Teacher Performance Evaluation
Handbook
Revised May, 2013
1
ACKNOWLEDGMENTS
Individuals contributing to the revision of the Bedford County Public School’s
Teacher Performance Evaluation Handbook include:
Keith Barton ........................................................... Teacher, Thomas Jefferson Elementary
Mac Duis ........................................................................................... Director of Instruction
Fred Glover ................................................................................... Parent/Uniserve Director
Randy Hagler .................................................................................... Chief Financial Officer
Kim Halterman ..................................................................... Principal, Thaxton Elementary
Kelly Harmony .................................................................................. School Board Member
Dina Linkenhoker ...............................................................Teacher, Staunton River Middle
Terri Maass ........................................................................ Teacher, Otter River Elementary
Jennifer Merritt ......................................................................................Parent/PTA Council
Christine Mistretta .................................................................. Teacher, Bedford Elementary
Tim Parker ............................................................................. Director of Human Resources
Doug Schuch ................................................................................................. Superintendent
Scott Simmons................................................................................ Principal, Forest Middle
Jeff Steele .......................................................................................... Teacher, Liberty High
Cherie Whitehurst ......................................................................... Assistant Superintendent
Pat Wood .................................................................................................. Uniserve Director
Approved – January, 2006
Revised – July, 2007
Revised – July, 2008
Revised – May, 2013
2
TABLE OF CONTENTS
PART I
PROCESS INTRODUCTION
Introduction ........................................................................................................................................5
Purposes .................................................................................................................................5
Identifying Teacher Performance Standards ......................................................................................6
Performance Standards ..........................................................................................................6
Performance Indicators ..........................................................................................................7
Documenting Performance ................................................................................................................8
Goal Setting ...........................................................................................................................8
Observations ..........................................................................................................................10
Documentation Log ...............................................................................................................13
Peer Observation/Video Recorded Lesson ............................................................................13
Integration of Data .................................................................................................................13
Evaluation Schedule...............................................................................................................14
Documentation Records .........................................................................................................15
Making Summative Decisions ...........................................................................................................17
Definitions of Ratings ............................................................................................................17
Rating Performance ...............................................................................................................18
Improving Performance .....................................................................................................................20
Placement ...............................................................................................................................20
Implementation ......................................................................................................................20
Resolution ..............................................................................................................................20
PART II
EVALUATION FORMS
Introduction ...................................................................................................................................... ..22
Annual Goals for Improving Student Achievement
Explanation of Goal Setting ................................................................................................... 23
Annual Goal for Improving Student Achievement Form ...................................................... 25
3
Classroom Observation
Pre-conference Form ..............................................................................................................27
Classroom Observation Form.................................................................................................28
Post-conference Form ............................................................................................................29
Documentation Log Description ........................................................................................................30
Documentation Log Cover Sheet ......................................................................................................32
Sample Communication Log ..............................................................................................................33
Sample Professional Development Log ............................................................................................ 34
Peer Observation/Video Recorded Lesson Analysis Form ................................................................ 35
Teacher Summative Performance Report........................................................................................... 36
Employee Improvement Plan .............................................................................................................39
PART III
PERFORMANCE STANDARDS
Standard 1: Professional Knowledge .................................................................................................40
Standard 2: Instructional Planning .....................................................................................................41
Standard 3: Instructional Delivery .....................................................................................................42
Standard 4: Assessment of and for Student Learning ........................................................................43
Standard 5: Learning Environment ....................................................................................................44
Standard 6: Professionalism ...............................................................................................................45
Standard 7: Student Academic Progress ............................................................................................ 46
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PART I
PROCESS INTRODUCTION
Bedford County Public Schools’ supervision of teachers incorporates a process for
collecting and presenting data to document performance that is based on welldefined job expectations.
The Bedford County Public Schools’ teacher evaluation system provides a balance
between structure and flexibility. That is, it is prescriptive in that it defines
common purposes and expectations, thereby guiding effective practice. At the same
time, it provides flexibility, thereby allowing for creativity and individual 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.
The primary purposes of the evaluation system are to:
 improve the quality of instruction by ensuring accountability for classroom
performance

contribute to successful achievement of the goals and objectives defined in the
Bedford County Public Schools Strategic Plan

provide a basis for instructional improvement through productive teacher
appraisal and professional growth

share responsibility for evaluation between the teacher and the evaluation team
in a collaborative process that promotes self-growth, instructional effectiveness,
and improvement of overall job performance

provide information that helps determine a teacher’s progress on the BCPS
Teacher Career Ladder.* (References in this handbook to the Teacher Career
Ladder and master/partner teachers refer to a system that is targeted for future
development and implementation.)
This evaluation system includes the following distinguishing characteristics:
 benchmark behaviors for each of the performance standards
 a focus on the relationship between teacher performance and improved student
academic achievement
 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 teacher involvement in the
evaluation process
 a support system for providing assistance when needed
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PURPOSES
IDENTIFYING TEACHER
PERFORMANCE STANDARDS
Clearly defined professional responsibilities for teachers constitute the foundation
for the teacher evaluation system. A fair and comprehensive evaluation system
provides sufficient detail and accuracy so that both evaluatees (teachers) and
evaluators (e.g., principal, assistant principal, or master/partner teachers) will
reasonably understand the job expectations.
The expectations for teacher performance are defined using a two-tiered approach.
Performance Standards
Performance Indicators
PERFORMANCE
STANDARDS
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.
Table 1: Teacher Performance Standards
Teacher Performance Standards
Performance Standard 1: Professional Knowledge
Teachers demonstrate an understanding of the curriculum, subject content, and the
developmental needs of students by providing relevant learning experiences.
Performance Standard 2: Instructional Planning
Teachers plan using state or other appropriate standards, the school’s curriculum,
effective strategies, resources, and data to meet the needs of all students.
Performance Standard 3: Instructional Delivery
Teachers effectively engage students in learning by using a variety of instructional
strategies in order to meet individual learning needs.
Performance Standard 4: Assessment of and for Student Learning
Teachers systematically gather, analyze, and use 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.
Performance Standard 5: Learning Environment
Teachers use resources, routines, and procedures to provide a respectful, positive, safe,
student-centered environment that is conducive to learning.
Performance Standard 6: Professionalism
Teachers maintain a commitment to professional ethics, communicate effectively, and
take responsibility for and participate in professional growth that results in enhanced
student learning.
Performance Standard 7: Student Academic Progress
Teachers’ work results in acceptable, measurable, and appropriate student academic
progress.
6
A set of performance indicators has been developed (see Part III) 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.
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 Student Achievement performance standard are
listed in the box.
Performance Standard 7: Student Academic Progress
Teachers’ work results in acceptable, measurable, and appropriate student academic
progress.
Expectations for proficient performance include, but are not limited to:
 Sets acceptable, measurable, and appropriate achievement goals for student
learning progress based on baseline data.
 Documents the progress of each student throughout the year.
 Provides intervention strategies to help students reach learning targets
 Provides evidence that achievement goals have been met using multiple measures of
student growth.
 Uses available performance outcome data to continually document and communicate
student academic progress and develop interim learning targets.
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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PERFORMANCE
INDICATORS
DOCUMENTING PERFORMANCE
A fair and equitable performance evaluation system for the role of a teacher
acknowledges the complexities of the job. Thus, multiple data sources are
necessary to provide for a comprehensive and authentic “performance portrait” of
the teacher’s work. Three perspectives on a teacher’s work are used in the
supervision process: the teaching professional, students, and one or more
evaluators. The sources of information briefly described in Table 2 were selected as
means of providing accurate feedback on teacher performance.
Table 2: Data Sources for Teachers
Data Source
GOAL SETTING
Definition
Goal Setting
Teachers have a definite impact on student learning and academic
performance. Depending on grade level, content area, and students’ ability
levels, appropriate measures of student 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 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. In addition to classroom observations, evaluators will review other
teacher products or artifacts, such as lesson plans, gradebooks, class
webpages, student work samples, and assessments.
Documentation
Log
The documentation log includes specific required artifacts that provide
evidence of several of the performance standards.
Peer
Observation or
Video Recorded
Lesson Analysis
A reflective summary, shared with the evaluator after the observation,
documents teacher professional learning based on peer or self-observation.
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 II (Teacher
Annual Goals for Improving Student Achievement) for developing and assessing the
annual goal(s). Teachers are to establish a minimum of one to a maximum of three
goals relating to their instructional setting. At least one of the goals must directly
address student achievement and be measured by an appropriate assessment.
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Appropriate measures of student learning gains differ substantially based on grade
level, content area, and ability level of students.
The following measurement tools are appropriate for addressing state and school
division guidelines and standards:
 norm-referenced tests,
 criterion-referenced tests,
 pre- and post-tests of specific skills,
 end-of-unit tests, and
 authentic measures (e.g., writing samples or student portfolios).
Additionally, evaluators may conduct schoolwide reviews of test data to identify
patterns. Reports of such efforts are useful for documenting student gains.
Developing Goals
Goals are developed early in the school year. 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
Time limited – the goal is contained to a single school year
The goals included below are merely samples of the range of SMART goals that
teachers may develop. The goals are intended to serve as models for how goals may
be written. The assignment of the teachers who wrote the goals appears in
parentheses.
In the current school year, 100% of my students will show measurable growth in the subject area
of math. At least 80% of my students will meet or exceed the benchmark for the End-of-the-Year
Math Test. (fourth grade)
Using the President’s Challenge physical fitness program components, all students will increase
their physical fitness, with 85% of students performing at or above the 50 th percentile on all five
components. (high school physical education)
In the current school year, 100% of my students will show measurable growth in English. At least
85% of my students will meet or exceed the PALS benchmark.
Eight out of ten students enrolled in Algebra II at the mid-term will demonstrate acquisition of
appropriate levels of critical thinking and mathematical processes by earning a “C” or better in
the class. (high school)
The students will increase their Woodcock Johnson GEs by an average of 1.5 years. The fluency
goal is for all students to reach 125 wpm, which is the national standard. (middle school selfcontained special education)
9
Submission of the Goal Setting for Teachers form
Teachers complete a draft of their goal(s) and schedule a meeting with their
evaluator to look at the available data from student performance measures and
discuss the proposed goal(s). Each year, teachers are responsible for submitting
their goal(s) to their principals or evaluators by October 31 unless a later date is
agreed upon by the principal. This goal form may be submitted during the
September summative conference (for continuing contract teachers).
Mid-Year Review of the Goals
A mid-year review of progress on the goal 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. The mid-year review is to be held
by March 1. 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 results are to be included in summative evaluations. End-of-year
results are due by the last teacher work day. If appropriate, administrators may
extend the due date for the end-of-year review for continuing contract teachers until
September 30 of the following school year in order to include the current year’s
testing data or exam scores. By the appropriate date, each teacher is responsible for
assessing professional growth made on the goal(s) 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.
Table 3: Summative and Non-Summative Teachers
Summative
Non-Summative
OBSERVATIONS

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
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,
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observations using the Classroom Observation form (see Part II) are conducted. All
formal observations last 30 minutes (minimum) and are followed by a postobservation dialogue within 10 working days.
Principals, assistant principals, and master/partner teachers 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. Therefore,
administrators will focus on four standards during the actual observation (i.e.,
professional knowledge, instructional planning, instructional delivery, and learning
environment). During the post-conference, the teacher and administrator will
discuss the observation as well as the other three performance standards.
Number of Observations
The minimum number of teacher observations varies by the teacher’s contract
status and experience. All required observations should be completed prior to the
summative evaluation conference. Observations are to be completed by April 15 if
non-renewal is anticipated (with the exception of the last grading period
observation of first year teachers). For continuing contract teachers in Years 1 and
2, observations may be conducted through the last contract day as long as a postconference is held.
Table 4: Minimum Number of Yearly Observations
Contract Status
Minimum Number
Pre-Conference
of Observations
Per Year
Probationary first
year teacher
4

Post-Conference

(2 of 4)
Teachers on an
Employee Assistance
Plan
Probationary teachers
3
As needed

1
As needed

(excluding first year
teachers)
Continuing contract
teachers in Year 3 of
evaluation cycle
Continuing contract
teachers in Year 1 or
Year 2 of the
evaluation cycle
 indicates an activity occurs
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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 postconference 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. The Pre-Observation
Conference Record is used with teachers in their first year of teaching or on an
Employee Improvement Plan for two of the required four observations. The PostObservation Conference Record is used by administrators with all teachers
following every formal observation. The post-observation dialogue occurs within
10 working days of the observation. 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)?
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The purpose of the documentation log (see Part II) 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 log 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. Therefore, specific items are required of all teachers. Furthermore, the
documentation log is used to organize the multiple data sources included in the
teacher evaluation.
DOCUMENTATION LOG
Required documents are kept in Part III of the Teacher Performance Evaluation
Handbook behind the appropriate performance standard sheet. A checklist for items
to include appears on the performance standard sheet. Documentation is not
required for all performance standards as other data sources may be used.
The documentation log is reviewed by evaluators at the end of an evaluation cycle
and at other times such as the mid-year goal review. Probationary teachers submit
their logs annually prior to the summative conference. Teachers in their summative
year (i.e., third year of the evaluation cycle) will submit documentation logs prior
to the summative conference. Documentation logs should be brought to evaluation
meetings held with the evaluator.
By February 15 of each year, teachers will be observed by a peer or watch a video
recorded lesson of themselves teaching. These processes challenge teachers to
reflect on ways of improving their practice. The Peer Observation/Video Recorded
Lesson Analysis Form (in Part II of the Handbook) will be used for this reflection.
Peer observation documentation will be specific to the subject taught and target
areas teachers identify. Forms might include, but are not limited to, the math
process skills checklist, National Board forms, or Santa Cruz New Teacher Project
forms.
PEER
OBSERVATION/
VIDEO
RECORDED
LESSON
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. Table
5 shows the alignment of performance standard by data source.
INTEGRATION
OF DATA
13
NOTE: X indicates a strong relationship
/
X
X
X
X
X
X
X
/
X
X
/
/
X
/
Peer or Video
Analysis
Documentation
Log
X
/
/
X
Observation PostConference
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of and for Student Learning
5. Learning Environment
6. Professionalism
7. Student Academic Progress
Observation
Performance Standard
Observation
Pre-Conference
Goal Setting
Table 5: Aligning Multiple Data Sources With Performance Standards
/
X
/
/
X
X
/
/ indicates a relationship
Assessment of performance quality occurs at the summative evaluation stage,
which comes at the end of the evaluation cycle (i.e., one year for probationary
teachers and three years for continuing contract teachers). In addition, an informal
review of performance occurs during annual goal review and post-observation
conferences for all 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 summative evaluation year (see Teacher Summative Performance Report, Part
II). Further details on the rating process are provided in subsequent sections of the
Handbook.
EVALUATION
SCHEDULE
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 Bedford County Schools’ performance standards; and
the division’s criteria or requirements for successfully completing the
probationary contract year.
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For teachers hired after the orientation occurs, the principal is responsible for
ensuring the new teacher receives an orientation to the Bedford County Schools’
professional personnel evaluation system.
For all probationary teachers, the evaluator:
 collects and documents information related to performance in each
dimension;
 identifies strengths and weaknesses in performance relative to the
performance standards;
 counsels, coaches, and assists teachers during their induction contract
period.
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 satisfactory level of performance and
professional growth as noted in the summative report.
Continuing Contract Teachers
The key difference in the evaluation schedule for continuing contract teachers is
that they receive summative evaluations every three years. Years 1 and 2 are
formative cycle years in which teachers work on enhancing their professional
practice and receive an informal review of their performance during goal progress
conferences and post-observation conferences. In Year 3, a 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.
The teacher’s evaluator may recommend a change in the evaluation cycle in the
event that a continuing contract teacher is not meeting the performance standards.
If a teacher is recommended for formal yearly observation, the evaluation
schedule followed is Year 3 in Table 6.
Table 6 details the evaluation schedules for each group of teachers. As illustrated,
the procedures for evaluating the performance of teachers rely on multiple data
sources, including, but not limited to, observations and goal setting.
Documentation records are maintained by both the teacher and the
principal/evaluator for the entire evaluation cycle. If the teacher transfers within
Bedford County Public 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.
15
DOCUMENTATION
RECORDS
Form(s)
Form Completed by
Timeline
Teacher
Evaluator
Probationary
Table 6: Evaluation Schedule for Teachers
Continuing Contract Data Collection Procedure
Year in Cycle
1
2
3
X
X
X
X
Goal setting
Goal Setting for Teachers form
X
X
X
X
Observation with post-conference
Classroom Observation form
X
X
X
X
Summary of peer observation/video
recorded lesson analysis
Summary form
X
X
X
X
Mid-year conference: Review of goals
Forum set by the principal
By March 1
X
X
X
X
Evaluation conference for probationary
teachers if non-renewal is anticipated
Summative Evaluation form
By April 15
X
X
X
X
End-of-year results
Goal-Setting Progress
X
End-of-year conference
Summative Evaluation form
X
Documentation Log
X
X
By October 31
Varies*
X
X
X
By February 15
Last work day
of year**
See note**
X
* Teachers new to the profession and on an Employee Improvement Plan are observed four times per year; all other probationary
teachers are observed three times a year; continuing contract teachers have one annual observation at a minimum.
** Unless non-renewal is anticipated, the due date for summative evaluations is the last teacher workday of the school year. Review
of end of year results and summative evaluations may be delayed until September 30 for continuing contract teachers if data about
goal progress is not available by the end of the school year. The summative conference by September 30 may be combined with the
goal setting conference for the next year.
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MAKING SUMMATIVE DECISIONS
Two major considerations apply when assessing job performance during
summative evaluation: the actual standards and how well they are performed. The
performance appraisal rubric and performance indicators provide a description of
well-defined teacher performance standards.
The rating scale describes four levels of how well the standards (i.e., duties) are
performed on a continuum from “exemplary” to “unacceptable.” The use of the
scale enables evaluators to acknowledge effective performance (i.e., “exemplary”
and “proficient”) and provides two levels of feedback for teachers who do not
meet expectations (i.e., “developing/needs improvement” and “unacceptable”).
DEFINITIONS
OF 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. PLEASE NOTE: Ratings
are applied to individual performance standards, NOT performance indicators.
Evaluators use four ratings when assessing performance of standards (i.e.,
“exemplary,” “proficient,” “developing/needs improvement,” “unacceptable”).
Table 7 offers general descriptions of those ratings.
Table 7: Definitions of Terms Used in Rating Scale
Rating
Definition
Exemplary
Exceptional performance:
 consistently exhibits behaviors that have a strong positive impact on students and
the school climate
 sustains high performance over a period of time
 serves as a role model for others
Effective performance:
 meets the requirements contained in the job description as expressed in the
evaluation criteria
 demonstrates willingness to learn and apply new skills
 exhibits behaviors that have a positive impact on students and the school climate
Ineffective performance:
 requires support in meeting the standards
 results in less than quality work performance
 leads to areas for professional improvement being jointly identified and planned
between the teacher and evaluator
Poor-quality 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
Proficient
Developing/
Needs
Improvement
Unacceptable
17
RATING
PERFORMANCE
E
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.
Sample Performance Indicators
Performance indicators are used in the evaluation system to identify
observable behaviors included in the major job expectations. They
were introduced in the section on Identifying Teacher Performance
Standards (p. 6). Examples of performance indicators for each
performance standard may be found in Part III.
Performance Rubric
A performance rubric is provided for each of the seven teacher
standards (see below for a sample; Part III 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 for each standard and provides a general
description of what a rating entails. The rating scale is applied for the
summative evaluation for all teachers.
Evaluators make judgments about performance of the performance
standards based on all available evidence. 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 professional practice.
Example of a Performance Rubric- Standard 6- Professionalism
Proficient
Developing/Needs
Proficient is the
Exemplary*
Unacceptable
expected level of
Improvement
performance.
The teacher
The teacher
The teacher
inconsistently practices
demonstrates
maintains a
or attends professional
inflexibility, a
commitment to
growth opportunities
reluctance and/or
professional
with occasional
disregard toward
ethics,
application in the
school policy, and
communicates
classroom.
rarely takes
effectively, and
advantage of
takes
professional growth
responsibility for
opportunities.
and participates in
professional
growth that
results in
enhanced student
learning.
*Teachers who are exemplary often serve as role models and/or teacher leaders.
In addition to meeting
the standard, the
teacher continually
engages in high level
personal/professional
growth and application
of skills, and
contributes to the
development of others
and the well-being of
the school.
18
After collecting information through required and other sources, the evaluator
rates a teacher’s performance for the summative evaluation. During the
summative evaluation, the evaluators apply the four-point rating scale to evaluate
performance on all teacher expectations (see Teacher Performance Summative
Report in Part II). The results of the evaluation are discussed with the teacher at a
summative evaluation conference. If the summative evaluation may trigger an
Employee Improvement Plan, the teacher should be notified in writing of this
possibility prior to the summative conference.
Summative evaluations are conducted annually. For probationary teachers,
formal summative evaluations are completed each year. For continuing contract
teachers, formal summative evaluations take place at the end of a three-year
evaluation cycle. Summative evaluation for continuing contract teachers is based
on all applicable data collected during the three-year cycle. However, if a
continuing contract teacher is not meeting performance standards (at any point in
the cycle) or is fulfilling an Employee Improvement Plan, the evaluation cycle
will vary. If non-renewal of a teacher is anticipated, the summative evaluation
occurs by April 1. If the summative is anticipated to trigger an Employee
Improvement Plan, the summative must be conducted by May 1. Administrators
are reminded to notify teachers in writing if the principal is considering an
Employee Improvement Plan. For all other teachers at the end of the three-year
cycle, the summative conference must be conducted by the last teacher work day
of the year. Review of end of year results and summative evaluations may be
delayed until September 30 for continuing contract teachers if data about goal
progress is not available in May. The summative conference by September 30
could be combined with the goal setting conference for the next year. The
administrator submits the signed Teacher Performance Summative Report to the
School Board office by June 30.
Teachers are advised of the following Bedford County Public Schools regulation
related to teacher compensation.
Compensation for Employees on an Employee Improvement Plan GCNO-R
While working on a plan for improvement of performance, the employee will be
ineligible for salary step advancement if the School Board approves compensation
increases. The employee on the Employee Improvement Plan would remain at his
current step placement on the salary scale. If the School Board approved a salary scale
cost-of-living increase and the dollar value of the step placement increased, then the
employee on the improvement plan would receive the cost-of-living increase. After
removal from the designated status of being on an Employee Improvement Plan, an
employee would return to normal status. Such an employee, returning to normal
status, will be offered an adjusted contract or salary agreement which will have his
salary step placement adjusted to the step placement prior to his assignment to the
Employee Improvement Plan status with any additional step placement increment as
justified by employment service. Payment of the new salary amount will be prorated
based on the date of the adjustment of the contract or salary agreement.
Adopted:
March 24, 2005
19
IMPROVING PERFORMANCE
PLACEMENT
If a teacher’s performance does not meet the expectations established by
Bedford County Public Schools, the teacher may be placed on an
Employee Improvement Plan (see Employee Improvement Plan Form in
Part II).
An Employee Improvement Plan is a tool that evaluators may use at any
point during the year for teachers whose professional practice would
benefit from additional supports. It is designed to support a teacher in
addressing areas of concern through targeted supervision and additional
resources. If the summative evaluation is going to trigger an Employee
Improvement Plan, the principal should indicate in writing to the teacher
that an Employee Improvement Plan is being considered.
Additionally, an Employee Improvement Plan is implemented if one of the
following scenarios occurs at the end of any data-collection period:
 A teacher receives a rating of “developing/needs improvement” on
Standard 7: Student Academic Progress; or
 A teacher receives two or more ratings of “developing/needs
improvement” in a summative evaluation; or
 A teacher receives one rating of “unacceptable” on any of the
seven teacher performance standards in a summative evaluation.
IMPLEMENTATION
When a teacher is placed on an Employee Improvement Plan, the evaluator
must:
a) formulate an Employee Improvement Plan
b) provide written notification to the teacher of the area(s) of concern
that need to be addressed, and
c) confer with the teacher on elements of the Employee Improvement
Plan and develop a timeline for implementation.
Assistance may include:
 assistance from a curriculum or program coordinator;
 peer assistance from within the building or from another building;
 conferences, classes, and workshops on specific topics; and/or
 other resources to be identified.
RESOLUTION
Prior to the evaluator making a final recommendation, the evaluator meets
with the teacher as needed to review progress made on the Employee
Improvement Plan, according to the timeline. The options for a final
recommendation include:
a) Sufficient improvement has been achieved: The teacher is no
longer on an Employee Improvement Plan.
b) Partial improvement has been achieved but more improvement is
20
needed: The teacher remains on an Employee Improvement Plan.
c) Little or no improvement has been achieved: The teacher is
recommended for non-renewal.
21
PART II
INTRODUCTION
Part II contains copies of forms used during the supervision of teachers. The
forms are used by the evaluator and the teacher to provide evidence of quality
work. The majority of the forms are maintained by the evaluator with copies
given to the teacher.
Table 7: Items Used as Evidence of Quality Work Performance
Teacher
Completed by
Evaluator
Form
Teacher Annual Goals for Improving Student
Achievement -- explanation and form
X
X
Classroom Observation forms
X
Documentation Log description
X
Peer observation/Video analysis form
X
Teacher Summative Performance Report
X
Employee Improvement Plan
X
22
Annual Goals for Improving Student Achievement
Explanation of Goal Setting
I.
Setting: Describe the population and special circumstances of the goal setting.
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?
A. Collect and review data
B. Analyze the data
C. Interpret the data
D. Determine needs
Examples of Data Sources for Student Achievement

















Criterion- and Norm-Referenced Tests
Advanced Placement Tests
Behavioral Assessment Scale for
Children (BASC)
Brigance
Virginia SOL
PIAT
ACT
PSAT, SAT, SATII
KTEAII
Woodcock Johnson
Flanagan
PALS/DRA/QRI
VAAP
VGLA
Stanford 10
School Records
Cumulative folders/previous academic
records
Individual Education Program (IEP)
504 Plan












Benchmark Tests
Teacher-made benchmark test based on
the standards
Physical Fitness Tests
Teacher Assessment
Quizzes
Tests
Performance tasks with rubrics
Authentic assessments/portfolios/
writing samples/running records
Grade analysis by nine weeks/ interim
reports
Semester/end-of-course examinations
Pre-Post tests
Conference logs
Word Study (Words Their Way)
Writing predictor
Growth Measures
IV. Write goal statement: Describe what you want students to accomplish.
A. Select an emphasis for your goal(s) focusing on the classroom/teacher level
(Refer to p. 9)
B. Develop annual goal(s) – minimum of 1 goal with a maximum of 3 goals
23
V. Strategies for improvement: Activities used to accomplish the goals.
Examples of Strategies for Improvement



Modified teaching arrangement
Cooperative planning with master
teachers, team members, department
members
 Demonstration lessons by colleagues,
curriculum specialists, teacher mentors
 Visits to other classrooms




Use of instructional strategies (e.g.,
Thinking Maps, CRISS, differentiation,
interactive notebook)
Focused classroom observation
Development of curricular supplements
Completion of workshops, conferences,
coursework
Team teaching; collaborative teaching
VI. Mid-year review: Accomplishments at the end of the first semester. If needed, make
adjustments in curriculum, instruction, groupings, etc.
VII. End-of-year data results: Accomplishments at the end-of-the-year.
The Teacher Annual Goals for Improving Student Achievement Form follows.
24
Bedford County Public Schools: Teacher Annual Goals for Improving Student Achievement Form
Teacher
School
Grade/Subject
Administrator
Date:
Goal_____ of __ __
School Year
This sheet is to be submitted to the evaluator by October 31 unless a later date is set by the principal. Discussion of this goal may occur by
September 30 in conjunction with the summative evaluation of continuing contract teachers.
I. Setting: [Describe the population and special learning circumstances.]
II. Content Area [The area/topic addressed based on student achievement, data analysis, or observational data.]
III. Baseline Data [Where are the students now?]
IV. Goal Statement [Describe what you want students to accomplish.]
25
V. Strategies for Improvement [Activities used to accomplish the goal.]
VI. Mid-year Review [Make adjustments in curriculum, instruction,
VII. End-of-Year Data/Results [Accomplishments at end of year.]
grouping, etc.]
End-of-Year Review
Mid-Year Review
Appropriate data received
Discussion held
Yes
No
Conducted on _______________ Initials __________ _________
Initial Proposal
Teacher’s Signature ____________________________ Date ____________
26
NA
Evaluator’s Signature ___________________________ Date ____________
Bedford County Public Schools
Pre-Observation Conference Record
Teacher _____________________________
School _____________________________
Grade/Subject _______________________
School Year________ - ________
Conference Date _____________________
Evaluator __________________________
Directions
Evaluators use this form with teachers who are new to the profession (i.e., first year of teaching), or with teachers
on an Employee Improvement Plan at least twice annually before conducting formal observations. The five
questions guide the discussion; administrators may discuss additional job-relevant topics at their discretion. This
form is to be placed in front of the teacher’s observation form. Administrators should provide a copy of the
completed “Pre-observation Conference Record” to teachers.
Inquiries
Notes
1. When would you like me to come?


The minimum length for a formal
observation is 30 minutes. Would
you like me to plan to stay longer
based on the lesson you have
planned?
What have/will you have done
instructionally with students in the
days prior to the observation?
2. What area if the lesson would you
like for me to focus upon (e.g.
student motivation, management,
questioning skills.)?
3. What will I see happening in your
class?
4. What instructional methods will be
used? How will you
differentiate to address a variety of
levels and learning styles?
5. Describe the population of the class.
27
Bedford County Public Schools
Classroom Observation Form
Teacher: _____________________________ School:__________________________________
Date:______________ Time:______________ Pre-Conference held  Yes, date _________ NA
This form focuses on performance standards that likely will be observed in a formal 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.
1. PROFESSIONAL KNOWLEDGE
 Appropriate curriculum standards
 Student use of higher level
thinking skills
 Links present content with past
and future learning experiences,
other subject areas, and real
world issues
 Accurate knowledge of subject
 Understanding of developmental
stages of age group taught
2. INSTRUCTIONAL PLANNING
 Uses student learning data to
guide planning
 Plans time realistically
 Plans for differentiated instruction
 Aligns lesson objectives to the
school’s curriculum and student
learning needs
 Appropriate long- and short-range
plans
 Uses appropriate content
resources, including digital
3. INSTRUCTIONAL DELIVERY
 Student active learning
 Builds upon students’ existing
knowledge and skills
 Differentiates instruction
 Reinforces learning goals
consistently
 Variety of effective instructional
strategies and resources
 Use of instructional technology
 Communicates clearly and
checks for understanding
5. LEARNING ENVIRONMENT
 Safe classroom arrangement
 Clear expectations for rules and
procedures
 Maximizes instructional time and
minimizes disruptions
 Climate of trust and teamwork
 Cultural sensitivity and respect for
diversity
 Active listening for students’
needs and responses
 Whole group, small group, and
individual instruction
ADDITIONAL NOTES
SPECIFIC EXAMPLES:
SPECIFIC EXAMPLES:
SPECIFIC EXAMPLES:
SPECIFIC EXAMPLES:
Observer’s Signature:______________________________
Teacher’s Signature if used as an informal instrument:________________________________________
NOTES:  Post-conference scheduled for _____________________  Email me more about _____________________________
28
Bedford County Public Schools
Post-Observation Conference Record
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.
4. ASSESSMENT OF AND FOR
STUDENT LEARNING
 Pre-assessment for planning
 Students set learning goals and
monitor own progress
 Variety of assessment strategies
 Aligns assessment with
curriculum standards
 Formative and summative
assessment
 Appropriate grading practices
 Gives constructive and frequent
feedback to students on their
learning
6. PROFESSIONALISM
 Collaborates within the school
community for student success
 Adheres to laws, policies, and
ethical guidelines
 Applies professional learning to
instruction
 Sets goals for improvement of
knowledge and skills
 Engages in outside activities for
school improvement
 Positive relationships with
parents/guardians through
frequent and effective
communication
 Contributes to school’s
professional learning community
 Has mastered standard oral and
written English in communications
7. STUDENT ACADEMIC
PROGRESS
 Sets appropriate goals based on
baseline data
 Documents progress of each
student throughout the year
 Provides intervention strategies
 Provides evidence that goals
have been met
 Uses outcome data to document
and communicate student
progress and set interim learning
targets
SPECIFIC EXAMPLES:
SPECIFIC EXAMPLES:
SPECIFIC EXAMPLES:
Observer’s Signature
Date
Teacher’s Signature
Date
29
Bedford County Public Schools
Documentation Log Description
What is a documentation log?
A documentation log:
 is one component of a multi-source evaluation that complements the observation components
of the teacher evaluation system.
 is Part III of the Teacher Performance Evaluation Handbook.
 is limited to the required documentation listed within each performance standard section.
 is a work in progress and is to be continually maintained throughout the evaluation period.
 should be user-friendly (neat, organized).
 remains in your possession except when reviewed by your evaluator.
 should be available at each evaluation meeting.
 belongs to you (even if you change schools or leave the school division).
How long is documentation kept?
For probationary teachers and teachers on Employee Improvement Plans, the documentation log
contains items relevant to a single evaluation year. Thus, at the conclusion of the annual
evaluation cycle the documentation log is emptied in preparation for the next year’s cycle.
Continuing contract teachers on a three-year evaluation cycle maintain the documentation log for
three years and empty it upon completing the three-year cycle. Therefore, these teachers will
have multiple versions of the required items. Teachers should make sure each item is clearly
labeled with the school year it represents (for example: 2013-14 Parent Contact Log).
What items are required?
1. Professional Knowledge
2. Instructional Planning

Supervisor review of unit and lesson plans (ongoing)
3. Instructional Delivery

Supervisor observation forms

Reflection on peer observation or video recorded lesson
4. Assessment of and for Student Learning
 Grading procedures
 Supervisor review of electronic gradebook (ongoing)
 Supervisor review of sample assessments (diagnostic, formative, and summative)
(ongoing)
5. Learning Environment

Classroom rules/discipline plan
6. Professionalism
 Professional development log
 Documentation of parent communication (Communication/Conference log)
7. Student Academic Progress

Academic goal setting form

Documentation of student progress relating to the goal set on the academic goalsetting form

Documentation of student progress using other measures, including work samples
30
What items are encouraged?




Artifacts from graduate coursework taken
Artifacts from professional reading/activities
Parent/student survey results
Feedback from lessons modeled for other teachers or other school service
31
Documentation Log
COVER SHEET
Teacher’s Name_______________________________________School Year ______________
Administrator’s Name __________________________________________________________
Teacher Directions: Place required items in order behind this cover sheet and staple in the upper
left hand corner. Submit the packet to your administrator 10 calendar days before the summative
evaluation meeting.
Administrator Directions: Review the materials stapled to the cover sheet. Check off that each
required item is present and make any notes relating to a particular item on this cover sheet.
Check if
present
Administrator’s Notes
Required Item
Peer Observation/Video Recorded
Lesson Analysis Form
Grading Procedures
Classroom Rules and Discipline Plan
Communication/Conference Log
Professional Development Log
Academic Goal Setting Form and
accompanying documentation
Other documentation of student
academic progress
Reviewed by:
Administrator’s Signature _________________________________________________________ Date ______________________
32
Page ___ of ___
Sample Communication Log
Professional’s Name____________________________________________ School Year ____________
Date
Person
Purpose
Mode
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
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
33
Notes
Sample Professional Development Log
Professional’s Name__________________________________________ 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_______________________
Grade
Certificate
Other_______________________
Grade
Certificate
Other_______________________
Grade
Certificate
Other_______________________
Grade
Certificate
Other_______________________
Grade
Certificate
Other_______________________
Grade
Certificate
Other_______________________
Grade
Certificate
Other_______________________
Grade
Certificate
Other_______________________
* Documentation should be maintained by the professional.
34
Bedford County Public Schools
Peer Observation/Video Recorded Lesson Analysis Form
To be completed by February 15
School Year ______________
Observing Teacher’s Name _________________________ Grade
Observed Teacher’s Name___________________________Grade
Subject
Subject
1. Describe the lesson you taught observed by a peer.
2. What observer feedback did you ask for (be specific about target areas)?
3. What from the feedback and reflection helped you reach your own professional goals?
4. How will you use what you learned from this process to improve your instruction?
35
Bedford County Public Schools
Teacher Summative Performance Report
Page 1 of 3
Teacher _____________________________
School _____________________________
Grade/Subject _______________________
School Year(s)*______________________
Contract Status:
 Probationary
 Continuing Contract
Directions
Evaluators use this form1 to provide the teacher with an assessment of performance. The teacher should receive a
copy of the form at the end of each evaluation cycle. The signed form is submitted to the Central Office by June 30
(unless extended to September 30).
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.




Effectively addresses appropriate curriculum
standards
Integrates key content elements and
facilitates student use of higher level
thinking skills
Demonstrates ability to link present content
with past and future learning experiences,
other subject areas, and real world
experiences and applications
Demonstrates 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
Communicates clearly and checks for
understanding
Rating
 Exemplary
 Proficient
 Developing/Needs
Improvement
 Unacceptable
Comments
Performance Standard 2: Instructional Planning
The teacher plans using state or other appropriate standards, the school’s
curriculum, effective strategies, resources, and data to meet the needs of all
students.




Uses student learning data to guide planning
Plans time realistically
Plans for differentiated instruction
Uses appropriate content resources,
including digital information



Aligns lesson objectives to the school’s
curriculum and student learning needs
Appropriate long- and short-range plans
Adapts plans when needed
Rating
 Exemplary
 Proficient
 Developing/Needs
Improvement
 Unacceptable
Comments
1
Evaluators should complete the summative performance report prior to April 1 for teachers whose contracts might
not be renewed.
36
Page 2 of 3
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.




Student active learning
Builds upon students’ existing knowledge
and skills
Differentiates instruction
Reinforces learning goals consistently



Variety of effective instructional strategies
and resources
Use of instructional technology, including
online course management when
appropriate
Communicates clearly and checks for
understanding
Rating
 Exemplary
 Proficient
 Developing/Needs
Improvement
 Unacceptable
Comments
Performance Standard 4: Assessment of and for Student Learning
Teachers systematically gather, analyze, and use 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.




Pre-assessment for planning
Students set learning goals and monitor own
progress
Variety of assessment strategies
Aligns assessment with curriculum standards



Formative and summative assessment
Appropriate grading practices
Gives constructive and frequent feedback to
students on their learning
Rating
 Exemplary
 Proficient
 Developing/Needs
Improvement
 Unacceptable
Comments
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.




Safe classroom arrangement
Clear expectations for rules and procedures
Maximizes instructional time and minimizes
disruptions
Climate of trust and teamwork



Cultural sensitivity and respect for diversity
Active listening for students’ needs and
responses
Whole group, small group, and individual
instruction
Comments
37
Rating
 Exemplary
 Proficient
 Developing/Needs
Improvement
 Unacceptable
Page 3 of 3
Performance Standard 6: Professionalism
The teacher maintains a commitment to professional ethics, communicates
effectively, and takes responsibility for and participates in professional growth that
results in enhanced student learning.




Collaborates within the school community
for student success
Adheres to laws, policies, and ethical
guidelines
Applies professional learning to instruction
Sets goals for improvement of knowledge
and skills



Positive relationships with parents/guardians
through frequent and effective
communication
Contributes to school’s professional learning
community
Has mastered standard oral and written
English in communications
Rating
 Exemplary
 Proficient
 Developing/Needs
Improvement
 Unacceptable
Comments
Performance Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate student
academic progress.



Sets appropriate goals based on baseline data
Documents progress of each student
throughout the year
Provides intervention strategies to help
students reach learning targets


Provides evidence that goals have been met
Uses outcome data to document and
communicate student progress and set
interim learning targets
Rating
 Exemplary
 Proficient
 Developing/Needs
Improvement
 Unacceptable
Comments
Strengths:
Areas Needing Improvement:
Overall Evaluation Summary Criteria
Met, recommended for re-employment
Not met due to:



1 or more Unacceptable rating(s)
Needs Improvement rating in Standard 7
2 or more Developing/Needs Improvement ratings
The teacher is recommended for:
Re-employment and placement on an
Employee Improvement Plan
Non-renewal/Dismissal
____________________________________
Evaluator’s Signature/Date
38
____________________________________
Teacher’s Signature/Date
Bedford County Public Schools
EMPLOYEE IMPROVEMENT PLAN
Teacher
School
Evaluator
School Year
Evaluator’s Signature/Date Initiated
Teacher Signature/Date Initiated
____________________________________
__________________________________
Performance standard(s) requiring improvement:
Objectives and strategies for improvement:
Performance
Standard
Performance Deficiencies
within the Standard to be
Corrected
Resources/Assistance Provided; Activities to
be Completed by Employee
Target Dates
Comments
Review Dates
Results of improvement plan:
Performance
Standard
Performance Deficiencies
within the Standard to be
Corrected
Recommendation based on outcome of Employee Improvement Plan:
 Deficiencies have been satisfactorily corrected: The teacher is no longer on an improvement plan.
 Some improvement has been achieved but more improvement is needed: The teacher remains on an Employee
Improvement Plan.
 Deficiencies were not corrected: The teacher is recommended for non-renewal or dismissal.
Evaluator’s Signature/Date Completed
Teacher Signature/Date Completed
______________________________________
__________________________________
39
PART III
PERFORMANCE STANDARDS
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.
Expectations for proficient performance include, but are not limited to:

Effectively addresses appropriate curriculum standards.

Integrates key content elements and facilitates students’ use of higher level thinking
skills in instruction.

Demonstrates an ability to link present content with past and future learning
experiences, other subject areas, and real world experiences and applications.

Demonstrates an accurate knowledge of the subject matter.

Demonstrates skills relevant to the subject area(s) taught.

Bases instruction on goals that reflect high expectations and an understanding of the
subject.

Demonstrates an understanding of the intellectual, social, emotional, and physical
development of the age group.
Proficient
Developing/Needs
Exemplary*
Proficient is the expected
Improvement
level of performance.
In addition to meeting the The teacher
The teacher inconsistently
standard, the teacher
demonstrates
demonstrates an
consistently demonstrates understanding of the
understanding of the
extensive knowledge of
curriculum, content, and
curriculum, subject
the subject matter and
student development or
content, and the
continually enriches the
lacks fluidity in using the
developmental needs of
curriculum.
knowledge in practice.
students by providing
relevant learning
experiences.
*Teachers who are exemplary often serve as role models and/or teacher leaders.
40
Unacceptable
The teacher bases
instruction on material
that is inaccurate or outof-date and/or
inadequately addresses
the developmental needs
of students.
Performance Standard 2: Instructional Planning
The teacher plans using state or other appropriate standards, the school’s curriculum,
effective strategies, resources, and data to meet the needs of all students.
Expectations for proficient performance include, but are not limited to:

Uses student learning data to guide planning.

Plans time realistically for pacing, content mastery, and transitions.

Plans for differentiated instruction.

Aligns lesson objectives to the school’s curriculum and student learning needs.

Develops appropriate long- and short-range plans, and adapts plans when needed.

Uses appropriate content resources, including digital information
Proficient
Exemplary*
Developing/Needs
Improvement
Proficient is the expected
level of performance.
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.
In addition to meeting the
The teacher inconsistently
standard, the teacher
uses the school’s
actively seeks and uses
curriculum, effective
alternative data and
strategies, resources, and
resources and consistently
data in planning to meet
differentiates plans to
the needs of all students.
meet the needs of all
students.
*Teachers who are exemplary often serve as role models and/or teacher leaders.
41
Unacceptable
The teacher does not plan,
or plans without
adequately using the
school’s curriculum,
effective strategies,
resources, and data.
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.
Expectations for proficient performance include, but are not limited to:

Engages and maintains students in active learning.

Builds upon students’ existing knowledge and skills.

Differentiates instruction to meet the students’ needs.

Reinforces learning goals consistently throughout the lesson.

Uses a variety of effective instructional strategies and resources.

Uses instructional technology, including online course management when appropriate.

Communicates clearly and checks for understanding.
Proficient
Exemplary*
Proficient is the expected
level of performance.
The teacher effectively
engages students in
learning by using a
variety of instructional
strategies in order to
meet individual learning
needs.
Developing/Needs
Improvement
In addition to meeting the
The teacher inconsistently
standard, the teacher
uses instructional strategies
optimizes students’
that meet individual
opportunity to learn by
learning needs.
engaging them in higher
order thinking and/or
enhanced performance
skills.
*Teachers who are exemplary often serve as role models and/or teacher leaders.
42
Unacceptable
The teacher’s instruction
inadequately addresses
students’ learning needs.
Performance Standard 4: Assessment of and for Student Learning
The teacher systematically gathers, analyzes, and uses all relevant data to measure student
academic progress, guide instructional content and delivery methods, and provide timely
feedback to both students and parents throughout the school year.
Expectations for proficient performance include, but are not limited to:

Uses pre-assessment data to develop expectations for students, to differentiate
instruction, and to document learning.

Involves students 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 student population.

Aligns student assessment with established curriculum standards and benchmarks.

Uses assessment tools for both formative and summative purposes, and uses grading
practices that report final mastery in relationship to content goals and objectives.

Uses assessment tools for both formative and summative purposes to inform, guide, and
adjust students’ learning.

Gives constructive and frequent feedback to students on their learning.
Proficient
Developing/Needs
Exemplary*
Proficient is the expected
Improvement
level of performance.
In addition to meeting the
The teacher uses a limited
The teacher
standard, the teacher uses
selection of assessment
systematically gathers,
a variety of informal and
strategies, inconsistently
analyzes, and uses all
formal assessments based
relevant data to measure links assessment to
on intended learning
intended learning
student academic
outcomes to assess student progress, guide
outcomes, and/or does not
learning and teaches
instructional content and use assessment to
students how to monitor
plan/modify instruction.
delivery methods, and
their own academic
provide timely feedback
progress.
to both students and
parents throughout the
school year.
*Teachers who are exemplary often serve as role models and/or teacher leaders.
43
Unacceptable
The teacher uses an
inadequate variety of
assessment sources,
assesses infrequently,
does not use baseline or
feedback data to make
instructional decisions
and/or does not report on
student academic progress
in a timely manner.
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.
Expectations for proficient performance include, but are not limited to:

Arranges the classroom to maximize learning while providing a safe environment.

Establishes clear expectations, with student input, for classroom rules and procedures
early in the school year, and enforces them consistently and fairly.

Maximizes instructional time and minimizes disruptions.

Establishes a climate of trust and teamwork by being fair, caring, respectful, and
enthusiastic.

Promotes cultural sensitivity.

Respects students’ diversity, including language, culture, race, gender, and special
needs.

Actively listens and pays attention to students’ needs and responses.

Maximizes instructional learning time by working with students individually as well as
in small groups or whole groups.
Proficient
Exemplary*
Proficient is the expected
level of performance.
The teacher uses
resources, routines, and
procedures to provide a
respectful, positive, safe,
student-centered
environment that is
conducive to learning.
Developing/Needs
Improvement
In addition to meeting the
The teacher is
standard, the teacher
inconsistent in using
creates a dynamic
resources, routines, and
learning environment that
procedures and in
maximizes learning
providing a respectful,
opportunities and
positive, safe, studentminimizes disruptions
centered environment.
within an environment in
which students selfmonitor behavior.
*Teachers who are exemplary often serve as role models and/or teacher leaders.
44
Unacceptable
The teacher inadequately
addresses student
behavior, displays a
harmful attitude with
students, and/or ignores
safety standards.
Performance Standard 6: Professionalism
The teacher maintains a commitment to professional ethics, communicates effectively,
and takes responsibility for and participates in professional growth that results in
enhanced student learning.
Expectations for proficient performance include, but are not limited to:

Collaborates and communicates effectively within the school community to promote
students’ well-being and success.

Adheres to federal and state laws, school policies and ethical guidelines.

Incorporates learning from professional growth opportunities into instructional
practice.

Sets goals for improvement of knowledge and skills.

Engages in activities outside the classroom intended for school and student
enhancement.

Works in a collegial and collaborative manner with administrators, other school
personnel, and the community.

Builds positive and professional relationships with parents/guardians through frequent
and effective communication concerning students’ progress.

Serves as a contributing member of the school’s professional learning community
through collaboration with teaching colleagues.

Demonstrates consistent mastery of standard oral and written English in all
communication.
Proficient
Developing/Needs
Exemplary*
Proficient is the expected
Improvement
level of performance.
In addition to meeting the The teacher maintains a The teacher inconsistently
standard, the teacher
practices or attends
commitment to
continually engages in
professional growth
professional ethics,
high level
opportunities with
communicates
personal/professional
occasional application in
effectively, and takes
growth and application of responsibility for and
the classroom.
skills, and contributes to
participates in
the development of others professional growth that
and the well-being of the
results in enhanced
school.
student learning.
*Teachers who are exemplary often serve as role models and/or teacher leaders.
45
Unacceptable
The teacher demonstrates
inflexibility, a reluctance
and/or disregard toward
school policy, and rarely
takes advantage of
professional growth
opportunities.
Performance Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate student
academic progress.
Expectations for proficient performance include, but are not limited to:

Sets acceptable, measurable and appropriate achievement goals for student academic
progress based on baseline data.

Documents the progress of each student throughout the year.

Provides intervention strategies to help students reach learning targets

Provides evidence that achievement goals have been met, including the state-provided
growth

Uses available performance outcome data to continually document and communicate
student academic progress and develop interim learning targets.
Proficient
Exemplary*
In addition to meeting the
standard, the work of the
teacher results in a high
level of student
achievement with all
populations of learners.
Proficient is the expected
level of performance.
The work of the teacher
results in acceptable,
measurable, and
appropriate student
academic progress.
Developing/Needs
Improvement
The work of the teacher
results in student
academic progress that
does not meet the
established standard
and/or is not achieved
with all populations
taught by the teacher.
* Teachers who are exemplary often serve as role models and/or teacher leaders.
46
Unacceptable
The work of the teacher
does not achieve
acceptable student
academic progress.