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ReportandRecommendationsJanuary 24, 2011
Teacher EvaluationWork Group 1.0
West Virginia Board of education
2010-11
Priscilla M. Haden, PresidentJenny N. Phillips, Vice PresidentRobert W. Dunlevy, Secretary
Michael I. Green, MemberBurma Hatfield, Member
Lowell E. Johnson, MemberL. Wade Linger Jr., MemberGayle C. Manchin, MemberWilliam M. White, Member
Brian E. Noland, Ex OfficioChancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex OfficioChancellor
West Virginia Council for Community and Technical College Education
Jorea M. Marple, Ed.D., Ex OfficioState Superintendent of Schools
West Virginia Department of Education
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Work Group 1.0Membership
Name School/County Affiliation/Organization
Katrina AndrewsVirtual School/Technology Education Teacher
Ritchie County Middle School
Dr. Marsha BailesStaff Development Director
RESA IV
Nikki BaileyTechAcademic Coach
Holden, Hugh Dingess, Justice South Man and Verdunville Grade Schools, Logan County
WV Professional Educators
Dr. Dixie BillhiemerCEO
West Virginia Center for Professional Development (WVCPD)
Sam BrunettArt Teacher, Executive Board Member
Morgantown High School, Monongalia County
AFT-WV
Christine CampbellLanguage Arts Teacher, Executive Board Member
Marlinton Middle School, Pocahontas County
AFT-WV
Deborah ChapmanFamily/Consumer Sciences Teacher
Huntington High School,Cabell County
WVEA
Teresa CunninghamSpecial Education Teacher, Executive Board Member
Hurricane High School,Putnam County
AFT-WV
Dr. Cindy DanielAssistant Superintendent
Putnam County Schools
Richard DuleeCounselor
Alderson Elementary,Greenbrier County
WVEA
Debra ElmoreElementary Teacher, Executive Board Member
Ansted Elementary School,Fayette County
AFT-WV
Ed EvansTechnology Integration Specialist
McDowell County WVEA
Fred FarrisMathematics Teacher
Independence Middle School,Raleigh County
WVEA
Debbie FerriEnglish Teacher
Collins Middle School,Fayette County
WVEA
Dr. Ann GaudinoAssistant Professor
West Liberty University
Judy HalePresident
AFT-WV
Marie HamrickCounselor
Independence Middle School,Raleigh County
WVEA
Dave HaneyExecutive Director
WVEA
Lynn HurtDirector of Middle Schools
Wayne County
Rosemary JenkinsDirector of Field Services
AFT-WV
Dale LeePresident
WVEA
Cathy MarinoAssociate Director
WV Professional Educators
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Work Group 1.0Membership(cont’d)
Name School/County Affiliation/Organization
Greg MerrittTitle 1 Teacher, President
Wood County Wood County AFT
Terry NelsonPrincipal
Midland Elementary School,Randolph County
Dr. Howard O’CullExecutive Director
WV School Board Association
Emily PapadopoulosDirector, Principal Programs
WVCPD
Cynthia PhillipsSpecial Education Teacher, Vice President
Capital High School,Kanawha County
AFT-WV
Eileen PolingGifted Teacher
Tucker County WVEA
Wendy ReddGifted Teacher
Wood County WVEA
Libby SurfaceElementary Teacher, Executive Board Member
Madison Elementary School,Wood County
WV Professional Educators
Barbara WhitecottonSuperintendent
Hardy County Schools
Technical Assistance Liaisons
Jeannine BranchStandards Specialist
Appalachia Regional Comprehensive Center at Edvantia (ARCC)
Dr. Karen HuffmanAssociate Director
Appalachia Regional Comprehensive Center at Edvantia (ARCC)
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Work Group 1.0Membership(cont’d)
West Virginia Department Liaisons
Barbara AshcraftCoordinator
Office of School Improvement
Michele BlattAssistant Director
Office of School Improvement
Keith BurdetteExecutive Director
Office of Human Resources
Suzette CookCoordinator
Office of Title I
Dr. Amelia CourtsAssistant Superintendent
Division of Educator Quality and System Support
Dr. Karen DaviesCoordinator
Office of Title I
Lee EbersoleTeacher Quality Coordinator
Office of Professional Preparation
Robert HagermanAssistant Director
Office of Professional Preparation
Lisa HedrickTeacher Quality Coordinator
Office of Professional Preparation
Nate HixsonAssistant Director
Office of Research
Laura KiserCoordinator
Office of Professional Preparation
Kenny MolesCoordinator
Office of Title I
Donna PedutoAssistant Director
Office of School Improvement
Jan StanleyExecutive Director
Office of Title I
Dr. Erin SullivanCoordinator
Office of Title I
Lori WigginsExecutive Director
Office of Professional Preparation
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Work Group 1.0Meeting Dates and Summaries
August 12-13, 2010At this meeting, Work Group participants discussed a definition of teacher effectiveness in relation to evolving federal and state priorities. Dr. Laura Goe, with the National Comprehensive Center for Teacher Quality, presented current research related to teacher effectiveness. Work Group members considered the various purposes of evaluating teachers and how different measures may be appropriate. A preliminary analysis of the population of teachers who would be evaluated was conducted. Finally, an alignment of measures with the West Virginia Professional Teaching Standards was begun.
September 22-23, 2010Dr. Paine addressed the group, sharing his perspective of teacher evaluation in West Virginia that included insights gained from recent conversations with individuals at national meetings. A historical overview of the genesis of the West Virginia Professional Teaching Standards and the work of the Teacher Evaluation Executive Committee was shared with the group. A multi-year timeline for the development and deployment of a new evaluation system was presented. The Work Group began the process of identifying Critical Standard Elements, those essential concepts that would be reflected in the evaluation process, from the West Virginia Professional Teaching Standards.
October 26-27, 2010The presentation made by Dr. Linda Darling-Hammond, the Charles E. Ducommon Professor of Education at Stanford University, to the Teacher Evaluation Executive Committee was shared with the Work Group. The Work Group reviewed the work from the September 22nd and 23rd meeting related to the Critical Standard Elements and began to construct rubrics for each of the four performance levels for each of the Critical Standard Elements.
November 4-5, 2010The Work Group reviewed the work from the October 26th and 27th meeting related to the Critical Standard Elements and the rubrics for each of the four performance levels for each of the Critical Standard Elements. The Work Group identified potential measures for each of the Critical Standard Elements.
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Standard 1 – Curriculum and Planning
1. The teacher demonstrates a deep and extensive knowledge of the subject matter.2. The teacher designs standards-driven instruction using state-approved curricula.3. The teacher uses a balanced assessment approach to guide student learning.
Standard 2 – The Learner and the Learning Environment
4. The teacher respects the unique characteristics of learners by developing and implementing appropriate learning activities.
5. The teacher establishes and maintains a safe and appropriate learning environment.6. The teacher establishes and maintains a learner-centered culture.
Standard 3 – Teaching
7. The teacher utilizes a variety of research-based instructional strategies.8. The teacher creates a climate which motivates and engages students in learning,
problem solving and collaboration.9. The teacher adjusts instruction based on a variety of assessments and student responses.
Standard 4 – Professional Responsibilities for Self-Renewal
10. The teacher engages in professional development that guides continuous examination and improvement of professional practice.
11. The teacher actively engages in collaborative learning opportunities with colleagues.
Standard 5 – Professional Responsibilities for School and Community
12. The teacher participates in school-wide collaborative efforts to support the success of all students.
13. The teacher works with parents, guardians, families and community entities to support student learning and well-being.
14. The teacher promotes practices and policies that improve school environment and student learning.
15. The teacher demonstrates professional conduct as defined by state law and district policy.
Each of the five West Virginia Professional Standards is represented by critical standard elements. Critical standard elements establish the necessary knowledge and actions for effective teaching. They define the essence of expert teaching so that it can be readily identified and meaningfully evaluated. It is the intent of critical standard elements to allow both evaluators and teachers to focus on the most crucial factors that are the foundation of a fair and valid teacher evaluation system.
Work Group 1.0Critical Standard Elements
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Work Group 1.0Assurances
The Teacher Evaluation Task Force Executive Committee, in its charge to the Work Group, affirmed that the educator evaluation system should:
•Encourage continuous growth and improvement over time.• Identify quality professional development based on individual needs.•Provide a linkage to mentoring that is part of a larger system of induction.•Ensure high-quality instruction focused on increasing student achievement.•Set high standards for performance for both veteran and new educators.•Provide a framework to inform all educators about strengths and weaknesses in performance. •Provide a system that recognizes educators for distinguished levels of performance.•Address persistent unsatisfactory performance.•Provide a common language for discussion among educators and supervisors around performance.•Provide assurance that evaluator bias is minimized.•Provide a mechanism for the evaluation system itself to be evaluated. •Be sustainable, manageable, and effective.
The Teacher Evaluation Work Group members mutually agree that:
•The critical standard elements accurately reflect the West Virginia Professional Teaching Standards.•The critical standard elements collectively represent what a 21st century teacher should know and be able
to do. •Multiple measures should be used to evaluate teacher performance.•Clear guidance is necessary in determining measures and identifying evidence.•Evidence for performance measures should already be part of teachers’ instructional repertoire—not
created solely for evaluation.•Critical standard elements, rubrics and measures should be field-tested by a cross-section of schools of
different sizes at all levels, including both School Improvement Grant and Exemplary, to ensure validity and objectivity.
•The primary purpose of teacher evaluation is to support instruction to maximize student learning.•Expectations for accomplished teacher performance must be supported by the evaluation system, e.g., the
principal’s role must be clearly defined and evaluated as well as the system itself and its layers of support and resources.
•Funding, including costs for professional development for all stakeholders, should be allocated for implementation of the revised evaluation system.
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The Teacher Evaluation Work Group recommends that the next Work Group 2.0 consider that:
•Educator evaluation should be constructive and collaborative for all stakeholders.•Educator evaluation should provide feedback to support professional growth and development.•Educator evaluation supports improvement in instruction and learning.•Educator evaluation rubrics and measures must continue to reflect that teacher performance affects
student learning.•Participation by principals in the Work Group should be increased. •Best practices by the West Virginia Center for Professional Development’s Evaluation Leadership Institute
should be incorporated into evaluator training.•Educator evaluation should ensure that Distinguished performance is not limited by resources.•Time constraints affect the system as a whole.•Expert, research-based review of rubrics and measures is required to ensure validity and fit.•Other evaluation models, including those with nonsupervisory evaluators, should be consulted for
coherence.
Work Group 1.0Recommendations
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Work Group 1.0Critical Standard Element Rubric Development
Rubrics help ensure a fair evaluation system that minimizes evaluator bias while defining effective educator performance. Multiple measures will provide evidence to support determining performance levels. The rubrics recognize the teacher’s accomplishments as well as signal opportunities for continued growth and development within the profession.
While Teacher Evaluation Work Group 2.0 will continue to develop the critical standard element rubrics and bring them to completion in their final form, Work Group 1.0 has agreed upon the following definitions for the Performance Levels within the rubrics:
1. Distinguished performance describes master teachers who contribute to the professional learning of others. They know how to engage students to be highly responsible for their own learning.
2. Accomplished performance designates experienced educators who have mastered the work of teaching while improving their practice and serving as a resource to the professional community.
3. Emerging performance typically represents student teachers or those who are new to the profession who understand concepts and attempt to implement essential elements albeit unsuccessfully at times.
4. Unsatisfactory performance requires intervention to meet licensing standards. Teachers who perform at the unsatisfactory level do not yet appear to understand concepts or implement their essential elements successfully.
Levels of Performance
Notes
Jorea M. Marple, Ed.D.State Superintendent of Schools