Alexandria City Public Schools
Teacher
Growth
&
Assessment
System
Approved June 21, 2012
Updated July 1, 2016
June 2016
ii
July 1, 2016
iii
School Board
Sheryl Gorsuch, Chairman
Helen Morris, Vice Chairman
Ronnie Campbell
Mimi Carter
Yvonne A. Folkerts
Blanche D. Maness
Arthur E. Peabody Jr.
Marc Williams
Charles H. Wilson
Administrative Personnel
Morton Sherman, Ed.D.
Superintendent of Schools
Kevin North
Chief Human Resources Officer
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ACKNOWLEDGMENTS
Alexandria City Public Schools acknowledges the volunteers who participated on the
Teacher Evaluation Review Committee. Members of that committee included:
Destini Artis
Kim Blake-Wilcox
Tyrone Burson, Ed.D.
Carmen Canales
Michael Cohen
Teacher, Samuel W. Tucker Elementary School
Teacher, T.C. Williams Minnie Howard Campus
Teacher, Jefferson-Houston School
Teacher, T.C. Williams High School
Assistant Principal,
T.C. Williams High School Minnie Howard Campus
Vondrenna Douglas-Martino Associate Principal, George Washington 2 Middle School
Dawn Feltman
Principal, Patrick Henry Elementary School
Kimberley Graves
Executive Associate Principal,
T.C. Williams High School Minnie Howard Campus
Elizabeth Hoffman
Teacher, George Mason Elementary School
Greg Hutchings, Ph.D.
Director, Pre-K-12 Initiatives
Anthony Lawson
Teacher, John Adams Elementary School
Stacy Palmer
Teacher, George Washington 2 Middle School
Jane Quenneville, Ed.D.
Director, Special Education Services
Rene Paschal
Principal, Samuel Tucker Elementary School
Sandra Rojas
Teacher, Detention Center
David Serensits
Specialist, Testing Coordinator
Lisa Staib
UniServ Director, Virginia Education Association
Erin Stone, Ph.D.
Autism Coordinator
Sarah Whelan
Curriculum Specialist
Patricia Williamson
Associate Principal, Francis C. Hammond 1 Middle School
Special thanks for guidance and subject matter reviews:
Kelly Alexander
Director, Communications
Frances Brearley
TAG Coordinator
John Brown, Ph.D.
Executive Director, Curriculum Design & Services
Monte Dawson
Executive Director, Accountability
Rachal Edwards
Professional Learning Developer & Coordinator
GwenCarol Holmes, Ed.D. Chief Academic Officer
Tanisha Lee Martin
Response to Intervention Coordinator
DeQuendre Neeley-Bertrand Public Relations Specialist, Communications
Bethany Nickerson
Director, English Language Learners Services
Jodie Peters
IB/MYP Coordinator
Fran Prolman, Ph.D.
Skillful Teaching and Leading Consultant
Carri Stoltz
Early Childhood Coordinator
The Teacher Evaluation Review Committee was directed and facilitated by:
Denise Brownlee
Special Projects Lead, Human Resources
Sandra Hardeman
Director, Employee Relations
Kevin North
Chief Human Resources Officer
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We thank Dr. Robert Grimesey, Jr., Superintendent of Orange County Public Schools and
the Orange County Public Schools Teacher Evaluation Steering Committee for their
conscientious and thoughtful efforts in developing the sample handbook that was used as the
basis for this handbook.
Project Consultant
James H. Stronge, Ph.D.
Heritage Professor of Educational Policy, Planning, and Leadership
College of William and Mary
Williamsburg, Virginia
with assistance from:
Virginia Caine Tonneson, Ph.D., College of William and Mary
Leslie W. Grant, Ph.D., College of William and Mary
Xianxuan Xu, Ph.D., College of William and Mary
Copyright © 2011 by James H. Stronge
James H. Stronge hereby grants school divisions in the Commonwealth of Virginia permission to use, revise, and/or
modify the system developed under this Agreement, as needed, to meet applicable requirements or other educational
purposes. This restricted copyright permission is applicable solely for use of such copyrighted material by the Virginia
Department of Education and their employees, and within the Virginia Public Schools.
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Table of Contents
Part I: Introduction and Process
Introduction ............................................................................................................................1
Purposes .....................................................................................................................1
Overview ....................................................................................................................3
Evaluation Cycles ......................................................................................................5
Identifying Teacher Performance Standards ..........................................................................6
Performance Standards ..............................................................................................6
Performance Indicators ..............................................................................................7
Documenting Performance ....................................................................................................9
Observations ..............................................................................................................9
Documentation Log ...................................................................................................10
Required Items ...........................................................................................................12
Alignment of Performance Standards with Data Sources ..........................................16
Observation and Evaluation Schedule .......................................................................17
Documentation Records .............................................................................................17
Making Summative Decisions ...............................................................................................20
Definitions of Ratings ................................................................................................20
Responsibility for the Ratings ....................................................................................20
Rating Teacher Performance......................................................................................22
Single Summative Rating ..........................................................................................24
Improving Professional Performance ....................................................................................25
Support Dialogue .......................................................................................................26
Professional Growth Plan ..........................................................................................27
Part II: Performance Standards & Sample Indicators
Performance Standard 1: Professional Knowledge................................................................29
Performance Standard 2: Instructional Planning ...................................................................31
Performance Standard 3: Instructional Delivery....................................................................32
Performance Standard 4: Assessment of and for Learning ....................................................33
Performance Standard 5: Learning Environment ..................................................................35
Performance Standard 6: Professionalism and Communication ............................................36
Performance Standard 7: Student Academic Progress...........................................................38
Part III: Forms and Logs
Introduction........................................................................................................................... 40
Professional Learning Plan.................................................................................................... 40
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Goal-Writing Template ..........................................................................................................44
Professional Learning Form...................................................................................................45
Observation Form ..................................................................................................................48
Pre-Observation Conference Record .....................................................................................54
Teacher Documentation Log Cover Sheet .............................................................................55
Grade K-2 Student Survey .....................................................................................................58
Grade 3-5 Student Survey ......................................................................................................59
Grade 6-8 Student Survey ......................................................................................................60
Grade 9-12 Student Survey .................................................................................................... 61
Student Survey Summary ...................................................................................................... 62
Teacher Summative Performance Report .............................................................................63
Licensed Staff Support Dialogue ...........................................................................................74
Licensed Staff Professional Growth Plan ..............................................................................76
Glossary .................................................................................................................................85
References ....................................................................................................................... 86
Endnotes .......................................................................................................................... 88
Figures
Figure 1: Evaluation Cycles ..................................................................................................... 5
Figure 2: Sample of Performance Standard and Performance Indicators ................................ 8
Figure 3: Data Sources for Teachers ........................................................................................ 9
Figure 4: Sample Items in a Documentation Log .................................................................. 11
Figure 5: Student Achievement Goal Setting Process ........................................................... 13
Figure 6: Acronym for Developing Goals ............................................................................. 14
Figure 7: Sample Goals .......................................................................................................... 14
Figure 8: Aligning Multiple Data Sources with Performance Standards .............................. 16
Figure 9: The ACPS Teacher Growth and Assessment System Schedule............................. 19
Figure 10: Definition of Terms Used in the Rating Scale ..................................................... 21
Figure 11: Sample Rubric of Teacher Performance .............................................................. 23
Figure 12: Two Tools to Improve Professional Performance ................................................ 25
July 1, 2016
PART I: INTRODUCTION AND
PROCESS
INTRODUCTION
The Alexandria City Public Schools (ACPS) Teacher Growth and Assessment System uses
the Goals and Roles Performance Evaluation Model developed by Dr. James Stronge for
collecting and presenting data to document performance based on well-defined job
expectations.
The ACPS Teacher Growth and Assessment System provides a balance between structure
and flexibility. It is prescriptive in that it defines common purposes and expectations,
guiding effective instructional practice. At the same time, it provides flexibility, 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. Teachers will receive feedback through formative
observations intended to promote dialogue for ongoing improvement and learning.
This is a living document that has been reevaluated during the initial years of
implementation to strengthen and improve the system. The first year was considered a
transition year and ACPS will continue to evaluate and enhance or revise the system to meet
the needs of teachers and administrators.
The instructions, forms and illustrations in this handbook are intended to promote a uniform
system that enables inter-rater reliability between schools. All evaluators are trained to
implement the system with the teachers in their schools. In addition, the ACPS human
resources website provides tools and additional guidance for both teachers and evaluators to
ensure inter-rater reliability. All licensed staff use TalentEd for online evaluation. While the
handbook provides sample templates and illustrations they may differ in the web based
application. You must be an active employee to access the TalentEd system.
Purposes
The primary purposes of the ACPS Teacher Growth and Assessment System are to:

optimize student learning and growth

improve the quality of instruction by ensuring accountability for classroom
performance and teacher effectiveness,

contribute to successful achievement of the goals and objectives defined in the
vision, mission and strategic goals of Alexandria City Public Schools

provide a basis for instructional improvement through productive teacher
performance appraisal and professional growth
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
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 the ACPS Teacher Growth and Assessment 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

a support system for providing assistance when needed
MISSION
Every student succeeds: Educating lifelong learners and inspiring civic responsibility.
VISION
Our students achieve at high levels, are well-rounded, critical thinkers, and have a passion
to learn.
ACPS has an engaging and collaborative climate that promotes ethical behavior and values
diversity.
ACPS is a vital part of the fabric of our community, and Alexandria residents and
businesses take pride in our schools.
PRINCIPLES
We Believe In Educational Excellence
We Believe In High Achievement for All
We Believe In a Culture of Collaboration
We Believe In Continuous Improvement and Accountability
We Believe In Environmental Stewardship
GOALS
1. Academic Excellence and Educational Equity: Every student will be academically
successful and prepared for life, work, and college.
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2. Family and Community Engagement: ACPS will partner with families and the
community in the education of Alexandria's youth.
3. An Exemplary Staff: ACPS will recruit, develop, support, and retain a staff that
meets the needs of every student.
4. Facilities and the Learning Environment: ACPS will provide optimal and
equitable learning environments.
5. Health and Wellness: ACPS will promote efforts to enable students to be healthy
and ready to learn.
6. Effective and Efficient Operations: ACPS will be efficient, effective, and
transparent in its business operations.
Overview
The ACPS Teacher Growth and Assessment System incorporates a process for collecting and
presenting data to document performance that is based on well-defined job expectations
meeting seven performance standards:
Performance Standard 1: Professional Knowledge
Performance Standard 2: Instructional Planning
Performance Standard 3: Instructional Delivery
Performance Standard 4: Assessment of and for Student Learning
Performance Standard 5: Learning Environment
Performance Standard 6: Professionalism
Performance Standard 7: Student Academic Progress
Through this system, teachers and their evaluators share responsibility for presenting
evidence of quality work.
All teachers follow a three-year growth and assessment cycle
 Probationary teachers receive summative evaluations during each of their first three
years.
 Continuing contract teachers new to ACPS who are from another Virginia school
division are considered probationary for two years and will receive a summative
evaluation following both years. Teachers who receive a successful summative will
begin a three-year continuing contract cycle the following year.
 Continuing contract teachers receive a summative evaluation in year 3 of the three-year
continuing contract cycle.
All teachers maintain a document log each year that includes at least one piece of evidence
per standard and a:
 PLP with, at a minimum, one student growth goal targeting school education plan or
division strategic goal. l
 Summary of student survey outcomes
 Self-reflection on growth
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In a summative evaluation, teachers receive a rating of exemplary, proficient, needs
improvement or unacceptable for each of the seven performance standards based on rubrics
(see Part II).
Each standard is weighted in percentages as follows: 1) professional knowledge – 10%; 2)
instructional planning – 10%; 3) instructional delivery – 10%; 4) assessment of and for
student learning – 10%; 5) learning environment – 10%; 6) professionalism – 10%; 7)
student academic progress – 40%.
Evaluation Cycles
The ACPS Teacher Growth and Assessment System operates on a three-year cycle. Teachers
employed on a full-time basis must serve a three-year probationary period before acquiring
continuing contract status. Teachers new to ACPS who achieved continuing contract status
in another Virginia school division will be on probationary status for two years. . Following
a successful summative evaluation, these teachers will begin the next year on the three-year
evaluation cycle that all continuing contract teachers observe. Teachers on continuing
contract status receive a summative evaluation every three years.
IDENTIFYING TEACHER PERFORMANCE
STANDARDS
Clearly defined professional responsibilities constitute the foundation of the ACPS Teacher
Growth and Assessment System. A fair and comprehensive evaluation system provides
sufficient detail and accuracy so that both teachers and evaluators (i.e., principals,
supervisors) reasonably understand their role expectations.
The expectations for professional performance are defined using a two-tiered approach.
Performance Standards
Performance Indicators
Performance Standards
Performance standards refer to the major duties performed. There are seven performance
standards for all teachers.
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.
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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 3: Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional
strategies to meet individual 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.
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 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.
Performance Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable and appropriate student academic
progress.
For Specialists:
Performance standards refer to the major duties performed. There are seven performance
standards for all specialists.
Performance Standard 1: Professional Knowledge
The specialist demonstrates an understanding of cultural, ethnic, and linguistic backgrounds
to assist in the delivery of appropriate educational and programmatic opportunities
Performance Standard 2: Program Planning and Management
The specialist plans using effective strategies, resources and data to meet the needs of all
students.
Performance Standard 3: Program Services Delivery
The specialist effectively selects, develops, organizes, implements, and supports curriculum
for specific learner and program needs.
Performance Standard 4: Assessment of Program
The specialist systematically gathers, analyzes and uses all relevant data to measure program
success,
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Performance Standard 5: Communication and Collaboration
The specialist uses resources, routines and procedures to provide support to the mission,
vision, and goals of the school and the school division.
Performance Standard 6: Professionalism
The specialist maintains a commitment to professional ethics, communicates effectively and
takes responsibility for and participates in professional growth that results in gains in
program goals.
Performance Standard 7: Learner/Program Progress
The work of the specialist results in acceptable, measurable and appropriate progress.
Performance Indicators
A set of performance indicators has been developed (see Part II) to provide examples of
observable, tangible behaviors. 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 limited, and all teachers are not expected to demonstrate each
performance indicator during a single observation.
Both teachers and evaluators should consult the sample performance indicators for
clarification of what constitutes a specific performance standard. As an illustration,
performance indicators for the Instructional Delivery standard are listed in Figure 2.
The performance indicators help teachers and their evaluators clarify job expectations. All
performance indicators may not be applicable to a particular work assignment. Ratings are
made at the performance standard level. Specialist performance indicators will be
created by the Director, Specialist Team or other Subject Matter Expert for each
programmatic area.
Figure 2. Sample of Performance Standard and Performance Indicators
Performance Standard 3: Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional
strategies 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:
3.1 Engages and maintains students in active learning by using clarity strategies,
such as activators and summarizers
3.2 Uses clarity activator strategies to build upon students’ existing knowledge and
skills
3.3 Analyzes students’ learning needs through Cultural/linguistic, Academic,
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Metacognitive, Personal (CAMP) pre-assessments to differentiate instruction to
meet the students’ needs
3.4 Checks for understanding to reinforce learning goals consistently throughout
lessons
3.5 Uses a variety of clarity instructional strategies, principles of the Alexandria
Learning and Teaching Model and resources throughout the lesson
3.6 Uses instructional technology to collect evidence of student learning and
enhance student engagement and learning
3.7 Communicates clearly and checks for understanding throughout the lesson
3.8 Routinely makes connections between mastery objectives and essential questions
3.9 Consistently fosters student-centered participation and making meaning by
incorporating the 10:2 Rule.
DOCUMENTING PERFORMANCE
A fair and equitable performance growth and assessment system for the role of a
professional 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. ACPS incorporates evidence included in a teacher documentation log and
observations to provide accurate feedback on teacher performance as defined in Figure 3.
Figure 3. Data Sources for Teachers
Data Source
Definition
Observations
Evaluators conduct both walk-throughs and formative observations
throughout the year. Walk-throughs are sporadic and not of any mandated
length but suggested to not exceed a classroom period. A formative
observation runs 45 minutes or one class period and is followed by a postconference during which the evaluator and teacher will discuss strengths
and areas for improvement. A pre-conference may be conducted at the
request of the teacher or the evaluator. Figure 9 outlines the suggested
ACPS evaluation schedule.
Documentation
Log
The Documentation Log houses required and teacher-selected artifacts that
provide evidence of meeting the performance standards (Figure 2).
Observations
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Observations are intended to provide information on a wider variety of contributions made
by teachers in the classroom or to the school community. Administrators 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 serve as a source of information.
Observations conducted by licensed administrators will be included in the documentation
log as evidence/data sources in the applicable standard. Observations conducted by
coaches, department leads, chairs or other instructional leaders may be included in the log at
the teachers discretion/preference.
The Observation Form is linked to the Talent Ed system and used to provide targeted
feedback on teachers’ effectiveness related to the seven performance standards for two types
of observations: walk-through and formative observations.
Classroom observations provide key information on several of the specific standards.
Figure 9
Probationary
Continuing Contract
2 Walk –throughs are required: no time
requirements
Walk -throughs are optional but recommended:
no time requirements
Emphasis on quality, not time
2 Formative: 40 minutes or a lessonPre conference recommended
Post conference required
2 Formative: 40 minutes or a lessonPre conference recommended
Post conference required
Probationary teachers will be observed at least four times per year. We suggest the
following schedule:
Q1 One Formative
Q2 One Formative
Q3 One Walk Through
Q4 One Walk Through
In Q3 they receive a Summative- Summative Evaluation* is due prior to May 1st
CONTINUING CONTRACT
ii. Receive 2 Formative observations, at a minimum,
THE RECOMMENDED SCHEDULE IS:
Q1 or Q2 One Formative
Q3 or Q4 One Formative
Walk-Through is optional
Continuing contract teachers receive a summative evaluation in year 3 of the 3-year
cycle
.
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A walk-through is expected to provide focused during an unspecified time. There is no
minimum time for a walk-through however it should not exceed 40 mins. All formative
observations will include a classroom observation of between 40 minutes (or one class
period) and a post-conference that includes qualitative feedback noting strengths and
suggestions for improvement . A pre-conference may be conducted at the request of the
teacher or the administrator.
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
using the observation form and through a post-conference with the teacher. Other
observation forms may be used at the evaluator’s discretion including those specific to
ELL, Special Education etc. with approval of Human Resources.
Within ten workdays following a formative observation, the observation must be made
available on TalentEd or one copy of the observation form will be given to the teacher.
Documentation Log
The purpose of the Documentation Log is to provide evidence of performance related to
specific standards. These documents provide administrators with information they likely
would not receive in an observation. 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 administrator. The emphasis is on the quality of work, not
the quantity of materials presented. Furthermore, the Documentation Log is used to organize
the multiple data sources included in the teacher evaluation (See Figure 3. Data Sources for
Teachers).
A cover sheet for items to include in the Documentation Log is presented in Part III. The
cover sheet is a preloaded form in TalentEd and should be completed each year. While the
Documentation Log should be available at the request of the administrator and/or evaluator,
it is typically in the summative year the documentation log is reviewed.
A Documentation Log:

is a collection of artifacts that result from regular classroom instruction

may be kept as organized electronic files or in paper form (e.g., three-ring binder,
file folder),

is a work in progress; it is to be updated regularly throughout the evaluation period
(weekly/ monthly).

should be available for review at the evaluator’s request

should be user-friendly (neat, organized)

remains in TalentEd
Figure 4 lists examples of items that may be included in the Documentation Log.
This is not an exhaustive list. In addition to the required elements, teachers should
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submit artifacts that show the strongest evidence of supporting or meeting each
standard.
Figure 4. Sample Items in a Documentation Log
Performance
Examples of Evidence
Standard
1. Professional
Knowledge
 Transcripts of coursework
 Professional Development certificates/Electronic Registrar Online (ERO) reports
 Stage 3 of Lesson Plans/ Individualized Achievement Plans (IAP)/Individualized
Education Programs (IEP) Journals/notes that represent reflective thinking and
professional growth
 Samples of innovative approaches developed by teacher
2. Instructional
Planning
 Differentiation in lesson planning and practice in alignment with the ACPS curriculum
 Analysis of classroom assessment
 Data-driven revision of lesson plans
Examples with annotated analysis:
o Sample lesson or unit plan
o Course syllabus
o IAP/IEP
 Formative reviews/post conference documentation
3. Instructional
Delivery
4. Assessment of
and for Student
Learning




5. Learning
Environment
 Student survey summary information (required)
 List of classroom rules with brief explanation of the procedures used to develop and
reinforce them
 Schedule of daily classroom routines
 Explanation of behavior management philosophy and procedures
6. Professionalism




7. Student
Academic
Progress
Baseline and periodic assessment data with annotated analysis
Formal observation data
Formative and summative assessment data with annotated analysis
Graphs or tables of student results with annotated analysis
Record of participation in extracurricular activities and events
Record of professional development taken or given with annotated analysis
Examples of collaborative work with peers
Record of service as a member of leadership or goal group team for a school education
plan
 PLP Professional Learning Plan (PLP) with progress monitoring data
 Evidence of communication with students, families, colleagues and community
Examples:
o Copy of classroom newsletter or other parent information documents
o Sample copy of interim reports
o Phone log, email, home visit log






PLP (required)
Self-reflection (required)
Documented goal measures (e.g., test scores) with annotated analysis
Transfer task results with annotated analysis
Scholastic Reading Inventory (SRI) and/or Scholastic Math Inventory (SMI) data with
annotated analysis
Criterion Referenced Test (CRT) data with annotated analysis
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Required Items The ACPS Professional Learning Plan, survey summary sheet and selfreflection are required artifacts in the documentation log for all teachers and specialists
every year. For Standard 7 teachers will be required to submit one piece of evidence in
addition to their SMART goal to address the issue of multiple measures.
Professional Learning Plan (PLP)
The Virginia Department of Education Uniform Performance Standards and Evaluation
criteria incorporate student growth as a significant component of evaluation while
encouraging local flexibility in implementation. At ACPS, all teachers develop a
Professional Learning Plan (PLP) that includes, at a minimum, one student growth goal with
multiple measures to evaluate success in meeting the goal, and professional learning to
support the goal. Growth goals cascade from – and support – division-wide goals, school
education plans and school initiatives. The PLP form should be completed and signed by the
evaluator and teacher no later than six weeks following the beginning of each year.
For many teachers, measures of student performance can be directly documented. A valueadded – or gain score – approach can be used to document teachers’ influence on student
learning. In addition, transfer tasks or end-of-unit performance tasks can be used to measure
student gains. Standards of Learning (SOL) scores, when available, are required as one of
multiple measures toward a student growth goal. However, when state-approved revisions to
SOL tests create anomalies, e.g., lower scores statewide, the SOL scores will be discounted
as a student growth measure. When measuring student gains on transfer or performance
tasks, it is important that measurement topics and/or rubrics used across the division be used
to score the performance. In some cases student growth can be documented using the IEP
measures identified for the student. ACCESS for ELLs can be used to measure growth in
English language proficiency for ELL students. It is also important to note that some
growth measures may not be available during the goal year. In these instances, teachers
should note the goal and resulting data in their PLP results the following year.
Depending on grade level, content area, and learner’s ability level, appropriate measures of
learner performance are identified to provide information on learning gains. Performance
measures include standardized test results as well as other pertinent data sources. Teachers
set goals for improving student progress based on the results of performance measures. The
goals and their attainment constitute an important data source for evaluation.
Part III in this handbook includes instructions for completing the PLP, a template to aid with
student goal setting, examples of data sources for monitoring student progress, examples of
strategies to improve student learning, and the PLP form. This form is preloaded in
TalentEd with carry forward data features for the PLP inception, mid-year and end of year
data collection.
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Goal Setting Process
Student achievement goal setting involves several steps, beginning with knowing where
students are in relation to what is expected of them. Then, teachers can set specific,
measurable goals based on both the demands of the curriculum and the needs of the
students. During the next part of the process, the teacher creates and implements strategies
and monitors progress. As progress is monitored, the teacher makes adjustments to the
teaching and learning strategies. Finally, a summative judgment is made regarding student
learning for a specific period of time. Figure 5 depicts these steps.
Figure 5. Student Achievement Goal Setting Process1
Step 1:
Determine
Needs
Step 2:
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor student
progress
through ongoing formative
assessment
Step 5:
Determine
student
achievement
goal
attainment
Each teacher, using the results of an initial assessment, sets an annual goal for improving
student achievement. The evaluator and the teacher meet to discuss data from the initial
assessment and review the annual goal. A new goal is identified each year. The goal should
be customized for the teaching assignment and for the individual learners. The Goal-Writing
template (see Part III) may be used for developing the annual goal. Student progress goals
measure where the students are at the beginning of the year, where they are at mid-year,
where they are at the end of the year and student growth over time. To the extent
practicable, teachers should have at least two valid measures of student academic progress
to support a growth goal.
Appropriate measures of student learning gains differ substantially based on the learners’
grade level, content area and ability level. The following measurement tools are appropriate
for assessing student progress:





SOL scores (required when available)
criterion-referenced tests (CRTs), including ACPS CRTs that accompany the
curriculum
norm-referenced tests
standardized achievement tests
ACPS-adopted interim/common/benchmark assessments (such as SRI, SMI,
Phonological Awareness Literacy Screening [PALS]),
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


authentic measures (e.g., transfer tasks, performance)
learning portfolio
IEP/IAP progress monitoring
The PLP instructions in Part III include examples of data sources for monitoring student
progress. In addition to teacher-generated measures of student performance gains,
administrators may conduct school wide reviews of test data to identify patterns in the
instructional program. Such reports are useful for documenting student gains and for making
comparisons.
Developing Goals
Goals describe observable behavior and/or measurable results that would occur when the
goal is achieved. The acronym SMART (Figure 6) is a useful way to self-assess a goal’s
feasibility and worth.
Figure 6. Acronym for Developing 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.
Appropriate: The goal is within the teacher’s control to effect change.
Realistic, yet Rigorous: The goal is feasible for the teacher.
Time limited: The goal is contained within a single school year.
Figure 7 contains samples of the goals that teachers may develop. They are intended to serve
as models for how goals may be written.
Figure 7. Sample Goals
Fourth-Grade Sample Goal:
All of my students will demonstrate growth of one academic year on the SRI. Also, at
least 80 percent of my students will be reading on or above grade level by the end of
this school year.
Grade 7 Mathematics Sample Goal:
All students will demonstrate mastery on the quarterly Math 7 Benchmark Tests. Also,
at least 90 percent of my students will demonstrate proficiency on the Grade 7 Math
SOL Test.
High School English Sample Goal:
Ninety percent of Grade 12 English students will score 80 percent or higher on English
12 Common Assessments.
Visual Arts Sample Goal:
Students in my fourth-grade visual arts classes will demonstrate a minimum one-point
July 1, 2016
13
average gain from quarter one to form (on measurement topic rubric-scored visual arts
products).
Subgroup of Students in Teacher’s Class Sample Goal:
One hundred percent of my ELL students will meet the Annual Measurable
Achievement Objectives (AMAO) progress target as measured by ACCESS for ELLs by
the end of this school year.
Reviewing Goals
Each year, all teachers will work with their evaluators to review available data from
performance measures and complete the PLP form by six weeks following the beginning of
the school year.
A mid-year review of progress on goals is held for all teachers. The mid-year review should
be held within 30 days of the end of the second quarter. It is the evaluator’s responsibility
to establish the format and select the time of the review.
By June 15, each teacher is responsible for assessing professional growth made on goals and
for submitting documentation to the evaluator. A teacher may find it beneficial to draft next
year’s PLP as part of the reflection process in the event that a goal will be continued and/or
revised. This can occur especially if data attached to a growth goal will not be available
during the current evaluation year. By mutual agreement, principals and individual teachers
may extend the due date for the end-of-year reviews to include the current year’s testing
data or exam scores.
Student Surveys
All teachers will survey their students and complete a summary of survey results each year,
no later than February 1 or the established Mid-Year goal check. The purpose of the student
survey is to collect information that will help teachers reflect on their practice. The feedback
is expected to be used by the teacher for growth and development. The student survey may
provide information that may not be accurately obtained in observations.
Four different versions of the student survey are provided in Part III to reflect
developmental differences. Teachers of grades K–8 administer the survey to the entire class.
In situations in which students change classes, teachers should administer surveys to at least
two classes. Teachers of grades 9–12 administer the surveys to at least two classes per
semester. Teachers may revise the surveys at their discretion and may ask another teacher or
staff member to administer the survey.
The teacher retains sole access to the results of the student surveys, with a summary of the
survey data provided in the Documentation Log. A Student Survey Summary Form is
provided in Part III.
Self-Reflection
July 1, 2016
14
Self-reflection is an important part of professional growth and therefore, development.
Questions, such as those that follow, allow teachers to reflect on lessons, student
achievement and feedback from student surveys.
Sample Self-Reflection Questions




What worked?
How do I know?
What would I do the same or differently?
Why?
Both the PLP and the student survey feedback form should include teacher self-reflection.
Alignment of Performance Standards with Data Sources
Some performance standards are best documented through observation (e.g., Learning
Environment); other standards may require additional documentation techniques (e.g.,
Student Academic Progress entails a review of the set goal). Therefore, multiple data
sources are used. Figure 8 shows the alignment of performance standard by data source.
Performance Standard
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
X
X
X
X
X
X
Observations
Teacher
Documentation
Log
Figure 8. Aligning Multiple Data Sources with Performance Standards
X
X
X
X
X
X
X indicates where evidence will be collected
Formal evaluation of performance quality typically occurs at the summative evaluation
stage, which comes at the end of the evaluation cycle. 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 III).
July 1, 2016
15
Observation and Evaluation Schedule
Summative evaluations for probationary teachers, and for any continuing contract teachers
who will be recommended for non-renewal, are to be completed by a date established by
Human Resources. The deadline for summative evaluations for continuing contract teachers
is June 15th.
As stated in the Code of Virginiaa, a person employed as a full-time teacher must serve a
three-year probationary period in such a position before acquiring continuing contract status.
Teachers new to ACPS who achieved continuing contract status in another Virginia school
division will be on probationary status for two years; following a successful summative
evaluation, these teachers will begin the following year on year 1 of the three-year
continuing contract status.
There are limited reasons reserved for Superintendent discretion as outlined in school board
policy regarding the extension of probationary status.
Documentation Records
Documentation records are maintained by both the teacher and the evaluator in the Talent
Ed on line evaluation system. For probationary teachers this is one year, and for continuing
contract teachers, three years. If the teacher transfers among Alexandria City Public
Schools, the documentation will be accessible to the receiving school’s evaluator. At the
end of an evaluation cycle, the TalentEd system will archive the evaluation history by
retaining copies of the PLP form, Teacher Documentation Log Cover Sheet,
Observation Form(s) and Summative Evaluation Form.
TalentEd evaluation is considered a part of the personnel record.
a
A person employed as a full-time licensed employee must serve a three-year probationary period in such a
position before acquiring continuing contract status. An exception is a licensed employee who has acquired
continuing contract status in another school system in Virginia, and is therefore only required to serve a twoyear probationary period upon being employed in Alexandria City Public Schools, as long as the employee
returns to teaching by the beginning of the third year after leaving the last teaching assignment. Any licensed
employee who has attained continuing contract status in Virginia and who separates from and returns to
teaching service more than two years after separation must serve a new three-year probationary period.
July 1, 2016
Within the first 6
weeks of school
Before the end of the
1st Quarter
Before the end of the
2nd Quarter
No later than Feb. 1or
prior Mid-Year
Review whichever is
first
Within 30 days of the
end of the 2nd quarter
No later than one
week following the
mid-year review
Activity for Professional Improvement
Administrato
r
Timeline
Task or Document
Establish PLP (all ACPS licensed staff)
Professional Learning Plan (PLP) Form

Formative observations for all probationary staff
Optional Walk-throughs all staff
Formative observations for all probationary teachers
Walk-through and Formative Observation
Forms

Walk-through and Formative Observation
Forms

Optional Walk-throughs all staff
Formative observation for all continuing contract teachers
Summary of Student Survey Feedback (all licensed staff)
submitted to evaluator
Student Surveys and Student Survey
Summary Form
Mid-year review of PLP between all ACPS licensed staff
and evaluator
PLP
Submission and review of PLP update and documentation
log (all probationary teachers)












PLP
Documentation Log
Teacher
Responsible Party
16


April 15 or as
established by Human
Resources
Summative Evaluation (probationary teachers)
Summative Evaluation (continuing contract teachers
submitted for non-renewal)
Summative Evaluation Form


By May 30
Submission and review of update on PLP and
documentation log (continuing contract teachers in year 3
of the three-year cycle)
PLP
Documentation Log




Two walk-throughs for probationary teachers
Optional walk-throughs or a formative observation not yet
conducted for continuing contract teachers
Summative evaluation conference (all continuing contract
staff in year 3 of the three-year cycle)
Submit final PLP
All Evaluations are due to Human Resources
Walk-through and Formative Observation
Forms
Summative Evaluation form
th
By June 1
By June 15
PLP
July 1, 2016







17
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, PLP goal achievement, Documentation Log measures). The performance
appraisal rubric and performance indicators (see Part II) provide a detailed 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 “exemplary” to “unacceptable.” The use of the scale
enables evaluators to acknowledge teachers who exceed expectations (i.e., “exemplary”),
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., needs improvement” and
“unacceptable”). Figure 10 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. NOTE: Individual indicators are not rated; ratings
are applied directly to each performance standard.
Responsibility for the Ratings
The principal has the ultimate responsibility for ensuring that the performance evaluation
process is executed faithfully and effectively in the school. Yet, for an evaluation system to
be meaningful, it must provide its users with relevant and timely feedback. Evaluators
licensed in the Commonwealth of Virginia other than the principal, such as assistant
principals, may be designated by the principal to supervise, monitor and assist with the
multiple data source collection. For example an observation is a data source. An
observation may be conducted by any licensed administrator designated by the
Evaluator and may be included as one of multiple measures for a standard. The
Evaluator must review the data source with subject matter expertise and his/her
objective lens for consideration in the overall performance rating for the standard.
June 2016
18
Figure 10. Definitions of Terms Used in Rating Scale
Category
Description
Definition
Exemplary
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
 demonstrates willingness to learn
and apply new skills
 exhibits behaviors that have a
positive impact on learners and the
school climate
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
Specific rubrics are provided for both teachers and specialists for each standard.
July 1, 2016
19
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.
Sample Performance Indicators
Performance indicators are used in the evaluation system to identify observable behaviors
within the seven performance standards. They were introduced in the section on
Identifying Teacher Performance Standards. Examples of performance indicators for
each performance standard can be found in Part II.
Performance Rubric
A performance rubric is provided for each of the seven performance standards. Part II of
this handbook includes rubrics related to each performance standard; the rubric for
Performance Standard 5: Learning Environment, is provided as an example in Figure
11.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 Documentation Log 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 sample 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 focus on ways to enhance their teaching practice.
July 1, 2016
20
Figure 11. Sample Rubric of Performance (Standard 5: Learning Environment)
Proficient
Exemplary In
Needs
Proficient is the
Unacceptable
addition to meeting
expected level of
Improvement
the standard
The teacher
maximizes learning
opportunities and
minimizes disruptions
where students selfmonitor behavior.
Exemplary
In addition to
meeting the
standard ...
The educational
specialist plans,
coordinates, and
implements
programs and
services consistent
with established
guidelines, policies,
and procedures in a
highly effective
manner.
performance.
The teacher uses a
variety of resources,
routines and
procedures to
provide a respectful,
positive, safe,
student-centered
environment that
maximizes
instructional time.
Proficient
Proficient is the
expected level of
performance
The educational
specialist effectively
plans, coordinates,
and implements
programs and
services consistent
with established
guidelines, policies,
and procedures.
The teacher uses
limited resources,
routines and
procedures in
providing a respectful,
positive, safe, studentcentered environment.
/Needs
Improvement
The educational
specialist attempts,
but inconsistently
plans, coordinates,
and implements
programs and
services consistent
with established
guidelines, policies,
and procedures.
The teacher does not
plan for and/or
address student
behavior and relevant
safety issues and/or
does not develop
positive relationships
with students.
Unacceptable
The educational
specialist rarely
plans, coordinates,
and implements
programs and
services consistent
with established
guidelines, policies,
and procedures.
Summative evaluations are to be completed by a date established by Human Resources
that usually falls on or near April 15 for probationary teachers and by June 15 for
continuing contract teachers. If non-renewal of any teacher is anticipated, the summative
evaluation must be completed by the established April date, provided that the teacher has
had an opportunity to complete all of the professional growth activities described in the
next section of this handbook.
The evaluator submits the Teacher Summative Performance Report through TalentEd
within 10 calendar days of completing the summative conference.
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 of this rating 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.
July 1, 2016
21
Teachers receive a rating of exemplary, proficient, needs improvement or unacceptable
for each of the seven performance standards based on rubrics (see Part II).
Each standard is weighted in percentages as follows: 1) professional knowledge – 10%;
2) instructional planning – 10%; 3) instructional delivery – 10%; 4) assessment of and for
student learning – 10%; 5) learning environment – 10%; 6) professionalism – 10%; 7)
student academic progress – 40%.
The overall summative rating will be judged to be “exemplary,” “proficient,” “needs
improvement” or “unacceptable.”
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 by sending a memo detailing areas of concern and
requesting a review of evidence to Human Resources.
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. ACPS uses two
processes for professional growth and improvement: the Support Dialogue and the
Professional Growth Plan.
The Support Dialogue – a required first step – is a school-level discussion between the
administrator and the teacher. It is a conversation about performance needs. The
Professional Growth Plan has a more formal structure and is used for notifying a teacher
of a specific area(s) for focus. Both processes are used for all teachers, regardless of
contract status. Figure 12 shows the differences between the two processes.
Figure 12. Two Tools to Improve Professional Performance
Support Dialogue
Purpose
Initiates
Process
Professional Growth Plan
For teachers who are in need of
additional support. These teachers
attempt to fulfill the standard, but
still show a need for growth in
certain areas.
For teachers whose work continues
to fall within the “Needs
Improvement” or “Unacceptable”
categories.
Evaluator, administrator or teacher
Evaluator*
July 1, 2016
22
Documentation Form provided: None
TalentEd Form required:
Professional Growth Plan
An internal memo or other record of
the discussion/other forms of
documentation is filed at the
building/worksite level
Building/Worksite Level
Human Resources is notified.
• Sufficient improvement –
minimum, the “Proficient” level
recommendation to continue
– noted on the document of
employment
record
• Inadequate improvement –
• Some progress – continued
recommendation for nonsupport – noted on document of
renewal or dismissal
record
• Documentation is placed in the
• Little or no progress – noted on
employee’s personnel file in
document of record; the
Human Resources.
employee is placed on a
Professional Growth Plan.
• The document of record remains
in the school file
*The evaluator for teachers may be the principal or someone designated by the principal. If a
designee—an assistant principal, for example— has been collecting documentation such as
observations, the evaluator and the principal confer about the Professional Growth Plan. The
evaluator is responsible for the overall supervision of personnel in the
worksite/department/school and as such, monitors the Professional Growth Plan and makes the
recommendation to the Superintendent of Schools about the employee’s progress.
Outcomes
• Performance improves to, at a
Support Dialogue
The Support Dialogue is initiated by evaluators or teachers at any point during the school
year for use when a teacher’s professional practice would benefit from additional support.
It is designed to facilitate discussion about areas for performance improvement and ways
to address them. During the initial session, both parties share what each will do to support
the teacher’s professional growth (see sample prompts below) 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 (see sample follow-up prompts). The entire Support Dialogue
process is intended to be completed within a relatively short time period (for example,
within a six-week period) as it offers targeted support. Therefore, it is important for the
teacher and evaluator to collaborate on a specific timeline that also defines roles and
responsibilities. It is recommended to hold the support dialogue in a conversation outside
of the post-observation meeting so it is clear a support dialogue took place. It is highly
suggested that the administrator responsible for the teacher’s summative evaluation
follow up with an e-mail or memo stating the period of support start and end date as well
as the expectations that must be met in order to prevent moving to the Professional
Growth Plan.
The desired outcome would be that the teacher’s performance is at a proficient level. In
the event that improvements in performance are still needed, the evaluator makes a
July 1, 2016
23
determination to either extend the time of the support dialogue because progress has been
made or to begin the Professional Growth Plan process.
A Support Dialogue Checklist is provided in Part III to assist the evaluator in following
the steps for a support dialogue.
Sample Prompts for the Initial Conversation
What challenges have you encountered in addressing ________ (tell specific concern)?
What have you tried to do to address the concern of _______ (tell specific concern)?
What support can I or others at the school/worksite provide you?
Sample Prompts for the Follow-Up Conversation
Last time we met, we talked about ________ (tell specific concern). What has gone well?
What has not gone as well?
Professional Growth Plan
If a teacher’s performance does not meet the expectations established in the seven
performance standards and by the school, the teacher may be placed on a Professional
Growth Plan (see the Professional Growth Plan form in Part III).
A Professional Growth Plan is designed to support a teacher in addressing areas for focus
through targeted supervision and additional resources. It may be used by an evaluator at
any point during the year following the support dialogue process for a teacher whose
professional practice would benefit from additional support. A teacher who receives two
or more “Not Evident” ratings on an interim review is required to complete the support
dialogue process, at a minimum, and develop a Professional Growth Plan if performance
does not improve after the mutually agreed-upon timeframe. The Support Dialogue and –
if growth does not occur – the Professional Growth Plan – is required if either of the
following ratings is given on a Teacher Summative Performance Evaluation Report:
 a rating of “needs improvement” on two or more performance standards, or
 a rating of “unacceptable” on one or more performance standards or an overall
rating of “unacceptable.”
Implementation of Professional Growth Plan
For instances when the evaluator determines that the teacher will complete the
Professional Growth Plan process, the evaluator must:
 provide written notification to the teacher of the areas of focus that will be
addressed
 formulate a detailed plan including activities, actions, responsible parties and
a timeline in conjunction with the teacher
 review the results of the plan with the teacher immediately following the
predetermined time period, or according to the specifically established target
dates
July 1, 2016
24
The evaluator and teacher will work collaboratively to complete the Professional Growth
Plan located in TalentEd. The plan is added to the employee’s process.
Assistance may include:
 at the request of the teacher, support from an evaluation team
 support from a professional peer or supervisor for specific activities outlined in
the Professional Growth Plan
 conferences, classes and workshops on specific topics
 other resources to be identified
Resolution of Professional Growth Plan
Prior to the evaluator making a final recommendation, the evaluator meets with the
teacher to review progress made on the Professional Growth Plan, according to the
timeline. The options for a final recommendation are:
 Sufficient improvement has been achieved; the teacher is no longer on a
Professional Growth Plan and is rated at a minimum, “proficient.”
 Partial improvement has been achieved but more improvement is needed; the
teacher remains on a Professional Growth Plan and is rated “needs improvement.”
 Little or no improvement has been achieved; the teacher is rated “unacceptable.”
When a teacher is rated “unacceptable” on the Professional Growth Plan, the teacher may
be recommended for dismissal. If not dismissed, a new Professional Growth Plan will be
implemented. Following completion of the plan, if the teacher is rated “unacceptable” a
second time, the teacher will be recommended for dismissal.
The plan is completed and electronically signed by the evaluator, the teacher and
archived in the teacher’s TalentEd file.
Request for Review of an “Unacceptable” Rating
The teacher may request a review of the evidence in relation to an “unacceptable” rating
received as a result of a Professional Growth Plan, by sending a memo detailing areas of
concern and requesting a review of evidence to Human Resources.
July 1, 2016
25
PART II: PERFORMANCE
STANDARDS
Teachers are evaluated on the performance standards using the performance appraisal
rubrics contained in this section. The performance indicators are provided as samples of
activities that address the standard.
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.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include,
but are not limited to:
1.1 Addresses appropriate curriculum standards
1.2 Integrates key content elements and facilitates students’ use of higher level
thinking skills in instruction
1.3 Uses clarity strategies to link present content with past and future learning
experiences, other subject areas and real-world experiences and applications
1.4 Demonstrates a current and accurate knowledge of the subject matter and skills
relevant to the subject area
1.5 Bases instruction on goals that reflect high expectations, intellectual rigor and
an understanding of the subject
1.6 Demonstrates an understanding of the intellectual, social, emotional and
physical development of the age group
1.7 Communicates clearly and checks for understanding and routinely has students
make their thinking visible using visible thinking strategies
1.8 Demonstrates cultural proficiency through the selection of resources and materials
to support the curriculum
1.9. Actively communicates the high expectation messages of belief in student
capacity to master the curriculum
July 1, 2016
26
Proficient
Exemplary*
Proficient is the
expected level of
performance.
The teacher
demonstrates an
understanding of the
curriculum, subject
content and the
developmental needs
of students by
providing relevant
learning experiences.
Needs
Improvement
Unacceptable
The teacher’s content
The teacher bases
knowledge is limited
instruction on material
and/or inconsistent in
that is inaccurate or
demonstrating the
out-of-date and/or
understanding of the
inadequately addresses
curriculum, content
the developmental
and/or student
needs of students.
development or lacks
fluidity in using the
knowledge in practice.
*Teachers who are “exemplary” often serve as role models and/or teacher leaders.
In addition to meeting
the standard, the
teacher consistently
demonstrates extensive
knowledge of the
subject matter and
continually enriches the
curriculum.
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:





Facilitates planning units in advance to make intra- and interdisciplinary
connections2
Plans for the context of the lesson to help students relate, organize and make
knowledge become a part of their long-term memory3
Identifies instructional objectives and activities4 to promote students’ cognitive and
developmental growth5
Constructs a blueprint of how to address the curriculum during the instructional
time6
Uses knowledge of available resources to determine what resources are needed to
acquire or develop7
July 1, 2016
27
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.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include,
but are not limited to:
2.1 Uses the “Plan-Teach-Reflect Cycle” to routinely incorporate the use of data to
guide planning, to embed within the lesson, to alter if needed and to reflect upon
at the end of each lesson in preparation for the next day as a guide planning
2.2 Plans time realistically for pacing, content mastery and transitions
2.3 Plans for differentiated instruction for students who have not yet met the
mastery objective to meet the needs of all students, including students with
disabilities, second language learners and talented and gifted students.
2.4 Aligns lesson objectives to the ACPS curriculum and state standards using the
three-stage design process needs
2.5 Develops appropriate long- and short-range plans and adapts plans when needed
Proficient
Exemplary*
Proficient is the
expected level of
performance.
The teacher plans
using the state
Standards, the
division’s curriculum,
effective strategies,
resources and data to
meet the needs of all
students.
Needs
Improvement
Unacceptable
In addition to meeting
The teacher
The teacher does not
the state standards and
inconsistently uses the
plan, or the teacher’s
division curriculum, the
division’s curriculum,
instructional planning
teacher actively seeks
effective strategies,
and delivery do not
and uses multiple data
resources and data in
reflect state standards
points and resources
planning to meet the
and division
and consistently
needs of all students.
curriculum, effective
differentiates plans to
strategies, resources
meet the needs of all
and/or data to meet the
students.
needs of all students.
*Teachers who are “exemplary” often serve as role models and/or teacher leaders.
July 1, 2016
28
Performance Standard 3: Instructional Delivery
The teacher effectively engages students in learning by using a variety of
instructional strategies 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:
3.1 Uses the clarity strategies of activators and summarizers to engage and maintains
students in active learning
3.2 Uses activator strategies to build upon students’ existing knowledge and skills,
surface misconceptions and connect students to content
3.3 Differentiates instruction to meet students’ needs
3.4 Continually check for understanding and revisit the mastery objective and
learning goals consistently throughout the lesson
3.5 Uses a variety of clarity instructional strategies, principles of Alexandria
Learning and Teaching Model and resources infused within the lesson
3.6 Uses instructional technology to check for understanding, engage students and
enhance student learning
3.7 Communicates clearly, checks for understanding and has students make their thinking visible
throughout the lesson
3.8 Routinely makes connections between mastery objectives and essential questions
3.9 Consistently fosters student centered participation and making meaning by facilitating the 10:2
rule.
Proficient
Exemplary*
Proficient is the
expected level of
performance.
The teacher actively
and effectively
engages students in
learning by using a
variety of
instructional
strategies, including
higher order thinking
to meet the needs of
all students.
Needs
Improvement
Unacceptable
In addition to meeting
The teacher uses a
The teacher’s
the standard, the
limited range of
instructional strategies
teacher optimizes
instructional strategies
are ineffective and
students’ opportunity to
that does not meet the
inadequately meet the
learn by engaging them
needs of all students.
needs of all students.
in higher order thinking
and/or enhanced
performance skills by
providing a wide
variety of instructional
strategies and
differentiation to meet
the needs of all
students.
*Teachers who are “exemplary” often serve as role models and/or teacher leaders.
July 1, 2016
29
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:









Stays involved with the lesson at all stages8
Uses a variety of instructional strategies9
Uses research-based strategies to make instruction student centered10
Involves students in cooperative learning to enhance higher order thinking skills11
Uses students’ prior knowledge to facilitate student learning12
Possesses strong communication skills,13 offering clear explanations and
directions14
Differentiates for students’ needs using remediation, skills-based instruction and
individualized instruction15
Uses multiple levels of questioning aligned with students’ cognitive abilities with
appropriate techniques16
Is exceptionally clear through the framing of learning, making connections between
students and content, asking students to make their thinking visible and checking
for understanding and asking students to consolidate their learning at the end of
each lesson
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.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include,
but are not limited to:
4.1 Uses pre-assessment data and C.A.M.P. ( cultural/linguistic, academic,
metacognitive and personal) assessments to develop support for students, to
differentiate instruction and to document learning
4.2 Provides students with criteria for success, rubrics and exemplars prior to
assigning the product of performance in support of a “No Secrets” classroom
4.3 Involves students in setting learning goals and monitoring their own progress in
response to the criteria for success, rubrics and exemplars previously shared with
students
4.4 Uses a variety of assessment strategies and instruments that are valid and
appropriate for the content and for the student population to enable students to
show what they know in a differentiated way
July 1, 2016
30
4.5 Aligns student assessment with established curriculum standards and
benchmarks
4.6 Continually assesses students by checking for understanding and using visible
thinking strategies to adjust and modify instruction in support of student learning
4.7 Uses assessment tools for both formative and summative purposes and uses
grading practices that report final mastery in relationship to mastery objectives,
content goals and enabling knowledge objectives
4.8 Uses assessment tools such as a “Quick Sort” for formative and summative
purposes; to support the “Plan-Teach-Reflect Cycle;” and to inform, guide and
adjust students’ learning
4.9 Gives descriptive and frequent feedback tied to criteria for success, rubrics and
exemplars to support students on enhance their learning
Proficient
Needs
Proficient is the
Exemplary*
Unacceptable
expected level of
Improvement
performance.
In addition to meeting
The teacher uses a
The teacher does not
The teacher
the standard, the
limited selection of
use a variety of
systematically
teacher uses a variety
assessment strategies,
assessment sources,
gathers, analyzes and
of informal and formal
inconsistently links
assesses infrequently,
uses all relevant data
assessments based on
assessment to intended
does not use baseline or
to measure student
intended learning
learning outcomes
feedback data to make
academic progress,
outcomes to assess
and/or does not use
instructional decisions
guide instructional
student learning and
assessment to
and/or does not report
content and delivery
teaches students how to methods and provide
plan/modify
on student academic
monitor their own
instruction.
progress in a timely
timely feedback to
academic progress.
manner.
both students and
parents throughout
the school year.
*Teachers who are “exemplary” often serve as role models and/or teacher leaders.
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:
 Offers regular, timely and specific feedback17 and reinforcement18
 Gives homework and offers feedback on the homework19
 Uses open-ended performance assignments20
 Analyzes student assessments to determine the degree to which the intended
learning outcomes align with the test items and student understanding of
objectives21
 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 structure22
July 1, 2016
31
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.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include,
but are not limited to:
5.1 Arranges the classroom to maximize learning while providing a safe
environment
5.2 Establishes clear expectations, with student input, for classroom rules and
procedures early in the school year and enforces them consistently and fairly
5.3 Maximizes instructional time by maintaining momentum, provisioning
materials, ensuring for smooth transitions and minimizes disruptions
5.4 Establishes strong personal relationship building by creating a climate of trust
by being respectful, courteous, fair, caring, respectful and enthusiastic
5.5 Promotes cultural proficiency by honoring and celebrating diversity
5.6 Respects students’ diversity, including language, culture, race, gender and
learning differences
5.7 Actively listens and pays attention to students’ needs and responses
5.8 Maximizes instructional learning time by working with students individually as
well as in small groups or whole groups
Proficient
Needs
Proficient is the
Exemplary*
Unacceptable
expected level of
Improvement
performance.
In addition to meeting
The teacher uses
The teacher does not
The teacher uses a
the standard, the
limited resources,
plan for and/or address
variety of resources,
teacher maximizes
routines and procedures student behavior and
routines and
learning opportunities
relevant safety issues
procedures to provide in providing a
and minimizes
respectful, positive,
and/or does not develop
a respectful, positive,
disruptions where
positive relationships
safe, student-centered safe, student- centered
students self-monitor
environment.
with students.
environment that
behavior.
maximizes
instructional time.
*Teachers who are “exemplary” often serve as role models and/or teacher leaders.
July 1, 2016
32
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:



Cares about students as individuals and makes them feel valued23
Adapts teaching to address student learning styles24
Acknowledges his or her perspective and is open to hearing their students’
worldviews25
 Is culturally competent26
Seeks to know about the cultures and communities from which students come27
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.
Standard 6 Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include,
but are not limited to:
6.1 Collaborates and communicates effectively with parents, caregivers, students
and school community to promote students’ well-being and success
6.2 Adheres to federal and state laws, school and division policies and regulations
and ethical guidelines
6.3 Incorporates learning from professional growth opportunities into instructional
practice
6.4 Reflects upon one’s own skill set and sets goals for improvement of knowledge
and skills
6.5 Engages in activities outside the classroom intended for school and student
enhancement
6.6 Works in a collegial and collaborative manner with administrators, other school
personnel and the community
6.7 Builds positive and professional relationships with parents/guardians through
frequent and effective communication concerning students’ progress
6.8 Serves as a contributing member of the school’s professional learning
community through collaboration with teaching colleagues
6.9 Demonstrates consistent mastery of standard oral and written English in all
communication
July 1, 2016
33
Proficient
Needs
Proficient is the
Exemplary*
Unacceptable
expected level of
Improvement
performance.
In addition to meeting
The teacher does not
The teacher maintains The teacher lacks
the standard, the teacher a commitment to
initiative or selfadapt to the needs of
continually engages in
reflections to develop
the professional
professional ethics,
high level
professionally and/or
learning community,
communicates
personal/professional
attend professional
shows reluctance and/or
effectively, and takes
growth and application
growth opportunities
disregard toward school
responsibility for and
of skills and contributes participates in
with application in the
policy and rarely takes
to the development of
classroom.
advantage of
professional growth
others and the wellprofessional growth
that results in
being of the school.
opportunities.
enhanced student
learning.
*Teachers who are “exemplary” often serve as role models and/or teacher leaders.
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:
 Recognizes the levels of involvement, ranging from networking to collaboration28
 Uses multiple forms of communication between school and home29
 Acknowledges his or her perspective and is open to hearing their students’
worldviews30
 Is culturally competent31
 Seeks to know about the cultures and communities from which students come32
July 1, 2016
34
Note: Performance Standard 7: If a teacher effectively fulfills all previous standards, it
is likely that the results of teaching -- as documented in Standard 7: Student Academic
Progress -- would be positive. The Virginia teacher evaluation system includes the
documentation of student growth as indicated within Standard 7 and recommends that the
evidence of progress be reviewed and considered throughout the school year.
Performance Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable and appropriate student
academic progress.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include,
but are not limited to:
7.1 Sets acceptable, measurable and appropriate achievement goals for student
academic progress based on baseline data
7.2 Documents the progress of each student throughout the year
7.3 Provides evidence that achievement goals have been met through multiple
measures of student growth
7.4 Uses available performance outcome data to continually document and
communicate student academic progress and develop interim learning targets
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.
Needs
Improvement
Unacceptable
The work of the teacher The work of the teacher
results in student
does not achieve
academic progress that
acceptable student
does not meet the
academic progress.
established standard
and/or is not achieved
by all populations
taught by the teacher.
* Teachers who are “exemplary” often serve as role models and/or teacher leaders.
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:
 Knows the students’ abilities and sets realistic goals33
 Raises the achievement levels for all groups of students in the classroom.34
 Identifies and establishes additional means of support for students, such as peer
study groups, to advance toward learning goals35
July 1, 2016
35
Leave blank for Specialists
July 1, 2016
36
PART III: FORMS AND LOGS
INTRODUCTION
Part III contains copies of forms used during the supervision of teachers and templates to
aid in data collection and goal setting. The evaluator and the teacher use the forms to
provide evidence of the quality of work performed. The evaluator retains copies of these
completed, required forms: Professional Learning Plan form, Teacher Documentation
Log Cover Sheet, Observation Forms, Summative Evaluation Form, and Performance
Improvement Plan (if needed).
Figure 9: Items Used as Evidence of Quality Work Performance
Evaluator
Teacher
Documentation
Completed by
Professional Learning Plan form
 Goal Setting for Student Progress Template


Observation Form

Form

Documentation Log Cover Sheet (and other artifacts)
Student Surveys (administered and retained by the teacher)
K-2 Survey
3-5 Survey
6-8 Survey
9-12 Survey
Student Survey Summary Form
(must be completed; inclusion in Documentation Log is required)


Summative Evaluation Report

Professional Growth Plan (if needed)

Professional Learning Plan
Instructions: All teachers develop a Professional Learning Plan (PLP) that includes, at a
minimum, one student growth goal with multiple measures that can be used to evaluate
success in meeting the goal, and a professional learning goal to support the student
growth goal. Goals should be developed based on school-wide targets in line with the
School Education Plan, school initiatives and division-wide goals.
July 1, 2016
37
The PLP form should be completed and signed by the evaluator and teacher no later than
six weeks following the first day of school each year.
A goal-writing template is provided to aid teachers and evaluators in developing a goal
statement for student progress for the PLP.
Examples of data sources for monitoring student progress can be found in Figure 13 and
examples of strategies to improve student learning can be found in Figure 14. These are
not all-inclusive lists. Teachers and evaluators may identify additional strategies and
sources for monitoring student progress; the evaluator should approve all goals.
Request for Review of a Growth Goal
For an instance where a teacher disagrees with a growth goal, the teacher may request a
review of the goal by sending a memo detailing areas of concern and requesting a review
of the goal to the Chief Academic Officer in the Curriculum and Instruction Office,
ACPS Central Office.
Goal Writing Template
The goal writing template is a tool to aid in creating a goal statement. Teachers and
evaluators complete the following five steps.
I.
Setting: Describe the population and special circumstances of the goal setting.
II. Identify the content area: The area/topic addressed based on learner achievement,
learner or program progress, or observational data.
III. Provide baseline data: Determine the learners’ baseline data (where they are now)
using the following process:
 Collect and review data.
 Analyze the data.
 Interpret the data.
 Determine needs.
IV. Write goal statement: What do you want learners to accomplish?
 Select an emphasis for your goal, focusing on the classroom/teacher level.
 Develop an annual goal.
V. Means for attaining the goal: Activities used to accomplish the goals including how
progress is measured and target dates. Examples of strategies to improve student
learning are shown in Figure 14.
VI. Check for S.M.A.R.T. criteria. Is your goal specific, measurable, appropriate,
realistic, and time limited?
July 1, 2016
38
Figure 13: Examples of Data Sources for Monitoring Student Progress
Authentic Assessments
 Transfer tasks
 Portfolios
 Performances
 Culminating Unit Performance Tasks
 Work Place Evaluations (CTE)

Criterion- and Norm-Referenced Tests
 Advanced Placement Tests
 Brigance
 Virginia Standards of Learning (SOL) – required, when available, as one of
multiple measures toward a student growth goal
 Scholastic Reading Inventory (SRI)
 Scholastic Math Inventory (SMI)
 Phonological Awareness Literacy Screening (PALS)
 Developmental Spelling Analysis (DSA)
 Developmental Reading Assessment (DRA)
 Qualitative Reading Inventory (QRI)
 Virginia Alternate/Alternative Assessment Programs
VAAP/VMAS/VGLA/VSEP)
Figure 13 continued:
 AIMS WEB
 ACCESS for ELLs
 IStation
Benchmark Tests
 CTE Competencies
 President’s Physical Fitness Tests
 ACPS CRTs that are aligned with the ACPS Curriculum and the VA SOLs
Teacher Assessments
 Quizzes
 Tests
 Authentic assessments/portfolios/ writing samples/running records
 Grade analysis by nine weeks/ interim reports
 Semester/end-of-course examinations
 Pre-/post-testing
 NCS Mentor
July 1, 2016
39
Figure 14: Examples of Strategies to Improve Student Learning



































Modified teaching/work arrangement
Collaborative planning with master teachers, team members, department members
Demonstration of lessons/service delivery by colleagues, curriculum specialists,
teacher mentors
Visits to other classrooms
Use of instructional strategies (e.g., differentiation, interactive planning)
Focused classroom observation
Development of curricular supplements
Completion of workshops, conferences, coursework
Co-teaching; collaborative teaching
Use of Essential Questions to facilitate discussion/debate, facilitate writing or
graphic organizer construction
Use of higher order thinking questions: analysis, synthesis , evaluation
Activating prior knowledge
Building background knowledge
Teaching academic vocabulary: descriptions, examples, realia, nonlinguistic
representations
Providing explicit instruction on text structures of specific disciplines
Providing explicit instruction on construction of language in various genres.
Providing for previewing of text before reading.
Modeling metacognitive strategies with text: clarifying, questioning, predicting,
summarizing, and visualizing.
Providing differentiated content
Providing differentiated processes (small group, multiple modalities, etc.)
Providing for differentiated products (appropriate transfer tasks, modify
assignments, etc.)
Probing student thinking
Providing for student talk/discourse (10-2 rule or 50/50 rule)
Clearly identifying desired outcomes for students (No secrets classroom)
Connecting students learning to student interests and experiences.
Modeling critical thinking skills with complex text.
Modeling writing to express ideas, conclusions, and insights.
Modeling analyzing and interpreting data specific to the discipline
Modeling discourse within the discipline
Using think-alouds to model for students
Using visuals, analogies, graphic organizers
Highlighting important information.
Making explicit connections to experiences
Summarizing information.
Explaining the compelling WHY
July 1, 2016
40
Goal-Writing Template
Teacher’s Name: __________________________________________
Subject/Grade: ____________________________________
School Year: ____ -____
Directions: This form is a tool to assist teachers and evaluators in developing a goal statement for student
progress for the professional learning plan. Goals should be targeted to student growth and should meet
S.M.A.R.T. criteria.
I. Setting (Describe the population
and special learning
circumstances)
II. Content/Subject/Field Area (The
area/topic addressed based on
learner achievement, data analysis,
or observational data)
III. Baseline Data (What is shown by
the current data?)
☐ Data attached
IV. Goal Statement (Describe what
you want learners/program to
accomplish)
V. Means for Attaining Goal (Strategies used to accomplish the goal)
VI. Check your goal for S.M.A.R.T. criteria. Is your goal:
☐
☐
☐
☐
☐
Specific: The goal is focused, for example, by content area, by learners’ needs.
Measurable: An appropriate instrument/measure is selected to assess the goal.
Appropriate: The goal is within the teacher’s control to effect change.
Realistic yet Rigorous: The goal is feasible for the teacher.
Time limited: The goal is contained within a single school year.
July 1, 2016
41
Professional Learning Plan Form
Teacher’s Name: __________________________________________ID # _________
School: __________________________________________ Grade(s): _________
Subject(s): ____________________________________
School Year: ____ -____
Evaluator(s): __________________________________________
Goal statement for student progress including objective(s), target(s) and outcome(s):
Goal Target/Source: (check all that apply)
☐ACPS Division Education Plan ☐School Education Plan ☐School Initiative/Exemplary Program
Targeted Student Population: Whole Class Goals, ☐ Tiered Goals, ☐ Individual Goals ☐
Baseline Data:
Use the space below to record additional student growth goal statements, targets and baseline data:
Goal statement for professional learning to support student progress:
Related ACPS Instructional Model Focus Area: (check all that apply)
☐Content
☐Instruction
July 1, 2016
☐Relationships
42
Related performance standards (check all that apply)
☐Professional knowledge
☐Instructional Planning
☐Instructional Delivery
☐Assessment of and for student learning
☐Learning Environment
☐Professionalism
☐Student Academic Progress
Expected Data Outcomes or Evidence of Student Learning:
Use the space below to record additional professional growth goals and plans to support student growth
goals.
Mid-Year Self Reflection: What is going well with this year’s student growth goal(s) and professional
growth goal(s)? What challenges are you facing? How are you addressing these challenges?
End-of-Year Self Reflection: Use this space to record thoughts on this year’s goal and professional
learning processes. Include successes and lessons learned.
July 1, 2016
43
PLP Progress Monitoring
End of 1st Quarter: (optional)
Date:
Teacher ___
Evaluator___
Date:
Teacher___
Evaluator___
Date:
Teacher___
Evaluator___
1st Quarter Population:
Professional Learning Accomplished:
Evidence of Student Learning:
End of 2nd quarter (required)
2nd Quarter Population:
Professional Learning Accomplished:
Evidence of Student Learning:
End of 3rd quarter (optional)
3rd Quarter Population:
Professional Learning Accomplished:
Evidence of Student Learning:
End of Year Data/Evidence of Student Learning:
____________________________________
____________________________________
Teacher’s Signature/Date
Evaluator’s Signature/Date
July 1, 2016
44
Observation Form
Directions: Evaluators use this form to document the required walk-through and formative observations of the teacher. Provide comments on
the teacher’s performance in the comments box next to the observed standard and note whether the teacher “demonstrates proficiency” or is
“working toward proficiency” may indicate through comments there is an area identified for growth and/or a deficiency. If you do not observe
the standard, check “not observed”. The standard was not observed because some standards may not be documented in a single observation. A
copy of this form should be provided to the teacher within 10 work days following the observation.
Teacher:
School ___________________________________Date:
Observer:
Class/Time:
☐ Walk-Through
☐ Formative Observation (requires a post observation meeting)
Standards: Professional Knowledge
Learning Environment
Instructional Planning
Professionalism
Performance Standard: Professional Knowledge
Sample Performance Indicators:

Addresses appropriate curriculum standards

Integrates key content elements and facilitates
students’ use of higher level thinking skills in
instruction

Uses clarity strategies to link present content with
past and future learning experiences, other subject
areas and real-world experiences and applications

Demonstrates a current and accurate knowledge of
the subject matter and skills relevant to the subject
area

Bases instruction on goals that reflect high
expectations, intellectual rigor and an understanding
Student Growth
Comments:
June 21, 2012
Instructional Delivery
Assessment of and for Student Learning
45
of the subject
Demonstrates an understanding of the intellectual,
social, emotional and physical development of the
age group

Communicates clearly and checks for understanding
and routinely has students make their thinking visible
using visible thinking strategies

Demonstrates cultural proficiency through the
selection of resources and materials to support the
curriculum

Actively communicates the high expectation
messages of belief in student capacity to master the
curriculum
Performance Standard: Instructional Planning
Sample Performance Indicators:

Uses the “Plan-Teach-Reflect Cycle” to routinely
incorporate the use of data to guide planning, to
embed within the lesson, to alter if needed and to
reflect upon at the end of each lesson in preparation
for the next day as a guide planning

Plans time realistically for pacing, content mastery
and transitions

Plans for differentiated instruction for students who
have not yet met the mastery objective to meet the
needs of all students, including students with
disabilities, second language learners and talented and
gifted students.

Aligns lesson objectives to the ACPS curriculum and
state standards using the three-stage design process
needs

Develops appropriate long- and short-range plans and
adapts plans when needed
Performance Standard: Instructional Planning
Sample Performance Indicators:

Uses the “Plan-Teach-Reflect Cycle” to routinely
incorporate the use of data to guide planning, to

☐Demonstrating Proficiency ☐Working to Proficiency ☐Not Observed
Comments:
☐Demonstrating Proficiency ☐Working to Proficiency
Comments:
June 21, 2012
☐Not Observed
46
embed within the lesson, to alter if needed and to
reflect upon at the end of each lesson in preparation
for the next day as a guide planning

Plans time realistically for pacing, content mastery
and transitions

Plans for differentiated instruction for students who
have not yet met the mastery objective to meet the
needs of all students, including students with
disabilities, second language learners and talented and
gifted students.

Aligns lesson objectives to the ACPS curriculum and
state standards using the three-stage design process
needs

Develops appropriate long- and short-range plans and
adapts plans when needed
Performance Standard: Instructional Delivery
Sample Performance Indicators:
 Uses the clarity strategies of activators and
summarizers to engage and maintains students in
active learning

Uses activator strategies to build upon students’
existing knowledge and skills, surface misconceptions
and connect students to content

Differentiates instruction to meet students’ needs

Continually check for understanding and revisit the
mastery objective and learning goals consistently
throughout the lesson

Uses a variety of clarity instructional strategies,
principles of Alexandria Learning and Teaching
Model and resources infused within the lesson

Uses instructional technology to check for
understanding, engage students and enhance student
learning

Communicates clearly, checks for understanding and
has students make their thinking visible throughout
the lesson
☐Demonstrating Proficiency ☐Working to Proficiency
Comments:
June 21, 2012
☐Not Observed
47

Routinely makes connections between mastery
objectives and essential questions

Consistently fosters student centered participation and
making meaning by facilitating the 10:2 rule.
Performance Standard: Assessment of and for Student
Learning
Sample Performance Indicators:

Uses pre-assessment data and C.A.M.P. (
cultural/linguistic, academic, metacognitive and
personal) assessments to develop support for students,
to differentiate instruction and to document learning

Provides students with criteria for success, rubrics and
exemplars prior to assigning the product of
performance in support of a “No Secrets” classroom

Involves students in setting learning goals and
monitoring their own progress in response to the
criteria for success, rubrics and exemplars previously
shared with students

Uses a variety of assessment strategies and
instruments that are valid and appropriate for the
content and for the student population to enable
students to show what they know in a differentiated
way

Aligns student assessment with established
curriculum standards and benchmarks

Continually assesses students by checking for
understanding and using visible thinking strategies to
adjust and modify instruction in support of student
learning

Uses assessment tools for both formative and
summative purposes and uses grading practices that
report final mastery in relationship to mastery
objectives, content goals and enabling knowledge
objectives

Uses assessment tools such as a “Quick Sort” for
formative and summative purposes; to support the
☐Demonstrating Proficiency ☐Working to Proficiency
☐Not Observed
Comments:
☐Demonstrating Proficiency ☐Working to Proficiency
June 21, 2012
☐Not Observed
48
“Plan-Teach-Reflect Cycle;” and to inform, guide
and adjust students’ learning

Gives descriptive and frequent feedback tied to
criteria for success, rubrics and exemplars to support
students on enhance their learning
Performance Standard: Learning Environment
Sample Performance Indicators:

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 by maintaining
momentum, provisioning materials, ensuring for
smooth transitions and minimizes disruptions

Establishes strong personal relationship building by
creating a climate of trust by being respectful,
courteous, fair, caring, respectful and enthusiastic

Promotes cultural proficiency by honoring and
celebrating diversity

Respects students’ diversity, including language,
culture, race, gender and learning differences

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
Performance Standard: Professionalism
Sample Performance Indicators:

Collaborates and communicates effectively with
parents, caregivers, students and school community to
promote students’ well-being and success

Adheres to federal and state laws, school and division
policies and regulations and ethical guidelines

Incorporates learning from professional growth
Comments:
☐Demonstrating Proficiency ☐Working to Proficiency
Comments:
June 21, 2012
☐Not Observed
49
opportunities into instructional practice
Reflects upon one’s own skill set and 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
Student Academic Progress
Sample Performance Indicators:

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 evidence that achievement goals have been
met through multiple measures of student growth

Uses available performance outcome data to
continually document and communicate student
academic progress and develop interim learning
targets

☐Demonstrating Proficiency ☐Working to Proficiency
Comments:
☐Not Observed
☐Demonstrating Proficiency ☐Working to Proficiency
☐Not Observed
Observer’s Signature:
Teacher’s Signature:
June 21, 2012
50
Licensed Staff Pre-Observation Conference Record
Teacher:
School:
Grade/Subject:
School Year:
Conference Date:
Evaluator:
Inquiries
1. Describe the lesson that will be
Notes
observed.


The minimum length for an observation is
20 minutes. Would you like me 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. Describe the population of the class.
3. What will be observed?
4. What instructional methods will be
used?
5. What would you like to be highlighted
in this lesson?
6. What do you believe to be any areas of
concern?
June 21, 2012
51
Licensed Staff Documentation Log Cover Sheet
Teacher:
Standards
School Year:
Evidence Included
1. Professional
Knowledge
2. Instructional
Planning/
Program
Planning and
Management
3. Instructional
Delivery/
Program Services
Delivery
June 21, 2012
-
52
4. Assessment of
and for Student
Learning/
Assessment of
program
5. Learning
Environment/
Communication
and
Collaboration
6. Professionalism
June 21, 2012
53
7. Student
Academic
Progress/Learner
and Program
Progress
Evaluator Signature:
Review Dates:
-
Review Dates:
Evaluator Signature:
June 21, 2012
-
54
Grade K-2 Student Survey
Directions:
As your teacher reads the sentence, color the face that shows what you think.
Teacher_______________________ Date_____________________
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.
*
Yes
Sometimes
No





















*Add other elements if needed, such as school-wide goals, or subject-specific elements.
June 21, 2012
55
Grade 3-5 Student Survey
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
Sometimes
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.
*
*Add other elements if needed, such as school-wide goals, or subject-specific elements.
June 21, 2012
No
56
Grade 6-8 Student Survey
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.
My teacher gives clear instructions.
My teacher helps me to be organized.
The amount of homework in this class is about right.
My teacher gives feedback on work and exams in a
timely manner..
I get helpful feedback from my teacher
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 shows respect to all students.
My teacher is respectful to my culture.
I feel my teacher values me as a person.
I feel comfortable sharing my ideas in class.
*
*Add other elements if needed, such as school-wide goals, or subject-specific elements.
Comments:
June 21, 2012
Not
Applicable
Strongly
Disagree
Disagree
Class/Period
Agree
School Year
Strongly
Agree
Teacher’s Name
57
Grade 9-12 Student Survey
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.
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 shows respect to all students.
My teacher respects my culture.
I feel my teacher values me as a person.
*
*Add other elements if needed, such as school-wide goals, or subject-specific elements.
Comments:
June 21, 2012
Not
Applicable
Strongly
Disagree
Disagree
Class Period
Agree
School Year
Strongly
Agree
Teacher’s Name
58
Student Survey Summary
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 (#1 divided into #2)?
____________%
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. Self-Reflection: 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?
Include a copy of this Student Survey Summary as evidence in the Learning Environment section of the
Documentation Log
June 21, 2012
59
Teacher Summative Performance Report
Teacher:
School:
Grade/Subject:
School Year:
Contract Status: ☐ Probationary
-
☐ Continuing Contract
Evaluator:
Directions: Evaluators use this form at the end of the school year to provide probationary teachers and continuing
contract teachers in their summative year with an assessment of performance. The assessment is based on evidence
provided in the documentation log including the PLP, walk-through and formative observations, student survey
summary and self-reflection. The teacher should sign this form to acknowledge receipt and should receive a copy of
this form. The signed form is submitted to Human Resources by June 15 of each year.
Performance Standard 1: Professional Knowledge
Exemplary
In addition to meeting
the standard…
In addition to meeting
the standard, the
teacher consistently
demonstrates extensive
knowledge of the
subject matter and
continually enriches the
curriculum.
☐
Proficient
Proficient is the
expected level of
performance.
The teacher
demonstrates an
understanding of the
curriculum, subject
content, and the
developmental needs of
students by providing
relevant learning
experiences.
Needs Improvement
Unacceptable
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.
☐
☐
☐
Comments:
June 21, 2012
60
Performance Standard 2: Instructional Planning
Exemplary
In addition to meeting
the standard…
In addition to meeting
the standard, the
teacher actively seeks
and uses alternative
data and resources and
consistently
differentiates plans to
meet the needs of all
students.
☐
Proficient
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.
Needs Improvement
The teacher
inconsistently uses the
school’s curriculum,
effective strategies,
resources, and data in
planning to meet the
needs of all students.
☐
Unacceptable
The teacher does not
plan, or plans without
adequately using the
school’s curriculum,
effective strategies,
resources, and data.
☐
☐
Needs Improvement
Unacceptable
Comments:
Performance Standard 3: Instructional Delivery
Exemplary
In addition to meeting
the standard…
In addition to meeting
the standard, the
teacher optimizes
students’ opportunity to
learn by engaging them
in higher order thinking
and/or enhanced
performance skills.
☐
Proficient
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.
The teacher
inconsistently uses
instructional strategies
that meet individual
learning needs.
☐
☐
Comments:
June 21, 2012
The teacher’s
instruction inadequately
addresses students’
learning needs.
☐
61
Performance Standard 4: Assessment of and for Student Learning
Exemplary
In addition to meeting
the standard…
In addition to meeting
the standard, the
teacher uses a variety
of informal and formal
assessments based on
intended learning
outcomes to assess
student learning and
teaches students how to
monitor their own
academic progress.
☐
Proficient
Proficient is the
expected level of
performance.
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.
☐
Needs Improvement
Unacceptable
The teacher uses a
limited selection of
assessment strategies,
inconsistently links
assessment to intended
learning outcomes,
and/or does not use
assessment to
plan/modify
instruction.
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.
☐
☐
Comments:
Performance Standard 5: Learning Environment
Exemplary
In addition to meeting
the standard…
In addition to meeting
the standard, the
teacher creates a
dynamic learning
environment that
maximizes learning
opportunities and
minimizes disruptions
within an environment
in which students selfmonitor behavior.
☐
Proficient
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.
Needs Improvement
Unacceptable
The teacher is
inconsistent in using
resources, routines, and
procedures and in
providing a respectful,
positive, safe, studentcentered environment.
The teacher
inadequately addresses
student behavior,
displays a harmful
attitude with students,
and/or ignores safety
standards.
☐
☐
☐
Comments:
June 21, 2012
62
Performance Standard 6: Professionalism
Exemplary
In addition to meeting
the standard…
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.
☐
Proficient
Proficient is the
expected level of
performance.
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.
Needs Improvement
Unacceptable
The teacher
inconsistently practices
or attends professional
growth opportunities
with occasional
application in the
classroom.
The teacher
demonstrates
inflexibility, a
reluctance and/or
disregard toward school
policy, and rarely takes
advantage of
professional growth
opportunities.
☐
☐
Needs Improvement
Unacceptable
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.
☐
The work of the teacher
does not achieve
acceptable student
academic progress.
☐
Comments:
Performance Standard 7: Student Academic Progress
Exemplary
In addition to meeting
the standard…
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
Proficient is the
expected level of
performance.
The work of the teacher
results in acceptable,
measurable, and
appropriate student
academic progress.
☐
Comments:
June 21, 2012
☐
63
Evaluation Summary
☐Recommended for continued employment.
☐ Recommended for placement on a Professional Growth Plan.
☐Recommended for Dismissal/Non-renewal. (The teacher has failed to make progress on a
Professional Growth Plan, or the teacher consistently performs below the established
standards, or in a manner that is inconsistent with the school’s mission and goals.)
Areas of Strength:
Areas Noted for Improvement:
Overall Evaluation Summary Criteria
☐ Exemplary
☐ Proficient
___________________________
Employee’s Signature*/Date
☐ Needs
Improvement
☐ Unacceptable
___________________________________
Administrator’s Signature/Date
*Signature acknowledges receipt only
June 21, 2012
64
Educational Specialist Summative Evalaution
Educational Specialist:
School:
Position:
School Year:
Contract Status:  Probationary
-
 Continuing Contract
Documentation Reviewed: Educational Specialist Documentation Log PLP Goal Setting Form Observation Form
Learner Survey Summary Other
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. The signed form is
submitted to the site administrator within 10 calendar days of the summative evaluation meeting.
Performance Standard 1: Knowledge of the Learning Community
Exemplary
In addition to meeting
the standard ...
The educational
specialist addresses the
needs of the target
learning community,
demonstrating respect
for individual
differences of cultures,
backgrounds, and
learning needs in a
highly effective manner.
Proficient
Proficient is the
expected level of
performance
The educational
specialist identifies and
addresses the needs of
the target learning
community by
demonstrating respect
for individual
differences and
understanding of
cultures, backgrounds,
and learning needs.
Needs Improvement
Unacceptable
The educational
specialist attempts to
identify and address the
target learning
community, but efforts
are inconsistent in
demonstrating respect
for individual
differences and
understanding of
cultures, backgrounds,
and learning needs.
The educational
specialist consistently
demonstrates a lack of
awareness of the needs
of the target learning
community or rarely
demonstrates respect
for individual
differences and
understanding of
cultures, backgrounds,
and learning needs.
Comments:
June 21, 2012
65
Page 2 of 5
Performance Standard 2: Program Planning and Management
Exemplary
In addition to meeting
the standard ...
The educational
specialist plans,
coordinates, and
implements programs
and services consistent
with established
guidelines, policies, and
procedures in a highly
effective manner.
Proficient
Proficient is the
expected level of
performance
The educational
specialist effectively
plans, coordinates, and
implements programs
and services consistent
with established
guidelines, policies, and
procedures.
Needs Improvement
Unacceptable
The educational
specialist attempts, but
inconsistently plans,
coordinates, and
implements programs
and services consistent
with established
guidelines, policies, and
procedures.
The educational
specialist rarely plans,
coordinates, and
implements programs
and services consistent
with established
guidelines, policies, and
procedures.
Needs Improvement
Unacceptable
The educational specialist
attempts, but is
inconsistent in gathering,
analyzing, and using data,
and/or providing timely
feedback to learners,
families, and staff.
The educational specialist
rarely uses data to
measure learner progress,
implement program
planning, guide
instruction, and provides
timely and relevant
feedback to learners,
families and staff.
Comments:
Performance Standard 3: Assessment
Exemplary*
In addition to meeting the
standard…
The educational specialist
consistently demonstrates
a high level of
performance and/or takes
a leadership role in
gathering, analyzing and
using data to guide
instructional and program
planning, and provides
timely feedback to
learners, families and
staff.
Proficient
Proficient is the expected
level of performance.
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, families,
and staff.
Comments:
June 21, 2012
66
Page 3 of 5
Performance Standard 4: Program Services
Exemplary*
In addition to meeting
the standard…
The educational
specialist consistently
demonstrates a high
level of performance in
applying subject/field/
technology to the
learning community
and/or provides a key
leadership role to others
in enhancing
professional skills.
Proficient
Proficient is the
expected level of
performance.
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.
Needs Improvement
Unacceptable
The educational
specialist attempts to
use subject/field/
technology but efforts
are inconsistent in
addressing the needs of
the targeted learning
community.
The educational
specialist rarely
implements or
improperly implements
subject/field/
technology to meet the
needs of the targeted
learning community.
Comments:
Performance Standard 5: Communication and Collaboration
Exemplary
In addition to meeting
the standard ...
The educational
specialist demonstrates
initiative in enhancing
effective
communication and
collaboration
techniques between the
learners, families, staff,
and the community.
Proficient
Proficient is the
expected level of
performance.
The educational
specialist communicates
and collaborates
effectively with
learners, families, staff,
and the community to
support learner learning
and well-being.
Needs Improvement
Unacceptable
The educational
specialist attempts, but
is inconsistent in
communicating and has
difficulty collaborating
with learners, families,
staff, and the
community.
The educational
specialist rarely
communicates and
collaborates effectively
with learners, families,
staff, and the
community.
Comments:
June 21, 2012
67
Page 4 of 5
Performance Standard 6: Professionalism
Proficient
Proficient is the
expected level of
performance.
The educational
The educational
specialist is a
specialist maintains a
professional role model commitment to
for others, engaging in
professional ethics,
a high level of personal demonstrates
professional growth,
professional expertise,
and/or contributes to the and participates in
development of others
professional growth.
and the well-being of
the profession.
Exemplary
In addition to meeting
the standard ...
Needs Improvement
The educational
specialist inconsistently
demonstrates
commitment to
professional ethics,
professional expertise,
and participation in
professional growth
opportunities.
Unacceptable
The educational
specialist shows a
disregard toward
professional ethics
and/or the school’s
mission, is reluctant to
support others, and/or
rarely takes advantage
of professional growth
opportunities.
Comments:
Performance Standard 7: Learner/Program Progress
Exemplary
In addition to meeting
the standard ...
The work of the
educational specialist
results in a high level of
learner progress with all
populations and/or
program progress.
Proficient
Proficient is the expected
level of performance.
Needs Improvement
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.
The instructional efforts
of the educational
specialist result in
inconsistent
learner/program
progress; more progress
is needed to meet
established standards.
Comments:
June 21, 2012
Unacceptable
The work of the
educational specialist
rarely results in
acceptable learner
progress and/or
program progress.
68
Page 5 of 5
Evaluation Summary
Recommended for continued employment.
Recommended for placement on a Professional Growth Plan (if Growth Dialogue has taken
place). (One or more standards are Unacceptable, or two or more standards are Needs
Improvement.)
Recommended for Dismissal/Non-renewal. (The educational specialist has failed to make
progress on a Professional Growth 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
June 21, 2012
69
☐ Exemplary
☐ Proficient
___________________________
Employee’s Signature*/Date
☐ Needs
Improvement
☐ Unacceptable
___________________________________
Administrator’s Signature/Date
*Signature acknowledges receipt only
June 21, 2012
70
Licensed Staff Support Dialogue Checklist
Instructions: This checklist is a tool for evaluators to use in completing a support dialogue.
The support dialogue is the first step in supporting a teacher’s growth and progress to meet
performance standards.
☐ Initial Conversation. Sample prompts: What challenges have you encountered in
addressing ____ (specific area(s) for focus)? What have you tried to do to address
this? What support can I or others at the school/worksite provide you?
☐ Determine support
☐ Establish a date by which growth will occur
☐ Capture highlights of the discussion in writing (e.g., an email to the teacher). Include
the area(s) for focus and other highlights of the conversation such as support and the
date by which when growth will occur.
☐ Monitor and support growth
☐ Record observations on progress
☐ Meeting to discuss progress. Sample prompts: Last time we met, we talked about
____(area(s) for focus). What has gone well? What has not gone as well?
☐ Document the resolution. File this and other documentation (e.g., emails) at the
school level.
June 21, 2012
71
June 21, 2012
72
Licensed Staff Professional Growth Plan
Teacher:
Grade/Subject:
School:
School Year:
Initiation Date:
Evaluator:
Title:
Additional Evaluation Team Members/Title:
Area(s) for Focus:
Instructions: Clearly state the area(s) for focus, including a claim, evidence, interpretation and judgment (see Skillful Leader
Chapter 5, Describing Strengths and Problems). Note: There may be more than one area for focus per growth plan, but there should
be one goal statement per problem with multiple strategies and activities to meet the goal.
Performance Goal
Strategies, Activities Support Structures
Data Collection
Responsible Parties Evidence
Statement
Method and Sources Completion Dates
for
Progress/
Date
Evidence
Collected
June 21, 2012
73
Area for Focus:
Performance Goal
Strategies, Activities
Support Structures / Data Collection
Responsible Parties
Timetable
Method and Sources Completion Dates
Evidence
for
Progress/
Date
Evidence
Collected
Area for Focus:
Performance Goal
Strategies, Activities
Support Structures / Data Collection
Responsible Parties
Timetable
Method and Sources Completion Dates
Evidence
for
Progress/
Date
Evidence
Collected
June 21, 2012
74
Alexandria City Public Schools
PROFESSIONAL GROWTH PLAN
Instructions and Sample Plan
Teacher:
Teacher X
Grade/Subject:
2nd Grade Classroom Teacher
School:
#1 School
School Year: 20xx-20xx
Initiation Date:
September 12, 20xx
Evaluator:
Administrator Y
Title:
Principal
Additional Evaluation Team Members/Title:
Instructions: The teacher may choose to have a team
collaboratively complete this form and support the teacher
throughout the process. The Principal and/or evaluator is
responsible for providing a list of names of potential members.
Example: Teacher A, Reading Specialist; Teacher B, ELL;
Teacher C, 4th Grade teacher; Administrator L, Other School
Area for Focus:
Instructions: Clearly state the area which needs addressing, including a claim, evidence, impact statement and judgment (see Skillful Leader
Chapter 5, Describing Strengths and Problems). Note: There may be more than one area which needs addressing in this plan, but there should
be one or two goals per area which needs addressing with multiple strategies and activities to meet the goal..
Example: Teacher X fails to clearly state criteria for behavior, model those behaviors, and give specific behavior-referenced feedback.
Therefore, students are not always clear about the behavior needed to maximize instructional time.
Performance Strategies, Activities Support Structures
Data Collection
Responsible Parties
Evidence for Progress/
Goal
Method and Sources Completion Dates
Date Evidence Collected
Teacher X will Instructions:
Instructions:
Instructions:
Instructions:
Instructions:
maximize
Use this column to
Use this column to list Use this column to list Use this column to
Use this column to enter
instructional
list all activities and
all support structures
how improvement will note names of those
evidence as it is collected.
time to
when they will occur. designed to improve
be measured.
responsible for
Remember to include
increase
An example follows
performance
supporting and
dates.
student
completing activities.
learning by
Remember to include
establishing
a “on or before” date
and
or a hard deadline.
June 21, 2012
75
implementing
routines in the
classroom that
promote a
respectful,
positive, safe,
studentcentered
environment.
Example:
Teacher X will preassess students on the
list of rules, routines,
and procedures
provided by Teacher
Y to determine
baseline
understanding of
expectations
Example:
Teacher Y will
provide Teacher X
with a pre-assessment
used with students at
the beginning of the
year
Example:
Scored results of pretest.
Teacher X will
receive release time to
observe Teacher Y’s
classroom routines.
Administrator’s notes
on the observation and
discussion with
students.
Written reflection on
the observation by
Teacher X
Administration will
observe and hold
discussions with
students regarding
their understanding of
the new classroom
rules, routines and
procedures.
Teach rules, routines,
and procedures to
students – this is done
by modeling what
they look like and
sound like and taking
time to practice;
positive
reinforcement should
be given as students
are beginning to do
them habitually
Ongoing formative
assessment with data
Example:
Pre-assessment from
Teacher Y to Teacher
X on or before 9/30
Classroom
observation
completed on or
before 10/5.
Reflection due 10/8.
Administrator to
observe classroom
and discuss rules on
or before 11/01
Administrator’s
observation 10/25: students
transitioned in 3 min.
Teacher X provided
positive reinforcement for
following the rules, “You
transitioned nicely today.
Which classroom rules did
you follow?” and moved
directly to instruction.
Teacher X will meet
with Coach N to
create a lesson plan to
teach rules, routines
and procedures for the
classroom.
Student posters
Ongoing observations
by members of the
evaluation team
Lesson plan
implemented 10/6
Classroom rules and
procedures are illustrated
in posters made by
students and displayed in a
prominent location 10/7
Teacher X will assess
students’
Student writing
assignment scored by
Reading Specialist,
ELL Teacher and
Students’ writing
demonstrates an
June 21, 2012
Meeting with Coach
N to occur 10/5
Example:
In the written reflection,
Teacher X lists areas for
improvement,
demonstrating that Teacher
X has an understanding of
the impact a lack of
routines has in the
classroom. 10/7
76
collection
demonstrating that
students’ level of
understanding has
increased and is
consistent among all
students
understanding of
classroom rules and
procedures after six
weeks
Ongoing observation
by team members and
evaluator to observe
classroom processes
and procedures and
time transitions
rubric
Teacher X to occur
on or before 11/15
Observation data and
follow up conferences
Informal observations
and walk-throughs:
Assigned team
members
Formal observation:
Administrator to be
scheduled on or
before 11/15
June 21, 2012
understanding of the
classroom rules and
procedures. 80% scored 4;
10% scored 3; 8% scored 2
and 1% scored 1:
Administered 11/3 and
scored 11/10
Principal, Other School
notes up to 10 minutes to
begin instruction on 10/20
with several students off
track.
77
Alexandria City Public Schools
PROFESSIONAL GROWTH PLAN RESULTS
Teacher:
Grade/Subject:
School:
School Year:
Initiation Date:
Evaluator:
Title:
Area for Focus: Instructions: Clearly state the area which needs addressing, including a claim, evidence, impact statement and judgment (see Skillful Leader
Chapter 5, Describing Strengths and Problems). Note: There may be more than one area which needs addressing per growth plan, but there should be one or two
goals per area which needs addressing with multiple strategies and activities to meet the goal.
Performance Goal
Results
Area for Focus:
Performance Goal
Results
June 21, 2012
78
Area for Focus:
Performance Goal
Results
Recommendation based on the results of the Professional Growth Plan:
 Sufficient improvement has been achieved and the teacher no longer requires a Professional Growth Plan.
 Some improvement has been achieved and the Professional Growth Plan will continue.
 Little or no improvement has been achieved and the teacher is recommended for non-renewal or dismissal.
Evaluator Signature
Date
Teacher Signature*
*Signature signifies receipt only
June 21, 2012
Date
79
Alexandria City Public Schools
PROFESSIONAL GROWTH PLAN RESULTS
Sample Plan Results
Teacher:
Teacher X
Grade/Subject:
2nd Grade Classroom Teacher
School:
#1 School
School Year: 20xx-20xx
Initiation Date: September 12, 20xx
Evaluator:
Administrator Y
Title:
Principal
The Area of Focus: Teacher X fails to clearly state criteria for behavior, model those behaviors, and give specific behavior-referenced
feedback. Therefore, students are not always clear about the behavior needed to maximize instructional time.
Performance Goal
Results
Teacher X will clearly
The 10/26/11 observation shows evidence of Teacher X’s teaching routines. There was a friendly
articulate behavioral
competition introduced where student time to be prepared to begin class would be recorded. The rotation
expectations for students
with the 10 best times will be awarded a homework pass.
which are respectful,
positive, safe, and
student-centered.
The Area of Focus: Teacher X does not arrange the classroom in a way that is conducive to learning. Therefore, students display
behavior that mirrors this lack of organization.
Performance Goal
Results
Teacher X will organize
Teacher X worked with the instructional coach to clear much of the clutter from the classroom, providing
the classroom to ensure an the space needed to arrange desks in a way that works. The written reflection of analysis of how the room
environment that is safe
arrangement changes impact student behavior and teacher practice has not yet been completed.
and conducive to learning.
June 21, 2012
80
Recommendation based on the results of the Professional Development and Improvement Plan:
☐Sufficient improvement has been achieved and the teacher no longer requires a Professional Development and Improvement Plan.
☒Some improvement has been achieved and the Professional Development and Improvement Plan will continue.
☐Little or no improvement has been achieved and the teacher is recommended for non-renewal or dismissal.
Evaluator Signature
Date
Teacher Signature
June 21, 2012
Date
81
June 21, 2012
82
References
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tutoring. Educational Leadership, 41(8), 4–17.
Buttram, J. L., & Waters, J. T. (1997). Improving America’s schools through standards-based
education. NASSP Bulletin, 81(590), 1–5.
Cawelti, G. (1999). Handbook of research on improving student achievement (2nd ed.).
Arlington, VA: Educational Research Service.
Collinson, V., Killeavy, M., & Stephenson, H. J. (1999). Exemplary teachers: Practicing an
ethic of care in England, Ireland, and the United States. Journal for a Just and Caring
Education, 5 (4), 349–366.
Cotton, K. (2000). The schooling practices that matter most. Portland, OR: Northwest
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and Curriculum Development.
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.
Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational
Leadership, 58(8), 12–17.
Education USA Special Report. (n. d.). Good teachers: What to look for. Rockville, MD:
National School Public Relations Association.
Educational Review Office. (1998). The capable teacher. Retrieved from
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Eisner, E. W. (1999). The uses and limits of performance assessment. Phi Delta Kappan,
80(9), 658–660.
Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management
at the beginning of the year. The Elementary School Journal, 80(5), 219–231.
Good, T. L., & Brophy, J. E. (1997). Looking in classrooms (7th ed.). New York: AddisonWesley.
Gronlund, N. E. (2002). Assessment of student achievement (7th ed.). Boston: Allyn & Bacon.
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., Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). A
handbook for classroom instruction that works. Alexandria, VA: Association for
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National Association of Secondary School Principals (NASSP). (1997). Students say: What
makes a good teacher? Schools in the Middle, 6(5), 15–17.
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effectiveness. Journal for a Just and Caring Education, 5(3), 269–284.
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Issues and challenges. Fort Worth, TX: Harcourt Brace College.
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Stronge, J. H., & Grant, L. W. (2009). Student achievement goal setting: Using data to
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Alexandria, VA: ASCD.
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Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom
management: Awareness into action. Theory Into Practice, 42(4), 269–276.
Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects
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JUNE 21, 2012
84
Endnotes
1
Stronge, J. H. & Grant, L. H. (2009). Student achievement goal setting: Using data to improve
teaching and learning. Larchmont, NY: Eye on Education.
2
McEwan, E. K. 2002. 10 traits of highly effective teachers: How to hire, coach, and mentor
successful teachers. Thousand Oaks, CA: Corwin Press.
3
Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance
assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision
and Curriculum Development.
4
Marzano et al., 1993.
5
Panasuk, R., Stone, W., & Todd, J. (2002). Lesson planning strategy for effective mathematics
teaching. Education, 2(2), 714, 808–827.
6
McEwan, E. K. (2002).
7
Buttram, J. L., & Waters, J. T. (1997). Improving America’s schools through standards-based
education. NASSP Bulletin, 81(590), 1–5.
8
Education USA Special Report. (n. d.). Good teachers: What to look for. Rockville, MD: National
School Public Relations Association; Panasuk, Stone, & Todd (2002).
9
Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58(8),
12-17; Educational Review Office. (1998). The capable teacher. Retrieved from
http://www.ero.govt.nz/Publications/eers1998/98no2hl.html
10
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.
11
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.
12
Covino & Iwanicki, 1996.
13
National Association of Secondary School Principals (NASSP). (1997). Students say: What makes
a good teacher? Schools in the Middle, 6(5), 15–17; Peart & Campbell, 1999;
14
Covino & Iwanicki, 1996; Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective
classroom management at the beginning of the year. The Elementary School Journal, 80(5), 219–
231.
15
Shellard, E., & Protheroe, N. (2000).
16
Cawelti, G. (1999). Handbook of research on improving student achievement (2nd ed.). Arlington,
VA: Educational Research Service; Cotton, K. (2000). The schooling practices that matter most.
Portland, OR: Northwest Regional Educational Laboratory and Alexandria, VA: Association for
Supervision and Curriculum Development; Covino & Iwanicki, 1996; Good, T. L., & Brophy, J.
E. (1997). Looking in classrooms (7th ed.). New York: Addison-Wesley; Tobin, K. (1980). The
effect of extended teacher wait-time on science achievement. Journal of Research in Science
Teaching, 17, 469–475; Wang, M., Haertel, G. D., & Walberg, H. (1993). What helps students
learn? Educational Leadership, 51(4), 74–79.
JUNE 21, 2012
85
17
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: Association for Supervision and
Curriculum Development.
18
Cotton, K. (2000).
19
Stronge, J. H. (2007). Qualities of effective teachers (2nd Ed). Alexandria, VA: ASCD.
20
Eisner, E. W. (1999). The uses and limits of performance assessment. Phi Delta Kappan, 80(9),
658-660.
21
Gronlund, N. E. (2002). Assessment of student achievement (7th ed.). Boston: Allyn & Bacon.
22
Stronge, J. H. (2007).
23
Peart, N. A., & Campbell, F. A. (1999). At-risk students’ perceptions of teacher effectiveness.
Journal for a Just and Caring Education, 5(3), 269–284.
24
Covino, E. A., & Iwanicki, E. (1996).
25
McAllister, G., & Irvine, J. J. (2000).
26
Cruickshank, D. R., & Haefele, D. (2001). Good teachers, plural. Educational Leadership, 58(5),
26–30.
27
Weinsten, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom
management: Awareness into action. Theory Into Practice, 42(4), 269-276.
28
Rockwell, R. E., Andre, L. C., & Hawley, M. K. (1996). Parents and teachers as partners: Issues
and challenges. Fort Worth, TX: Harcourt Brace College.
29
Swap, S. A. (1993). Developing home-school partnerships from concepts to practice. New York:
Teachers College Press.
30
McAllister, G., & Irvine, J. J. (2000). Cross cultural competency and multicultural teacher
education. Review of Educational Research, 70(1), 3–24.
31
Cruickshank, D. R., & Haefele, D. (2001).
32
Weinsten, C., Curran, M., & Tomlinson-Clarke, S. (2003).
33
Collinson, V., Killeavy, M., & Stephenson, H. J. (1999). Exemplary teachers: Practicing an ethic of
care in England, Ireland, and the United States. Journal for a Just and Caring Education, 5(4),
349–366.
34
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.
35
Bloom, B. S. (1984). The search for methods of group instruction as effective as one-to-one
tutoring. Educational Leadership, 41(8), 4–17.
JUNE 21, 2012