Virginia School Boards Association Annual Convention November 17, 2011

Virginia School Boards Virginia School Boards Association Annual Association Annual

ConventionConvention

Virginia School Boards Virginia School Boards Association Annual Association Annual

ConventionConvention

November 17, 2011November 17, 2011

Background: Background: Code of VirginiaCode of VirginiaBackground: Background: Code of VirginiaCode of Virginia§ 22.1-253.13:5 Standard 5. Quality of classroom

instruction and educational leadership.

…B. Consistent with the finding that leadership is essential for the advancement of public education in the Commonwealth, teacher, administrator, and superintendent evaluations shall be consistent with the performance objectives included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents….

§ 22.1-253.13:5 Standard 5. Quality of classroom instruction and educational leadership.

…B. Consistent with the finding that leadership is essential for the advancement of public education in the Commonwealth, teacher, administrator, and superintendent evaluations shall be consistent with the performance objectives included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents….

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Background: Background: Code of VirginiaCode of VirginiaBackground: Background: Code of VirginiaCode of Virginia§ 22.1-295. Employment of teachers.

…C. School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge….

§ 22.1-295. Employment of teachers.

…C. School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge….

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Board of Education ApprovalBoard of Education ApprovalBoard of Education ApprovalBoard of Education ApprovalOn April 28, 2011, the Board of Education approved

the revised guidance documents, Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers and the Virginia Standards for the Professional Practice of Teachers.

Effective DateEffective Date: July 1, 2012 [School boards : July 1, 2012 [School boards and divisions are authorized to implement and divisions are authorized to implement the guidelines and standards prior to the guidelines and standards prior to July 1, 2012.]July 1, 2012.]

On April 28, 2011, the Board of Education approved the revised guidance documents, Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers and the Virginia Standards for the Professional Practice of Teachers.

Effective DateEffective Date: July 1, 2012 [School boards : July 1, 2012 [School boards and divisions are authorized to implement and divisions are authorized to implement the guidelines and standards prior to the guidelines and standards prior to July 1, 2012.]July 1, 2012.]

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Teacher Evaluation Work GroupTeacher Evaluation Work GroupTeacher Evaluation Work GroupTeacher Evaluation Work Group

Representatives:

(Teachers, Principals, Superintendents, and Associations) Virginia Association of Elementary School Principals Virginia Association of Secondary School Principals Virginia Association of School Superintendents Virginia Education Association Virginia School Boards Association School Division Human Resources Higher Education Virginia Parent Teacher Association

Expert Consultants

Department of Education Staff Members

Representatives:

(Teachers, Principals, Superintendents, and Associations) Virginia Association of Elementary School Principals Virginia Association of Secondary School Principals Virginia Association of School Superintendents Virginia Education Association Virginia School Boards Association School Division Human Resources Higher Education Virginia Parent Teacher Association

Expert Consultants

Department of Education Staff Members

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Guidance DocumentsGuidance DocumentsGuidance DocumentsGuidance Documents

The work group completed a comprehensive study of teacher evaluation systems and recommended the revised guidance documents to the Board of Education.

The work group completed a comprehensive study of teacher evaluation systems and recommended the revised guidance documents to the Board of Education.

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Uniform Performance Standards and Uniform Performance Standards and Evaluation Criteria for TeachersEvaluation Criteria for Teachers

Uniform Performance Standards and Uniform Performance Standards and Evaluation Criteria for TeachersEvaluation Criteria for Teachers

The Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers provide an evaluation model that may be used as presented or used as the basis for school division system development. Divisions are required to incorporate the new performance standards into teacher evaluations by July 1, 2012.

[Note: The 2000 Guidelines relating to principals and superintendents will remain in effect until those sections are revised in the future.]

The Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers provide an evaluation model that may be used as presented or used as the basis for school division system development. Divisions are required to incorporate the new performance standards into teacher evaluations by July 1, 2012.

[Note: The 2000 Guidelines relating to principals and superintendents will remain in effect until those sections are revised in the future.]

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What is the basis of the teachers’ evaluation?

What is the basis of the teachers’ evaluation?

Answer: Answer: Job-relevant Performance Standards

Answer: Answer: Job-relevant Performance Standards

What are What are Performance Standards?Performance Standards?

What are What are Performance Standards?Performance Standards?

The criteria expected when teachers perform their major duties.

Virginia Uniform Virginia Uniform Performance StandardsPerformance Standards

1. Professional Knowledge: The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

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.

3. Instructional Delivery: The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

4. Assessment of and for Student Learning: 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.



5. Learning Environment: The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

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.

7. Student Academic Progress: The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

Virginia Uniform Virginia Uniform Performance Standards and Evaluation Performance Standards and Evaluation

Criteria for Teachers: Two TiersCriteria for Teachers: Two Tiers

Performance Standard

Performance Indicator



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What are What are Performance Indicators?Performance Indicators?

What are What are Performance Indicators?Performance Indicators?

Examples of observable, tangible behavior that indicate the degree to which teachers are meeting each teaching standard

Note: The list of performance indicators is not exhaustive, and they are not intended to be prescriptive.


Teacher Performance Standard 1: Teacher Performance Standard 1: Professional KnowledgeProfessional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

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Performance IndicatorsPerformance IndicatorsExamples for Standard 1: Examples for Standard 1: Professional KnowledgeProfessional Knowledge

Effectively addresses appropriate curriculum standards. Integrates key content elements and facilitates students’ use of

higher level thinking skills in instruction. Demonstrates ability to link present content with past and future

learning experiences, other subject areas, and real world experiences and applications.

Demonstrates an accurate knowledge of the subject matter. Demonstrates skills relevant to the subject area(s) taught. Bases instruction on goals that reflect high expectations and an

understanding of the subject. Demonstrates an understanding of the intellectual, social,

emotional, and physical development of the age group. Communicates clearly and checks for understanding.

Note: Only Samples!

Teacher Performance Standard 7: Teacher Performance Standard 7: Student Academic ProgressStudent Academic Progress

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

Performance IndicatorsPerformance IndicatorsExamples for Standard 7: Examples for Standard 7:

Student Academic ProgressStudent Academic Progress

Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data.

Documents the progress of each student throughout the year. Provides evidence that achievement goals have been met,

including the state-provided growth measure when available as well as other multiple measures of student growth.

Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.

Note: Only Samples!

How will teacher performance be documented?

How will teacher performance be documented?

Multiple Data SourcesMultiple Data SourcesMultiple Data SourcesMultiple Data Sources

REQUIRED by The Code of Virginia

RECOMMENDED in 2011 Guidelines

Observations Student Surveys

Measures of Academic Progress

Portfolios/Document Logs

Self-Evaluation

Data Collection ProceduresData Collection ProceduresData Collection ProceduresData Collection ProceduresData Collection

ProcedureForm(s) Evaluator Teacher

Informal Observations Informal Classroom Observation Form Formal Observations Formal Classroom Observation Form

Student SurveysStudent Survey Forms (1-2, 3-5, 6-8, 9-12)Student 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

How will teacher performance be

rated?

How will teacher performance be

rated?

Summative EvaluationSummative EvaluationSummative EvaluationSummative Evaluation• Comes at end of evaluation cycle

- One year for probationary teachers

- Three years for continuing contract teachers

• Assessment of performance quality

• Ratings for each standard based on multiple data sources

• Performance standards and indicators provide description of well-defined teacher expectations

• Four point rating scale

• Performance rubric for every standard

Definitions of TermsDefinitions of TermsUsed in Rating ScaleUsed in Rating ScaleDefinitions of TermsDefinitions of TermsUsed in Rating ScaleUsed in Rating Scale

Category Description

ExemplaryThe teacher maintains performance, accomplishments, and behaviors that considerably surpass the established standard.

ProficientThe teacher meets the standard in a manner that is consistent with the school’s mission and goals.

Developing/ Needs Improvement

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

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

Exemplary

ProficientProficient 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 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.

Sample Performance Appraisal RubricSample Performance Appraisal Rubric

Standard I: Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

Summative ratings should apply the rating for each of the seven performance expectations, with the most significant weight given to Standard 7 - student academic progress.

Summative RatingSummative Rating

Virginia Department of Education recommends the following guidelines for summative ratings:

• Weight each of the first six standards equally at 10 percent each

• Weight Standard 7 – Student Academic Progress at 40 percent

Example of Weighted Calculations for Example of Weighted Calculations for Teacher Performance EvaluationsTeacher Performance Evaluations

Example of Weighted Calculations for Example of Weighted Calculations for Teacher Performance EvaluationsTeacher Performance Evaluations

Teacher Performance Standard

Performance Rating

Quantified Performance

Rating

Percentage contribution to the summative

rating

WeightedContribution=

(quantified performance rating * Percentage

Contribution)

Standard 1 Proficient 3 10% 0.3





Standard 6 Exemplary 4 10% 0.4


Summative Rating (sum of

weighted contributions) 3.1

Why Connect Academic Progress Why Connect Academic Progress to Teacher Performance?to Teacher Performance?

Why Connect Academic Progress Why Connect Academic Progress to Teacher Performance?to Teacher Performance?

• Teacher quality is the greatest in-school factor affecting student achievement.

• One of the ultimate outcome of the educational enterprise is student achievement.

• The variance in student achievement gains explained by teacher effects is greater in low socio-economic status schools than in high socio-economic status schools.

• Teacher quality is the greatest in-school factor affecting student achievement.

• One of the ultimate outcome of the educational enterprise is student achievement.

• The variance in student achievement gains explained by teacher effects is greater in low socio-economic status schools than in high socio-economic status schools.

Requirement by the Requirement by the Code of VirginiaCode of Virginia

Requirement by the Requirement by the Code of VirginiaCode of Virginia

School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress [emphasis added] and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge.

Article 2, §22.1-295

School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress [emphasis added] and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge.

Article 2, §22.1-295

Incorporating Multiple Measures into Incorporating Multiple Measures into Teacher Evaluation:Teacher Evaluation:

Teachers of Math and Reading for Whom Student Growth Teachers of Math and Reading for Whom Student Growth Percentiles Are AvailablePercentiles Are Available


Teachers of Math and Reading for Whom Student Growth Teachers of Math and Reading for Whom Student Growth Percentiles Are AvailablePercentiles Are Available


Teachers who Support Math and Reading Instruction for Teachers who Support Math and Reading Instruction for Whom Student Growth Percentiles Are AvailableWhom Student Growth Percentiles Are Available


Teachers who Support Math and Reading Instruction for Teachers who Support Math and Reading Instruction for Whom Student Growth Percentiles Are AvailableWhom Student Growth Percentiles Are Available


Teachers for Whom Student Growth Percentiles are Not Teachers for Whom Student Growth Percentiles are Not AvailableAvailable


Teachers for Whom Student Growth Percentiles are Not Teachers for Whom Student Growth Percentiles are Not AvailableAvailable

Guidance on Measures of Guidance on Measures of Student Academic ProgressStudent Academic ProgressGuidance on Measures of Guidance on Measures of

Student Academic ProgressStudent Academic Progress

Give priority to quantitative measures already available in the school that are validated and provide valid measures of growth (as opposed to absolute achievement)

Use student achievement goal setting or other measures that incorporate data from validated achievement measures whenever possible

Have at least two valid measures of student academic progress included in the evaluation.

Give priority to quantitative measures already available in the school that are validated and provide valid measures of growth (as opposed to absolute achievement)

Use student achievement goal setting or other measures that incorporate data from validated achievement measures whenever possible

Have at least two valid measures of student academic progress included in the evaluation.

Samples of Samples of Other Measures of Student Academic Other Measures of Student Academic

Progress/Achievement Progress/Achievement

Samples of Samples of Other Measures of Student Academic Other Measures of Student Academic

Progress/Achievement Progress/Achievement

• Individualized Education Plan (IEP) goals• Phonological Awareness Literacy Screening (PALS)• Performance Assessments for Skill Development• STAR – Reading and Mathematics• MAP – Measures of Academic Progress• IB and AP examinations• Industry certification examinations

• Individualized Education Plan (IEP) goals• Phonological Awareness Literacy Screening (PALS)• Performance Assessments for Skill Development• STAR – Reading and Mathematics• MAP – Measures of Academic Progress• IB and AP examinations• Industry certification examinations

Setting student achievement goals…Setting student achievement goals…Setting student achievement goals…Setting student achievement goals…

Focuses on student results

Connects teaching with learning

Improved instruction in the classroom

Contributes to school improvement

Focuses on student results

Connects teaching with learning

Improved instruction in the classroom

Contributes to school improvement

What is student achievement What is student achievement goal setting?goal setting?

What is student achievement What is student achievement goal setting?goal setting?

Step 1:

Determine needs

Step 2:Create specific learning goals based on pre-assessment

Step 4: Monitor student progress

through on-going

formative assessment

Step 3: Create and implement teaching

and learning

strategies

Step 5:

Determine whether the

students achieved the

goal

Writing a SMART GoalWriting a SMART GoalWriting a SMART GoalWriting a SMART Goal

Teacher E’s GoalTeacher E’s GoalTeacher E’s GoalTeacher E’s Goal

Goal Statement:

In current school year, each student will make measurable progress on the STAR assessment. Each student will gain at least one year’s growth in grade level equivalency.

A good goal statement is one that is…

Specific

Measurable

Appropriate

Realistic

Time-bound

Sample SMART GoalSample SMART GoalSample SMART GoalSample SMART Goal

Specific: Focused on physical education, specifically the Presidential Fitness sub areasMeasurable: Identified Presidential Fitness Test to be used to assess goalAppropriate: The teacher teaches the content and skills contained in the Presidential Fitness Tests. Realistic: The goal of increasing student performance by 20% is realistic. It is not out of reach and yet not too easy.Time-bound: Goal attainment can be addressed by the end of the year with the final Presidential Fitness Test.

Specific: Focused on physical education, specifically the Presidential Fitness sub areasMeasurable: Identified Presidential Fitness Test to be used to assess goalAppropriate: The teacher teaches the content and skills contained in the Presidential Fitness Tests. Realistic: The goal of increasing student performance by 20% is realistic. It is not out of reach and yet not too easy.Time-bound: Goal attainment can be addressed by the end of the year with the final Presidential Fitness Test.

During the school year, my sixth grade physical education students will improve performance by 20% on each of the Presidential Fitness Test sub areas.

How Smart is this goal?How Smart is this goal?How Smart is this goal?How Smart is this goal?

Aspect of Goal Statement Evidence

Specific

Measurable

Appropriate

Realistic

Time-Bound

Teacher G– Second GradeDuring this school year, my students will improve on word

knowledge and oral reading fluency.

Applying a Goal Setting RubricApplying a Goal Setting RubricApplying a Goal Setting RubricApplying a Goal Setting Rubric Goal Setting Rubric

Student Achievement

Standard

Level of Performance

Unsatisfactory Emerging Proficient ExemplaryThe teacher develops rigorous student learning and academic achievement goals

Not ApplicableCANNOT MOVE

FORWARD

Not ApplicableCANNOT MOVE

FORWARD

Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year

Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year

Student learning and academic achievement goals are unrelated to identified student needs.

Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining.

Portfolios/Document LogsPortfolios/Document Logs

• Collection of work that demonstrates the teacher’s professional competence in regard to meeting performance standards – teacher’s voice in evaluation

• Complement classroom observation

• Analysis and reflection should be included

• Property of teacher; reviewed by evaluator

• Help to clarify instructional relationship between lesson plans, student work, and assessments

• Documentation logs are similar to portfolios, but are typically more concise and confined to specific artifacts

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Portfolio Table of Contents Portfolio Table of Contents ExampleExample

Standard 5: Learning Environment

Activity Name Teacher Comments (Optional)

Diagram of Classroom Arrangement

Shows different arrangements associated with different types of activities.

Bullying Presentation

At the conclusion of the bullying presentation, the class participated in a role-playing exercise.

Classroom Rules

Includes reflection on rationale for rules and how I reinforce them.

Classroom Procedures

Practiced frequently during the first few weeks of school; revisited throughout the year.

Student Survey Summary

Student Surveys Student Surveys

• Provide students’ perceptions of how teacher is performing -- direct knowledge of classroom practices

• Assist teacher in setting goals for continuous improvement (formative evaluation)

• Age considerations for survey

• Surveys are anonymous

• Actual responses seen only by individual teacher

• Survey summary form included in portfolio

Self-Evaluation ExampleSelf-Evaluation Example

1. Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and the developmental

needs of students by providing relevant learning experiences.

Areas of strength: I have a good understanding of the vertical articulation within my content area; I understand how students’ developmental levels impact their readiness to learn certain math concepts.

Areas needing work/strategies for improving performance: I’m not sure how to appropriately challenge my gifted students.

2. Instructional PlanningThe teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.

Areas of strength: I understand the most effective strategies to teach various curricular topics; I plan well ahead of time to make sure I have the necessary resources.

Areas needing work/strategies for improving performance: I sometimes neglect to pre-assess students, which makes me less effective than I could be at addressing individual student needs.

Teacher’s Name: Teacher D Date: 2/1/11

Directions: Teachers should use this form annually to reflect on the effectiveness and adequacy of their practice based on each performance standard. Please refer to the performance indicators for examples of behaviors exemplifying each standard.

Abbreviated Sample Form for Training Purposes

Mark R. Allan, Ph.D.Mark R. Allan, Ph.D.Director of Licensure and School Director of Licensure and School

[email protected]

(804) 371-2471(804) 371-2471

Mark R. Allan, Ph.D.Mark R. Allan, Ph.D.Director of Licensure and School Director of Licensure and School

[email protected]

(804) 371-2471(804) 371-2471

mailto:[email protected]

mailto:[email protected]