Teacher Performance Evaluation System Handbook Staunton City Schools Teacher Performance Evaluation...

Teacher

Performance

Evaluation

System

Handbook

Implemented

2012-2013 Revised June 2014

Staunton City School Teacher Performance Handbook

2

ACKNOWLEDGMENTS

We wish to thank the administrators and teachers of Staunton City Schools and the Staunton City

Schools Teacher Evaluation Committee for their conscientious and thoughtful efforts in developing

the Staunton City Schools Teacher Evaluation System and this handbook. Members of that

committee included:

Sharon Barker Principal, A. R. Ware Elementary School

William Brown Teacher, Robert E. Lee High School

Jennifer Hackley Mathematics Specialist, Bessie Weller Elementary School

Connie Harlow Teacher, A. R. Ware Elementary School

Stephanie Haskins Director of Assessment and School Improvement

Alan Kirkdorffer Teacher, Shelburne Middle School

Lori Knicely Teacher, McSwain Elementary School

Jennifer Morris Assistant Principal, Shelburne Middle School

Sarah Morris Teacher, Genesis Alternative School

Louise Pollak Teacher, Robert E. Lee High School

Mark Rowicki Principal, Robert E. Lee High School

Stephanie Sandridge Special Education Teacher, Shelburne Middle School

Donna Smith Teacher, McSwain Elementary School

Teri Sumey Director, Commonwealth Center for Children & Adolescents

Jon Venn Director of Human Resources

Dori B. Walk Executive Director of Instruction, Chairman

Jelisa Wolfe Director of Special Education

Melissa Yeary Teacher, Robert E. Lee High School

Robin Zombro Teacher, Shelburne Middle School


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Table of Contents Part I: Introduction and Process Introduction ............................................................................................................................5

Purposes .....................................................................................................................5

Identifying Teacher Performance Standards ..........................................................................7

Performance Standards ..............................................................................................7

Performance Indicators ..............................................................................................8

Documenting Performance ....................................................................................................9

Student Academic Progress Goal Setting ..................................................................10

Student Growth Percentile .........................................................................................11

Developing Goals.......................................................................................................11

Observations ..............................................................................................................12

Documentation Folder ...............................................................................................14

Student Surveys .........................................................................................................16

Integration of Data .....................................................................................................17

Evaluation Schedule...................................................................................................18 Documentation Records .............................................................................................19

Making Summative Decisions ...............................................................................................19

Definitions of Ratings ................................................................................................19

Rating Teacher Performance......................................................................................20

Single Summative Rating ..........................................................................................20

Improving Professional Performance ....................................................................................21

Support Dialogue .......................................................................................................22

Performance Improvement Plan ................................................................................22

Part II: Performance Standards

Performance Standard 1: Professional Knowledge ................................................................25

Performance Standard 2: Instructional Planning ...................................................................27

Performance Standard 3: Instructional Delivery ....................................................................29

Performance Standard 4: Assessment of/for Learning ..........................................................31

Performance Standard 5: Learning Environment ..................................................................33

Performance Standard 6: Professionalism and Communication ............................................35

Performance Standard 7: Student Progress ............................................................................37

RESOURCES FOR QUALITY TEACHING .......................................................................39

Part III: Forms and Logs

Introduction........................................................................................................................... 44

Goal Setting Process ..............................................................................................................45

Academic Progress Measures for Elementary Teachers ........................................................46

Academic Progress Measures for Middle School Teachers ..................................................47

Academic Progress Measures for High School Teachers ......................................................48

Academic Progress Measures for Specialist Teachers ...........................................................49


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Annual Goals for Student Academic Progress (A - Block) ................................................... 50

Annual Goals for Student Academic Progress (B - Non-Block) ........................................... 52

Student Academic Progress Data Summary Sheet (C) ......................................................... 54

SOL Progress Form (D) ........................................................................................................ 55

Pre-Observation Conference Form (E) .................................................................................. 56

Classroom Observation and Post-Observation Form (F) ....................................................... 57

Educational Specialist Observation and Post-Observation Form (G)……………………… 59

Open-ended Classroom Observation Form (H) .................................................................... 61

Teacher/Educational Specialist End-of-Year Performance Report (I) ................................. 63

Teacher Summative Performance Report (J) ........................................................................ 65

Teacher Overall Summative Rating Worksheet (K) ........................................................... 69

Educational Specialist Summative Performance Report (L)………………………………...70

Educational Specialist Overall Summative Rating Worksheet (M)………………………... 74

Performance Improvement Plan (N) .................................................................................. …75

Teacher/Educational Specialist Documentation Folder Cover Sheet (O) ............................. 76

Teacher Self-Reflection Form (P) ........................................................................................ 77

Educational Specialist Self-Reflection Form (Q)……………………………………………79

Communication Log (R) ....................................................................................................... 81

Professional Development Log (S) ........................................................................................ 82

Grade K-2 Student Survey Form ........................................................................................... 83

Grade 3-5 Student Survey Form ............................................................................................ 84

Grade 6-8 Student Survey Form ............................................................................................ 85

Grade 9-12 Student Survey Form .......................................................................................... 86

Student Survey Summary (T) ................................................................................................ 87

Additional Specific Indicators for Educational Specialists………………………………....88

References ....................................................................................................................... 94

Figures Figure 1: Teacher Performance Standards ............................................................................... 7

Figure 2: Sample Performance Standard and Indicator .......................................................... 8 Figure 3: Data Sources for Teachers ........................................................................................ 9 Figure 4: Goal Setting for Standard 7 .................................................................................... 10

Figure 5: Using Student Growth Percentiles ......................................................................... 11 Figure 6: Median Growth Percentiles ................................................................................... 11 Figure 7: Yearly Observations ............................................................................................... 12 Figure 8: Sample Items in a Documentation Folder .............................................................. 15

Figure 9: Aligning Multiple Data Sources with Performance Standards ............................. 17

Figure 10: Evaluation Schedule ............................................................................................ 18

Figure 11: Definition of Terms Used in Rating Scale ........................................................... 19 Figure 12: Two Tools to Increase Professional Performance ................................................ 21 Figure 13: Items Used as Evidence of Quality Work Performance ....................................... 44 Figure 14: Student Academic Progress Goal Setting Process ............................................... 45 Figure 15: Writing SMART Goals ........................................................................................ 45


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PART I: INTRODUCTION AND PROCESS

INTRODUCTION The Staunton City Schools Teacher Performance Evaluation System is designed to collect and present

data to document teacher performance. The system provides a balance between structure and flexibility.

It defines common purposes and expectations, thereby guiding effective instructional practice, and it

provides flexibility, thereby allowing for creativity and individual teacher initiative. The goal is to

support the continuous growth and development of each teacher by monitoring, analyzing, and applying

pertinent data compiled within a system of meaningful feedback. For the purpose of this evaluation,

the term teacher is used interchangeably with the term educational specialist unless otherwise

noted.

Purposes

The primary purposes of Staunton City Schools Teacher Performance Evaluation System are to:

optimize student learning and growth,

improve the quality of instruction by ensuring accountability for classroom performance and

teacher effectiveness,

contribute to the successful achievement of the goals and objectives defined in the Core Beliefs,

mission, and goals of Staunton City Schools,

provide a basis for instructional improvement through productive teacher performance appraisal

and professional growth, and

implement a performance evaluation system that promotes collaboration between the teacher and

evaluator and promotes self-growth, instructional effectiveness, and improvement of overall job

performance.

The distinguishing characteristics of Staunton City Schools Teacher Performance Evaluation System

are:

a focus on the relationship between professional performance and improved learner academic

achievement,

sample performance indicators for each of the teacher performance standards,

a system for documenting teacher performance based on multiple data sources,

a procedure for conducting performance reviews that stresses accountability, promotes

professional improvement, and increases the involvement of teachers in the evaluation process,

and

a support system for providing assistance when needed.


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This handbook describes the evaluation process for teachers as well as educational specialists. Examples

of educational specialists include:

1. School Counselors

2. School Psychologists

3. School Librarians

4. Math/Literacy Coaches

5. Differentiation Specialists

6. School Improvement Leaders

7. Instructional Technology Resource Teachers


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IDENTIFYING TEACHER and EDUCATIONAL

SPECIALISTS PERFORMANCE STANDARDS

Clearly defined professional responsibilities constitute the foundation of the Staunton City Schools

Teacher Evaluation System. A fair and comprehensive evaluation system provides sufficient detail and

accuracy so that both teachers and evaluators (i.e., principal, assistant principal, supervisor) reasonably

understand the job expectations.

The expectations for professional performance are defined using a two-tiered approach. Performance

standards refer to the major duties performed by a teacher. For all teachers, there are seven performance

standards. These expectations relate to the qualities of effective teachers identified in the research

literature and summarized in Part III of this Handbook.

Performance Standards

Performance Indicators

Figure 1: Teacher and Educational Specialist Performance Standards Teacher Performance Standards Educational Specialist Standards

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: Knowledge of the Learning Community The educational specialist identifies and addresses the needs of the targeted

learning community by demonstrating respect for individual differences and

understanding of cultures, backgrounds and learning needs.

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

2: Program Planning and Management The educational specialist effectively plans, coordinates and implements

programs and services consistent with established guidelines, policies and

procedures.

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

instructional strategies in order to meet individual learning needs.

3: Program Services The educational specialist uses knowledge of subject/field/technology to

implement services and to provide support for the targeted learning

community consistent with established standards and guidelines.

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.

4. Assessment The educational specialist gathers, analyzes, and uses data to determine

learner needs, to measure learner or program progress , to guide

instruction, and to provide timely feedback to learners, parents/guardians,

and staff.

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

respectful, positive, safe, student-centered environment that is conducive to

learning.

5: Communication and Collaboration The educational specialist communicates and collaborates effectively with

learners, parents/guardians, staff, and the community to support learner

learning and well-being.

6: Professionalism The teacher maintains a commitment to professional ethics, communicates

effectively, supports the school, and takes responsibility for and participates

in professional growth that results in enhanced student learning.

6: Professionalism The educational specialist maintains a commitment to professional ethics,

communicates effectively, supports the school, and takes responsibility for

and participates in professional growth that results in enhanced learner

learning.

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

student academic progress.

7: Learner/Program Progress The work of the educational specialist results in acceptable and

measureable learner or program progress based on established standards,

division goals, and/or school goals.


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Performance Indicators

A set of performance indicators has been developed (see Part II) to provide examples of observable,

tangible behaviors. That is, the performance indicators are examples of the types of performance that

will occur if a standard is being successfully met. The list of performance indicators is not exhaustive,

and is not intended to be prescriptive. Additional tangible behaviors that may serve as performance

indicators for teachers are found in the Part II, Resource for Quality Teaching, p. 38.

Both evaluators and teachers should consult the sample performance indicators for clarification of what

constitutes a specific performance standard. As an illustration, performance indicators for the

Instructional Delivery performance standard are listed in the box.

Figure 2: Sample of Teacher Performance Standard and Indicators

Performance Standard 3: Instructional Delivery

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

strategies in order to meet individual learning needs.

Sample Performance Indicators

Examples of teacher work conducted in the performance of the standard may include,

but are not limited to:

Differentiates instruction to accommodate the learning needs of all students.

Implements, evaluates, and adapts multiple delivery methods and

instructional strategies to actively engage students in learning.

Communicates clearly.

Checks regularly for understanding.

Accesses and integrates resources to support student learning.

For specific examples of how indicators might look in classroom practice, please

refer to categories A, B, C, D, E, F and I in Part III.

The performance indicators are provided to help teachers and their evaluators clarify job expectations.

As mentioned, all performance indicators may not be applicable to a particular teaching assignment.

Ratings are NOT made at the performance indicator level but at the performance standard level.


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DOCUMENTING PERFORMANCE

A fair and equitable performance evaluation system for the role of a professional acknowledges the

complexities of the job. In general, multiple data sources are necessary to provide for a comprehensive

and authentic performance portrait of the teacher’s work. The data sources briefly described in Figure 3

below provide accurate feedback on teacher performance. Note: Unless otherwise indicated, Teachers

and

Figure 3: Data Sources for Teachers/Educational Specialists

Data Source Definition

Goal Setting

for Student

Academic

Progress/Learner or

Program Progress

Teachers have a definite impact on student learning and

performance through their various roles. Depending on

grade level, content area, and students’ ability levels,

appropriate measures of academic performance are

identified to provide information on the learning gains of

students. Performance measures include standardized

test results as well as other pertinent data. Teachers set

goals for improving student achievement or

learner/program progress based on the results of

performance measures. The goals and the goal

fulfillment constitute an important data source for

evaluation.

Observations

Formal observations focus directly on the seven teacher

performance standards. Evaluators are encouraged to

conduct observations by visiting classrooms, observing

instruction, and observing work in non-classroom

settings. Classroom observations may include review of

teacher products or artifacts.

Teacher/Educational

Specialists

Documentation

Folder

The documentation folder includes artifacts requested by

the evaluator and/or provided by the teacher that

extend a classroom observation, clarify practice, or

further document a standard(s).

Student/Client

Surveys

Student/client surveys provide information about

students’ perceptions of how the professional is

performing. The actual survey responses are seen only by

the teacher, who prepares a survey summary for

discussion with the evaluator.


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Student Academic/Learner Progress Goal Setting

Teachers have a direct and powerful impact on student achievement. The intent of student

academic/learner progress goal setting is to:

make explicit the connection between teaching and learning;

make instructional decisions based on student data;

provide a tool for classroom and school improvement;

increase the effectiveness of instruction through continuous professional growth;

focus attention on student results and improve student achievement.

Use of Goal Setting in Teacher Evaluation

Student academic/learner progress will comprise 40% of the teacher evaluation for all teachers. Each

teacher sets annual goals for improving student achievement. A building administrator and the teacher

look at the available data from student performance measures to guide the goal-setting process. A form

is provided in Part III (Annual Goals for Student Academic Progress) for developing and assessing the

annual goal(s). Teachers are to establish a minimum of two to a maximum of three goals relating to their

instructional setting. The goals must directly address student achievement/learner progress and be

measured by an appropriate assessment. Appropriate measures of student/learner learning gains differ

substantially based on grade level, content area, and ability level of students. Evaluators may conduct

school-wide reviews of test data to identify patterns. Reports of such efforts are useful for documenting

student gains. A menu of division-approved measures of student/learner learning which may be used in

teacher goal setting is included in Part III. Figure 4 shows the breakdown of how the measure and goal

setting will be applied.

Figure 4: Goal Setting as applied to Student Academic Progress (Standard 7)

For teachers who …

Make-up of the 40% of Teacher Evaluation based on

Student Academic Progress

Have Student Growth

Percentiles (based on SOL

scores)

The teacher must have two goals for the year.

One goal (20%) MAY be based on Standards of Learning Scores and/or

Student Growth Percentiles (as determined applicable by the teacher and

the evaluator). One goal must (20%) be based on Teacher’s Annual goals.

Both goals (40%) may be based on Teacher’s Annual Goals if deemed

appropriate by the teacher and the administrator.

Do NOT have Student Growth

Percentiles, but do have SOL

tests


One goal (20%) MAY be based on Standards of Learning (as determined

applicable by the teacher and the evaluator). One goal (20%) must be

based on Teacher’s Annual goals. Both goals (40%) may be based on

Teacher’s Annual Goals if deemed appropriate by the teacher and the

administrator.

Do NOT have Student Growth

Percentiles or SOL tests


Both goals (40%) WILL be based on Teacher’s Annual Goals.


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Student Growth Percentiles

In order to determine when Student Growth Percentiles (SGP) could be used as an Assessment Measure

for Teacher Evaluation, Standard 7, certain conditions apply. Figure 5 describes the conditions under

which a median SGP can be appropriately used as one of at least two growth measures in a teachers’

performance evaluation.

Figure 5: Using Student Growth Percentiles (SGP) To use Student Growth Percentiles

Data from at least 40 students is available, possibly from multiple years

Data from students is representative of students taught

Data from at least two years is available; three years should be reviewed whenever possible.

When applied appropriately, the range of percentiles needs to be considered in interpreting student

growth as part of the teacher performance rating for Standard 7 (see Figure 6).

Figure 6: Median Growth Percentiles Used in Teacher Performance Evaluation

Range of median student

growth percentile Interpretation

< 35 The majority of students demonstrated low growth

35 to 65 The majority of students demonstrated moderate or

higher growth

> 65 The majority of students demonstrated high growth

Developing Goals

Goals are developed early in the school year. For secondary teachers in the 4 x 4 block schedule, goals

are developed at the beginning of each term.

The goals describe observable behavior and/or measurable results that would occur when a goal is

achieved. The acronym SMART is a useful way to self-assess a goal’s feasibility and worth. SMART

stands for:

Specific – the goal is focused; for example, by content area, by learners’ needs

Measurable – an appropriate instrument/measure is selected to assess the goal

Attainable – the goal is within the teacher’s control to effect change

Realistic – the goal is appropriate for the teacher and students

Time limited – the goal is contained to a single school year/term


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Submission of the Goal Setting for Teachers/Educational Specialists Form

Teachers complete a draft of their goals and schedule a meeting with their evaluator to look at the

available data from student performance measures and discuss the proposed goals. Each year, teachers

are responsible for submitting their goals to their principals or evaluators.

Year-long classes – Goals are due to the evaluator by September 30.

4 x 4 Block Classes – Goals for first term are due to the evaluator by September 30 and for the second

term by February 15.

Mid-Year Review of the Goals

A mid-year review of progress on the goals is held for all teachers. At the principal’s discretion, this

review may be conducted through peer teams, coaching with the evaluator, sharing at a staff meeting or

professional day, or in another format that promotes discussion, collegiality, and reflection.

Year-long classes - The mid-year review is to be held by the first Friday in February. It is the

responsibility of the principal to establish the format and select the time of the review.

4 x 4 Block classes - The mid-year review is to be held by for the first term by the first Friday in

November and by the first Friday in April for the second term. It is the responsibility of the principal to

establish the format and select the time of the review.

End-of-Year Assessment and Reflection of the Goal

The end-of-year student assessment results (if classroom administered) are due by the first Friday in

May for teachers in a FULL Summative Evaluation year. End-of-year student assessment results (if

classroom administered) are due by the last Friday in May for all teachers not in a FULL Summative

Evaluation year. By the appropriate date, each teacher is responsible for assessing professional growth

made on the goal(s), completing the Data Summary Form, and submitting documentation to the

principal or his/her evaluator. A teacher may find it beneficial to draft the next year’s goal as part of this

reflection process in the event the goal has to be continued and/or revised. By mutual agreement,

administrators and individual teachers may extend the due date for the end-of-year review in order to

include the current year’s testing data or exam scores. If the data is not yet available, the teacher’s

Summative Evaluation may be completed without the current year’s data in which case the evaluation

would include the previous year(s) data and/or mid-term data.

Observations

Observations are intended to provide information on a wider variety of contributions made by teachers

in the classroom or to the school community as a whole. Evaluators are continually observing in their

schools by walking through classrooms and non-instructional spaces, attending meetings, and

participating in school activities. These day-to-day observations are not necessarily noted in writing, but

they do serve as a source of information. In order to provide targeted feedback on teachers’ work

relating to the seven performance standards, observations using the Classroom Observation form (see

Part III) are conducted. All formal observations last approximately 30 minutes and are followed by a

post-observation dialogue within approximately ten working days.


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Principals and assistant principals are encouraged to conduct observations by observing instruction and

non-instructional routines at various times throughout the evaluation cycle. Observations may be a

combination of scheduled and unscheduled visits. Given the complexity of teaching, it is unlikely that an

evaluator will have the opportunity to observe and provide feedback on each of the seven performance

standards in a given visit. For example, administrators may focus on three standards during the actual

observation (i.e., data-driven planning, instructional delivery, and learning environment). During the

post-conference, the teacher and administrator should discuss the observation as well as any additional

performance standards.

Number of Observations

The minimum number of teacher observations varies by the teacher’s contract status and experience.

The first observation for probationary first year teachers is to be pre-arranged so that a pre-observation

conference may be held. Evaluators do not need to pre-arrange other observations but may do so if they

determine it is appropriate.

Figure 7: Minimum Number of Yearly Observations indicates an activity occurs

Contract Status Type of Evaluation Minimum Number

of Observations

Per Year

Pre-Conference

Post-Conference

Probationary first

year teachers and

Teachers on an

Employee

Assistance Plan

FULL

Employee Assistance Plan

(4 required observations)

1st year Probationary

(3 minimum; 4th observation

optional at discretion of principal)

(required for 1)

Probationary

teachers (other than

first year teachers)

Continuing contract

teachers in Year 3

of evaluation cycle

FULL

3

(optional)

Continuing contract

teachers in Year 1

or Year 2 of the

evaluation cycle

PARTIAL

1

Documentation

Evaluators use observations as one source of information to determine whether a teacher is meeting the

performance standards. The evaluator provides feedback about the observation, including other sources

of documentation, during a post-conference with the teacher. During this session, the evaluator reviews

all information summarized on the Classroom Observation form. Copies of the observation forms are

maintained by the evaluator for the entire evaluation cycle to document growth and development.


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The Pre-Observation Conference Record is used with teachers in their first year of teaching or teachers

on an Employee Plan of Assistance for one of the required four observations. Sample pre and post-

observation inquiries appear below.

Sample Pre-Observation Inquiries

What will I see happening in your class?

How will you differentiate instruction?

How will I see you accommodate for the various learning styles in this class?

What specific item would you like me to focus upon (e.g., questioning skills,

student movement)?

What additional information should I know prior to coming to your classroom to

observe?

Sample Post-Observation Inquiries

What do you think went well during the lesson I observed?

What would you do differently the next time you teach this lesson/use a particular

instructional strategy?

How would you describe the learning climate of the classroom during the lesson?

What occurred during the day before I arrived for the observation that may have

influenced what happened during the time I spent in your class?

How did you address students who needed more time to fully understand/master the

concept?

I observed a “snapshot” of your instruction. How well did the students’ learning

reflect your intended learning outcomes?

What informal or formal assessments did you conduct prior to teaching this lesson?

How did the data from the assessments influence this lesson?

How did you let students know what the objective for the lesson was and how the

students would know if they successfully achieved it? What student characteristics

or needs do you keep in mind as you are giving directions?

What goal(s) did you set this year for student achievement? How are your students

progressing on that/those goal(s)?

Documentation Folder

The purpose of the documentation folder (see Part III) is to provide evidence of teaching excellence. The

items required provide evaluators with information they likely would not observe during the course of a

typical school day. Specifically, the documentation folder provides the teacher with an opportunity for

self-reflection, demonstration of quality work, and a basis for two-way communication with an

evaluator. The emphasis is on the quality of work, not the quantity of materials presented. The


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documentation folder is intended to organize the multiple data sources included in the teacher

evaluation.

The documentation folder is reviewed by evaluators throughout the evaluation cycle. Documentation

Folders should be brought to evaluation meetings held with the evaluator.

Figure 8: Sample Items in a Documentation Folder

Standard Required

Item(s) Examples of Evidence

Professional

Knowledge/Knowledge

of the Learning

Community

No evidence is

required in the

Documentation

Log for this

standard

Ideas for documentation to support standard (none

required):

Coursework or professional development log, lesson plan(s),

intervention plans, teacher journal representing reflective

thinking and professional growth, samples of innovative

approaches developed by the teacher, other as may be

determined by the teacher and/or the evaluator.

Instructional

Planning/Program

Planning and

Management

Evidence of

using data

about

student/learner

learning to

guide planning

and instruction

Ideas for documentation to support standard (at least one

required):

Evidence of differentiation in lesson planning and practice,

analysis of classroom assessment, data driven curriculum

revision work (lesson or unit plan, intervention plan), other as

may be determined by the teacher and/or the evaluator.

Instructional

Delivery/Program

Services

No evidence is

required in the

Documentation

Folder for this

standard

Ideas for documentation to support standard (none

required):

This standard is mostly documented through observation and

walk-throughs. However the teacher may elect to share sample

student work, audio, video or still photographs of classroom

activities, and other documents as may be determined by the

teacher and/or the evaluator. Educational specialist-specific

resources based on the needs of the community.

Assessment of and for

Student

Learning/Assessment

Evidence of the

use of baseline

and periodic

formative

assessments

Ideas for documentation to support standard (at least one

required):

Samples of baseline, periodic/formative and summative

assessments, analysis of student/learner results, rubrics, student

goal setting and self-reflection/monitoring, other as may be

determined by the teacher and/or the evaluator.


16

Figure 8: Sample Items in a Documentation Folder, continued

Standard Required Item(s) Examples of Evidence

Learning

Environment/Communication

and Collaboration

No evidence required

in the

Documentation

Folder for this

standard –

*Student/client

surveys

recommended

Ideas for documentation to support standard

(none required):

*Student/client survey information, classroom

rules/behavior management plan, schedule of daily

classroom routines, examples of collaborative work

with peers, evidence of communication with

learners, parents/guardians, colleagues and

community, other as may be determined by the

teacher and the evaluator.

Professionalism

Communicating with

parents/learners/staff

Ideas for documentation to support standard

(some evidence required):

Evidence of communication such as newsletters,

communication log, reports to parents, other as

may be determined by the teacher and the

evaluator.

Student

Academic/Learner/Program

Progress

Annual Goals for

Improving Student

Achievement

Form/Learner

Learning

Documentation to support standard (required):

Student Academic Progress Goal Setting

Document – reviewed at mid-term and final

Standards of Learning and/or Student Growth

Percentiles (if applicable)

Student Surveys

The purpose of a student survey is to collect information that will help the teacher set goals for

continuous improvement (i.e., for formative evaluation); in other words, to provide feedback directly to

the teacher for professional growth and development.

There are four versions of the student survey, designed to reflect developmental differences in students’

ability to provide useful feedback to their teachers: K-2, 3-5, 6-8, and 9-12. The Student Surveys and the

accompanying Survey Summary Sheet provide a unique form of feedback by asking for students’

perceptions (See Part III). All surveys are completed anonymously to promote honest feedback.

Annually, it is recommended that teachers administer student surveys in the first half of the second

grading period (i.e., before the progress report is issued) to all students. At the teacher’s discretion,

questions may be added to the survey. The one-page summary of the survey (See Part II) is included in


17

the Documentation Folder and shared with the evaluator. If the teacher has not surveyed students, the

evaluator may request a teacher to conduct a student survey and provide documentation of survey results

if the administrator feels it appropriate for providing feedback to help the teacher grow.

Integration of Data

Some performance standards are best documented through classroom observation (e.g., teaching style or

classroom management); other standards may require additional documentation techniques (e.g.,

Instructional Planning may necessitate review of the teacher’s lesson plans and assessment may

necessitate review of the teacher’s evaluation instruments). Therefore, multiple data sources are used.

Figure 9 shows the alignment of performance standard by data source.

Figure 9: Aligning Multiple Data Sources With Performance Standards

Performance Standard

Go

al

Set

tin

g

Ob

serv

ati

on

Pre

-Co

nfe

ren

ce

Ob

serv

ati

on

Ob

serv

ati

on

P

ost

-

Co

nfe

ren

ce

Do

cum

enta

tio

n

Fo

lder

Stu

den

t S

urv

ey

1. Data-Driven Planning / X X X 2. Instructional Delivery / X 3. Assessment / / X 4. Learning Environment X / / 5. Communication / / X / 6. Professionalism / / / / / 7. Student Achievement X X

NOTE: X indicates a strong relationship / indicates a

relationship

Assessment of performance quality occurs only at the summative evaluation stage, which comes at the

end of the FULL evaluation cycle (i.e., each year for probationary teachers and three years for

continuing contract teachers). The ratings for each performance standard are based on multiple sources

of information and are completed only after pertinent data from all sources have been reviewed. The

integrated data constitute the evidence used to determine the performance ratings for the summative

evaluation for teachers in their FULL summative evaluation year (see Teacher Summative Performance

Report, Part III). Further details on the rating process are provided in subsequent sections of the

Handbook.


18

Evaluation Schedule

Summative evaluations are to be completed by the last week of school. Figure 10 details the evaluation

schedules for each group of teachers. The procedures for evaluating the performance of teachers rely on

multiple data sources, including, but not limited to, observations and goal setting.

Figure 10: Evaluation Schedule

FULL Summative

Evaluation

Partial Evaluation

Probationary teachers

Continuing contract

teachers in Year 3 of the

evaluation cycle

Teachers on an Employee

Improvement Plan

Continuing contract

teachers in Years 1 and 2

of the evaluation cycle

Probationary Teachers

Probationary first year teachers participate in a comprehensive orientation session at the beginning of

the school year. The orientation consists of written and oral explanations of the following:

the induction program requirements, procedures, and activities;

all relevant division and school policies, operations, and resources;

teacher and student-oriented services available in the division, school, and community;

the social, cultural, and economic characteristics of the community being served by the

school;

the Staunton City Schools’ Teacher Evaluation System

For teachers hired after the orientation occurs, the principal or designee is responsible for ensuring the

new teacher receives an orientation to the Staunton City Schools’ professional personnel evaluation

system.

All probationary teachers receive a FULL Summative Evaluation during each of their first three years in

the school division. These teachers will be evaluated using multiple data sources to determine that the

teacher has shown evidence of each of the performance standards. Successful completion of a

probationary period is determined based upon review of the classroom observation forms, the goal

setting forms, and any additional data. Teachers who are successful demonstrate a proficient level of

performance and professional growth in all standards as noted in the summative report.

Continuing Contract Teachers

The key difference in the evaluation schedule for continuing contract teachers is that they receive FULL

summative evaluations every three years. Years 1 and 2 are formative cycle years in which teachers

work on enhancing their professional practice and teachers are evaluated on a partial basis. In Year 3, a

FULL summative evaluation report is written by the evaluator and discussed with the teacher. The three-

year cycle is contingent upon a high level of teacher performance.


19

The teacher’s evaluator may recommend a change in the evaluation cycle in the event that a continuing

contract teacher is not meeting all of the performance standards at the Proficient level. If a teacher is

recommended for formal yearly observation, the evaluation schedule followed is Year 3.

Documentation Records

Documentation records are maintained by both the teacher and the principal/evaluator for the entire

evaluation cycle. If the teacher transfers within Staunton City Schools, the documentation is to be

forwarded to the receiving school’s principal. At the end of an evaluation cycle, the evaluator submits

the summative evaluation form to the central office for placement in teachers’ personnel files by June

30.

MAKING SUMMATIVE DECISIONS

Two major considerations used to assess job performance during summative evaluation are the

performance standards and the documentation of the actual performance of the standards (observations,

goal setting, Teacher Documentation Folder). The performance appraisal rubric and performance

indicators (see Part II) provide a description of the teacher performance standards.

Definitions of Ratings

The rating scale describes four levels of how well the standards (i.e., expectations) are performed on a

continuum from exceeds standard to unacceptable. The use of the scale enables evaluators to acknowledge

teachers who exceed expectations, note those who meet the standard (i.e., proficient), and use the two

lower levels of feedback for teachers who do not meet expectations (i.e., developing/needs improvement

and unacceptable). Figure 9 offers general descriptions of these ratings.

The following sections define the four rating levels, provide detailed information about the performance of

expectations for improvement purposes, and describe the decision-making process for assessing

performance

Figure 11: Definitions of Terms Used in Rating Scale

Category Description Definition

Exceeds

Expectations

The teacher performing at this level maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. This rating is reserved for performance that is truly exemplary and done in a manner that exemplifies the school’s mission and goals.

Exceptional performance:

consistently exhibits behaviors that have a strong positive impact on learners and the school climate

serves as a role model to others

sustains high performance over a period of time

Proficient

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

Effective performance:

meets the requirements contained in the job description as expressed in the evaluation criteria


20

demonstrates willingness to learn and apply new skills

exhibits behaviors that have a positive impact on learners and the school climate

Developing/

Needs

Improvement

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

Below acceptable performance:

requires support in meeting the standards

results in less than quality work performance

leads to areas for teacher improvement being jointly identified and planned between the teacher and evaluator

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

Ineffective performance:

does not meet the requirements contained in the job description as expressed in the evaluation criteria

may result in the employee not being recommended for continued employment

Rating Teacher Performance

Evaluators have two tools to guide their rating of teacher performance for the summative evaluation: (a)

the sample performance indicators and (b) the performance rubric (Handbook pp. 24-37).

Performance Rubric

A performance rubric is provided for each of the seven standards (see Figure 11). Part II of the

Handbook includes rubrics related to each performance standard. The performance rubric is a

behavioral summary scale that describes acceptable performance levels for each teacher performance

standard. It states the measure of performance expected of teachers and provides a general description

of what a rating entails. The rating scale is applied for the summative evaluation of all teachers. Note:

The rating of proficient is the expected level of performance.

Administrators make decisions about performance of the seven performance standards based on all

available evidence. After collecting information through observations, goal setting, the Teacher

Documentation Folder and other relevant sources, including evidence the teacher offers, the evaluator

rates a teacher’s performance for the summative evaluation. Therefore, the summative evaluation will

represent where the “preponderance of evidence” exists, based on various data sources.

During the summative evaluation, the four-level rating scale is applied to evaluate performance on all

teacher expectations (see Teacher Performance Summative Report in Part III). The results of the

evaluation are discussed with the teacher at a summative evaluation conference. The performance

rubrics guide evaluators in assessing how well a standard is performed. They are provided to increase

reliability among evaluators and to help teachers to focus on ways to enhance their teaching practice.


21

Single Summative Rating

In addition to receiving a diagnostic rating for each of the seven performance ratings, the employee will

receive a single summative evaluation rating at the conclusion of the evaluation cycle. This summative

rating will reflect an overall evaluation rating for the employee. The intent is not to replace the

diagnostic value of the seven performance standards; rather it is to provide an overall rating of the

employee’s performance.

The overall summative rating will be judged to be exceeds expectations, proficient, developing/needs

improvement, or unacceptable.

1. If the employee has an unacceptable rating on one or more of the seven performance standards,

the individual will receive an overall performance rating of unacceptable.

2. If the employee has three or more developing/needs improvement ratings from among the seven

performance standards, the individual will be rated as unacceptable.

3. A worksheet based on the percentage weighting of the seven standards is provided to aid the

evaluator in determining the overall summative rating (Handbook, p. 66).

IMPROVING PROFESSIONAL PERFORMANCE Supporting teachers is essential to the success of schools. Many resources are needed to assist teachers

in growing professionally. Sometimes additional support is required to help teachers develop so that

they can meet the performance standards.

Two tools are provided that may be used at the discretion of the evaluator. The first is the Support

Dialogue, a school-level discussion between the administrator and the teacher. It is a conversation about

performance needs in order to address the needs. The second is the Performance Improvement Plan

which has a more formal structure and is used for notifying a teacher of unacceptable performance.

Both tools may be used for all teachers, regardless of contract status. The tools may be used

independently of each other. Figure 12 shows the differences between the two processes.

Figure 12: Two Tools to Increase Professional Performance

Support Dialogue

Performance Improvement

Plan

Purpose

For teachers who are in need of additional support. These teachers attempt to fulfill the standard, but are often ineffective.

For teachers whose work is unacceptable.

Initiates

Process Evaluator, administrator, or teacher Evaluator


22

Documentation

Form provided: None

Memo or other record of the discussion/other forms of documentation at the building/worksite level

Form required: Performance Improvement Plan

Building/Worksite Level

Human Resource Department is notified

Outcomes

• Performance improves to proficient – no more support

• Some progress – continued support

• Little or no progress – the employee may be moved to a Performance Improvement Plan.

• Sufficient improvement – recommendation to continue employment

• Inadequate improvement – recommendation to non-renew or dismiss the employee

Support Dialogue

The Support Dialogue is initiated by evaluators or teachers at any point during the school year for use

with personnel whose professional practice would benefit from additional support. It is designed to

facilitate discussion about the area(s) of concern and ways to address those concerns. During the initial

session, both parties share what each will do to support the teacher’s growth and decide when to meet

again. After the agreed-upon time to receive support and implement changes in professional practice

has elapsed, the evaluator and teacher meet again to discuss the impact of the changes. The entire

Support Dialogue process is intended to be completed within a predetermined time period as it offers

targeted support.

The desired outcome would be that the teacher’s practice has improved to a proficient level. In the

event that improvements in performance are still needed, the evaluator makes a determination to either

extend the time of the support dialogue because progress has been made, or to allocate additional time or

resources. If the necessary improvement is not made, the employee must be placed on a Performance

Improvement Plan. Once placed on a Performance Improvement Plan the employee will have a

predetermined time period to demonstrate that the identified deficiencies have been corrected and that

the teacher demonstrates consistent and reliable proficiency in all areas designated as needing

improvement.

Performance Improvement Plan If a teacher’s performance does not meet the expectations established by the school, the teacher may be

placed on a Performance Improvement Plan (see Performance Improvement Plan Form in Part III).

A Performance Improvement Plan is designed to support a teacher in addressing areas of concern

through targeted supervision and additional resources. It may be used by an evaluator at any point

during the year for a teacher whose professional practice would benefit from additional support. A

Performance Improvement Plan will be required if either of the following ratings is given on a Teacher

Summative Performance Evaluation Report:

A rating of developing/needs improvement on two or more performance standards, or


23

A rating of unacceptable on one or more performance standards or an overall rating of

unacceptable.

Implementation of Performance Improvement Plan

When a teacher is placed on a Performance Improvement Plan, the evaluator must:

Provide written notification to the teacher of the area(s) of concern that need(s) to be addressed,

and

Formulate a Performance Improvement Plan in conjunction with the teacher, and

Review the results of the Performance Improvement Plan with the teacher immediately

following the predetermined time period, or according to the specifically established target dates.

Assistance may include:

Support from a professional peer or supervisor, or

Conferences, classes, and workshops on specific topics, and/or

Other resources to be identified

Resolution of Performance Improvement Plan

Prior to the evaluator making a final recommendation, the evaluator meets with the teacher to review

progress made on the Performance Improvement Plan, according to the timeline in the plan. The

options for a final recommendation are:

Sufficient improvement has been achieved; the teacher is no longer on a Performance

Improvement Plan and is rated proficient in the Summative Evaluation.

Partial improvement has been achieved but more improvement is needed; the teacher remains on a

Performance Improvement Plan and is rated developing/needs improvement.

Little or no improvement has been achieved; the teacher is rated unacceptable.

When a probationary teacher is rated unacceptable, the teacher may be recommended for non-renewal.

If the teacher is retained, a new improvement plan will be implemented. Following completion of the

Performance Improvement Plan, if the teacher is rated unacceptable a second time, the teacher will be

recommended for non-renewal.

When a continuing contract teacher is rated unacceptable, a Performance Improvement Plan will be

developed and implemented. Following implementation of the Performance Improvement Plan,

additional performance data, including observations as applicable, will be collected. The teacher may be

recommended for dismissal, if applicable.


24

Request for Review of an Unacceptable Rating

The teacher may request a review of the evidence in relation to an unacceptable rating received on a

summative evaluation, or as a result of a Performance Improvement Plan. A summative evaluation may

be reviewed if, within five days of the conference with the evaluator, the teacher files with the principal

a request for review, which will be conducted by the designated central office supervisor. This review

will be final. Although this process for internal review is available, because the content of an evaluation

is an integral part of the management methods, means, and operations of the school division, the

summative evaluation remains non-grievable and not subject to the formal grievance procedure.


25

PART II

PERFORMANCE STANDARDS

Performance Standard 1: Professional Knowledge/Knowledge of the Learning Community

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.

Performance Standard 1: Knowledge of the Learning

Community

The educational specialist identifies and addresses the needs of

the target learning community by demonstrating respect for

individual differences and understanding of cultures,

background and learning needs.

Sample Performance Indicators: Examples of teacher work

conducted in the performance standard may include, but are not

limited to:

Develops and provides learning opportunities that

support the intellectual, social and personal

development of students and reflect an understanding

of how students learn.

Creates learning experiences that make the central

concepts, structures, and processes of the discipline

meaningful to students.

Addresses appropriate curriculum standards and

establishes instructional goals that demonstrate a deep

knowledge of their students and subject matter goals.

For specific examples of how indicators might look in the

classroom practice, please refer to Categories A, B, C and D in

Resources, p.39.

Sample Performance Indicators: Examples of educational

specialist work conducted in the performance standard may

include, but are not limited to:

Selects, develops, organizes, implements and supports

curriculum for specific learner and program needs.

Demonstrates knowledge and skills relevant to the

profession.

Sets program goals that reflect high expectations and

an understanding of the content/program.

Demonstrates an understanding of developmental

stages of learners.

For additional position-specific indicators, please refer to page

88.

Exceeds Standard

In addition to meeting the

standard…

Proficient*

Meets Standard Developing/Needs

Improvement

Unacceptable

Tea

ch

er

The teacher consistently

demonstrates extensive

knowledge of the subject

matter and continually

enriches the curriculum.

The teacher demonstrates an

understanding of the

curriculum, subject content,

and the developing needs of

the students by providing

relevant learning experiences.

The teacher inconsistently

demonstrates understanding

of the curriculum, content,

and student development or

lacks fluidity in using the

knowledge in practice.

The teacher bases

instruction on material

that is inaccurate or out-

of-date and/or

inadequately addresses

the developmental needs

of students.

Ed

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The educational specialist

consistently demonstrates

extensive knowledge of the

needs of the target learning

community and how to

address those needs,

demonstrating respect for

individual differences of

cultures, backgrounds and

learning needs in a highly

effective manner.


identifies and addresses the

needs of the target learning

community by demonstrating

respect for individual

differences and understanding

of cultural, backgrounds, and

learning needs.


inconsistently identifies and

addresses the target learning

community, and efforts are

inconsistent in demonstrating

respect for individual

differences and

understanding of cultures,

backgrounds, and learning

needs.


consistently demonstrates

a lack of awareness of the

needs of the target

learning community or

rarely demonstrates

respect for the individual

differences and

understanding of cultures,

backgrounds, and

learning needs.

*Proficient is the baseline of acceptable performance for teachers and is the actual performance standard.


26

Documentation Folder for Standard 1: Professional Knowledge

OPTIONAL

An evaluator may ask for specific documents or a teacher may elect to provide specific documents to

enhance understanding of the teacher’s effectiveness. Appropriate items for Standard 1 may

include: transcripts of coursework, professional development certificates, an annotated list of

instructional activities, lesson/intervention plans, journals/notes that represent reflective thinking

and professional growth, or samples of innovative approaches developed by teacher.

Effective Teacher Research for Standard 1: Professional Knowledge

Research has found that an effective teacher:

Facilitates planning units in advance to make intra- and interdisciplinary connections.

Plans for the context of the lesson to help students relate, organize, and make knowledge become

a part of their long-term memory.

Identifies instructional objectives and activities to promote students’ cognitive and

developmental growth.


27

Performance Standard 2: Data-Driven Instructional Planning/Program Planning and

Management

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.

Performance Standard 2: Program Planning and

Management

The educational specialist effectively plans, coordinates, and

implements programs and services consistent with established

guidelines, policies and procedures.



limited to:

Designs coherent instruction based upon knowledge of

the subject matter, students, the community and

curriculum goals.

Plans instruction to achieve objectives that reflect the

Virginia Standards of Learning and the school division

curriculum.

Uses student learning data to develop appropriate

short-and long-range instructional plans and adjust

plans based on student needs.

Collaborates with colleagues to create learning

experiences that are appropriate for curriculum goals,

based on school improvement plans, relevant to

learners and based on principals of effective

instruction.


classroom practice, please refer to Categories A, B, C, D, E, G,

H and I in Resources, p. 39.




Uses assessment in making recommendations or

decisions that are in the best interest of the

learner/school district.

Uses state and local assessment data to modify

strategies, interventions, services and program

effectiveness.

Provides services that will support mastery of state and

national standards and guidelines.

Develops appropriate long-range and short-range

plans, and adapts plans when needed.


88.

Exceeds Standard


standard…

Proficient*


Improvement

Unacceptable

Tea

ch

er

The teacher successfully

uses data to optimize

resources in the planning

process.

The teacher uses data to plan

appropriate curricula, to

implement appropriate

instructional strategies, and to

select resources to promote

learning for all students.


uses data in the instructional

planning process.

The teacher’s lesson plans

reflect little or no

evidence that the

instructional planning

process uses data to plan

for meeting students’

needs.

Ed

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actively seeks and

incorporates new resources

from a wide range of

sources to meet the needs

of the learner/program.


effectively plans, coordinates,

and implements programs and

services consistent with

established guidelines, policies

and procedures.


inconsistently plans,

coordinates, and implements

programs and services

consistent with established

guidelines, policies and

procedures.


rarely plans, coordinates,

and implements programs

and services consistent

with established

guidelines, policies and

procedures.



28

Documentation Folder for Standard 2: Instructional Planning

OPTIONAL

An evaluator may ask for specific documents and/or a teacher may elect to provide specific

documents to enhance understanding of the teacher’s effectiveness. Appropriate items for Standard

2 may include: Student/client surveys or learning inventories, the teacher’s lesson plan (and any

prior or future plans specifically linked to a particular lesson), copies of student work resulting from

the lesson observed, assessment(s) used, etc.

Effective Teacher Research for Standard 2: Instructional Planning


Constructs a blueprint of how to address the curriculum during the instructional time.

Facilitates planning units in advance to make intra- and interdisciplinary connections.

Plans for the context of the lesson, to help students relate, organize, and make knowledge

become a part of their long-term memory.

Identifies instructional objectives and activities to promote students’ cognitive and

developmental growth.

Uses knowledge of available resources to determine or construct appropriate resources.


29

Performance Standard 3: Instructional Delivery/Program Services


The teacher effectively engages students in learning by using a

variety of instructional strategies in order to meet the individual

learning needs.

Performance Standard 3 : Program Services

The educational specialist uses knowledge of

subject/field/technology to implement services and to provide

support for the targeted learning community consistent with

established standards and guidelines.



limited to:

Differentiates instruction to accommodate the learning

needs of all students.

Implements, evaluates, and adapts multiple delivery

methods and instructional strategies to actively engage

students in learning.

Communicates clearly.

Checks regularly for understanding

Accesses and integrates resources to support student

learning.


classroom practice, please refer to Categories A, B, C, D, E, F

and I in Resources, p. 39.




Engages and maintains learners/program in active

learning/participation.

Presents information and services using varied

strategies to meet learner needs and diversity.

Uses appropriate technology, materials, and other

resources as appropriate to deliver services and

programs.

Communicates clearly and checks for understanding.


88.

Exceeds Standard


standard…

Proficient*


Improvement

Unacceptable

Tea

ch

er

The teacher successfully

meets the individual

learning needs of all student

groups through effective

instruction within a variety

of settings.

The teacher promotes student

learning by addressing

individual learning differences

and by using effective

instructional strategies.

The teacher does not

consistently address

individual learning

differences and/or use

effective instructional

strategies.

The teacher does not

effectively deliver

instruction.

Ed

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has a deep understanding of

and is adept in applying

subject/field/technology of

the learning community

and/or provides a key

leadership role to others in

enhancing professional

skills.

The educational specialist uses

knowledge of

subject/field/technology to

implement services and to

provide support for the

targeted learning community

consistent with established

standards and guidelines.


inconsistently uses

subject/field/technology and

efforts are inconsistent in

addressing the needs of the

targeted learning

community.


rarely implements or

improperly implements

subject/field/technology

to meet the needs of the

targeted learning

community.



30

Documentation Folder for Standard 3: Instructional Delivery

OPTIONAL



3 may include: The teacher’s lesson plan (and any prior or future plans specifically linked to a

particular lesson), copies of student work resulting from the lesson observed, assessment(s) used,

etc.

Effective Teacher Research for Standard 3: Instructional Delivery


Uses a variety of instructional strategies.

Makes the instruction student-centered.

Stays involved with the lesson at all stages.

Involves students in cooperative learning to enhance higher-order thinking skills.

Uses students’ prior knowledge to facilitate student learning.

Differentiates for individual students’ needs.

Uses multiple levels of questioning.


31

Performance Standard 4: Assessment of/for Learning/Assessment

Performance Standard 4: Assessment of/for 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 year.

Performance Standard 4 : Assessment

The educational specialist gathers, analyzes, and uses data to

determine learner needs, to measure learner or program

progress, to guide instruction, and to provide timely feedback to

learners, parents/guardians, and staff.



limited to:

Communicates specific performance expectations and

uses a variety of assessment strategies to monitor and

document student progress.

Provides meaningful feedback to students and parents.

Engages students in understanding and identifying

quality work and provides them with timely, frequent

feedback to guide their progress toward that work.

Sets measureable and appropriate learning goals for

students based on baseline data and accepts

responsibility for students achieving those goals.

Checks regularly for understanding.

Accesses and integrates resources to support student

learning.


classroom practice, please refer to Categories A, B, C, D, E, G

and I in Resources, p. 39.




Uses state and local assessment data to modify

strategies, interventions, services and program

effectiveness.

Involves learner in setting learning goals and

monitoring their own progress.

Uses a variety of assessment strategies and instruments

that are valid and appropriate for the content and for

the learner population.

Demonstrates proficiency in administering, scoring,

evaluating, and interpreting data from instruments or

records.

Uses assessment information in making

recommendations or decisions that are in the best

interest of the learner/school district.

Provides accurate feedback to learners,

parents/guardians, and staff on assessment results.


88.

Exceeds Standard


standard…

Proficient*


Improvement

Unacceptable

Tea

ch

er

The teacher develops tools

and guidelines that help

students monitor, assess,

and reflect on their own

academic progress.

The teacher analyzes

assessment data to measure

student progress and to guide

immediate and long-range

instruction.

The teacher inconsistently:

uses a variety of assessment

strategies, links assessments

to intended learning

outcomes, modifies

instructional based on

assessment data, and/or

reports student progress in a

timely fashion.

The teacher infrequently:

conducts assessments,

uses a range of

assessment formats,

and/or applies assessment

data to the instructional

decision-making process.

Ed

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gathers, analyzes, and uses

multiple data sources in a

highly sophisticated way to

guide instructional and

program planning and/or

takes a leadership role in

this work. In addition, the

educational specialist uses

this data to provide timely

feedback to learners,

parents/guardians, and staff

and to implement a plan for

improving the program on

an ongoing basis.


gathers, analyzes, and users

data to determine learner

needs, to measure learner or

program progress, to guide

instruction, and to provide

timely feedback to learners,

parents/guardians, and staff.

The educational specialist is

inconsistent in gathering,

analyzing, and using data,

and/or providing timely


parents/guardians, or staff.


rarely uses data to

measure learner progress,

implement program

planning, guide

instruction, and provide

timely and relevant


parents/guardians, and

staff.



32

Documentation Folder for Standard 4: Assessment of/for Learning

OPTIONAL



4 may include: Student goal setting documents, the teacher’s lesson plan (and any prior or future

plans specifically linked to a particular lesson), copies of student work resulting from the lesson

observed, assessment(s) used, class assessment summaries, teacher grading procedures, etc.

Effective Teacher Research for Standard 4: Assessment of/for Learning


Offers timely and specific feedback and regular reinforcement.

Gives homework and offers feedback on the homework.

Uses open-ended performance assignments.

Analyzes student assessments to determine the degree to which the intended learning outcomes

align with the test items and student understanding of objectives.

Interprets information from teacher-made tests and standardized assessments to guide instruction

and gauge student progress by examining questions missed to determine if the student has

trouble with the content or the test structure.


33

Performance Standard 5: Learning Environment/Communication and Collaboration

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.

Performance Standard 5 : Communication and

Collaboration

The educational specialist communicates and collaborates

effectively with learners, parents/guardians, staff, and the

community to support learner learning and well-being.



limited to:

Creates a safe and positive learning environment.

Manages classroom procedures to maximize academic

learning time to ensure continuous student engagement

in learning.

Creates for all students a respectful, supportive

learning environment that encourages social

interaction, active engagement in learning, and self-

motivation.

Collaborates with colleagues to develop consistent

policies and procedures that create a school culture

conducive to learning.


classroom practice, please refer to Categories A, F, H and I in

Resources, p. 39.




Provides a safe and appropriate environment for

service delivery.

Demonstrates effective scheduling and time

management skills.

Establishes a climate of trust and teamwork by being

fair, caring, respectful, and enthusiastic.

Uses cultural competency skills to identify and

accommodate various learning styles and other

individual differences.

Demonstrates an understanding of cultural, ethnic and

linguistic backgrounds and special needs to assist in

the delivery of appropriate educational opportunities.

Responds promptly to learner, family, staff, and

community concerns.


88.

Exceeds Standard


standard…

Proficient*


Improvement

Unacceptable

Tea

ch

er

The teacher maintains clear

expectations for behavior

and engages students to

enhance academic

achievement.

The teacher provides a well-

managed, safe student-

centered environment that is

academically challenging.


demonstrates expectations

for student behavior and/or

achievement.

The teacher rarely

maintains acceptable

expectations for student

behavior and/or academic

achievement.

Ed

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demonstrates initiative in

enhancing effective

communication and

collaboration techniques

between learners,

parents/guardians, staff and

the community.


communicates and

collaborates effectively with

learners, parents/guardians,

staff, and the community to

support learner learning and

well-being.


attempts, but is inconsistent

in communicating and has

difficulty collaborating with

learners, parents/guardians,

staff, and the community.


rarely communicates and

does not collaborate

effectively with learners,

parents/guardians, staff

and/or the community.



34

Documentation Folder for Standard 5: Learning Environment

OPTIONAL



5 may include: The teacher’s classroom management plan, student surveys, etc.

Effective Teacher Research for Standard 5: Learning Environment


Organizes and maintains an effective classroom environment.

Is aware of when routines need to be altered or an intervention may be needed to prevent

behavior problems.

Believes in students.

Fosters relationships where students feel safe in taking risks that are associated with learning

Is culturally competent and attuned to students’ interests both in and out of school.

Establishes good discipline, effective routines, smooth transitions, and ownership of the

environment to create a supportive and collaborative climate.


35

Performance Standard 6: Professionalism


The teacher maintains a commitment to professional ethics,

communicates effectively, supports the school, and takes

responsibility for and participates in professional growth that

results in enhanced student learning.

Performance Standard 6 : Professionalism

The educational specialist maintains a commitment to

professional ethics, demonstrates professional expertise, and

participates in professional growth. Educational specialists

collaborate with peers and exhibit professionalism in working

with students, parents/guardians, and colleagues.



limited to:

Models professional and ethical standards as well as

personal integrity in all interactions.

Respects the privacy of students, families, colleagues,

and administrators, ensuring confidentiality of all

sensitive information.

Takes responsibility for and participates in a

meaningful and continuous process of professional

development.

Works in partnership with families to promote student

learning at home and in the school.


classroom practice, please refer to Categories A, D, F, G and H

in Resources, p. 39.




Collaborates with and uses district, school, family and

community resources to meet learner and/or program

needs.

Collaborates with instructional staff to design,

implement, and/or support services for specific learner

or program needs.

Participates in professional growth activities and

incorporates learning into professional practice.

Sets goals for improvement of skills and professional

performance.

Works collaboratively with parents/guardians,

colleagues supervisors, and community representatives

to support learner success and well-being.

Mentors, trains, and/or supports colleagues in

professional growth opportunities.


88.

Exceeds Standard


standard…

Proficient*


Improvement

Unacceptable

Tea

ch

er

The teacher is a

professional role model for

others, engages in a high

level of professional

growth, and contributes to

the development of others

and the well-being of the

school and the profession.

The teacher maintains

professional demeanor,

participates in professional

growth opportunities,

demonstrates an


curriculum, and contributes to

the school and the profession.

The teacher inconsistently:

Participates in professional

growth activities, applies

strategies and information

from professional growth

opportunities, services the

profession and/or

demonstrates professional

judgment.

The teacher demonstrates

inflexibility, a reluctance

to support others in the

work of school, and/or

rarely takes advantage of

professional growth

opportunities.

Ed

uca

tio

na

l S

peci

ali

st


is a professional role model

for others, engages in a

high level of professional

growth, and contributes to

the development of others

and the well-being of the

school and the profession.


maintains professional

demeanor, participates in

professional growth

opportunities, demonstrates an


curriculum, and contributes to

the school and the profession.

The educational specialist:

Participates in professional

growth activities, applies

strategies and information

from professional growth

opportunities, services the

profession and/or

demonstrates professional

judgment.


demonstrates inflexibility,

a reluctance to support

others in the work of

school, and/or rarely

takes advantage of

professional growth

opportunities.



36

Documentation Folder for Standard 6: Professionalism

REQUIRED

A teacher will provide documentation of communication with parents and or other appropriate

contacts. An evaluator may also ask for specific documents and/or a teacher may elect to provide

specific documents to enhance understanding of the teacher’s effectiveness. Appropriate items for

Standard 6 may include: Documentation of professional development activities, evidence of

application of professional development learning to the classroom, documentation of support of

school-related events, etc.

Effective Teacher Research for Standard 6: Professionalism


Links professional growth goals to professional development opportunities.

Enhances learning experiences, resulting in better student retention, attendance, and academic

success.

Selects professional development offerings that relate to the content area or population of

students taught, resulting in higher levels of student academic success.

Is cognizant of the legal issues associated with educational records and respects and maintains

confidentiality.

Works professionally with colleagues and supports the school.


37

Performance Standard 7: Student Academic Progress/Learner or Program Progress

Performance Standard 7: Student Academic Progress

The work of the teacher results in acceptable, measurable, and

appropriate student academic progress.

Performance Standard 7 : Learner or Program Progress

The work of the educational specialist results in acceptable and

measurable learner or program progress based on established

standards, division goals, and/or school goals.



limited to:

Sets measureable and appropriate achievement goals

for student progress.

Uses assessment data to regularly monitor student

progress and modify instruction as needed.

Identifies and establishes additional means of support

to increase the achievement level for all groups of

students.

Provides evidence that achievement goals have been

met.

For specific examples relating to classroom practices, please

refer to Goal Setting, p. 45 and Resources, p. 39




Sets measureable, reasonable, and appropriate goals

for learner/program progress.

Assesses prerequisite developmental knowledge and

skills to determine initial level of service delivery.

Monitors learner/program progress through the use of

appropriate assessments.

Provides evidence that learner/programs are meeting

measureable, reasonable, and appropriate outcomes.

Identifies and establishes additional means of support

to increase learner/program progress.

Exceeds Standard


standard…

Proficient*


Improvement

Unacceptable

Tea

ch

er

The work of the teacher

results in a high level of

student achievement for all

subgroups.


results in acceptable,

measureable student progress.


results in an acceptable level

of achievement for some

subgroups.


does not result in an

acceptable level of

achievement for most

subgroups.

Ed

uca

tio

na

l S

peci

ali

st

The work of the educational

specialist results in a high

level of learner progress

with all populations and/or

program progress.

The work of the educational

specialist results in acceptable

and measureable learner or

program progress based on

established standards, division

goals, and/or school goals.

The instructional efforts of

the educational specialist

result in inconsistent

learner/progress progress;

more progress is needed to

meet established standards.

The work of the

educational specialist

rarely results in

acceptable learner

progress and/or program

progress.



38

Documentation Folder for Standard 7: Student Academic Progress

REQUIRED

A teacher will submit and review with the evaluator: The teacher’s Student Academic Progress

Goal Setting Form(s), mid-term documentation of student progress relating to the goal, and

summary documentation for the year of student academic progress relating to the goal.

Effective Teacher Research for Standard 7: Student Academic Progress


Knows the student’ abilities and sets realistic and challenging goals.

Raises the achievement levels for all groups of students in the classroom.

Identifies and establishes additional support for students to advance toward learning goals.


39

RESOURCES FOR QUALITY TEACHING

PRACTICE

The following are Examples of Quality Teaching Practice provided by Staunton City School

teachers and administrators. These examples are grouped under headings for convenience and are

not considered a complete listing of all possible options. Quality Teaching Practice transcends and

encompasses all seven of the Standards; however, for simplification, beside each heading are listed

the Standards most closely linked to the heading.

A

Understanding

Students

Links to

Standards 1, 2, 3, 4,

5 & 6

The teacher connects instruction with social and intellectual

experiences (honors and recognizes student backgrounds)

The teacher connects instruction with social and intellectual

experiences (honors and recognizes student backgrounds)

The teacher gives students the opportunity to work

individually, in small groups and in large groups (think-pair-

share, cooperative learning, partners, etc.)

The teacher demonstrates evidence of differentiation within

the classroom

The teacher seeks prior knowledge of student academic

progress and uses it to guide instruction (prior performance,

pre-assessment, IEP goals and accommodations, etc.)

The teacher demonstrates a positive relationship with students

The teacher utilizes a variety of teaching methods of and

exemplifies an understanding of different learning styles

The teacher activates and checks for prior knowledge of

students and connects new learning to previously learned

concepts

The teacher provides a variety of assessments geared to a

variety of learning styles and gives frequent formative

feedback to students

The teacher has high expectations for student success and

encourages students to self-assess their own learning (student

goal setting, reflection, etc.)

The teacher promotes student independence and growth

through a gradual release of responsibility

The teacher actively listens to students

The teacher recognizes the attention span of the students (age

plus two) and plans activities accordingly

The teacher utilizes appropriate wait time for student responses


40

B

Understanding

Content/Discipline

Links to

Standards 1, 2, 3 & 4

The teacher has the understanding to explain a concept in

multiple ways

Teaching and understanding the “why” is important in the

classroom

The teacher clearly models expectations

The students and the teacher talk the language and vocabulary

of the discipline

The students actively manipulate information/concepts

The teacher invites questions from students

The teacher teaches concepts in a meaningful and sequential

way using tiered levels of thinking (identify- apply-

analyze/synthesize/evaluate)

C

Authentic

Learning for

Students

Links to


The teacher gives real world reasons and examples for the

learning and shows real world connections to the content and to

other subjects

The students are able to provide authentic responses/products

that show understanding of concepts

The teacher engages students by making the content relevant to

students’ lives (newspapers, current events, service learning,

etc.)

The students DO the subject (hands on learning)

The teacher incorporates authentic reading and writing into the

content


41

D

Focus on the

Curriculum and

Standards

Links to

Standards 1, 2, 3, 4

5 & 6

The teacher uses the state and division curriculum to plan

instruction

The teacher plans each lesson with a clear learning goal in

mind

The students understand the specific learning goal(s) of the

lesson

The teacher aligns all activities and assessments directly to the

specific learning goal(s) for each lesson

The teacher paces instruction appropriately to teach the course

content

The teacher emphasizes student understanding of content

versus simply covering the content

The teacher takes instruction beyond recall (low level thinking)

to application and synthesis (high-level thinking)

The teacher takes planning for instruction seriously and thinks

through all aspects of the lesson ahead of time

E

Differentiation of

Instruction

Links to

Standards 2, 3 & 4

The teacher assesses prior knowledge and learning of

students (to determine zone of proximal development)

The teacher utilizes learning inventories, interest

inventories, surveys to determine learning style, multiple

intelligence, etc.

The teacher uses flexible grouping

The students are given opportunities to choose among

activity, modalities/method of delivery or assessment

options (content, process, product)

The students are given the opportunity to move more

quickly than the rest of the class

The teacher uses scaffolded lessons, peer learning and

teaching, centers, tiered activities, contacts, menus, leveled

assessments and texts, etc. in which student needs are

considered and learning activities are geared to the need


42

F

Positive Learning

Environment

Links to

Standards 4, 5 & 6

The teacher provides a safe and supportive learning

environment in which it is okay to ask questions and make

mistakes

The teacher creates and teaches clear procedures for

students to follow

The teacher creates classroom expectations that are clear,

consistent, and understood by students

The teacher teaches social skills

The teacher seeks to know each student individually

The teacher treats all students with respect and fairness

The teacher utilizes humor where appropriate and creates a

classroom where learning is fun

G

Use of Quality

Assessment and

Data

Links to

Standards 2, 3, 4, & 6

The teachers provides opportunities for students to set

goals, self-assess their work, reflect on their learning, to

take responsibility for their own learning, etc.

The teacher utilizes pre-assessments to determine the path

for instruction

The teacher varies assessment (written, performance, oral,

projects, etc.)

The teacher continuously groups and regroups students

based on assessment

The teacher gives frequent and specific formative feedback

to students that is focused on the learning goal(s)

The teacher examines student work for understanding and

uses the work to guide future instruction

The teacher frequently checks for student understanding

(exit tickets, quick check, response system, etc.)

The teacher provides opportunities for individual student

conferences

The teacher utilizes division and grade/course common

assessments

The teacher utilizes rubrics to clarify outcome expectations

for students

The students have the opportunity to retest to show mastery

The teacher utilizes SMART goals to gauge student

academic progress


43

H

Collaboration

with Colleagues

and Support of

the School

Links to


The teacher actively participates in a Professional Learning

Community

The teacher follows and supports the school rules and

policies

The teacher co-teaches effectively

The teacher seeks the advice and input of colleagues

The teacher helps create and utilizes common assessments

The teacher treats his/her colleagues with respect

The teacher actively participates in the school community

through club or activity sponsorship, attendance at school

events, service on committees, tutoring, etc.

The teacher effectively participates in professional learning

opportunities

The teacher supports division initiatives through

participation and practice

The teacher independently seeks professional learning

opportunities

The teacher regularly reflects on his/her own practice

I

Variety of

Instructional

Strategies

Links to


The teacher uses various instructional strategies to fully engage

students …

Movement

Multisensory activities

Arts (music, art, drama, etc.)

Novelty

Varied groupings

Reading/writing workshop

Read-alouds

Variety of media

Student use of technology

Writing to learn

High level questioning

Students share their thinking visually

Students explain their thinking orally

Problem solving/experimentation/exploration

Multiple “right” answers

Multiple ways to solve problems

Students DOING

Integration of subjects

Use of big ideas and/or themes to help students make

connections

Authentic reading and writing

Field trips

Guest speakers

Use of multiple texts

Class discussion and debate


44

PART III

FORMS AND LOGS Part III contains copies of forms used during the supervision of teachers. The evaluator and the

teacher use the forms to provide evidence of the quality of work performed. The evaluator maintains

the forms and provides copies to the teacher. At a minimum, the evaluator retains copies of the

completed Student Progress Goal Setting Form, Teacher Documentation Folder Cover Sheet,

Observation Forms, Partial Evaluation Form, Summative Evaluation Form, and Performance

Improvement Plan (if needed).

Figure 13: Items Used as Evidence of Quality Work Performance

Documentation Documentation completed by …

Evaluator Teacher

Goal Setting for Student Academic Progress Form & Student

Academic Progress Goals – Data Summary Form (completed

by teacher and approved by evaluator)

Observation Forms

Documentation Folder Cover Sheet (and other artifacts)

Student Surveys

K-2 Survey

3-5 Survey

6-8 Survey

9-12 Survey

Student Survey Summary Form (inclusion in Documentation Folder is suggested, but not required)

Yearly Teacher Performance Report

Summative Evaluation Report

Performance Improvement Plan (if needed)


45

Figure 14: Annual Goal Setting Process

I. Identify the Setting: Describe the student population and any special circumstances within

the class.

II. Identify the content area: The area/topic addressed based on student achievement or

observational data.

III. Provide baseline data: Where are the students now? What is your current reality?

Collect data and review

Analyze the data

Interpret the data

Determine the need for students

IV. Write goal statement: Describe what you want students to accomplish. Develop annual

goal(s) – minimum of 2 goals per year.

V. Strategies for improvement: Activities used to accomplish the goals.

VI. Mid-year review: Student outcomes at the end of the first semester. If needed, make

adjustments in curriculum, instruction, groupings, etc.

VII. End-of-year data results: Student outcomes at the end-of-the-year.

Teachers should select division-approved measures for Student Academic Progress for use in the

goal setting process, pp. 45-48

Figure 15: Writing SMART Goals

Writing SMART Goals

Specific – the goal is focused; for example, by content area, by learners’ needs

Measurable – an appropriate instrument/measure is selected to assess the goal

Attainable – the goal is within the teacher’s control to effect change

Realistic – the goal is appropriate for the teacher and students

Time limited – the goal is contained to a single school year/term


46

Student Academic Progress Assessment Menu

For use with the Annual Goals for Student Academic Progress Form (A or B)

Assessment Measures for Elementary Teachers

Subject Area Menu of Student Achievement Measures

K-5 Reading

Dynamic Indicator of Basic Early Literacy Skills (DIBELS)

Phonological Awareness Literacy Screening (PALS)

Fontas and Pinnell Benchmark Assessment System (BAS)

Scholastic Reading Inventory (SRI)

Informal Decoding Inventory (IDI)

Ganske (in conjunction with IDI)

District-wide benchmark assessments

Grade level/course common assessments

Grade level/course performance assessments with rubric

Staunton City Schools Critical and Creative Thinking Rubric

K-5 Mathematics Wright’s Numeracy Assessment K-2

Scholastic Mathematics Inventory (SMI)




Staunton City Schools Critical and Creative Thinking Rubric

Art, Music, and

Technology

Performance assessments with rubric

Skills assessment with well-developed indicators

Pre-School

Creative Curriculum Developmental Assessments

Pre-School Phonological Awareness Literacy Screening (PALS)

Physical Education

Fitness Gram



Special Education

K-5 Reading and/or Mathematics measures above

Teacher created assessments related to specific IEP goals


47



Assessment Measures for Middle School Teachers


Language Arts

Mathematics

Science

Social Studies




Informal Reading Inventory



Staunton City Schools Critical and Creative Thinking Rubric 6-8

Art & Music

Student performance in district, region and state competitions

Performance assessments with rubric

Career and Technical

Education

Virginia State CTE Course Competencies

Student performance in district, regional and/or state competitions

Industry certifications

Course common assessments

Course performance assessments with rubric

Foreign Language



Physical Education

Fitness Gram



Special Education

Dynamic Indicator of Basic Early Literacy Skills (DIBELS)






48



Assessment Measures for High School Teachers


Language Arts

Mathematics

Science

Social Studies






Staunton City Schools Critical and Creative Thinking Rubric 9-12

Advanced Placement Tests (AP)

Art & Music



Career and Technical

Education

Virginia State CTE Course Competencies

Student performance in district, regional and/or state competitions

Industry certifications



Foreign Language



Physical Education


Fitness Gram

Common assessment based on state driver’s ed curriculum


Special Education






49



Assessment Measures for Educational Specialists


School Librarians

Reading assessment data

Performance assessments with rubric (research skills, etc.)

Library use measures

School Counselors

Student attendance

Discipline referral rates

Scheduling data

Graduation rates

Instructional

Coaches/Differentiation

Specialist/ITRT

Subject area assessment data

Coaching data

Professional development evaluation data

Speech/Language

Pathologists

Articulation/language checklists

Pragmatics Checklists

Teacher created assessments related to student goals


50

Annual Goals for Student Academic Progress (A) page 1 of 2

HIGH SCHOOL and MIDDLE SCHOOL Block 4 x 4

Teacher Name: ________________________________School Year: _____________ Term ______

Grade/Subject: ________________________________ School: ______________________________

This form is to be approved by the evaluator by September 30 (first term) and February 15 (second)

SETTING: Describe the student population and any special learning circumstances in the classroom.

CONTENT AREA: Describe the specific area/topic to be addressed

BASELINE DATA: Based on the pre-assessment, where are your students now? What is your

current reality?

Data attached

GOAL STATEMENT: Describe in specific/measureable terms what you want your students to

accomplish.


51

page 2 of 2 STRATEGIES FOR LEARNING/IMPROVEMENT: What types of activities and/or

teaching strategies will you use to accomplish your goal?

MID-TERM REVIEW: Based on assessment, where are your students at mid-term? What adjustments

will you make in curriculum, instruction, grouping, etc.?

END OF TERM DATA/RESULTS: What are the final student outcomes?

TEACHER REFLECTION: What are your thoughts regarding the outcome for your students? Did you

accomplish your goal? Why or why not?

Initial proposal: Date _____________ Approval: Date: ____________

_____________________________________ ____________________________________

Teacher Signature Evaluator Signature

Mid-Term review Date: __________ Initials: __________ ____________

End of Year review Date: __________ Initials: __________ ____________


52

Annual Goals for Student Academic Progress (B) page 1 of 2

ELEMENTARY and MIDDLE SCHOOL/EDUCATIONAL SPECIALIST Non- Block

Teacher Name: ________________________________School Year: _________________________

Grade/Subject: ________________________________ School: _____________________________

This form is to be approved by the evaluator by September 30

SETTING: Describe the student population/population and any special learning circumstances in the

classroom/school environment.

CONTENT AREA: Describe the specific area/topic to be addressed

BASELINE DATA: Based on the pre-assessment, where are your students/learners now? What is

your current reality?

Data attached

GOAL STATEMENT: Describe in specific/measureable terms what you want your

students/learners to accomplish.


53

Initial proposal: Date _____________ Approval: Date: ____________

_____________________________________ ____________________________________

Teacher/Educational Specialist Signature Evaluator Signature

Mid-Term review Date: __________ Initials: __________ ____________

End of Year review Date: __________ Initials: __________ ____________

The Student Academic Progress Goals – Data Summary Sheet

must accompany this form for the end of year review.

STRATEGIES FOR LEARNING/IMPROVEMENT: What types of activities and/or

teaching/instructional strategies will you use to accomplish your goal?

MID-TERM REVIEW: Based on assessment, where are your students/learners at mid-term? What

adjustments will you make in curriculum, instruction, grouping, etc.?

END OF TERM DATA/RESULTS: What are the final student/learner outcomes?


54

Student Academic Progress Goals – Data Summary (C) page 1 of 1

This form is to be completed by the teacher prior to the End of Year Review of Goals

Teacher Name _____________________________ School Year _______________________

Teacher Review of DATA

Total students

involved in goal

Total reaching

goal benchmark

Percent reaching

goal benchmark

Was the

goal met?

GOAL #1

GOAL #2

How will these results influence your teaching and/or goal setting next year?

What went well?

What will you work to improve?

Did every student in your class show academic growth this year? ______ yes ______ no

If not, which student(s) did not show growth and what factors may have led to a lack of growth?

Student

Factor(s) affecting growth and what you did to try to

counteract

____________________________ ________________________

Teacher signature Date

____________________________ ________________________

Evaluator Signature Date


55

SOL Progress Form (D) page 1 of 1

This record is to be completed by teachers who have Standards of Learning Assessments associated with their

classes. A separate form is to be completed for each SOL assessment. The form is intended to be kept over the

course of the three year evaluation cycle.

Teacher Name ________________________ Subject/Course _______________________

If available, data included for Year One may be data from the previous testing cycle. A fourth year’s data may

be used if goals were based on that data.

Year One

Year Two

Year Three

Year Four

(if applicable)

School Year

Percent of your

students passing

SOL

State passing rate

Division passing

rate

Percent of your

students receiving

PASS

ADVANCED

State PASS

ADVANCED rate

Division PASS

ADVANCED rate

Will a specific SOL-related goal be written?

Year in Cycle

YES/NO

TEACHER/EVALUATOR

INITIALS and DATE

Year One

Year Two

Year Three


56

Teachers/Educational Specialists Pre-Observation Conference

Form (E) - page 1 of 1

Teacher/Educational Specialist: School:

Grade/Subject: School Year:

Conference Date: Evaluator:

Inquiries Notes

1. Describe the lesson/activity that will

be observed. The minimum length for an

observation is 30 minutes. Would

you like me to stay longer based

on the lesson you have planned?

What have/will you have done

instructionally with

students/learners in the days prior

to the observation?

2. Describe the population of the

class/activity.

3. What will be observed?

4. What instructional methods and/or

approaches will be used?

5. What would you like to be

highlighted in this lesson/activity?

6. What do you believe to be any areas

of concern?


57

Teacher Classroom Observation Form (F) page 1 of 2

Teacher: _____________________________ School:__________________________________

Date:______________ Time:______________ Pre-Conference held Yes, date _________ NA

This form focuses on performance standards that likely will be observed in a classroom observation. A space for

notes is provided at the end of the form for additional comments, commendations, and recommendations

relating to other performance standards that the evaluator may observe. A copy of the completed observation

form is given to the teacher at the post-conference.

2. INSTRUCTIONAL PLANNING

Clear, logical, integrated plans with Virginia SOLs and curriculum guides

Selection of strategies based on data

Coherent instructional plans

Appropriate curriculum materials

Learning needs are accommodated

Student performance expectations are identified

Students are aware of learning goals

Plans address short- and long-range

goals

Questioning is high level and determined prior to the lesson

SPECIFIC EXAMPLES:

3. INSTRUCTIONAL DELIVERY

Variety of teaching methods,

strategies, resources

Effective pacing

Student involvement/engagement

Differentiation

Relevance of instruction

Technology use

Essential knowledge, critical thinking, and problem solving

SPECIFIC EXAMPLES:

5. LEARNING ENVIRONMENT

Climate of trust and respect

Diversity appreciation

Safe and positive environment

Use of time

Classroom rules/routines

Student engagement

SPECIFIC EXAMPLES:

Additional notes/areas to discuss with teacher:

Observer’s Signature:_______________________________


58

Teacher Post Observation Conference Form (F) page 2 of 2

Teacher Name _______________________ Conference Date _____________________ Directions

This form is to be attached to the classroom observation form. Evaluators use this form with teachers to guide the dialogue after

conducting formal observations. The post-observation discussion focuses on what the evaluator observed as well as providing a forum

to dialogue about the other performance standards. Evaluators should provide a copy of the completed “Post-observation Conference

Record” to teachers.

1. PROFESSIONAL KNOWLEDGE

Effectively addresses appropriate

curriculum standards

Demonstrates content knowledge

Demonstrates knowledge of skills

relevant to the subject area

Demonstrates ability to link present content with past and future learning

experiences, other subject areas, and

real world experiences and applications.

Communicates clearly and checks for understanding.

SPECIFIC EXAMPLES:

4. ASSESSMENT

Informal and formal assessment

Timely and specific feedback

Assessment records

Data analysis and interpretation

Data-guided decisions

SPECIFIC EXAMPLES:

6. PROFESSIONALISM

Professional behavior

Confidentiality

School duties, policies, and

procedures

Knowledge and skills of subject area

taught

Reflection

Professional development

Committee/school activity service

SPECIFIC EXAMPLES:

7. STUDENT ACHIEVEMENT

Student progress goals set

Goal monitored

Means of support identified and

given to students

Evidence of achievement goals met

SPECIFIC EXAMPLES:

Observer’s Signature Date

Teacher’s Signature Date


59

Educational Specialist Observation Form (G) page 1 of 2

Educational Specialist: _____________________________ School/Office:__________________________________

Date:______________ Time:______________ Pre-Conference held Yes, date _________ NA

This form focuses on performance standards that likely will be observed in a classroom observation/meeting. A space for notes is

provided at the end of the form for additional comments, commendations, and recommendations relating to other performance

standards that the evaluator may observe. A copy of the completed observation form is given to the educational specialist at the post-

conference.

1. Knowledge of the Learning Community: The

educational specialist identifies and addresses the needs

of the target learning community by demonstrating

respect for individual differences and understanding of

cultures, background and learning needs.

SPECIFIC EXAMPLES: 2. Program Planning and Management: The

educational specialist effectively plans, coordinates,

and implements programs and services consistent with

established guidelines, policies, and procedures.

SPECIFIC EXAMPLES: 3. Program Services: The educational specialist uses

knowledge of subject/field/technology to implement

services and to provide support for the targeted learning

community consistent with established standards and

guidelines.

SPECIFIC EXAMPLES: 4. Assessment: The educational specialist gathers,

analyzes, and uses data to determine learner needs, to

measure learner or program progress, to guide

instruction, and to provide timely feedback to learners,


SPECIFIC EXAMPLES:

5.Communication and Collaboration: The

educational specialist communicates and collaborates

effectively with learners, parents/guardians, staff, and

the community to support learner learning and well-

being.

SPECIFIC EXAMPLES:

6.Professionalism:The educational specialist

maintains a commitment to professional ethics,

demonstrates professional expertise, and participates in

professional growth. Educational specialists collaborate

with peers, and exhibit professionalism in working with

students, parents/guardians, and colleagues.

SPECIFIC EXAMPLES:

Additional notes/areas to discuss with educational specialist:



60

Educational Specialist Post Observation Form (G) page 2 of 2

Educational Specialist: _____________________________ Conference Date:__________________________________

Directions:

This form is to be attached to the classroom/activity observation form. The post-observation focuses on what the evaluator observed

as well as providing a forum to dialogue about the performance standards. Evaluators should provide a copy of the completed

“Educational Specialist Post Observation Form” to educational specialists.

1. Knowledge of the Learning Community: The

educational specialist identifies and addresses the needs

of the target learning community by demonstrating

respect for individual differences and understanding of

cultures, background and learning needs.

SPECIFIC EXAMPLES: 2. Program Planning and Management: The

educational specialist effectively plans, coordinates,

and implements programs and services consistent with

established guidelines, policies, and procedures.

SPECIFIC EXAMPLES: 3. Program Services: The educational specialist uses

knowledge of subject/field/technology to implement

services and to provide support for the targeted learning

community consistent with established standards and

guidelines.

SPECIFIC EXAMPLES: 4. Assessment: The educational specialist gathers,

analyzes, and uses data to determine learner needs, to

measure learner or program progress, to guide

instruction, and to provide timely feedback to learners,


SPECIFIC EXAMPLES:

5.Communication and Collaboration: The

educational specialist communicates and collaborates

effectively with learners, parents/guardians, staff, and

the community to support learner learning and well-

being.

SPECIFIC EXAMPLES:

6.Professionalism:The educational specialist

maintains a commitment to professional ethics,

demonstrates professional expertise, and participates in

professional growth. Educational specialists collaborate

with peers, and exhibit professionalism in working with

students, parents/guardians, and colleagues.

SPECIFIC EXAMPLES:

7.Learner or Program Progress: The work of the

educational specialist results in acceptable and

measureable learner or program progress based on

established standards, division goals, and/or school

goals.

Additional notes/areas to discuss with educational specialist:



61

Teacher: Open-ended Classroom Observation Form (H) page 1 of 2

Teacher: _____________________________ School: __________________________________

Date: ________________________________

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.

STANDARD 2: INSTRUCTIONAL PLANNING The teacher plans using the Virginia Standards of Learning, the division curriculum, effective strategies,

resources, and data to meet the needs of all students.

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.

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 year.


62

page 2 of 2

STANDARD 5: LEARNING ENVIRONMENT The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-

centered environment that is conductive to learning.

STANDARD 6: PROFESSIONALISM The teacher maintains a commitment to professional ethics, communicates effectively, supports the

school, and takes responsibility for and participates in professional growth that results in enhanced

student learning.

STANDARD 7: STUDENT ACADEMIC PROGRESS The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

Evaluator’s Signature Date



63

Teacher/Educational Specialist End-of-Year Performance

Report (I) page 1 of 2

This form is completed for continuing contract teachers/educational specialists in Year 1 and 2 of the evaluation

cycle.

Teacher/Educational Specialist __________________________________ School Year ___________________

Grade/Subject _____________________________ School ________________________

Areas (and their related Standard) for focus for the next school year:

Teacher’s/Educational Specialist’s Signature _____________________Date _______________

Evaluator’s Signature _____________________________________ Date _______________

Teacher/Educational Specialist _______________________________ School Year __________________


64

page 2 of 2

Evaluator Comments:

1. Professional Knowledge/Knowledge of the Learning Community

2. Instructional Planning/Program Planning and Management

3. Instructional Delivery/Program Services

4. Assessment of and for Student Learning/Assessment

5. Learning Environment/Communication and Collaboration

6. Professionalism

7. Student Academic Progress/Learner or Program Progress


65

Teacher Summative Performance Report (J) page 1 of 4

Directions: Evaluators use this form at the end of the school year to provide the teacher with an assessment of performance. The

teacher should receive a copy of the form at the end of the evaluation cycle. The signed form is submitted to the Central Office by

June 30 each year.

TEACHER NAME: _________________________ SCHOOL: ____________________________

SCHOOL YEAR: _______ - _______

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.

Rating

Exceeds expectations

Proficient

Developing/Needs

Improvement

Unacceptable Demonstrates an accurate knowledge of the

subject area(s) taught

Demonstrates skills relevant to the subject

area(s) taught

Bases instruction on goals that reflect high

expectations and an understanding of the

subject.

Demonstrates an understanding of the

intellectual, social, emotional, and physical development of the age group.

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

other subject areas, and real world

experiences and applications

Comments

Performance Standard 2: Data-Driven Instructional Planning

The teacher plans using the Virginia Standards of Learning, the division curriculum,

effective strategies, resources, and data to meet the needs of all students

Rating


Proficient

Developing/Needs

Improvement

Unacceptable Uses student learning data to guide planning

Effective pacing for content, mastery and transition

Planning for student involvement

Learning needs are accommodated

Clear, logical, integrated plans with VA SOLs

and curriculum guides

Plans address short-and long-range goals

Essential knowledge, critical thinking, and problem solving

Selection of teaching methods, strategies, resources

Student performance expectations are

identified

Comments


66

TEACHER NAME: _________________________ SUMMATIVE, page 2 of 4


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

instructional strategies in order to meet individual learning needs.

Rating


Proficient

Developing/Needs

Improvement

Unacceptable Engages and maintains students in active

learning

Reinforces learning goals consistently

throughout the lesson

Builds upon students existing knowledge

and skills; differentiates to meet student need

Uses a variety of effective instructional

strategies and resources

Effective use of instructional technology

Communicates clearly and checks for understanding

Comments

Performance Standard 4: Assessment of/for Student Learning

The teacher analyzes assessment data to measure student progress and guide

immediate and long-range instruction.

Rating


Proficient

Developing/Needs

Improvement

Unacceptable Uses informal and formal assessment tools

Pre-assessment data used to develop expectations, differentiate and document

learning

Gives constructive and frequent feedback to

students on their learning

Analyzes and interprets data

Data-guided decisions

Utilizes student self-assessment and goal setting

Comments

Performance Standard 5: Learning Environment

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

positive, safe, student-centered

Rating


Proficient

Developing/Needs

Improvement

Unacceptable Climate of trust and respect

Promotes cultural sensitivity

Safe and positive area

Establishes rapport

Efficient use of time

Classroom rules/routines

Student engagement Student-centered environment

Comments


67

TEACHER NAME: ________________________ SUMMATIVE, page 3of 4


The teacher maintains a professional demeanor, participates in professional growth

opportunities, demonstrates an understanding of the curriculum, supports the

school/division, and contributes to the profession.

Rating


Proficient

Developing/Needs

Improvement

Unacceptable Collaborates and communicates effectively

within the school community to promote

students’ well-being and success

Maintains confidentiality

Performs school duties and follows policies, and procedures, and directives

Serves as a positive role model

Reflects on teaching practice

Participates in and applies professional development

Involved in committee/school activity

service

Demonstrates respect for professional

boundaries

Comments

Performance Standard 7: Student Achievement

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

Rating


Proficient

Developing/Needs

Improvement

Unacceptable

Comments


68


Evaluation Summary

Recommended for continued employment.

Recommended for placement on a Performance Improvement Plan. (One or more standards are

“unacceptable,” or two or more standards are “developing/needs improvement.”)

Recommended for Dismissal/Non-renewal. (The teacher has failed to make progress on a Performance

Improvement Plan, or the teacher consistently performs below the established standards, or in a manner that

is inconsistent with the school’s mission and goals.)

Commendations:

Areas Noted for Improvement:

Teacher Improvement Goals:

Overall Evaluation Summary Criteria

Exceeds

expectations

Proficient Developing/

Needs Improvement

Unacceptable

Due to three or more

“developing/needs

improvement” or one or

more “unacceptable”

ratings on performance

standards

____________________________ __________________________

Teacher signature Date

__________________________________ __________________________

Evaluator signature Date


69

Worksheet for determining

Teacher Overall Summative Rating (K) page 1 of 1

Teacher Name _____________________ Evaluator __________________________

Place a √ in the appropriate box to indicate the summative rating for each category

Standards 1-6 comprise 60% of the evaluation = one √ each

Standard 7 is 40% of the evaluation = four √

Standard

Exceeds

Expectations


Needs

Improvement

Unacceptable

-1-

Professional

Knowledge

One or more

STANDARDS

rated as

Unacceptable

automatically

results in an

overall

summary rating

of

Unacceptable

Three or more

STANDARDS

rated

Developing

/Needs

Improvement

automatically

results in an

overall

summary rating

of

Unacceptable

-2-

Instructional

Planning

-3-

Instructional

Delivery

-4-

Assessment

of/for Learning

-5-

Learning

Environment

-6-

Professionalism

-7-

Student

Progress

(Place four √ for this standard)

TOTAL √

NOTE: The column with the highest number of (√) determines the overall summative rating. In the

event two or more columns are equal, the administrator will determine the rating best describing the

teachers’ performance.


70

Educational Specialist Summative Performance Report (L) page 1

of 4

Directions: Evaluators use this form at the end of the school year to provide the educational specialist with an assessment of

performance. The educational specialist should receive a copy of the form at the end of the evaluation cycle. The signed form is

submitted to the Central Office by June 30 each year.

EDUCATIONAL SPECIALIST NAME: _________________________ SCHOOL: ____________________________

SCHOOL YEAR: _______ - _______

Performance Standard 1: Knowledge of the Learning Community

The educational specialist identifies and addresses the needs of the target learning

community by demonstrating respect for individual differences and understanding

of cultures, background and learning needs.

Rating


Proficient

Developing/Needs

Improvement

Unacceptable Selects, develops, organizes,

implements and supports curriculum

for specific learner and program needs.

Sets program goals that reflect high

expectations and an understanding of the content/program.

Demonstrates knowledge and skills

relevant to the profession.

Demonstrates an understanding of developmental stages of learners.

Comments

Performance Standard 2: Program Planning and Management

The educational specialist effectively plans, coordinates, and implements programs

and services consistent with established guidelines, policies and procedures.

Rating


Proficient

Developing/Needs

Improvement

Unacceptable Uses assessment information in making

recommendations or decision that are in the best interest of the learner/school/district.

Provides services that will support mastery of

state and national standards and guidelines.

Uses state and local assessment data to

modify strategies, interventions, services, and program effectiveness.

Develops appropriate long-and short-range

plans, and adapts plans when needed.

Comments


71


Performance Standard 3: Program Services

The educational specialist uses knowledge of subject/field/technology to implement

services and to provide support for the targeted learning community consistent with

established standards and guidelines.

Rating


Proficient

Developing/Needs

Improvement

Unacceptable Engages and maintains learners/program in

active learning/participation.

Presents information and services using

varied strategies to meet learner needs and

diversity.

Uses technology, materials, and other

resources to deliver services and programs.

Communicates clearly and checks for

understanding.

Comments

Performance Standard 4: Assessment

The educational specialist gathers, analyzes, and uses data to determine learner

needs, to measure learner or program progress, to guide instruction, and to provide

timely feedback to learners, parents/guardians, and staff.

Rating


Proficient

Developing/Needs

Improvement

Unacceptable Uses state and local assessment data to

modify strategies, interventions, services, and program effectiveness.

Involves learner in setting learning goals and monitoring their own progress.

Uses a variety of assessment strategies and

instruments that are valid and appropriate for

the content and for the learner population.

Demonstrates proficiency in administering,

scoring, evaluating, and interpreting data from instruments or records.

Uses assessment information in making recommendations or decisions that are in the

best interest of the learner/school district.

Provides accurate feedback to learners,

parents/guardians, and staff on assessment

results.

Comments

Performance Standard 5: Communication and Collaboration

The educational specialist communicates and collaborates effectively with learners,

parents/guardians, staff, and the community to support learner learning and well-

being.

Rating


Proficient

Developing/Needs

Improvement

Unacceptable Provides a safe and appropriate environment

for service delivery

Demonstrates effective scheduling and time management skills

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

enthusiastic

Responds promptly to learner, family, staff,

and community concerns.

E

Uses cultural competency skills to

identify and accommodate various

learning styles and other individual differences

Demonstrates an understanding of cultural, ethnic and linguistic

backgrounds and special needs to assist

in the delivery of appropriate educational opportunities


72

Comments

TEACHER NAME: ________________________ SUMMATIVE, page 3of 4


The educational specialist maintains a commitment to professional ethics,

demonstrates professional expertise, and participates in professional growth.

Educational specialists collaborate with peers and exhibit professionalism in

working with students, parents/guardians, and colleagues.

Rating


Proficient

Developing/Needs

Improvement

Unacceptable

Collaborates with and uses district, school,

family, and community resources to meet learner and/or program needs.

Collaborates with instructional staff to design, implement, and/or support services

for specific learner or program needs.

Participates in professional growth activities and incorporates learning into professional

practice.

Sets goals for improvement of skills and

professional performance.

Works collaboratively with

parents/guardians, colleagues, supervisors, and community representatives to support

learner success and well-being.

Mentors, trains, and/or supports colleagues in professional growth opportunities.

Comments

Performance Standard 7: Learner or Program Progress

The work of the educational specialist results in acceptable and measurable learner

or program progress based on established standards, division goals, and/or school

goals.

Rating


Proficient

Developing/Needs

Improvement

Unacceptable

Comments


73

EDUCATIONAL SPECIALIST NAME: _________________________ SUMMATIVE, page 4 of 4

Evaluation Summary

Recommended for continued employment.

Recommended for placement on a Performance Improvement Plan. (One or more standards are

“unacceptable,” or two or more standards are “developing/needs improvement.”)

Recommended for Dismissal/Non-renewal. (The educational specialist has failed to make progress on a

Performance Improvement Plan, or the educational specialist consistently performs below the established

standards, or in a manner that is inconsistent with the school’s mission and goals.)

Commendations:

Areas Noted for Improvement:

Educational Specialist Improvement Goals:

Overall Evaluation Summary Criteria

Exceeds

expectations


Needs Improvement

Unacceptable

Due to three or more

“developing/needs

improvement” or one or

more “unacceptable”

ratings on performance

standards

____________________________ __________________________

Educational Specialist signature Date

__________________________________ __________________________

Evaluator signature Date


74

Worksheet for determining

Educational Specialist Overall Summative Rating (M) page 1 of 1

Teacher Name _____________________ Evaluator __________________________

Place a √ in the appropriate box to indicate the summative rating for each category

Standards 1-6 comprise 60% of the evaluation = one √ each

Standard 7 is 40% of the evaluation = four √

Standard

Exceeds

Expectatio

ns


Needs

Improvement

Unacceptable

-1-

Knowledge of the

Learning

Community

One or more

STANDARDS

rated as

Unacceptable

automatically

results in an

overall

summary rating

of

Unacceptable

Three or more

STANDARDS

rated

Developing

/Needs

Improvement

automatically

results in an

overall

summary rating

of

Unacceptable

-2-

Program

Planning and

Management

-3-

Program Services

-4-

Assessment

-5-

Communication

and

Collaboration

-6-

Professionalism

-7-

Learner/Program

Progress

(Place four √ for this standard)

TOTAL √

NOTE: The column with the highest number of (√) determines the overall summative rating. In the

event two or more columns are equal, the administrator will determine the rating best describing the

teachers’ performance.


75

Performance Improvement Plan (N) page 1 of 1

Teacher/Educational Specialist: School:

Grade/Subject: ___________________________________________ School Year: -

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/educational specialist’s signature denotes receipt

of the form, and acknowledgment that the evaluator has

notified the employee of unacceptable performance.

_________________________________ __________________________________

Evaluator’s Signature/Date Initiated Teacher’s/Educational Specialist’s

Signature/Date Initiated

Performance

Standard

Number

Performance Deficiencies

within the Standard to be

Corrected

Comments Review Dates

Final recommendation based on outcome of Improvement Plan:

The performance deficiencies have been satisfactorily corrected: The teacher/educational specialist is no longer on a

Performance Improvement Plan.

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

______________________ Evaluator’s Signature/Date Reviewed

___________________ Teacher’s/Educational Specialist’s

Signature/Date Reviewed Signature denotes the review occurred, not necessarily agreement with the final recommendation.


76

Cover Sheet –Documentation Folder (O) page 1 of 1

Teacher/Educational Specialist: ______________________________ School Year: ________ - ___________

For examples of possible items to include, please see Handbook pp. 14-15

Standard Required Item(s) EVIDENCE INCLUDED

Professional

Knowledge/Knowledge of

Learning Community

None required

Instructional

Planning/Program Planning

and Management

Evidence of: Using

data to guide

planning and

instruction

REQUIRED:

Instructional

Delivery/Program Services

None required

Assessment of and for

Student Learning/Assessment

Evidence of:

*Use of formative

assessments

REQUIRED:

Learning

Environment/Communication

and Collaboration

None required

(Student/client surveys

recommended)

Professionalism

Evidence of:

*Communicating

with

parents/learners/staff

REQUIRED:

Student Academic

Progress/Learner/Program

Progress

Evidence of: *Annual Goals for

Student Academic

Progress/learner

learning

REQUIRED:

*Student Academic Progress Goal Setting

Document – mid- term & final review

*Standards of Learning and/or Student Growth

Percentiles (if applicable)


77

Teacher Self-Reflection Form (P) page 1 of 2

Teacher: _____________________________ School: __________________________________

Date: ________________________________

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.

Areas of strength:

Areas needing work/strategies for improving performance:

STANDARD 2: INSTRUCTIONAL PLANNING The teacher plans using the Virginia Standards of Learning, the division curriculum, effective strategies, resources,

and data to meet the needs of all students.

Areas of strength:


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.

Areas of strength:


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 year.

Areas of strength:



78

STANDARD 5: LEARNING ENVIRONMENT The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered

environment that is conductive to learning.

Areas of strength:


STANDARD 6: PROFESSIONALISM The teacher maintains a commitment to professional ethics, communicates effectively, support the school, and takes

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

Areas of strength:


STANDARD 7: STUDENT ACADEMIC PROGRESS The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

Areas of strength:




79

Educational Specialist Self-Reflection Form (Q) page 1 of 2

Educational Specialist: _____________________________ School: __________________________________

Date: ________________________________

STANDARD 1: KNOWLEDGE OF THE LEARNING COMMUNITY The educational specialist identifies and addresses the needs of the target community by demonstrating respect for

individual differences and understanding of cultures, backgrounds, and learning needs.

Areas of strength:


STANDARD 2: PROGRAM PLANNING AND MANAGEMENT The educational specialist effectively plans, coordinates, and implements programs and services consistent with

established guidelines, policies and procedures.

Areas of strength:


STANDARD 3: PROGRAM SERVICES The educational specialist uses knowledge of subject/field/technology to implement services and to provide support

for the targeted learning community consistent with established standards and guidelines.

Areas of strength:


STANDARD 4: ASSESSMENT The educational specialist gathers, analyzes, and uses data to determine learning needs, to measure learner

progress, to guide instruction, and to provide timely feedback to learners, parents/guardians, and staff.

Areas of strength:



80

STANDARD 5: COMMUNICATION AND COLLABORATION The educational specialist communicates and collaborates effectively with learners, parents/guardians, staff, and

the community to support learner learning and well-being.

Areas of strength:


STANDARD 6: PROFESSIONALISM The educational specialist maintains a commitment to professional ethics, demonstrates professional expertise, and

participates in professional growth.

Areas of strength:


STANDARD 7: LEARNER/PROGRAM PROGRESS The work of the educational specialist results in acceptable and measureable learner or program progress based on

established standards, division goals, and/or school goals.

Areas of strength:


Educational Specialist’s Signature Date


81

Communication Log (R) page 1 of 1

Teacher/Educational Specialist: School Year: ______ - _______

Date Person Purpose Mode Notes

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone

Conference

Email

Note/Letter

Telephone


82

Professional Development Log (S) page 1 of 1

Teacher/Educational Specialist: _____________ School Year: ______ - _______

Professional Development

Activity Date Location

Evidence of Satisfactory

Completion Received

Grade

Certificate

Other________________

Grade

Certificate

Other________________

Grade

Certificate

Other________________

Grade

Certificate

Other________________

Grade

Certificate

Other________________

Grade

Certificate

Other________________

Grade

Certificate

Other________________

Grade

Certificate

Other________________

Grade

Certificate

Other________________

Grade

Certificate

Other________________

Grade

Certificate

Other________________

Grade

Certificate

Other________________


83

Grade K-2 Student Survey page 1 of 1

Directions: As your teacher reads the sentence, color the face that shows what you think.

Teacher_______________________ Date_____________________

Yes

Some-

times No

1. My teacher listens to

me.

2. My teacher gives me

help when I need it.

3. I learn new things in my

class.

4. I know what the rules

are in my class.

5. I am able to do the work

my teacher gives me.

6. I am happy when I am in

class.

*

*

*Add other elements if needed, such as school-wide goals, or subject-specific elements.


84

Grade 3-5 Student Survey page 1 of 1

Directions:

DO NOT PUT YOUR NAME ON THIS SURVEY: Follow along as your teacher reads the

statements. Respond to the statements by placing a checkmark () beneath the response—

“YES,” “SOMETIMES,” or “NO”—that best describes how you feel about the statement.

Teacher School Year

Yes

Some-

times No

My teacher listens to me.

My teacher gives me help when I need it.

I am able to do the work given to me.

Students are respectful to each other in my class.

I feel free to ask and answer questions.

My teacher helps me understand things when I

make mistakes.

My teacher shows respect to all students.

My teacher helps me to be organized.

My teacher allows me to demonstrate my learning

in a variety of ways.

*

*



85


The purpose of this survey is to allow you to give your teacher ideas about how this class might

be improved.

Directions: DO NOT PUT YOUR NAME ON THIS SURVEY. Write your teacher’s name, school year, and

class/period in the space provided. Listed below are several statements about this class. Indicate your

agreement with each statement by placing a check (√) in the appropriate box. If you wish to comment, please

write your comments at the end of the survey.

Teacher’s Name School Year Class/Period

Str

on

gly

Agre

e

Agre

e

Dis

agre

e

Str

on

gly

Dis

agre

e

Not

Ap

pli

cab

le

My teacher gives clear instructions.

My teacher helps me to be organized.

The amount of homework in this class is about

right.

My teacher returns my work within a few days.

My teacher sets high learning standards for the

class.

My teacher allows me to demonstrate my

learning in a variety of ways.

My teacher helps me outside of class time when

needed.

My teacher handles classroom disruptions well.


My teacher is respectful to my culture.

I feel my teacher values me as a person.

I feel comfortable sharing my ideas in class.

*

*



86


The purpose of this survey is to allow you to give your teacher ideas about how this class might be improved.

Directions: DO NOT PUT YOUR NAME ON THIS SURVEY. Write your teacher’s name, school year, and

class period in the space provided. Listed below are several statements about this class. Indicate your

agreement with each statement by placing a check (√) in the appropriate box. If you wish to comment, please

write your comments at the end of the survey.

Teacher’s Name School Year Class Period

Str

on

gly

Agre

e

Agre

e

Dis

agre

e

Str

on

gly

Dis

agre

e

Not

Ap

pli

cab

le

My teacher communicates clearly.

My teacher is knowledgeable about the subject area

he/she teaches.

The workload in this class is manageable.

My teacher gives feedback on work and exams in a

timely manner.

I get helpful feedback from my teacher.

My teacher handles classroom disruptions

effectively.

My teacher allows me to demonstrate my learning

in a variety of ways.

I feel challenged in this class.

I feel comfortable sharing my ideas in class.

My teacher helps me outside of class time when

needed.


My teacher respects my culture.

I feel my teacher values me as a person.

*

*


Comments:


87

Student Survey Summary (T) page 1 of 1

Teacher’s Name: School Year:

Grade(s) Subject(s):

Survey Version Given: Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

1. How many surveys did you distribute?

2. How many completed surveys were returned?

3. What is the percentage of completed questionnaires you received ____________%

Student Satisfaction Analysis

4. Describe your survey population(s) (i.e., list appropriate demographic characteristics such as grade level and

subject for students).

5. List factors that might have influenced the results (e.g., survey was conducted as the bell rang for dismissal).

6. Analyze survey responses and answer the following questions:

A) What did students perceive as your major strengths?

B) What did students perceive as your major weaknesses?

C) How can you use this information for continuous professional growth?


88

Performance

Standard Additional Position Specific Indicators for Educational Specialists

Standard 1:

Knowledge of

the Learning

Community

School Psychologists:

Provides psychological services consistent with NASP/APA ethical guidelines.

School Counselors:

Uses appropriate counseling techniques in a variety of settings

Effectively aligns VA School Counseling curriculum standards with VA Standards of Learning

Facilitates students’ use of higher level thinking skills in instruction, small group work and

individual counseling.

Remains current in the field of education and counseling.

School Librarians:

Demonstrates an understanding of research skills and provides recommendations and

instruction of search strategies in various formats most appropriate to the learning tasks.

Demonstrates an understanding of the American Association of School Librarians (AASL)

Standards.

School Improvement Leaders:

Please see Sample Performance Indicators.

Instructional Coaches/Differentiation Specialists


Instructional Technology Resource Teacher (ITRT)

Demonstrates an understanding of current digital ethics and offers training and resources for

staff and students.


89

Performance


Standard 2:

Program

Planning and

Management


Results of the evaluations facilitate the development of educational strategies and plans to

increase student learning and to ensure the fair assessment of student learning.

School Counselors:

Initiates and plans orientation programs to assist students in acclimating to a new environment.

Provides educational and vocational awareness activities as aligned with school counseling

standards.

School Librarians:

Collaborates with classroom teachers and/or specialists to embed skills associated with multiple

literacies into lessons and curricular units.

Follows procedures for selecting, acquiring, and cataloging materials and resources.

Administers the library budget in order to purchase appropriate materials.


Provides leadership for teachers by planning, collaborating, organizing, mentoring, and using

data to implement change to improve instructional programs.





Collaborates with classroom teachers, specialists, and/or school leaders to integrate technology into instruction.

Develops appropriate technology-related professional development opportunities for staff.


90

Performance


Standard 3:

Program

Services


Responds to crisis situations to facilitate positive student outcome.

Uses evidence-based techniques to promote social-emotional functioning and mental health.

School Counselors:

Responds positively to requests to assist students.

Guides students to better understand themselves and their relation to others.

Serves as advocate for and promotes learner emotional well-being and mental health.

Assists learners, teachers, families, and other service providers to facilitate behavior change.







Disseminates information regarding technology resources, emerging technologies, best

practices using technology and professional development opportunities


91

Performance


Standard 4:

Assessment


Uses a variety of techniques (e.g., assessment, intervention) as indicated by unique cultural,

background, and learning needs of students.

Interprets results of evaluations taking into account the cultural/ethnic background of the

student within the context of the learning environment.

Communicates results of the evaluation in a manner understandable to stakeholders.

Interprets results of evaluations to facilitate the education of students within the least restrictive

environment.

School Counselors:

Responds positively to requests to assist students.

Guides students to better understand themselves and their relation to others.

School Librarians:

Implement policies related to curriculum, scheduling and preservation of materials

Elaborates and supports the classroom curriculum with extension activities.






92

Performance


Standard 5:

Communication

and

Collaboration



School Counselors:


School Librarians:

Creates a friendly, comfortable, aesthetically pleasing space that enhances and encourages

technology use, leisure reading and browsing, and the use of materials in all formats. Library

atmosphere invites to explore, read and learn.

Collaborates with the teaching staff to develop and promote an up-to-date collection of print

and digital resources in multiple genres that appeal to differences in age, gender, ethnicity,

reading abilities, and information needs. Acquires, manages, and provides access to current

and relevant collection in a variety of formats.

Cooperates with school and community libraries to improve library media program services

and provide better access for students to information, knowledge and learning.

Promotes flexible and equitable access to resources that support their academic and personal

learning and meet diverse learning needs.

Promotes students intellectual and social development as responsible, contributing members

of society. Advocates for and protects intellectual access to information and ideas.

Teaches and encourages the sharing of knowledge and learning with others both in face-to-

face situations and through technology.

Fosters an environment to encourage students to actively seek multiple perspectives and to

work collaboratively with other students in a safe, responsible, and ethical manner.

Library media center facility is conducive to learning and is flexible to meet every student’s

needs.


Please see Sample Performance Indicators




93

Performance


Standard 6:

Professionalism


Based on the identified needs, collaborates with school personnel to develop and implement

procedures/services to promote safe schools and student mental health.

Keeps abreast of current trends in school psychology and uses up-to-date paradigms when

interpreting assessment results.

Uses current evaluation methods to conduct evaluations.

School Counselors:


School Librarians:







94

References

Buttram, J. L., & Waters, J. T. (1997). “Improving America’s schools through standards-based education.”

Bulletin, 81(590), 1-5.

Cawelti, G. (1999). Handbook of research on improving student achievement (2nd

ed.). Arlington, VA:

Educational Research Service.

Covino, E. A.,& Iwanicki, E. (1996). “Experienced teachers: Their constructs on effective teaching.”

Journal of Personnel Evaluation in Education, 11, 325-363.

Cruickshank, D. R., & Haefele, D. (2001). “Good teachers, plural.” Educational Leadership, 58(5), 26-30.

Danielson, C. (2001). “New trends in teacher evaluation.” Educational Leadership, 5(5), 12-15

Darling-Hammond, L. (2001). “The challenge of staffing our schools.” Educational Leadership, 5(8), 12-17;

Educational Review Office. (1998). The capable teacher. Education USA Special Report. (n. d.).

Good teachers: What to look for. A Publication of the National School Public Relations Association

Eisner, E. W. (1999). “The uses and limits of performance assessment.” Phi Delta Kappan, 80(9), 658-660.

Gronlund, N. E. (2002). Assessment of student achievement (7th

ed.). Boston: Allyn & Bacon.

Guskey, T. R. (2002). “Does it make a difference? Evaluating professional development.” Educational

Leadership, 59(6), 45-51.

Johnson, B. L. (1997). “An organizational analysis of multiple perspectives of effective teaching:

Implications for teacher evaluation.” Journal of Personnel Evaluation in Education, 11, 69-87.

Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment

using the dimensions of learning model. Alexandria, VA: ASCD.

Marzano, R. J., Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). A handbook for

classroom instruction that works. Alexandria, VA: ASCD

McEwan, E. K. (2002). 10 traits of highly effective teachers: How to hire, coach, and mentor successful

teachers. Thousand Oaks, CA: Corwin Press.

Panasuk, R., Stone, W., & Todd, J. (2002). “Lesson planning strategy for effective mathematics teaching.”

Education, 2 (2), 714, 808-827.

Shellard, E., & Protheroe, N. (2000).” Effective teaching: How do we know it when we see it?” The

Informed Educator Series. Arlington, VA: Educational Research Service.


95

Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: ASCD.

Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). “Teacher and classroom context effects on student

achievement: Implications for teacher evaluation.” Journal of Personnel Evaluation in Education, 11,

57-67.

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