Wise County Public Schools - wisek12.org · TEACHER SELF-EVALUATION FORM ... NURSING EVALUATION ... kindergarten with the skills they need for success. 4

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Wise County Public Schools

Evaluation Manual

Adopted by the Wise County School Board on February 13, 2012

Amended by the Wise County School Board on June 11, 2012

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Table of Contents FORWARD ..................................................................................................................................................... 3

PHILOSOPHY AND PURPOSE ......................................................................................................................... 4

TEACHER EVALUATIONS ................................................................................................................................ 6

VIRGINIA’S UNIFORM PERFORMANCE STANDARDS FOR TEACHERS ........................................................ 6

TEACHER EVALUATION PROCESS .............................................................................................................. 9

TEACHER EVALUATION GUIDELINES ....................................................................................................... 11

TEACHER OBSERVATION SCHEDULE ....................................................................................................... 12

TEACHER OBSERVATION REPORT ........................................................................................................... 13

TEACHER SELF-EVALUATION FORM ........................................................................................................ 14

GOAL SETTING FORM .............................................................................................................................. 16

FORMAL CLASSROOM OBSERVATION FORM .......................................................................................... 18

FORMAL CLASSROOM OBSERVATION FORM- SELF CONTAINED CLASSROOM ...................................... 21

TEACHER SUMMATIVE PERFORMANCE REPORT .................................................................................... 25

SELF CONTAINED TEACHER SUMMATIVE PERFORMANCE REPORT ....................................................... 28

TEACHER PERFORMANCE IMPROVEMENT PLAN FORM ......................................................................... 32

SCHOOL COUNSELOR EVALUATION ............................................................................................................ 34

WISE COUNTY’S UNIFORM PERFORMANCE STANDARDS FOR SCHOOL COUNSELORS .......................... 34

SCHOOL COUNSELOR SUMMATIVE PERFORMANCE REPORT................................................................. 37

PRINCIPAL/ASSISTANT PRINCIPAL EVALUATIONS....................................................................................... 41

VIRGINIA’S UNIFORM PERFORMANCE STANDARDS FOR PRINCIPALS .................................................... 41

PRINCIPAL/ASSISTANT PRINCIPAL EVALUATION GUIDELINES ................................................................ 47

PRINCIPAL/ASSISTANT PRINCIPAL SELF-EVALUATION FORM ................................................................. 48

PRINCIPAL/ASSISTANT PRINCIPAL GOAL SETTING FORM ....................................................................... 50

PRINCIPAL SUMMATIVE PERFORMANCE REPORT .................................................................................. 52

PRINCIPAL/ASSISTANT PRINCIPAL PERFORMANCE IMPROVEMENT PLAN ............................................. 57

SUPPORT STAFF EVALUATION .................................................................................................................... 59

SUPPORT EMPLOYEE PERFORMANCE AND EVALUATION FORM ........................................................... 59

NURSING EVALUATION ............................................................................................................................... 60

NURSING SERVICES PERFORMANCE AND COMPETENCY EVALUATION BY ADMINISTRATIVE

SUPERVISOR ............................................................................................................................................ 60

NURSING SERVICES PERFORMANCE AND COMPETENCY EVALUATION BY NURSING SUPERVISOR ....... 62

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FORWARD

This teacher evaluation system was developed in response to the updated Guidelines for Uniform

Performance Standards and Evaluation Criteria for Teachers which was approved by the Virginia Board

of Education on April 28, 2011. These guidelines require all school divisions in the state to comply by

July 1, 2012.

This principal evaluation system was developed in response to the updated Guidelines for Uniform

Performance Standards and Evaluation Criteria for Principals which was approved by the Virginia Board

of Education on February 23, 2012. These guidelines require all school divisions in the state to comply

by July 1, 2013, but our division chose to implement them in July 2012.

The major difference in the current state guidelines from the previous document deals with the role

student achievement must play in the evaluation system. Since 2000, state law has mandated that

evaluation systems adopted by local school boards include student achievement as a measure of teacher

effectiveness. The new guidelines now recommend that student achievement be a predominant factor in

teacher and principal evaluations.

In the fall of 2011, a teacher committee and a principal committee were assembled to provide input into

how Wise County Schools should implement the new state evaluation guidelines. Committee members

were as follows.

Davene Wyatt Eastside High School

Debbie Dickenson Powell Valley Primary School/Appalachia Elementary School/ WCEA

Fran Balthis JW Adams Combined School

Pat Coughlin Powell Valley Middle School

Brian Estep Appalachia Elementary School

Bob Priest Central High School

Tim Clay Coeburn Middle School

Ricky Bolling Wise Primary School

Paul Clendenon Powell Valley Middle School

Charles Collins Central High School

Connie Jessee Coeburn Primary School

Heather Sykes Coeburn Middle School

Bryan Crutchfield Union High School

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PHILOSOPHY AND PURPOSE

The ultimate purpose for evaluation of personnel is the improvement of student achievement. Provisions

must be made for evaluation not only of all professional staff members, including supervisors, principals,

teachers, and auxiliary personnel, but also nonprofessional employees. Personnel evaluation must be a

cooperative process with evaluator and evaluatee working collaboratively.

In order to insure the best educational opportunities, personnel evaluation must be placed in its proper

perspective with program evaluation. Although the two processes are inseparable, they are not

synonymous.

Personnel evaluation should take into account that individuals may use different techniques and methods

and still be equally effective. Evaluation must therefore be based on mutually agreed upon performance

targets. The stated goals must be Specific, Measureable, Attainable, Relevant, and Time bound (SMART

goals). To be successful, any evaluation should be a continuing process by using the evaluation as a

means to an end rather than an end in itself.

Public education in Wise County must seek to aid each pupil consistent with his/her abilities, interests,

and educational needs. These are the goals of public education in Virginia:

1. Expanded Opportunities to Learn: The Board of Education will continue to improve the standards

for public schools in Virginia in order to expand learning opportunities needed for Virginia’s public

schools. Our schools will lead the nation in rigor and quality and our students will compete and excel in

postsecondary education and/or in the global workplace.

2. Accountability for Student Learning: The Board of Education will support accountability for all

public schools by providing leadership and by establishing policies that help schools and school divisions

increase the academic success of all students, especially those who are at-risk or in underperforming

school systems. Using improved longitudinal data systems, the Board will monitor schools’ progress in

closing achievement gaps among groups of students.

3. Nurturing Young Learners: The Board of Education will work cooperatively with partners and will

promote new and innovative partnerships to help ensure that all young children are ready to enter

kindergarten with the skills they need for success.

4. Strong Literacy and Mathematics Skills: The Board of Education will establish policies that support

the attainment of literacy and mathematics skills for all students, pre-K through grade 12.

5. Highly Qualified and Effective Teachers and Administrators: The Board of Education will

establish policies and standards that improve the preparation, recruitment, and retention of Virginia’s

educational personnel, including their meaningful and ongoing professional development, especially in

teacher shortage areas and in hard-to-staff schools.

6. Sound Policies for Student Success: The Board of Education will provide leadership to develop and

implement the provisions of state and federal laws and regulations in ways that improve and expand

opportunities for all of Virginia’s schoolchildren to excel academically.

7. Safe and Secure Schools: The Board of Education will provide leadership to create safe and secure

school environments.

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The teachers, supervisors, administrators, and school board members of the Wise County School System

are committed to providing each student, consistent with his or her abilities and educational needs, an

education of the highest quality. The degree to which this goal can be realized depends in large measure

upon what happens in each building and each classroom of the county school system. One means to

achieve an education of the highest quality is the development of a cooperative and continuous education

system with the following goals:

1. Improving student achievement

2. Improving individual teacher performance

3. Providing positive feedback for excellent performance

4. Encouraging communication between teachers, administrators, and supervisors

5. Making decisions about personnel

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TEACHER EVALUATIONS

VIRGINIA’S UNIFORM PERFORMANCE STANDARDS FOR TEACHERS

Below is listed the Uniform Performance Standards for Teachers as well as the accompanying

performance indicators.

Performance Standard 1: Professional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental

needs of students by providing relevant learning experiences.

Examples of teacher work conducted in the performance of the standard may include, but are not limited

to the following:

1.1 Effectively addresses appropriate curriculum standards.

1.2 Integrates key content elements and facilitates students’ use of higher level thinking skills in

instruction.

1.3 Demonstrates ability to link present content with past and future learning experiences, other subject

areas, and real world experiences and applications.

1.4 Demonstrates an accurate knowledge of the subject matter.

1.5 Demonstrates skills relevant to the subject area(s) taught.

1.6 Bases instruction on goals that reflect high expectations and an understanding of the subject.

1.7 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the

age group.

1.8 Communicates clearly and checks for understanding.

Performance Standard 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.


to the following:

2.1 Uses student learning data to guide planning.

2.2 Plans time realistically for pacing, content mastery, and transitions.

2.3 Plans for differentiated instruction.

2.4 Aligns lesson objectives to the school’s curriculum and student learning needs.

2.5 Develops appropriate long- and short-range plans and adapts plans when needed.

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.


to the following:

3.1 Engages and maintains students in active learning.

3.2 Builds upon students’ existing knowledge and skills.

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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.

Performance Standard 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.


to the following:

4.1 Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to

document learning.

4.2 Involves students in setting learning goals and monitoring their own progress.

4.3 Uses a variety of assessment strategies and instruments that are valid and appropriate for the content

and for the student population.

4.4 Aligns student assessment with established curriculum standards and benchmarks.

4.5 Uses assessment tools for both formative and summative purposes and uses grading practices that

report final mastery in relationship to content goals and objectives.

4.6 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust

students’ learning.

4.7 Gives constructive and frequent feedback to students on their learning.

Performance Standard 5: Learning Environment

The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-

centered environment that is conducive to learning.


to the following:

5.1 Arranges the classroom to maximize learning while providing a safe environment.

5.2 Establishes clear expectations, with student input, for classroom rules and procedures early in the

school year, and enforces them consistently and fairly.

5.3 Maximizes instructional time and minimizes disruptions.

5.4 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.

5.5 Promotes cultural sensitivity.

5.6 Respects students’ diversity, including language, culture, race, gender, and special needs.

5.7 Actively listens and pays attention to students’ needs and responses.

5.8 Maximizes instructional learning time by working with students individually as well as in small

groups or whole groups.

Performance Standard 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.

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to the following:

6.1 Collaborates and communicates effectively within the school community to promote students’ well-

being and success.

6.2 Adheres to federal and state laws, school and division policies, and ethical guidelines.

6.3 Incorporates learning from professional growth opportunities into instructional practice.

6.4 Sets goals for improvement of knowledge and skills.

6.5 Engages in activities outside the classroom intended for school and student enhancement.

6.6 Works in a collegial and collaborative manner with administrators, other school personnel, and the

community.

6.7 Builds positive and professional relationships with parents/guardians through frequent and effective

communication concerning students’ progress.

6.8 Serves as a contributing member of the school’s professional learning community through

collaboration with teaching colleagues.

6.9 Demonstrates consistent mastery of standard oral and written English in all communication.

Performance Standard 7: Student Academic Progress

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


to the following:

7.1 Sets acceptable, measurable, and appropriate achievement goals for student learning progress based

on baseline data.

7.2 Documents the progress of each student throughout the year.

7.3 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.

7.4 Uses available performance outcome data to continually document and communicate student

academic progress and develop interim learning targets.

Note: Performance Standard 7: If a teacher effectively fulfills all previous standards, it is likely that the

results of teaching -- as documented in Standard 7: Student Academic Progress -- would be positive. The

Virginia teacher evaluation system includes the documentation of student growth as indicated within

Standard 7 and recommends that the evidence of progress be reviewed and considered throughout the

year.

2011 Virginia Standards for the Professional Practice of Teachers

For additional information concerning standards for the professional practice of teachers, please visit the

Virginia Department of Education document linked below.

http://www.doe.virginia.gov/teaching/regulations/uniform_performance_stds_2011.pdf

http://www.doe.virginia.gov/teaching/regulations/uniform_performance_stds_2011.pdf

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TEACHER EVALUATION PROCESS It is generally assumed that in most instances the teacher will be performing well the tasks that are listed

as performance indicators on the Teacher Evaluation Form. However, no one is perfect, and there are

usually some areas of performance that can be improved.

All teachers will be subject to some type of evaluation on an annual basis. For continuing contract

teachers who are performing at a high level, this may be only a summary judgment completed prior to

March 15. Neither conditions nor time warrant equal attention to every teacher. All teachers on

continuing contract should be scheduled for a full evaluation at least once every three years. Notification

will occur at the beginning of the year. This does not mean that evaluations may not be conducted at

shorter or more frequent intervals at the discretion of the evaluator or the teacher. Teachers not on

continuing contract shall be evaluated each year.

The general procedure for the evaluation shall be as follows;

1. Teachers should complete and submit a Teacher Self-Evaluation form prior to meeting with the

administrator. (page 14)

2. An initial meeting will be held between the teacher and the administrator by September 30. At

this meeting, improvement objectives and student growth and achievement goals will be agreed

upon. The administrator and teacher will also agree upon the data and/or artifacts to be collected

that will demonstrate student growth and achievement. (Page 16)

3. A minimum of one classroom observation will be conducted by the administrator. Each

observation will be documented in the attached form. (Page 18)

4. The administrator will meet with the teacher after each classroom observation to share any

opportunities for growth or areas of excellence. During these meetings, the teacher should

present any data or artifacts which exhibit progress toward the student achievement goals for the

year.

5. The administrator will meet with and provide the teacher the summative evaluation document

after all classroom observations have been completed and all student growth and achievement

data/artifacts have been presented. The summative evaluation will include documentation of

teacher performance on each of the seven teacher performance standards. An overall rating of

Proficient, Needs Improvement, or Unacceptable shall be applied to the evaluation. (Page 21)

6. Teachers who earn a rating of Needs Improvement on one standard will be required to

participate in the formal evaluation process the following school year. Areas of concern noted in

the evaluation will be used to develop new goals and objectives for the following year.

7. Teachers who earn a rating of Unacceptable on any standard, or Needs Improvement on two

or more standards will be placed on a plan of improvement. (Page 24)

The conference between the teacher and the evaluator is one of the most significant aspects of the

entire process. A key premise is that through mutual understanding and sharing of ideas better

results will be obtained. Areas for improvement, if any, will be identified and agreed upon at the

conference. Improvement objectives and goals for student growth and achievement will be

formulated. There is not a requirement as to the exact number of objectives to be selected. Multiple

measures of student growth and achievement must be used in this process.

The objectives selected should address the teacher’s greatest needs to improve student achievement. For

each objective, a plan should be formulated on the form provided. After the Performance Evaluation plans

have been agreed upon and implemented, there should be frequent communication between the evaluator

and the teacher as to the progress being made. Each should be kept fully informed so that there will be no

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surprises when the final evaluation conference is held. At the final evaluation conference the evaluator

and the teacher will consider all information on the Teacher Evaluation Form, as well as progress on the

Performance Evaluation.

Goals for Student Growth and Achievement

Virginia state code requires that teacher evaluations must include multiple measures of student growth

and achievement as one of the indicators of teacher effectiveness. That being said, not all students can be

expected to perform at the same level of mastery. At the beginning of the evaluation process, the

administrator and teachers will collaboratively develop SMART (Specific, Measurable, Attainable,

Relevant, and Time bound) goals for student growth and achievement. These goals should address

benchmarks to be met by the end of the school year that reflect long term school and division goals

whenever possible.

Ideally, these goals should include both student growth and attainment of proficiency in the given content

area. Multiple measures of student growth and achievement should be used in this process. Examples

include but are not limited to SOL pass rates, SOL rates of advanced scores, Student Growth Percentiles,

pretest/posttest, portfolios of student work, physical fitness test results, STAR Reading/Early Literacy

growth, PALs Results, Speed Dial results, Interactive Achievement results, and etc.

Plan of Improvement

All teachers who earn a rating of Unacceptable on any standard or Needs Improvement on any two or

more standards will be placed on a plan of improvement. The plan of improvement will be developed

collaboratively between the administrator and the teacher. Appropriate central office personnel will also

be included in this process. The plan of improvement will include improvement goals, strategies for

improvement, and target dates for completion of strategies.

Upon implementation of the Plan of Improvement, the administrator will monitor the teacher’s progress

towards the stated goals. Regular classroom observations will be scheduled by both school and district

level administrators. Following each round of observations, conferences with the teacher will be held in

order to share feedback with the teacher. Also, the teacher will produce data/artifacts which will

document their achievement toward meeting their improvement goals. At the end of the plan of

improvement, a summative evaluation will be completed by the administrator that will document that the

teacher has or has not met the goals in the plan of improvement.

Teachers will be given a minimum of one school year to exhibit improvement barring any egregious or

illegal acts.

Resolution of Differences

It is expected that teachers and administrators will work together collaboratively during the evaluation

process. However, differences of opinion regarding the evaluation process may arise. If that were to

happen, the teacher or the administrator should submit a letter detailing the difference of opinion to the

Director of Personnel. Both the administrator and the teacher must sign this letter so that all parties are

aware that a difference of opinion exists, and both have the opportunity to resolve the difference first.

This may be done at any point in the evaluation process when an impasse is encountered. The appropriate

central office director(s) will meet with the administrator and the teacher to resolve the issue.

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TEACHER EVALUATION GUIDELINES

1. Each principal and assistant principal must become thoroughly familiar with the Wise County

teacher evaluation system.

2. A copy of the Teacher Evaluation Form shall be provided for each teacher scheduled for

evaluation.

3. Annual evaluation of teachers on probationary contracts is required.

4. All teachers on continuing contract shall be evaluated no less than once every three years.

5. The initial meeting between the administrator and the teacher to be evaluated will be held by

September 30. At that meeting, professional growth goals as well as student growth and

achievement goals will be agreed upon by both parties. Professional growth and student

achievement goals should reflect division and school improvement goals.

6. September - Observation schedule shall be completed. A copy of this schedule shall be submitted

to the Central Office (Elementary/Middle and Secondary Supervisor) by September 30th of each

school year.

7. October - All teachers who are serving their first year in Wise County Schools shall have been

observed with a follow-up conference by October 31st of each school year.

8. November - All non-continuing contract teachers shall have been observed with a follow-up

conference by November 30th of each school year.

9. End of Semester Reports - All teachers scheduled for an evaluation shall have been observed a

minimum of one time. At the end of each semester, each principal shall submit a Teacher

Observation Form to the Central Office (Elementary/Middle and Secondary Supervisor).

10. When the evaluator determines that a problem area(s) exists, appropriate members of the Central

Office staff shall be involved in the improvement plan.

11. A copy of each Teacher Evaluation Form and Performance Plan shall be placed in the teacher’s

personnel file at the local school. When a teacher retires, transfers, or leaves the system, a copy of

all Evaluation Forms and Performance Plans should be sent to the Central Office.

12. Enclosed in this document are copies of the School Administrator Evaluation Form and the

Support/Classified Personnel Evaluation Form. These forms are to be completed annually, prior

to March 15.

13. This document will be posted on the Wise County Schools website.

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TEACHER OBSERVATION SCHEDULE

SCHOOL YEAR ____________

School: ____________________________ Administrator:

_____________________________ The following teachers are scheduled for a full evaluation for this school year:

NAME: CONTRACT STATUS: First Year in Wise County Teacher (NT)

Probationary Contract (PC)

Continuing Contract (CC)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

(PLEASE SUBMIT THIS FORM TO THE CENTRAL OFFICE BY SEPTEMBER 30)

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TEACHER OBSERVATION REPORT

SCHOOL YEAR ____________

School: ____________________________ Administrator:

_____________________________

The following teachers have been evaluated during the __________________________semester:

NAME: CONTRACT STATUS: First Year in Wise County

Teacher (NT)

Probationary Contract (PC)

Continuing Contract (CC)

DATE

OBSERVED: (Please initial each

observation)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

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Teacher Self-Evaluation Form Page 1 of 2

TEACHER SELF-EVALUATION FORM

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.

Teacher’s Name ___________________________ Date ___________________________

1. Professional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, and the

developmental needs of students by providing relevant learning experiences.

Areas of strength:

Areas needing work/strategies for improving performance:

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.

Areas of strength:


3. Instructional Delivery

The teacher effectively engages students in learning by using a variety of instructional strategies

in order to meet individual learning needs.

Areas of strength:


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Teacher Self-Evaluation Form Page 2 of 2

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.

Areas of strength:


5. Learning Environment

The teacher uses resources, routines, and procedures to provide a respectful, positive, safe,

student-centered environment that is conducive to learning.

Areas of strength:


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.

Areas of strength:


7. Student Academic Progress

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

progress.

Areas of strength:


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Goal Setting for Student Academic Progress Form

GOAL SETTING 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_______________________________________________________________

Subject/Grade _____________________________________ School Year ____ - ____

Evaluator’s Name______________________________________________________________

Student Growth and Achievement Goals Evidence (data/artifacts) Target Date

Professional Growth and Achievement

Goals

Evidence (data/artifacts) Target Date

Teacher’s Name _______________________________________________________________

Teacher’s Signature _______________________________________ Date _______________

Evaluator’s Name ______________________________________________________________

Evaluator’s Signature ______________________________________ Date _______________

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Mid-Year Review (Describe goal progress and other relevant data.)

Student Growth and Achievement Goals Mid-year review

conducted

on____________

Initials: _____(teacher)

_____(evaluator) � Data attached

Professional Growth and Achievement Goals

Teacher’s Name _______________________________________________________________


Evaluator’s Name ______________________________________________________________


End-of-Year Review

Appropriate Data Received ___________________________

Strategies used and data provided demonstrate appropriate Student Growth � Yes � No

Strategies used and data provided demonstrate appropriate Professional Growth � Yes � No

Teacher’s Name _______________________________________________________________


Evaluator’s Name ______________________________________________________________


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Formal Classroom Observation Form Page 1 of 3

FORMAL CLASSROOM OBSERVATION FORM

Directions: This form is to be used for probationary teachers and teachers with continuing

contract status. Observers should use the form to provide feedback to teachers about the

observation.

__________________________ _______________ _______________

Teacher’s Name Date Observed Time

__________________________

Observer’s Name The teacher is: � First Year in Wise County

� Probationary

� Continuing Contract

1. Professional Knowledge The teacher demonstrates an understanding of the curriculum,

subject content, and the developmental needs of students by

providing relevant learning experiences.

1. Effectively addresses appropriate curriculum standards.

2. Integrates key content elements and facilitates students’

use of higher level thinking skills in instruction.

3. Demonstrates ability to link present content with past and

future learning experiences, other subject areas, and real

world experiences and applications.

4. Demonstrates an accurate knowledge of the subject area(s)

taught.

5. Demonstrates skills relevant to the subject area(s) taught.

6. Bases instruction on goals that reflect high expectations

and an understanding of the subject.

7. Demonstrates an understanding of the intellectual, social,

emotional, and physical development of the age group.

8. Communicates clearly and checks for understanding.

Specific Examples:

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.

1. Uses student learning data to guide planning.

2. Plans time realistically for pacing, content mastery, and

transitions.

3. Plans for differentiated instruction.

4. Aligns lesson objectives to the school’s curriculum and

student learning needs.

5. Develops appropriate long- and short-range plans and

adapts plans when needed.

Specific Examples:

19


3. Instructional Delivery The teacher effectively engages students in learning by using a

variety of instructional strategies in order to meet individual

learning needs.

1. Engages and maintains students in active learning.

2. Builds upon students’ existing knowledge and skills.

3. Differentiates instruction to meet the students’ needs.

4. Reinforces learning goals consistently throughout lessons.

5. Uses a variety of effective instructional strategies and

resources.

6. Uses instructional technology to enhance student learning.


Specific Examples:

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.

1. Uses pre-assessment data to develop expectations for

students, to differentiate instruction, and to document

learning.

2. Involves students in setting learning goals and monitoring

their own progress.

3. Uses a variety of assessment strategies and instruments

that are valid and appropriate for the content and for the

student population.

4. Aligns student assessment with established curriculum

standards and benchmarks.

5. Uses assessment tools for both formative and summative

purposes and uses grading practices that report final

mastery in relationship to content goals and objectives.

6. Uses assessment tools for both formative and summative

purposes to inform, guide, and adjust students’ learning.

7. Gives constructive and frequent feedback to students on

their learning.

Specific Examples:

5. Learning Environment The teacher uses resources, routines, and procedures to

provide a respectful, positive, safe, student-centered

environment that is conducive to learning.

1. Arranges the classroom to maximize learning while

providing a safe environment.

2. Establishes clear expectations, with student input, for

classroom rules and procedures early in the school year,

and enforces them consistently and fairly.

3. Maximizes instructional time and minimizes disruptions.

4. Establishes a climate of trust and teamwork by being fair,

caring, respectful, and enthusiastic.

5. Promotes cultural sensitivity.

6. Respects students’ diversity, including language, culture,

race, gender, and special needs.

7. Actively listens and pays attention to students’ needs and

responses.

8. Maximizes instructional learning time by working with

students individually as well as in small groups or whole

groups.

Specific Examples:

20


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.

1. Collaborates and communicates effectively within the

school community to promote students’ wellbeing and

success.

2. Adheres to federal and state laws, school policies, and

ethical guidelines.

3. Incorporates learning from professional growth

opportunities into instructional practice.

4. Sets goals for improvement of knowledge and skills.

5. Engages in activities outside the classroom intended for

school and student enhancement.

6. Works in a collegial and collaborative manner with

administrators, other school personnel, and the community.

7. Builds positive and professional relationships with

parents/guardians through frequent and effective


8. Serves as a contributing member of the school’s

professional learning community through collaboration

with teaching colleagues.

9. Demonstrates consistent mastery of standard oral and

written English in all communication.

Specific Examples:

7. Student Academic Progress The work of the teacher results in acceptable, measurable, and

appropriate student academic progress.

1. Sets acceptable, measurable, and appropriate achievement

goals for student learning progress based on baseline data.

2. Documents the progress of each student throughout the

year.

3. Provides evidence that achievement goals have been met,

including the state-provided growth measure when

available as well as other measures of academic progress.

4. Uses available performance outcome data to continually

document and communicate student progress and develop

interim learning targets.

Specific Examples:

Teacher’s Name _______________________________________________________________


Observer’s Name ______________________________________________________________

Observer’s Signature ______________________________________ Date _______________

21

Formal Classroom Observation Form- Self Contained Classroom Page 1 of 4

FORMAL CLASSROOM OBSERVATION FORM- SELF CONTAINED CLASSROOM Directions: This form is to be used for probationary teachers and teachers with continuing

contract status. Observers should use the form to provide feedback to teachers about the

observation.

__________________________ _______________ _______________

Teacher’s Name Date Observed Time

__________________________

Observer’s Name The teacher is: � First Year in Wise County

� Probationary

� Continuing Contract

1. Professional Knowledge The teacher demonstrates an understanding of the curriculum,

subject content, and the developmental needs of students by

providing relevant learning experiences.

Addresses appropriate curriculum standards (SOL’s, ASOL’s)

Facilitates student’s use of higher thinking skills

Demonstrates accurate knowledge of the subject content

Instruction based on high expectations of achievement

Demonstrates an understanding of the knowledge of development

Communicates clearly about student’s programs

Specific Examples:

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.

Lesson plans incorporate students IEP goals and ASOL’s

Uses student data to guide planning

Schedules of all classroom staff assignments and activities are visible and followed

Environment and activities are arranged to provide opportunities for communication and social interaction

Opportunities planned for students to interact with typically developing peers and support is provided

Accommodations/modifications to activities are planned for student to complete work and to take care of personal tasks independently

Opportunities for making choices are built into activities

Specific Examples:

22


3. Instructional Delivery The teacher effectively engages students in learning by using a

variety of instructional strategies in order to meet individual

learning needs.

Instruction targets IEP goals (academic, communication, social and behavior) and ASOL’s

A variety of instructional formats are used (1:1, small group, large group & independent work)

Each student spends classroom time engaged in meaningful activities

Structured work systems are used to promote independent practice of previously learned skills

Adult has student attention prior to delivering instruction. Instructions provided are clear.

Pace of instruction promotes high rates of correct responding, with appropriate reinforcement and error correction delivered.

Students are provided with opportunities to answer questions and feedback is provided

Staff respond to and shape up communication attempts

Prompts are delivered based on a consistent hierarchy

Acknowledgement of student’s efforts are positive, individualized and provided both formally and informally

Reinforcers are natural/positive and provided contingent on desired performance

Students remain actively engaged in learning opportunities

Staff are aware of learner’s engagement, redirection is used and staff stay with learner until reengaged

Visual supports are used in instruction and across settings

Sensory accommodations are used when needed and individualized

Integration and social opportunities with peers are present across school environments. General education students interact positively.

Specific Examples:

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.

Program notebooks are available, accessible and utilized by all staff

Data is collected on IEP goals and ASOL’s during activities by both teachers and paraprofessionals

Individual student data is graphed daily and is available for ongoing decision making in students’ program notebooks

Program notebooks provide evidence of skill tracking and goal attainment

Specific Examples:


23

5. Learning Environment The teacher uses resources, routines, and procedures to provide

a respectful, positive, safe, student-centered environment that is

conducive to learning.

Individual student schedules are used by students

Classroom set-up allows for monitoring of students

Classroom set-up has clear structure and boundaries

Classroom areas and personal spaces are labeled (name/pictures)

Classroom materials are organized, labeled and stored properly Communication supports (AAC devices, visual supports, sign) are available, accessible and utilized across settings

Paraprofessionals are actively engaged in providing instruction and addressing behavior

Staff interactions do not hinder student independence

Staff consistently prepare students for transitions/disruptions

Staff are friendly and respectful to students

Staff interact with students in age appropriate ways (no baby talk, students playing with staff hair, etc)

Staff talk to students about their ideas

Staff use proactive strategies to prevent occurrence of interfering behaviors

Staff teach and encourage replacement behaviors

Staff consistently respond to and use positive approaches to address behavior

“Hands-on” contact with student preserves their dignity

Specific Examples:

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.

Staff model good social skills

When students are present, inter-staff communication is limited to classroom instruction.

Inter-staff communication is respectful and limited in content to classroom issues. Confidentiality of students is preserved.

Adheres to laws, policies and ethics

Incorporates professional development learning

Sets goals for improvement

Builds positive relationships with parents

Contributes to professional learning community Demonstrates mastery of standard oral and written English

Specific Examples:

7. Student Academic Progress The work of the teacher results in acceptable, measurable, and

appropriate student academic progress.

1. Sets acceptable, measurable, and appropriate achievement

goals for student learning progress based on baseline data.

2. Documents the progress of each student throughout the year.

3. Provides evidence that achievement goals have been met,

including the state-provided growth measure when available

as well as other measures of academic progress.

Uses available performance outcome data to continually

document and communicate student progress and develop

interim learning targets.

Specific Examples:


24

Teacher’s Name _______________________________________________________________


Observer’s Name ______________________________________________________________

Observer’s Signature ______________________________________ Date _______________

25

Teacher Summative Performance Report Page 1 of 3

TEACHER SUMMATIVE PERFORMANCE REPORT

Directions: Evaluators use this form after the completion of all observations and the submission

of all data/artifacts relating to student growth and achievement to provide the teacher with an

assessment of performance. The teacher should be given a copy of the form at the end of each

evaluation cycle.

Teacher ________________________________________ School Year(s) _________________

Grade/Subject _______________________ School __________________________________

The teacher is: � First Year in Wise County � Probationary � Continuing Contract

1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the


1. Effectively addresses appropriate curriculum standards.

2. Integrates key content elements and facilitates students’ use of higher level thinking

skills in instruction.

3. Demonstrates ability to link present content with past and future learning experiences,

other subject areas, and real world experiences and applications.

4. Demonstrates an accurate knowledge of the subject area(s) taught.

5. Demonstrates skills relevant to the subject area(s) taught.

6. Bases instruction on goals that reflect high expectations and an understanding of the

subject.

7. Demonstrates an understanding of the intellectual, social, emotional, and physical

development of the age group.


Comments:

Rating � Proficient

� Needs Improvement

� Unacceptable

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.

1. Uses student learning data to guide planning.

2. Plans time realistically for pacing, content mastery, and transitions.

3. Plans for differentiated instruction.

4. Aligns lesson objectives to the school’s curriculum and student learning needs.

5. Develops appropriate long- and short-range plans and adapts plans when needed

Comments:



� Unacceptable

3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional

strategies in order to meet individual learning needs.

1. Engages and maintains students in active learning.

2. Builds upon students’ existing knowledge and skills.

3. Differentiates instruction to meet the students’ needs.

4. Reinforces learning goals consistently throughout lessons.

5. Uses a variety of effective instructional strategies and resources.

6. Uses instructional technology to enhance student learning.


Comments:



� Unacceptable

26


4. Assessment of/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.

1. Uses pre-assessment data to develop expectations for students, to differentiate

instruction, and to document learning.

2. Involves students in setting learning goals and monitoring their own progress.

3. Uses a variety of assessment strategies and instruments that are valid and appropriate

for the content and for the student population.

4. Aligns student assessment with established curriculum standards and benchmarks.

5. Uses assessment tools for both formative and summative purposes and uses grading

practices that report final mastery in relationship to content goals and objectives.

6. Uses assessment tools for both formative and summative purposes to inform, guide,

and adjust students’ learning.

7. Gives constructive and frequent feedback to students on their learning

Comments:



� Unacceptable

5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive,

safe, student centered environment that is conducive to learning.

1. Arranges the classroom to maximize learning while providing a safe environment.

2. Establishes clear expectations, with student input, for classroom rules and procedures

early in the school year, and enforces them consistently and fairly.

3. Maximizes instructional time and minimizes disruptions.

4. Establishes a climate of trust and teamwork by being fair, caring, respectful, and

enthusiastic.

5. Promotes cultural sensitivity.

6. Respects students’ diversity, including language, culture, race, gender, and special

needs.

7. Actively listens and pays attention to students’ needs and responses.

8. Maximizes instructional learning time by working with students individually as well

as in small groups or whole groups.

Comments:



� Unacceptable

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.

1. Collaborates and communicates effectively within the school community to promote

students’ well-being and success.

2. Adheres to federal and state laws, school policies, and ethical guidelines.

3. Incorporates learning from professional growth opportunities into instructional

practice.

4. Sets goals for improvement of knowledge and skills.

5. Engages in activities outside the classroom intended for school and student

enhancement.

6. Works in a collegial and collaborative manner with administrators, other school

personnel, and the community.

7. Builds positive and professional relationships with parents/guardians through frequent

and effective communication concerning students’ progress.

8. Serves as a contributing member of the school’s professional learning community

through collaboration with teaching colleagues.

9. Demonstrates consistent mastery of standard oral and written English in all

communication.

Comments:



� Unacceptable

27


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

academic progress.

1. Sets acceptable, measurable, and appropriate achievement goals for student learning

progress based on baseline data.


3. 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.

4. Uses available performance outcome data to continually document and communicate

student academic progress and develop learning targets.

Comments:



� Unacceptable

Overall Evaluation Summary:

Include comments here

� Proficient


� Unacceptable/Recommended for placement on a Performance Improvement Plan. (One or

more standards are Unacceptable, or two or more standards are Developing/Needs

Improvement.)

Commendations:

Areas Noted for Improvement:

Teacher Improvement Goals:

__________________________________ __________________________________

Evaluator’s Name Teacher’s Name

__________________________________ ____________________________________

Evaluator’s Signature Teacher’s Signature (Teacher’s signature denotes receipt

of the summative evaluation, not necessarily agreement with

the contents of the form.)

__________________________________ ____________________________________

Date Date

__________________________________

Principal’s Name

__________________________________ ____________________________________

Principal’s Signature of Review Date

28

Self Contained Teacher Summative Performance Report Page 1 of 4

SELF CONTAINED TEACHER SUMMATIVE PERFORMANCE REPORT

Directions: Evaluators use this form after the completion of all observations and the submission

of all data/artifacts relating to student growth and achievement to provide the teacher with an

assessment of performance. The teacher should be given a copy of the form at the end of each

evaluation cycle.

Teacher ________________________________________ School Year(s) _________________

Grade/Subject _______________________ School __________________________________

The teacher is: � First Year in Wise County � Probationary � Continuing Contract

1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the


Addresses appropriate curriculum standards (SOL’s, ASOL’s)

Facilitates student’s use of higher thinking skills

Demonstrates accurate knowledge of the subject content

Instruction based on high expectations of achievement

Demonstrates an understanding of the knowledge of development

Communicates clearly about student’s programs

Comments:



� Unacceptable

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.

Lesson plans incorporate students IEP goals and ASOL’s

Uses student data to guide planning

Schedules of all classroom staff assignments and activities are visible and followed

Environment and activities are arranged to provide opportunities for communication and social interaction

Opportunities planned for students to interact with typically developing peers and support is provided

Accommodations/modifications to activities are planned for student to complete work and to take care of personal tasks independently

Opportunities for making choices are built into activities

Comments:



� Unacceptable

29


3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional

strategies in order to meet individual learning needs.

Instruction targets IEP goals (academic, communication, social and behavior) and ASOL’s

A variety of instructional formats are used (1:1, small group, large group & independent work)

Each student spends classroom time engaged in meaningful activities

Structured work systems are used to promote independent practice of previously learned skills

Adult has student attention prior to delivering instruction. Instructions provided are clear.

Pace of instruction promotes high rates of correct responding, with appropriate reinforcement and error correction delivered.

Students are provided with opportunities to answer questions and feedback is provided

Staff respond to and shape up communication attempts

Prompts are delivered based on a consistent hierarchy

Acknowledgement of student’s efforts are positive, individualized and provided both formally and informally

Reinforcers are natural/positive and provided contingent on desired performance

Students remain actively engaged in learning opportunities

Staff are aware of learner’s engagement, redirection is used and staff stay with learner until reengaged

Visual supports are used in instruction and across settings

Sensory accommodations are used when needed and individualized

Integration and social opportunities with peers are present across school environments.

General education students interact positively.

Comments:



� Unacceptable

4. Assessment of/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.

Program notebooks are available, accessible and utilized by all staff

Data is collected on IEP goals and ASOL’s during activities by both teachers and paraprofessionals

Individual student data is graphed daily and is available for ongoing decision making in students’ program notebooks

Program notebooks provide evidence of skill tracking and goal attainment

Comments:



� Unacceptable

30


5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive,

safe, student centered environment that is conducive to learning.

Individual student schedules are used by students

Classroom set-up allows for monitoring of students

Classroom set-up has clear structure and boundaries

Classroom areas and personal spaces are labeled (name/pictures)

Classroom materials are organized, labeled and stored properly Communication supports (AAC devices, visual supports, sign) are available, accessible and utilized across settings

Paraprofessionals are actively engaged in providing instruction and addressing behavior

Staff interactions do not hinder student independence

Staff consistently prepare students for transitions/disruptions

Staff are friendly and respectful to students

Staff interact with students in age appropriate ways (no baby talk, students playing with staff hair, etc)

Staff talk to students about their ideas

Staff use proactive strategies to prevent occurrence of interfering behaviors

Staff teach and encourage replacement behaviors

Staff consistently respond to and use positive approaches to address behavior

“Hands-on” contact with student preserves their dignity

Comments:



� Unacceptable

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.

Staff model good social skills

When students are present, inter-staff communication is limited to classroom instruction.

Inter-staff communication is respectful and limited in content to classroom issues. Confidentiality of students is preserved.

Adheres to laws, policies and ethics

Incorporates professional development learning

Sets goals for improvement

Builds positive relationships with parents

Contributes to professional learning community

Demonstrates mastery of standard oral and written English

Comments:



� Unacceptable

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

academic progress.

1. Sets acceptable, measurable, and appropriate achievement goals for student

learning progress based on baseline data.


3. 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.

4. Uses available performance outcome data to continually document and communicate

student academic progress and develop learning targets.

Comments:



� Unacceptable

31




� Proficient




Improvement.)

Commendations:



__________________________________ __________________________________

Evaluator’s Name Teacher’s Name

__________________________________ ____________________________________

Evaluator’s Signature Teacher’s Signature (Teacher’s signature denotes receipt

of the summative evaluation, not necessarily agreement with

the contents of the form.)

__________________________________ ____________________________________

Date Date

__________________________________

Principal’s Name

__________________________________ ____________________________________


32

Performance Improvement Plan Form Page 1 of 2

TEACHER PERFORMANCE IMPROVEMENT PLAN FORM

(Required for a Teacher who earns a rating of Unacceptable on a teacher evaluation)

Teacher ________________________________ School _______________________________

Grade/Subject ___________________________ School Year __________________________

Evaluator _______________________________

Performance

Standard

Number

Performance Deficiencies

Within the Standard to be

Corrected

Resources/Assistance Provided;

Activities to be Completed by

the Employee

Target Dates

The teacher’s signature denotes receipt of the form, and acknowledgment that the evaluator has notified

the employee of unacceptable performance.

Teacher’s Name ________________________________________________________________________

Teacher’s Signature _______________________________________ Date Initiated__________________

Evaluator’s Name _______________________________________________________________________

Evaluator’s Signature ______________________________________ Date Initiated__________________

Principal’s Name _______________________________________________________________________

Principals’ Signature of Review ______________________________ Date Initiated__________________

33

Results of Improvement Plan Form Page 2 of 2

Results of Performance Improvement Plan

Performance

Standard

Number



Corrected

Comments Review

Dates

Final recommendation based on outcome of Improvement Plan:

� The performance deficiencies have been satisfactorily corrected: The teacher is no longer on a

Performance Improvement Plan.

� The deficiencies were not corrected: teacher is recommended for non-renewal/dismissal.

Teacher’s Name _______________________________________________________________

Teacher’s Signature _____________________________________ Date Reviewed__________ Signature denotes the review occurred, not necessarily agreement with the final recommendation.

Evaluator’s Name _____________________________________________________________

Evaluator’s Signature ____________________________________ Date Reviewed_________

Principal’s Name _____________________________________________________________

Principals’ Signature of Review ____________________________ Date Reviewed_________ These sections are to be completed collaboratively by the evaluator and the teacher. Pages may be added, if needed.

34

SCHOOL COUNSELOR EVALUATION

WISE COUNTY’S UNIFORM PERFORMANCE STANDARDS FOR SCHOOL

COUNSELORS


The school counselor demonstrates an understanding of the curriculum, division expectations, and the

developmental needs of students by providing relevant guidance services.

Examples of school counselor work conducted in the performance of the standard may include, but are

not limited to the following:

1.1 Keeps abreast of division and state initiatives regarding counseling, academic and career planning,

scholarship opportunities, and other topics relevant to school counselors.

1.2 Maintains a list of outside agencies that can help provide services to students.

1.3 Demonstrates an accurate knowledge of state and division assessment procedures, protocols, and

security requirements.

1.4 Demonstrates an accurate knowledge of division curriculum offerings and course sequences.

1.5 Demonstrates an accurate knowledge of state and division student records requirements.

Performance Standard 2: Academic and Career Counseling

The school counselor works to ensure that all students have an understanding of their career options and

educational requirements to meet their academic and career goals.



2.1 Plans for and implements career instruction with students.

2.2 Conducts interest inventories and academic reviews with students to help student decision making

toward future career goals.

2.3 Organizes, conducts and/or coordinates annual “Career Day”.

2.4 Effectively provides information to students and parents concerning educational opportunities which

will help students to meet their academic career and goals.

2.5 Ensures students understand how to effectively complete job applications, resumes, college

applications and scholarship applications.

2.6 Ensure students have appropriate interview skills.

2.7 Maintains a list of possible local and national scholarship opportunities and effectively notifies

prospective college students and their parents of these opportunities.

2.8 Effectively disseminate information parents and students about educational opportunities outside of

the school such as Summer Governor’s School.

2.9 Participate on the child study team and help develop, monitor, and communicate intervention

strategies.

Performance Standard 3: Social/Emotional Counseling The school counselor ensures that the social and emotional needs of students are met by providing

counseling services both in a proactive manner to address potential issues and in response to individual

student needs.

35



3.1 Establish procedures for and ensure stakeholders understand the procedures for referring students to

counseling services.

3.2 Utilizes individual and group counseling activities.

3.3 Maintains documentation of counseling sessions.

3.4 Works with students individually and in groups to address social and emotional needs.

3.5 Implements effective anti-bullying interventions.

3.6 Gathers, interprets, and uses data regarding students as part of the counseling process.

3.7 Ensures students have appropriate decision making and social skills.

3.8 Assist staff members with children who have behavior or developmental concerns.

3.9 Ensure students have appropriate study skills, organization skills, and time management skills.

3.10 Ensure students can identify the emotional and physical dangers of substance use and abuse.

3.11 Reports alleged instances of abuse/neglect to the appropriate authorities.

3.12 Refers student and parents to appropriate outside agencies for intense counseling when necessary.

Performance Standard 4: Scheduling

The school counselor works with the principal to ensure that student academic needs are met through the

scheduling of courses.



4.1 Develops and coordinates scheduling for the school year with input from other staff members.

4.2 Works with students to ensure appropriate course choices are made to further student academic and

career goals.

4.3 Assists the principal to ensure all teachers are fully certified and endorsed in the courses assigned in

the school master schedule.

4.4 Works with school staff to appropriately place students in order to meet their academic and career

goals.

Performance Standard 5: Student Records

The school counselor works to ensure that student records are maintained in an orderly fashion.



5.1 Ensures that student records are maintained in accordance with state and division requirements.

5.2 Maintains confidentiality of student records.

5.3 Registers new students.

5.4 Ensures the accuracy of student data in permanent records as well as in the student information

system.


The school counselor maintains a commitment to professional ethics, communicates effectively, and takes

responsibility for and participates in professional growth that results in enhanced student learning.



36

6.1 Collaborates and communicates effectively within the school community to promote students’ well-

being and success.


6.3 Incorporates learning from professional growth opportunities into instructional practice.


6.5 Engages in activities outside the classroom intended for school and student enhancement.

6.6 Works in a collegial and collaborative manner with administrators, other school personnel, and the

community.

6.7 Builds positive and professional relationships with parents/guardians through frequent and effective


6.8 Serves as a contributing member of the school’s professional learning community through

collaboration with teaching colleagues.

6.9 Demonstrates consistent mastery of standard oral and written English in all communication.

Performance Standard 7: Assessment

The school counselor ensures that the state assessment program is implemented in an efficient, effective,

and reliable manner.



7.1 Assures state and local assessments are conducted in an efficient, secure, and appropriate manner.

7.2 Ensure that all examiners and proctors are fully trained for each SOL testing administration.

7.3 Assures appropriate personnel receive assessment reports in a timely manner to effect remediation and

school improvement efforts.

7.4 Assures that effective remediation has taken place before expedited retakes.

37

School Counselor Summative Performance Report Page 1 of 4

SCHOOL COUNSELOR SUMMATIVE PERFORMANCE REPORT Directions: Evaluators use this form after the completion of all observations and the submission of all

data/artifacts relating to student growth and achievement to provide the school counselor with an

assessment of performance. The school counselor should be given a copy of the form at the end of each

evaluation cycle.

School Counselor______________________________ School Year(s) _________________

School __________________________________

The School Counselor is: � First Year in Wise County � Probationary � Continuing Contract


The school counselor demonstrates an understanding of the curriculum, division

expectations, and the developmental needs of students by providing relevant

guidance services. 1.6 Keeps abreast of division and state initiatives regarding counseling, academic and

career planning, scholarship opportunities, and other topics relevant to school

counselors.

1.7 Maintains a list of outside agencies that can help provide services to students.

1.8 Demonstrates an accurate knowledge of state and division assessment procedures,

protocols, and security requirements.

1.9 Demonstrates an accurate knowledge of division curriculum offerings and course

sequences.

1.10 Demonstrates an accurate knowledge of state and division student records

requirements.

Comments:



� Unacceptable

Performance Standard 2: Academic and Career Counseling

The school counselor works to ensure that all students have an understanding of

their career options and educational requirements to meet their academic and

career goals. 2.1 Plans for and implements career instruction with students.

2.2 Conducts interest inventories and academic reviews with students to help student

decision making toward future career goals.

2.3 Organizes, conducts, and/or coordinates annual “Career Day”.

2.4 Effectively provides information to students and parents concerning educational

opportunities which will help students to meet their academic career and goals.

2.5 Ensures students understand how to effectively complete job applications, resumes,

college applications and scholarship applications.

2.6 Ensure students have appropriate interview skills.

2.7 Maintains a list of possible local and national scholarship opportunities and effectively

notifies prospective college students and their parents of these opportunities.

2.8 Effectively disseminate information parents and students about educational

opportunities outside of the school such as Summer Governor’s School.

2.9 Participate on the child study team and help develop, monitor, and communicate

intervention strategies.

Comments:



� Unacceptable

38


Performance Standard 3: Social/Emotional Counseling The school counselor ensures that the social and emotional needs of students are

met by providing counseling services both in a proactive manner to address

potential issues and in response to individual student needs. 3.1 Establish procedures for and ensure stakeholders understand the procedures for

referring students to counseling services.

3.2 Utilizes individual and group counseling activities.

3.3 Maintains documentation of counseling sessions.

3.4 Works with students individually and in groups to address social and emotional needs.

3.5 Implements effective anti-bullying interventions.

3.6 Gathers, interprets, and uses data regarding students as part of the counseling process.

3.7 Ensures students have appropriate decision making and social skills.

3.8 Assist staff members with children who have behavior or developmental concerns.

3.9 Ensure students have appropriate study skills, organization skills, and time

management skills.

3.10 Ensure students can identify the emotional and physical dangers of substance use and

abuse.

3.11 Reports alleged instances of abuse/neglect to the appropriate authorities.

3.12 Refers student and parents to appropriate outside agencies for intense counseling

when necessary.

Comments:



� Unacceptable

Performance Standard 4: Scheduling

The school counselor works with the principal to ensure that student academic

needs are met through the scheduling of courses. 4.1 Develops and coordinates scheduling for the school year with input from other staff

members.

4.2 Work with students to ensure appropriate course choices are made to further student

academic and career goals.

4.3Assists the principal to ensure all teachers are fully certified and endorsed in the

courses assigned in the school master schedule.

4.4 Works with school staff to appropriately place students in order to meet their academic

and career goals.

Comments:



� Unacceptable

Performance Standard 5: Student Records

The school counselor works to ensure that student records are maintained in an

orderly fashion. 5.1 Ensures that student records are maintained in accordance with state and division

requirements.

5.2 Maintains confidentiality of student records.

5.3 Registers new students.

5.4 Ensures the accuracy of student data in permanent records as well as in the student

information system.

Comments:



� Unacceptable

39



The school counselor maintains a commitment to professional ethics,

communicates effectively, and takes responsibility for and participates in

professional growth that results in enhanced student learning. 6.1 Collaborates and communicates effectively within the school community to promote

students’ well-being and success.


6.3 Incorporates learning from professional growth opportunities into instructional

practice.


6.5 Engages in activities outside the classroom intended for school and student

enhancement.

6.6 Works in a collegial and collaborative manner with administrators, other school

personnel, and the community.

6.7 Builds positive and professional relationships with parents/guardians through frequent

and effective communication concerning students’ progress.

6.8 Serves as a contributing member of the school’s professional learning community

through collaboration with teaching colleagues.

6.9 Demonstrates consistent mastery of standard oral and written English in all

communication.

Comments:



� Unacceptable

Performance Standard 7: Assessment

The school counselor ensures that the state assessment program is implemented in

an efficient, effective, and reliable manner. 7.1 Assures state and local assessments are conducted in an efficient, secure, and

appropriate manner.

7.2 Ensure that all examiners and proctors are fully trained for each SOL testing

administration.

7.3 Assures appropriate personnel receive assessment reports in a timely manner to effect

remediation and school improvement efforts.

7.4 Assures that effective remediation has taken place before expedited retakes.

Comments:



� Unacceptable

40




� Proficient




Improvement.)

Commendations:



__________________________________ __________________________________

Evaluator’s Name School Counselor’s Name

__________________________________ ____________________________________

Evaluator’s Signature School Counselor’s Signature (Signature denotes

receipt of the summative evaluation, not necessarily

agreement with the contents of the form.)

__________________________________ ____________________________________

Date Date

__________________________________

Principal’s Name

__________________________________ ____________________________________


41

PRINCIPAL/ASSISTANT PRINCIPAL EVALUATIONS

VIRGINIA’S UNIFORM PERFORMANCE STANDARDS FOR PRINCIPALS

Performance Standard 1: Instructional Leadership

The principal fosters the success of all students by facilitating the development, communication,

implementation, and evaluation of a shared vision of teaching and learning that leads to student

academic progress and school improvement.

Examples may include, but are not limited to:

1.1 Leads the collaborative development and sustainment of a compelling shared vision for

educational improvement and works collaboratively with staff, students, parents, and other

stakeholders to develop a mission and programs consistent with the division’s strategic plan.

1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs

that enhance teaching and student academic progress, and lead to school improvement.

1.3 Analyzes current academic achievement data and instructional strategies to make appropriate

educational decisions to improve classroom instruction, increase student achievement, and

improve overall school effectiveness.

1.4 Possesses knowledge of research-based instructional best practices in the classroom.

1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor

instruction to ensure effective delivery of the required curriculum.

1.6 Provides teachers with resources for the successful implementation of effective instructional

strategies.

1.7 Monitors and evaluates the use of diagnostic, formative, and summative assessment to

provide timely and accurate feedback to students and parents, and to inform instructional

practices.

1.8 Provides collaborative leadership for the design and implementation of effective and efficient

schedules that protect and maximize instructional time.

1.9 Provides the focus for continued learning of all members of the school community.

1.10 Supports professional development and instructional practices that incorporate the use of

achievement data and result in increased student progress.

1.11 Participates in professional development alongside teachers when instructional strategies are

being taught for future implementation.

1.12 Demonstrates the importance of professional development by providing adequate time and

resources for teachers and staff to participate in professional learning (i.e., peer observation,

mentoring, coaching, study groups, learning teams).

1.13 Evaluates the impact professional development has on the staff/school improvement and

student academic progress.

42

Performance Standard 2: School Climate

The principal fosters the success of all students by developing, advocating, and sustaining an

academically rigorous, positive, and safe school climate for all stakeholders.


2.1 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the

school community to cultivate a positive academic learning environment.

2.2 Consistently models and collaboratively promotes high expectations, mutual respect, concern,

and empathy for students, staff, parents, and community.

2.3 Utilizes shared decision-making and collaboration to build relationships with all stakeholders

and maintain positive school morale.

2.4 Models and inspires trust and a risk-tolerant environment by sharing information and power.

2.5 Maintains a collegial environment and supports the staff through the stages of the change

process.

2.6 Addresses barriers to teacher and staff performance and provides positive working conditions

to encourage retention of highly-effective personnel.

2.7 Develops and/or implements a safe school plan that manages crisis situations in an effective

and timely manner.

2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and

healthy learning environment that reflects state, division, and local school rules, policies, and

procedures.

2.9 Develops and/or implements best practices in schoolwide behavior management that are

effective within the school community and communicates behavior management expectations

to students, teachers, and parents.

2.10 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and

other stakeholders.

2.11 Maintains a positive, inviting school environment that promotes and assists in the development

of the whole student and values every student as an important member of the school

community.

Performance Standard 3: Human Resources Management

The principal fosters effective human resources management by assisting with selection and induction,

and by supporting, evaluating, and retaining quality instructional and support personnel.


3.1 Actively participates in the selection process, where applicable, and assigns highly-effective

staff in a fair and equitable manner based on school needs, assessment data, and local, state,

and federal requirements.

43

3.2 Supports formal building-level employee induction processes and informal procedures to

support and assist all new personnel.

3.3 Provides a mentoring process for all new and targeted instructional personnel, as well as

cultivates leadership potential through personal mentoring.

3.4 Manages the supervision and evaluation of staff in accordance with local and state

requirements.

3.5 Properly implements the teacher and staff evaluation systems, supports the important role

evaluation plays in teacher and staff development, and evaluates performance of personnel

using multiple sources.

3.6 Documents deficiencies and proficiencies, provides timely formal and informal feedback on

strengths and weaknesses, and provides support, resources, and remediation for teachers and

staff to improve job performance.

3.7 Makes appropriate recommendations relative to personnel transfer, retention, promotion, and

dismissal consistent with established policies and procedures and with student academic

progress as a primary consideration.

3.8 Recognizes and supports the achievements of highly-effective teachers and staff and provides

them opportunities for increased responsibility.

3.9 Maximizes human resources by building on the strengths of teachers and staff members and

providing them with professional development opportunities to grow professionally and gain

self-confidence in their skills.

Performance Standard 4: Organizational Management

The principal fosters the success of all students by supporting, managing, and overseeing the school’s

organization, operation, and use of resources.


4.1 Demonstrates and communicates a working knowledge and understanding of Virginia public

education rules, regulations, laws, and school division policies and procedures.

4.2 Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly

facility and grounds.

4.3 Monitors and provides supervision efficiently for the physical plant and all related activities

through an appropriately prioritized process.

4.4 Identifies potential organizational, operational, or resource-related problems and deals with

them in a timely, consistent, and effective manner.

4.5 Establishes and uses accepted procedures to develop short- and long-term goals through

effective allocation of resources.

4.6 Reviews fiscal records regularly to ensure accountability for all funds.

4.7 Plans and prepares a fiscally responsible budget to support the school’s mission and goals.

44

4.8 Follows federal, state, and local policies with regard to finances, school accountability, and

reporting.

4.9 Implements strategies for the inclusion of staff and stakeholders in various planning processes,

shares in management decisions, and delegates duties as applicable, resulting in a smoothly

operating workplace.

Performance Standard 5: Communication and Community Relations

The principal fosters the success of all students by communicating and collaborating effectively with

stakeholders.


5.1 Plans for and solicits staff, parent, and stakeholder input to promote effective decision-making

and communication when appropriate.

5.2 Communicates long- and short-term goals and the school improvement plan to all stakeholders.

5.3 Disseminates information to staff, parents, and other stakeholders in a timely manner through

multiple channels and sources.

5.4 Involves students, parents, staff, and other stakeholders in a collaborative effort to establish

positive relationships.

5.5 Maintains visibility and accessibility to students, parents, staff, and other stakeholders.

5.6 Speaks and writes consistently in an explicit and professional manner using standard oral and

written English to communicate with students, parents, staff, and other stakeholders.

5.7 Provides a variety of opportunities for parent and family involvement in school activities.

5.8 Collaborates and networks with colleagues and stakeholders to effectively utilize the resources

and expertise available in the local community.

5.9 Advocates for students and acts to influence local, division, and state decisions affecting

student learning.

5.10 Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal,

and cultural context that affects schooling based on relevant evidence.


The principal fosters the success of all students by demonstrating professional standards and ethics,

engaging in continuous professional development, and contributing to the profession.


6.1 Creates a culture of respect, understanding, sensitivity, and appreciation for students, staff,

and other stakeholders and models these attributes on a daily basis.

6.2 Works within professional and ethical guidelines to improve student learning and to meet

school, division, state, and federal requirements.

45

6.3 Maintains a professional appearance and demeanor.

6.4 Models professional behavior and cultural competency to students, staff, and other

stakeholders.

6.5 Maintains confidentiality.

6.6 Maintains a positive and forthright attitude.

6.7 Provides leadership in sharing ideas and information with staff and other professionals.

6.8 Works in a collegial and collaborative manner with other administrators, school personnel,

and other stakeholders to promote and support the vision, mission, and goals of the school

division.

6.9 Assumes responsibility for personal professional development by contributing to and

supporting the development of the profession through service as an instructor, mentor, coach,

presenter, and/or researcher.

6.10 Remains current with research related to educational issues, trends, and practices and maintains

a high level of technical and professional knowledge.

Performance Standard 7: Student Academic Progress

The principal’s leadership results in acceptable, measurable student academic progress based on

established standards.


7.1 Collaboratively develops, implements, and monitors the school improvement plan that results

in increased student academic progress.

7.2 Utilizes research-based techniques for gathering and analyzing data from multiple measures

to use in making decisions related to student academic progress and school improvement.

7.3 Communicates assessment results to multiple internal and external stakeholders.

7.4 Collaborates with teachers and staff to monitor and improve multiple measures of student

progress through the analysis of data, the application of educational research, and the

implementation of appropriate intervention and enrichment strategies.

7.5 Utilizes faculty meetings, team/department meetings, and professional development activities

to focus on student progress outcomes.

7.6 Provides evidence that students are meeting measurable, reasonable, and appropriate

achievement goals.

7.7 Demonstrates responsibility for school academic achievement through proactive interactions

with faculty/staff, students, and other stakeholders.

7.8 Collaboratively develops, implements, and monitors long- and short-range achievement goals

that address varied student populations according to state guidelines.

7.9 Ensures teachers’ student achievement goals are aligned with building-level goals for increased

student academic progress and for meeting state benchmarks.

46

7.10 Sets benchmarks and implements appropriate strategies and interventions to accomplish desired

outcomes.

47

PRINCIPAL/ASSISTANT PRINCIPAL EVALUATION GUIDELINES 1. Annual evaluation of principals and assistant principals is required, and will be completed prior to

July 1 of each year. The evaluator will present a written summative evaluation to the

principal/assistant principal by that time.

2. The initial meeting between the supervisor and the principal/assistant principal to be evaluated

will be held by July 1 of each school year. At that meeting, professional growth goals as well as

student growth and achievement goals will be agreed upon by both parties. Professional growth

and student achievement goals must reflect division and school improvement goals.

3. Interim Progress Reports will be presented to the evaluator no less than one time per year. The

date the Interim Progress Report will be due will be agreed upon in advance. The Interim

Progress Report should report progress toward the student achievement goals as well as the

professional growth goals cited in the Goal Setting form. The evaluator will provide a written

formative judgment on the progress toward the goals to date.

4. Evaluatee will present the final progress report to the evaluator at the date specified by the

evaluator. The report will include documentation of progress toward each goal listed in the Goal

Setting form.

5. A copy of each Summative Evaluation Form and Performance Plan shall be placed in the

principal’s/assistant principal’s personnel file at the school board office.

6. This document will be posted on the Wise County Schools website.

48

Principal/Assistant Principal Self-Evaluation Form Page 1 of 2

PRINCIPAL/ASSISTANT PRINCIPAL SELF-EVALUATION FORM

Directions: Principals 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.

Principal/Assistant Principal: Date:

1. Instructional Leadership

The principal fosters the success of all students by facilitating the development, communication,



Areas of strength:


2. School Climate

The principal fosters the success of all students by developing, advocating, and sustaining

an academically rigorous, positive, and safe school climate for all stakeholders.

Areas of strength:


3. Human Resources Management

The principal fosters effective human resources management by assisting with selection and

induction, and by supporting, evaluating, and retaining of quality instructional and support

personnel.

Areas of strength:


49

Principal/Assistant Principal Self-Evaluation Form Page 2 of 2

4. Organizational Management

The principal fosters the success of all students by supporting, managing, and overseeing the

school’s organization, operation, and use of resources.

Areas of strength:


5. Communication and Community Relations

The principal fosters the success of all students by communicating and collaborating effectively with

stakeholders.

Areas of strength:


6. Professionalism

The principal fosters the success of all students by demonstrating professional standards and ethics,

engaging in continuous professional development, and contributing to the profession.

Areas of strength:


7. Student Academic Progress

The principal’s leadership results in acceptable, measurable student academic progress based on

established standards.

Areas of strength:


Principal/Assistant Principal Goal Setting Form Page 1 of 2

50

PRINCIPAL/ASSISTANT PRINCIPAL GOAL SETTING FORM Directions: This form is a tool to assist principals in setting goals that result in measurable progress. There should be goals that directly relate to school improvement goals using student achievement results. All goals should address Standard 7: Student Academic Progress. Use a separate sheet for each goal. Principal: School: School Year: Evaluator: I. School Profile (Describe the school

setting and any unique circumstances

impacting the school community as a

whole.)

II. Content/Subject/Field Area

(Describe the area/topic addressed

based on learner achievement, school

achievement results, data analysis, or

observational data.)

III. Baseline Data (What does the

current data show?)

Data attached

IV. Goal Statement (Describe what you

want learners/program to accomplish.)

V. Means for Attaining Goal (Check the standard to which the strategies relate.) 1. Instructional Leadership 2. School Climate 3. Human Resources Management

4. Organizational Management 5. Communication and Community Relations

6. Professionalism 7. Student Academic Progress

Strategy Measurable By Target Date

51

Principal/Assistant Principal Goal Setting Form Page 2 of 2

VI. Mid-Year Review (Describe goal

progress and other relevant data.)

Mid-year review conducted on____________ Initials _____ _____ Admin. Eval.

VII. End-of-Year Data Results

(Describe accomplishments at the end

of year.)

Data attached

Initial Goal Submission (due by ___________ to the evaluator)

Principal/Assistant Principal’s Signature: Date:

Evaluator’s Signature: Date:

End-of-Year Review

Appropriate Data Received ___________________________

Strategies used and data provided demonstrate appropriate Student Growth � Yes � No

Strategies used and data provided demonstrate appropriate Professional Growth � Yes � No

Principal/Assistant Principal’s Signature: Date:

Principal/Assistant Principal’s Name: __________________________________________

Evaluator’s Signature: Date:

Evaluator’s Name: _____________________________________________

52

Principal/Assistant Principal Summative Performance Report Page 1 of 5

PRINCIPAL SUMMATIVE PERFORMANCE REPORT

Directions: Evaluators use this form prior to providing the principal with an assessment of

performance. The principal should be given a copy of the form at the end of each evaluation cycle.

Principal: School Year(s):

School:

Performance Standard 1: Instructional Leadership The principal fosters the success of all students by facilitating the development, communication,




1.1 Leads the collaborative development and sustainment of a compelling shared vision for

educational improvement and works collaboratively with staff, students, parents, and

other stakeholders to develop a mission and programs consistent with the division’s

strategic plan.

1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional

programs that enhance teaching and student academic progress, and lead to school

improvement.

1.3 Analyzes current academic achievement data and instructional strategies to make

appropriate educational decisions to improve classroom instruction, increase student

achievement, and improve overall school effectiveness.

1.4 Possesses knowledge of research-based instructional best practices in the classroom.

1.5 Works collaboratively with staff to identify student needs and to design, revise, and

monitor instruction to ensure effective delivery of the required curriculum.

1.6 Provides teachers with resources for the successful implementation of effective

instructional strategies.

1.7 Monitors and evaluates the use of diagnostic, formative, and summative assessment to

provide timely and accurate feedback to students and parents, and to inform

instructional practices.

1.8 Provides collaborative leadership for the design and implementation of effective and

efficient schedules that protect and maximize instructional time.

1.9 Provides the focus for continued learning of all members of the school community.

1.10 Supports professional development and instructional practices that incorporate the use

of achievement data and result in increased student progress.

1.11 Participates in professional development alongside teachers when instructional

strategies are being taught for future implementation.

1.12 Demonstrates the importance of professional development by providing adequate time

and resources for teachers and staff to participate in professional learning (i.e., peer

observation, mentoring, coaching, study groups, learning teams).

1.13 Evaluates the impact professional development has on the staff/school improvement and

student academic progress.



� Unacceptable

53

Principal/Assistant Principal Summative Performance Report Page 2 of 5 Performance Standard 2: School Climate

The principal fosters the success of all students by developing, advocating, and sustaining an

academically rigorous, positive, and safe school climate for all stakeholders.


2.1 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the

school community to cultivate a positive academic learning environment.

2.2 Consistently models and collaboratively promotes high expectations, mutual respect,

concern, and empathy for students, staff, parents, and community.

2.3 Utilizes shared decision-making and collaboration to build relationships with all

stakeholders and maintain positive school morale.

2.4 Models and inspires trust and a risk-tolerant environment by sharing information and

power.

2.5 Maintains a collegial environment and supports the staff through the stages of the

change process.

2.6 Addresses barriers to teacher and staff performance and provides positive working

conditions to encourage retention of highly-effective personnel.

2.7 Develops and/or implements a safe school plan that manages crisis situations in an

effective and timely manner.

2.8 Involves students, staff, parents, and the community to create and sustain a positive,

safe, and healthy learning environment that reflects state, division, and local school

rules, policies, and procedures.

2.9 Develops and/or implements best practices in schoolwide behavior management that

are effective within the school community and communicates behavior management

expectations to students, teachers, and parents.

2.10 Is visible, approachable, and dedicates time to listen to the concerns of students,

teachers, and other stakeholders.

2.11 Maintains a positive, inviting school environment that promotes and assists in the

development of the whole student and values every student as an important member of

the school community.



� Unacceptable

Performance Standard 3: Human Resources Management

The principal fosters effective human resources management by assisting with selection and

induction, and by supporting, evaluating, and retaining quality instructional and support

personnel.


3.1 Actively participates in the selection process, where applicable, and assigns highly-

effective staff in a fair and equitable manner based on school needs, assessment data,

and local, state, and federal requirements.

3.2 Supports formal building-level employee induction processes and informal procedures

to support and assist all new personnel.

3.3 Provides a mentoring process for all new and targeted instructional personnel, as well

as cultivates leadership potential through personal mentoring.

3.4 Manages the supervision and evaluation of staff in accordance with local and state

requirements.

3.5 Properly implements the teacher and staff evaluation systems, supports the important

role evaluation plays in teacher and staff development, and evaluates performance of

personnel using multiple sources.

3.6 Documents deficiencies and proficiencies, provides timely formal and informal

feedback on strengths and weaknesses, and provides support, resources, and

remediation for teachers and staff to improve job performance.

3.7 Makes appropriate recommendations relative to personnel transfer, retention, promotion,

and dismissal consistent with established policies and procedures and with student

academic progress as a primary consideration.

3.8 Recognizes and supports the achievements of highly-effective teachers and staff and

provides them opportunities for increased responsibility.

3.9 Maximizes human resources by building on the strengths of teachers and staff members

and providing them with professional development opportunities to grow professionally

and gain self-confidence in their skills.



� Unacceptable

54

Principal/Assistant Principal Summative Performance Report Page 3 of 5 Performance Standard 4: Organizational Management

The principal fosters the success of all students by supporting, managing, and overseeing the

school’s organization, operation, and use of resources.


4.1 Demonstrates and communicates a working knowledge and understanding of Virginia

public education rules, regulations, laws, and school division policies and procedures.

4.2 Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly

facility and grounds.

4.3 Monitors and provides supervision efficiently for the physical plant and all related

activities through an appropriately prioritized process.

4.4 Identifies potential organizational, operational, or resource-related problems and deals

with them in a timely, consistent, and effective manner.

4.5 Establishes and uses accepted procedures to develop short- and long-term goals through

effective allocation of resources.

4.6 Reviews fiscal records regularly to ensure accountability for all funds.

4.7 Plans and prepares a fiscally responsible budget to support the school’s mission and

goals.

4.8 Follows federal, state, and local policies with regard to finances, school accountability,

and reporting.

4.9 Implements strategies for the inclusion of staff and stakeholders in various planning

processes, shares in management decisions, and delegates duties as applicable, resulting in

a smoothly operating workplace.



� Unacceptable

Performance Standard 5: Communication and Community Relations

The principal fosters the success of all students by communicating and collaborating effectively

with stakeholders.


5.1 Plans for and solicits staff, parent, and stakeholder input to promote effective decision-

making and communication when appropriate.

5.2 Communicates long- and short-term goals and the school improvement plan to all

stakeholders.

5.3 Disseminates information to staff, parents, and other stakeholders in a timely manner

through multiple channels and sources.

5.4 Involves students, parents, staff, and other stakeholders in a collaborative effort to

establish positive relationships.

5.5 Maintains visibility and accessibility to students, parents, staff, and other stakeholders.

5.6 Speaks and writes consistently in an explicit and professional manner using standard

oral and written English to communicate with students, parents, staff, and other

stakeholders.

5.7 Provides a variety of opportunities for parent and family involvement in school

activities.

5.8 Collaborates and networks with colleagues and stakeholders to effectively utilize the

resources and expertise available in the local community.

5.9 Advocates for students and acts to influence local, division, and state decisions

affecting student learning.

5.10 Assesses, plans for, responds to, and interacts with the larger political, social, economic,

legal, and cultural context that affects schooling based on relevant evidence.



� Unacceptable

55

Principal/Assistant Principal Summative Performance Report Page 4 of 5 Performance Standard 6: Professionalism

The principal fosters the success of all students by demonstrating professional standards and

ethics, engaging in continuous professional development, and contributing to the profession.


6.1 Creates a culture of respect, understanding, sensitivity, and appreciation for students,

staff, and other stakeholders and models these attributes on a daily basis.

6.2 Works within professional and ethical guidelines to improve student learning and to

meet school, division, state, and federal requirements.

6.3 Maintains a professional appearance and demeanor.

6.4 Models professional behavior and cultural competency to students, staff, and other

stakeholders.

6.5 Maintains confidentiality.

6.6 Maintains a positive and forthright attitude.

6.7 Provides leadership in sharing ideas and information with staff and other professionals.

6.8 Works in a collegial and collaborative manner with other administrators, school

personnel, and other stakeholders to promote and support the vision, mission, and

goals of the school division.

6.9 Assumes responsibility for personal professional development by contributing to and

supporting the development of the profession through service as an instructor, mentor,

coach, presenter, and/or researcher.

6.10 Remains current with research related to educational issues, trends, and practices and

maintains a high level of technical and professional knowledge.



� Unacceptable

Performance Standard 7: Student Academic Progress The principal’s leadership results in acceptable, measurable student academic progress based

on established standards.


7.1 Collaboratively develops, implements, and monitors the school improvement plan that

results in increased student academic progress.

7.2 Utilizes research-based techniques for gathering and analyzing data from multiple

measures to use in making decisions related to student academic progress and school

improvement.

7.3 Communicates assessment results to multiple internal and external stakeholders.

7.4 Collaborates with teachers and staff to monitor and improve multiple measures of

student progress through the analysis of data, the application of educational research, and

the implementation of appropriate intervention and enrichment strategies.

7.5 Utilizes faculty meetings, team/department meetings, and professional development

activities to focus on student progress outcomes.

7.6 Provides evidence that students are meeting measurable, reasonable, and appropriate

achievement goals.

7.7 Demonstrates responsibility for school academic achievement through proactive

interactions with faculty/staff, students, and other stakeholders.

7.8 Collaboratively develops, implements, and monitors long- and short-range achievement

goals that address varied student populations according to state guidelines.

7.9 Ensures teachers’ student achievement goals are aligned with building-level goals for

increased student academic progress and for meeting state benchmarks.

7.10 Sets benchmarks and implements appropriate strategies and interventions to accomplish

desired outcomes.



� Unacceptable

56

Principal/Assistant Principal Summative Performance Report Page 5 of 5

Overall Evaluation Summary (based on cumulative summative rating range decided by school

division):


� Proficient



more standards are Unacceptable, or two or more standards are Needs Improvement.)

Commendations:


Principal/Assistant Principal Improvement Goals:

__________________________________ ____________________________________

Evaluator’s Name Principal/Assistant Principal’s Name

___________________________________ ____________________________________

Evaluator’s Signature Principal/Assistant Principal’s Signature (Principal’s signature denotes receipt of the summative evaluation, not

necessarily agreement with the contents of the form.)

___________________________________ ____________________________________

Date Date

___________________________________

Superintendent’s Name

___________________________________ ____________________________________

Superintendent’s Signature Date

57

Principal/Assistant Principal Performance Improvement Plan Form Page 1 of 2

PRINCIPAL/ASSISTANT PRINCIPAL PERFORMANCE IMPROVEMENT PLAN (Required for a Principal Placed on a Performance Improvement Plan)

Principal: School:

Evaluator: School Year:

Performance

Standard

Number



Corrected

Resources/Assistance Provided;

Activities to be Completed by the

Employee

Target Dates

The principal’s signature denotes receipt of the form, and acknowledgment that the evaluator has

notified the employee of unacceptable performance.

Principal/Assistant Principal’s Name:_________________________________________________________

Principal/Assistant Principal’s Signature: ______________________ Date Initiated: __________________

Evaluator’s Name: _______________________________________________________________________

Evaluator’s Signature: ______________________________________ Date Initiated: __________________

58

Principal/Assistant Principal Performance Improvement Plan Form Page 2 of 2

Results of Performance Improvement Plana

Performance

Standard

Number



Corrected

Comments Review Dates

Final recommendation based on outcome of Performance Improvement Plan:

The performance deficiencies have been satisfactorily corrected: The principal is no longer on a

Performance Improvement Plan.

The deficiencies were not corrected. The principal is recommended for reassignment/dismissal.

Principal/Assistant Principal’s Name:_______________________________________________

Principal/Assistant Principal’s Signature: ______________________ Date Reviewed: Signature denotes the review occurred, not necessarily agreement with the final recommendation.

Evaluator’s Name:

Evaluator’s Signature: Date Reviewed:

a These sections are to be completed collaboratively by the evaluator and the principal. Pages may be added, if needed.

59

SUPPORT STAFF EVALUATION

SUPPORT EMPLOYEE PERFORMANCE AND EVALUATION FORM Evaluate the employee on the basis of the work now being done. Consider each indicator separately. Place a check in the

space below the group of words which best describes the individual, but only one check for each line. It is essential that

every line be checked.

Name _______________________Job Title________________ School or Department _______________________ Indicator: Exceeds

Division

Standards of

Performance

Meets

Division

Standard of

Performance

(Satisfactory)

Partially Meets Division

Standard of Performance

Needs Improvement

Demonstrates

Unacceptable

Performance-

Substantial

Improvement

Imperative

No Basis

For

Judgment

1. Quality of Work

Consider the ability to turn

out work which meets

quality standards.

2. Job Knowledge

Consider knowledge in all

phases of his/her work.

3. Possesses Skill and

Good Judgment in the Use

of Equipment.

4. Attitude

Willingness to cooperate

with stakeholders.

5. Attendance and

Punctuality

Consider frequency of

absences as well as

tardiness.

6. Personal

Characteristics

Integrity

Dependability

Cooperativeness

Enthusiasm

Initiative

Commitment

Judgment

Stability

7. Interpersonal

Relationship

Consider relationship with

students, staff, parents, and

community representatives.

8. Job Description

Responsibilities

Carrying out duties

Remarks:

Evaluator: ______________________________

I certify that I have reviewed this evaluation: ___________________________________________

Evaluatee

60

NURSING EVALUATION

NURSING SERVICES PERFORMANCE AND COMPETENCY EVALUATION BY

ADMINISTRATIVE SUPERVISOR

NURSE: ________________________ School: ___________________

EVALUATOR: ____________________

Date: ________________________________

POSITION SUMMARY: A School Nurse is responsible for developing, implementing, and managing a

school health population. Responsibilities include program management, nursing services, community

health planning, professional practice, and collaboration with health education.

4=High Quality; 3=Competent; 2=Requires Improvement; 1=Unacceptable

Rate as 4 (high) through 1 (low) 4 3 2 1 Comments

Performance Criteria

1. Maintains and manages the health clinic in

assigned school.

2. Reports compliance with state laws requiring

immunization and exclusion of students with

contagious diseases.

3. Supports school attendance for children who must

use medication in the treatment of illness or

chronic disabilities.

4. Instructs students and staff (as requested by the

administrator) on issues dealing with family life

education and other health concerns (such as

health and safety, CPR and first aid) per county

policy, American Heart Association Guidelines, and

within nursing scope of practice.

5. Monitors work of unlicensed personnel who

dispense medications and conduct medical

procedures.

6. Maintains confidentiality of office and school

related information according to policy, HIPPA,

and FERPA guidelines.

7. Networks and communicates with resource

agencies that are external to the school division.

8. Performs other job related duties as assigned by

immediate supervisor.

9. Personal habits, clothing, and grooming comply

with policy within scope of nursing practice.

10. Follows appropriate channels when addressing

61

Nurse or Evaluator may write additional comments on a sheet of paper and attach to the form.

Nurse’s Comments:

Evaluators Comments:

*The nurse’s signature is not an indication that the employee agrees with the evaluation.

Principal’s/Supervisor’s Signature: ________________________________Date:______

Nurse’s Signature*: ___________________________________________Date:______ Revised 02-17-11

problems/issues (personal and professional).

11. Notifies supervisor of inability to work as

scheduled.

12. Attends all mandatory in-services or meetings.

13. Pleasant, courteous, responsive, and cooperative

with students, parents, and co-workers; displaying

a positive and supportive attitude.

14. Utilizes and orders supplies and equipment within

budget.

15. General knowledge of school policies

16. Attendance

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NURSING SERVICES PERFORMANCE AND COMPETENCY EVALUATION BY NURSING

SUPERVISOR

NURSE: ________________________ School: ___________________

POSITION SUMMARY: a School Nurse is responsible for developing, implementing, and managing a

school health population. Responsibilities include program management, nursing services, community

health planning, professional practice, and collaboration with health education.

Evaluation by Coordinator of School Health Exhibits

Competence

Needs

Improvement

1. Complies with confidentiality policy, HIPAA, and

FERPA.

2. Personal habits, clothing, and grooming comply

with policy.

3. Follows appropriate channels when addressing

problems/issues (Personal and Professional)

4. Notifies supervisor of inability to work as

scheduled. (by e-mail or phone)

5. Attends all mandatory in-services or meetings.

6. Performs all related duties assigned or requested.

7. Pleasant, courteous, responsive, and cooperative

with students, parents, and co-workers, displaying

a positive and supportive attitude.

8. Utilizes and orders supplies and equipment within

budget.

9. Recognizes potential student problems and uses

resources available.

10. Serves as a resource for health related issues

involving faculty/staff.

11. Keeps all Medicaid records current.

12. General knowledge of school policies

13. Attendance (*sick days attached*)

14. Reports submitted in a timely manner

15. Student records/ IHPs accurate and current

16. Provides direct health services to students,

faculty and staff members in assigned school and

school attendance community. Assesses students’

health needs as necessary.

17. Educates students and parents to promote optimal

health and to encourage healthy lifestyles.

18. Keeps a log of visitors to the health clinic and any

care given.

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19. Dispenses medications and contacts parents when

refills are necessary. Administers first aid as

necessary.

20. Reports compliance with state laws requiring

immunization and exclusion of students with

contagious diseases.

21. Provides individual or small group counseling that

is related to students’ health matters as needed.

22. Supports school attendance for children who must

use medication in the treatment of illness or

chronic disabilities.

23. Instructs students and staff (as requested by the

administrator) on issues dealing with family life

education and other health concerns (such as

health and safety, CPR and first aid) per county

policy, American Heart Association Guidelines, and

within nursing scope of practice.

24. Screens and examine students’ hearing, vision,

height, and weight as applicable.

25. Prepares students for physicals (EPSDTs).

26. Monitors work of unlicensed personnel who

dispense medications and conduct medical

procedures.

27. Refers students for medical, dental or eye care as

necessary.

28. Telephones parents/guardians or forwards letter

home regarding students’ illnesses and follow up

care as necessary.

29. Confers with families regarding health questions

of the children as appropriate.

30. Networks and communicates with resource

agencies that are external to the school division.

COMMENTS: _________________________________________________________

_______________________________________________________________________________

_________________________________________________________

Coordinator of School Health ________________________________Date:______

Nurse’s Signature: ____________________________________________Date:______

Revised 02-17-11