Indicators Examples may include, but are not limited to: The teacher: 3.1 Engages and maintains students in active learning. 3.2 Builds upon students’ existing knowledge and skills. 3.3 Differentiates instruction to meet the students’ needs. 3.4 Reinforces learning goals consistently throughout the lesson. 3.5 Uses a variety of effective instructional strategies and resources. 3.6 Uses instructional technology to enhance student learning. 3.7 Communicates clearly and checks for understanding. Exemplary* Proficient Proficient is the expected level of performance. 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 needs. The teacher’s instruction inadequately addresses students’ learning needs. *Teachers who are “exemplary” serve as role models and/or teacher leaders. Contemporary Effective Teacher Research Contemporary research has found that an effective teacher: Stays involved with the lesson at all stages. Uses a variety of instructional strategies. Uses strategies to make instruction student-centered. Involves students in cooperative learning to enhance higher-order thinking skills. Uses students’ prior knowledge to facilitate student learning. Possesses strong communication skills, offering clear explanations and directions. Differentiates for students’ needs using remediation, skills-based instruction, and individualized instruction. Uses multiple levels of questioning aligned with students’ cognitive abilities with appropriate techniques.
My teacher recognizes us as individual learners with varying learning backgrounds, abilities, needs and preferences. My teacher modifies his/her teaching approaches when I don’t understand. My teacher allows me to demonstrate my learning in a variety of ways. My teacher uses a variety of assessments to determine what I have learned. My teacher uses assessment results to identify my strengths and the areas in which I need help. My teacher shares feedback my learning progress with me and my parents. My teacher shows respect to all students. My teacher communicates and maintains classroom rules, routines, and procedures. My teacher the learning experience challenging but rewarding. My teacher sets high learning standards for the class. My teacher is enthusiastic and eager to improve teaching practice. My teacher is passionate about teaching and has a commitment for student learning. My teacher is approachable and listens to me. My teacher contacts my parents to involve them in my learning. * * *Add other elements if needed, such as school-wide goals, or subject-specific elements. Comments: Student Survey Summary Teacher’s Name: School Year: Grade(s) Subject(s):
Teacher Summative Performance Report Directions: Evaluators use this form at the end of the school year to provide probationary teachers and continuing contract teachers in summative year with an assessment of performance. The teacher should receive a copy of the form. The signed form is submitted to the site administrator within 10 calendar days of the summative evaluation meeting. Note: Three or more “developing/needs improvement” ratings on individual performance standards will result in an overall “developing/needs improvement” or “unacceptable” rating. Similarly, one “unacceptable” rating on a performance standard may result in an overall “unacceptable” rating. Teacher: School: Grade/Subject: School Year: Contract Status: Documentation Reviewed: Teacher Documentation Log Goal Setting Form Observation Form Performance Standard 1: Professional Knowledge 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 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 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. Comments: Performance Standard 2: Instructional Planning 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 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 needs of all students. The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data. Comments: Performance Standard 3: Instructional Delivery 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 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. Comments: Performance Standard 4: Assessment of and for Student Learning 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 uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, instructional content and delivery methods, and provide timely The teacher uses a limited selection of assessment strategies, inconsistently assessment to intended learning outcomes, and/or does not use assessment to 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
Comments: 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 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. Comments: Evaluation Summary Recommended for continued employment. Recommended for placement on a Performance Improvement Plan. (One or more standards are unacceptable or two or more standards are developing/needs improvement.) Recommended for Dismissal/Non-renewal. (The teacher has failed to make progress on a Performance Improvement Plan, or the teacher consistently performs below the established standards, or in a manner that is inconsistent with the school’s mission and goals.) Commendations: Areas Noted for Improvement: