ACPS Board Worksession February 23, 2012 Three Models for Quality Learning © Albemarle County Public Schools

ACPS Board ACPS Board Worksession Worksession

February 23, 2012February 23, 2012

Three Models for Quality Three Models for Quality LearningLearning

© Albemarle County Public Schools

Framework for Quality Framework for Quality LearningLearning

• Introduction to the Framework for Introduction to the Framework for Quality Learning (edited with titles Quality Learning (edited with titles added) – YouTubeadded) – YouTube

• Our worksession tonight will focus Our worksession tonight will focus on on oneone of the 12 Life-Long Learner of the 12 Life-Long Learner Standards:Standards:– Seek, recognize, and understand

systems, patterns, themes, and interactions.



– Seek, recognize, and understand systems, patterns, themes, and interactions.


What do I recognize as the few essential elements in each of these three models?




From a governing perspective, how do all three of these assessment models promote quality learning?


Albemarle County Public Albemarle County Public SchoolsSchools

Teacher Performance Teacher Performance AppraisalAppraisal

2012 - 2013 Plan for 2012 - 2013 Plan for Tenured TeachersTenured Teachers

An OverviewAn Overview

02 23 1202 23 12

Teacher Teacher Performance Performance

AppraisalAppraisal

Inquiry Analysis

Reflection

Collaborative Professional

Practice

High Levels of Learning for All Students

Building Capacity

FQL

"What teachers know and can do makes the most difference in what children learn."~ Linda Darling-Hammond


Three Core BeliefsThree Core Beliefs

• Teachers have a profound impact on Teachers have a profound impact on student achievement.student achievement.

• Professional Growth is essential to Professional Growth is essential to developing and maintaining both developing and maintaining both content and pedagogical knowledge content and pedagogical knowledge and skills.and skills.

• Professional Relationships enhance Professional Relationships enhance commitment to continuous commitment to continuous improvement and professional improvement and professional growth.growth.

TPA 2005 represented a TPA 2005 represented a paradigm shiftparadigm shift

Inquiry Analysis

Reflection

Collaborative Professional

Practice

High Levels of Learning for All Students

Building Capacity

FQL

TPA System: Time for an TPA System: Time for an UpgradeUpgrade

• TPA - TPA-HomeTPA - TPA-Home• Since 2004, Albemarle County Public Since 2004, Albemarle County Public

Schools has developed and used a Schools has developed and used a comprehensive teacher performance comprehensive teacher performance management system that is ahead of its management system that is ahead of its time and has contributed to success with time and has contributed to success with our strategic goals.our strategic goals.


• Guidelines for Uniform Performance Guidelines for Uniform Performance Standards and Evaluation Criteria for Standards and Evaluation Criteria for Teachers (PDF) – approved by the Teachers (PDF) – approved by the Virginia Board of Education on April 28, Virginia Board of Education on April 28, 2011, effective July 1, 2012.2011, effective July 1, 2012.

• It’s time for an update. The TPA was It’s time for an update. The TPA was piloted in 2004 – 05.piloted in 2004 – 05.

• TPEC : Teacher and Principal Evaluation TPEC : Teacher and Principal Evaluation Collection Collection

Why?Why?

• It’s another opportunity to improve It’s another opportunity to improve teaching and learning for our teaching and learning for our students and staff.students and staff.

• Something we do every day!Something we do every day!• What an opportunity!What an opportunity!

Why?Why?

• An overall update and revision to the An overall update and revision to the document based on feedback and current document based on feedback and current technology and practices: for example, technology and practices: for example, ISTE NETST standards.ISTE NETST standards.

• Updating the document to reflect current Updating the document to reflect current division strategic goals and priorities.division strategic goals and priorities.

• Incorporating 5 grades of performance on Incorporating 5 grades of performance on the final appraisal.the final appraisal.

• Incorporating student feedback and Incorporating student feedback and student growth.student growth.

Changes to ConsiderChanges to Consider

• Fall 2011Fall 2011– Pulling together core team / document Pulling together core team / document

managers. managers. – Writing the charter. Writing the charter. – Surveying teachers on experiences with Surveying teachers on experiences with

current TPA.current TPA.– Meeting notes, products, and resources Meeting notes, products, and resources

housed in housed in

Blackboard LearnBlackboard Learn

Tentative TimelineTentative Timeline

• Winter 2011 -12Winter 2011 -12– Rubric team develops five levels of Rubric team develops five levels of

appraisal and associated rubric updates.appraisal and associated rubric updates.– Survey team develops draft student Survey team develops draft student

feedback surveys for teachers.feedback surveys for teachers.– ““Seventh Domain” team develops plan Seventh Domain” team develops plan

for incorporating student growth & for incorporating student growth & achievement in goal setting appraisal.achievement in goal setting appraisal.

– Professional development team creates Professional development team creates training plans.training plans.


• Spring 2012Spring 2012– Beginning of March: Document revision Beginning of March: Document revision

completed.completed.– Student feedback surveys developed.Student feedback surveys developed.– Appraisal process and scoring Appraisal process and scoring

established.established.– All on-line documents and resources All on-line documents and resources

updated.updated.– Communication and training plans begin Communication and training plans begin

in April.in April.


• Summer 2012Summer 2012– On-line training opportunities / training On-line training opportunities / training

time for teachers and administrators.time for teachers and administrators.– Document center goes live.Document center goes live.– Communication plan continues.Communication plan continues.– TPEC reporting on “old” TPA from TPEC reporting on “old” TPA from

2011-12.2011-12.


• Fall 2012Fall 2012– Pilot of new TPA begins.Pilot of new TPA begins.– Communication and training plans Communication and training plans

continue.continue.– All timelines within the tenured and All timelines within the tenured and

non-tenured TPA begin.non-tenured TPA begin.


Team MembersTeam Members

• \\ADMIN-INST\Home\mhaas\Haas \\ADMIN-INST\Home\mhaas\Haas 2011 to 2012\TPA Revision Charter\2011 to 2012\TPA Revision Charter\Items for TPA Charter 12 12 11\Items for TPA Charter 12 12 11\Roster TPA Fall2011 with groups Roster TPA Fall2011 with groups assigned 1 01 11.docxassigned 1 01 11.docx


What is different from What is different from what we’ve done in the what we’ve done in the

past?past?• Performance rubric to guide Performance rubric to guide

professional growth will include 5 professional growth will include 5 levels of appraisallevels of appraisal

• Student Growth & Achievement Student Growth & Achievement will be part of the appraisalwill be part of the appraisal

• Student SurveysStudent Surveys• Updated Updated

StandardsStandards

What still remains?What still remains?

• Applies to tenured and non-tenured Applies to tenured and non-tenured teachersteachers– Some procedures and timelines are Some procedures and timelines are

differentdifferent

• Classroom observations Classroom observations (continued (continued learning walks and full period)learning walks and full period)

• Goal setting Goal setting (new focus on student (new focus on student growth & achievement)growth & achievement)

• Feedback Feedback (incorporating student surveys)(incorporating student surveys)

The DomainsThe DomainsOld System vs New SystemOld System vs New System

• Knowledge of StudentsKnowledge of Students• Knowledge of ContentKnowledge of Content• Planning, Delivery and Planning, Delivery and

Assessment of InstructionAssessment of Instruction• Safe, Effective Learning Safe, Effective Learning

EnvironmentEnvironment• Communication and Communication and

CollaborationCollaboration• ProfessionalismProfessionalism• Student Academic ProgressStudent Academic Progress

Performance RubricsPerformance Rubrics

• Three levels of definitionThree levels of definition– Domains: ProfessionalismDomains: Professionalism

•Standards: Contributes to the school Standards: Contributes to the school communitycommunity

– Key elements: Professional ResponsibilityKey elements: Professional Responsibility

Performance RubricsPerformance Rubrics


Unacceptable The teacher consistently performs below the established standard or in a manner that is inconsistent with the school’s mission and goals.

Needs Improvement The teacher often performs below the established standard or in a manner that is inconsistent with the school’s mission and goals.

Applying Able to teach independently; internalizes & easily applies what has been learned about teaching.

Integrating

A level of development in which teachers are fully skilled, confident and able to integrate complex elements of instruction, curriculum and professional development into practice. The integrating teacher moves beyond the classroom in her teaching, collegial relationships, and professional growth and is often a leader among peers.

Innovating

Consistently innovating & creating in all areas of teaching and professional development; a leader in the school, the district and the community. The teacher contributes to the broader educational community through staff development, classroom-based research and articles in professional journals.


Seven Domains of the Seven Domains of the TPATPA

• Knowledge of Students = Knowledge of Students = 10%10%• Knowledge of Content = Knowledge of Content = 10%10%• Planning, Delivery, and Assessment of Planning, Delivery, and Assessment of

Instruction = Instruction = 10%10%• Safe, Effective Learning Environment = Safe, Effective Learning Environment =

10%10%• Communication and Collaboration = Communication and Collaboration = 10%10%• Professionalism = Professionalism = 10%10%• Student Academic Progress= Student Academic Progress= 40%40%

Teacher Performance Teacher Performance Domain7: Student Academic Domain7: Student Academic

ProgressProgress

The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

Teacher Performance Teacher Performance Domain7: Student Academic Domain7: Student Academic

ProgressProgress

•Student academic progress measures will be determined at the principal/teacher level•Teachers will elect to have 1 or 2 student growth goals that will be used to calculate the 40% of their overall appraisal score

77thth Domain: Student Growth Domain: Student Growth / Achievement/ Achievement

40%20%

20%

Measures of Academic Measures of Academic ProgressProgressOur PlanOur Plan

TeachersStudent Academic Progress Measure

Other Student Academic Progress

Measures

All Teachers / All Subject Areas and Grade Levels = 40%

When aligned to individual or school wide goals, no more than 20% of total evaluation based on student growth as determined by pre and post assessment.

Assessments incorporate Life-Long Learner Standards with rubrics based on ACPS Essential Standards by subject and grade-band.

When aligned to individual or school wide goals, no more than 20% of total evaluation based on student growth as determined by pre and post assessment.

Assessments incorporate Life-Long Learner Standards with rubrics based on ACPS Essential Standards by subject and grade-band.

17


Goal SettingGoal Setting

• Each teacher will work with their Each teacher will work with their principal to develop one or two goals principal to develop one or two goals directly relating to the directly relating to the Student Student Academic Growth DomainAcademic Growth Domain

• In addition, each teacher will develop In addition, each teacher will develop a a Professional Learning Goal Professional Learning Goal that that will relate directly to a specific key will relate directly to a specific key element, the domain from which that element, the domain from which that key element is derived, and the key element is derived, and the Professionalism domainProfessionalism domain


Goal Setting Page 2Goal Setting Page 2

• Both goal types, Both goal types, Student Academic Student Academic Growth Domain GoalsGrowth Domain Goals and the and the Professional Learning GoalProfessional Learning Goal,, will utilize will utilize the SMART Goal format the SMART Goal format

– SStrategictrategic– MMeasurableeasurable– AAchievablechievable– RResults-orientedesults-oriented– TTime-boundime-bound

Performance IndicatorsPerformance IndicatorsExamples for Domain7: Examples for Domain7:

Student Academic ProgressStudent Academic Progress

Each growth goal will involve pre- and post- assessments of an element of the Lifelong Learner Standards/Competencies and align to a larger SIP or Professional Learning Community (PLC) goal

The assessment work done to collect The assessment work done to collect evidence of goal attainment will evidence of goal attainment will support and inform the Division’s on-support and inform the Division’s on-going work to develop a balanced going work to develop a balanced assessment system that aligns with assessment system that aligns with the Framework for Quality Learningthe Framework for Quality Learning

All learners All learners believe in their believe in their

power to embrace power to embrace learning, to excel, learning, to excel, and to own their and to own their

future.future.

All means all!All means all!


Full TPA ExpectationsFull TPA Expectations

The 2012-13 TPA will include but not limited to The 2012-13 TPA will include but not limited to the following activities:the following activities:

1.1. Teacher Self-AssessmentTeacher Self-Assessment2.2. Goal Setting MeetingsGoal Setting Meetings3.3. Learning Walks/Full ObservationsLearning Walks/Full Observations4.4. Professional PresentationsProfessional Presentations5.5. Student Academic Growth MeasurementStudent Academic Growth Measurement

Note: This plan will involve all tenured teachers. Note: This plan will involve all tenured teachers. A parallel plan will address the growth and A parallel plan will address the growth and evaluation of non-tenured personnel.evaluation of non-tenured personnel.

QuestionQuestion

How will teacher How will teacher performance be performance be

rated?rated?

EvaluationsEvaluationsInterim Evaluation • Used to document evidence of meeting

standards• Does NOT include rating of performance

Summative Evaluation• Comes at end of evaluation cycle

- One year for probationary teachers & continuing contract teachers

• Assessment of performance quality- Rating scale

- Performance rubric for every domain.

Data Collection Data Collection ProceduresProcedures

Data Collection Procedure

Form(s) Evaluator Teacher

Learning Walks Learning Walk Template Formal Observations Formal Classroom Observation Form

Student SurveysStudent Survey Forms: under developmentStudent Survey Summary

Portfolios/Document Logs

Table of Contents

Self-Evaluation Teacher Self-Evaluation Form Measures of Academic Progress

Goal Setting for Academic Progress Form

Reviews/approves

Selects/develops


Timeline for 2012 – 2013 Timeline for 2012 – 2013 TPATPA

for Tenured Teachersfor Tenured Teachers• By the last school day in AugustBy the last school day in August Administrative Administrative

Team conducts a faculty meeting with all tenured Team conducts a faculty meeting with all tenured teachers to review the following:teachers to review the following:

1. TPA (whole process)1. TPA (whole process)2. Self-Assessment Tool2. Self-Assessment Tool3. Learning Walks and Summary Meetings3. Learning Walks and Summary Meetings4. Goals Conferences & S.M.A.R.T/ 4. Goals Conferences & S.M.A.R.T/

Student Student Academic Growth goals Academic Growth goals• By the last school day in SeptemberBy the last school day in September teachers teachers

will meet individually with administrative will meet individually with administrative supervisor to review syllabus, curriculum map, supervisor to review syllabus, curriculum map, SMART goal(s) and self-assessment.SMART goal(s) and self-assessment.


Timeline for 2012 - 2013 Timeline for 2012 - 2013 TPATPA

• By End of 1By End of 1stst Semester Semester At least 5 Learning Walks At least 5 Learning Walks will be completed.will be completed.

• By the end of second full week of school in By the end of second full week of school in MarchMarch the teacher will meet with his/her the teacher will meet with his/her supervisor to have a Learning Walk trend meeting supervisor to have a Learning Walk trend meeting as well as discuss progress on professional as well as discuss progress on professional development goals.development goals.

• By the first school day of May By the first school day of May At least 5 At least 5 Learning Walks and a trend conversation (may be Learning Walks and a trend conversation (may be between May 1 and June1) an additional formal between May 1 and June1) an additional formal observation with pre- and post- conferences may observation with pre- and post- conferences may occur at the request of the teacher or administrator.occur at the request of the teacher or administrator.

• By the first school day of JuneBy the first school day of June, Final Evaluation , Final Evaluation Meeting should be complete and all paperwork Meeting should be complete and all paperwork forwarded to Human Resources.forwarded to Human Resources.


An Emphasis on GrowthAn Emphasis on Growth

• The TPA continues to be a The TPA continues to be a GROWTH GROWTH BASED MODEL BASED MODEL designed to meet the designed to meet the needs of those teachers who are doing needs of those teachers who are doing well in Albemarle County Public Schools. well in Albemarle County Public Schools. This model attempts to provide more This model attempts to provide more opportunities to elevate the discussion opportunities to elevate the discussion regarding the best practices in regarding the best practices in education as well as the needs of the education as well as the needs of the individual teacher in the professional individual teacher in the professional development process.development process.

Breakout SessionsBreakout SessionsFebruary 23, 2012February 23, 2012

Combined Session (Goal 3) – Room 241Combined Session (Goal 3) – Room 241• Teacher Performance Appraisal (TPA) UpdateTeacher Performance Appraisal (TPA) Update

Breakout Session 1 (Goals 1 & 2) – Room 241Breakout Session 1 (Goals 1 & 2) – Room 241• College and Work Readiness Assessment College and Work Readiness Assessment

(CWRA)(CWRA)• Performance TasksPerformance Tasks

Breakout Session 2 (Goals 4 & 5) – Room 235Breakout Session 2 (Goals 4 & 5) – Room 235• Program Evaluation for Program Evaluation for Measures of Academic Measures of Academic

Progress ® (MAP) Progress ® (MAP) using PDSA modelusing PDSA model




What do I recognize as the few essential elements in each of these three models?




From a governing perspective, how do all three of these assessment models promote quality learning?

Through the Strategic Planning Process, the Board Priorities

establish the Focus for Division strategies and action plans to guide

the achievement of our Goals

AcPS uses a 4-Step Continuous AcPS uses a 4-Step Continuous Improvement ModelImprovement Model

Performance Indicators Fall into Different Steps in the Process. We are

working toward a balance.

Strategic Planning Q2 Strategic Planning Q2 Balanced Scorecard & Balanced Scorecard &

Progress Summary Progress Summary • The overall report demonstrates The overall report demonstrates

progress on the majority of the KPI’s, progress on the majority of the KPI’s, whether they representing planning, whether they representing planning, doing, studying, or acting.doing, studying, or acting.

• The report gives additional detail about The report gives additional detail about information in the information in the stoplight reportstoplight report. .

• Each KPI includes a rationale, target, Each KPI includes a rationale, target, and narrative from the “owner(s).”and narrative from the “owner(s).”


Strategic Planning Q2 Strategic Planning Q2 Balanced Scorecard & Balanced Scorecard &

Progress Summary Progress Summary • Highlights: Highlights:

– 2.11a Performance Tasks (Planning & 2.11a Performance Tasks (Planning & Doing)Doing)

– 3.12a TPA Plan and Update (Planning)3.12a TPA Plan and Update (Planning)– 5.11c Instructional Program Review 5.11c Instructional Program Review

(Studying)(Studying)

We took three deeper dives into these We took three deeper dives into these KPI’s tonight.KPI’s tonight.


Q2 Performance Q2 Performance Indicator SummaryIndicator Summary

• The Division's current strategic plan The Division's current strategic plan requires a review of key requires a review of key performance indicators (KPIs) for performance indicators (KPIs) for validity and alignment.validity and alignment.

• Based on Quality Council Based on Quality Council Recommendations, we plan to Recommendations, we plan to remove KPI’s 1.11b, 1.11e, 3.12c, remove KPI’s 1.11b, 1.11e, 3.12c, 3.12d, 4.21a, 4.21c, and 5.21b.3.12d, 4.21a, 4.21c, and 5.21b.


Documents

ACPS Board Worksession February 23, 2012 Three Models for Quality Learning © Albemarle County Public Schools