Teacher Evaluation
Presentation for
Principals and their School Staff Members
January 2012
Agenda
• Virginia Department of Education (VDOE) Guidelines
• FCPS Task Force
• What We Know
• What We Don’t Know (and What We Need to Do)
• Communication is Key
Virginia Board of Education Action
• Approved on April 28, 2011:
1. Guidelines for Uniform Performance Standards
and Evaluation Criteria for Teachers
2. Virginia Standards for the Professional Practice
of Teachers
• Becomes effective on July 1, 2012
VDOE Teacher Evaluation Work Group
• Members included:
• Jim Baldwin, former principal, Centre Ridge
Elementary and executive director, Virginia
Association of Elementary School Principals
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Stu Gibson, School Board member 1996-2011
Michael Hairston, middle school teacher,
president Fairfax Education Association
Dr. James Stronge, College of William and Mary,
directed the work group
VDOE Teacher Evaluation Work Group—
Research
• Examined existing state laws, policies, and
procedures related to teacher evaluation
• Reviewed selected teacher evaluation systems
currently in use across Virginia
• Developed and recommended policy revisions
related to teacher evaluation
• Developed models of evaluation that include
measures of student growth
FCPS Teacher Evaluation Task Force
• Convened: September 2011
• It’s charge: To revise teacher evaluation process to
use current research to improve instructional
practice and comply with Virginia Guidelines and
Standards by July 1, 2012
• Members: 19 teachers, seven principals, seven
department and cluster representatives, and two
community members
FCPS Teacher Evaluation Task Force
• Oversee pilot of the teacher evaluation tool and
process prior to final recommendation
• Begin implementation countywide: Fall 2012
FCPS Teacher Evaluation Task Force
Teachers (19)
•
Jean Arntz Bonner – Liberty Middle (English)
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Cheryl Binkley, Stuart High (English)
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Kelly Bresnahan, Marshall High (Special Education Cat B)
•
Pam Cherry, Lane Elementary (Resource)
•
Jennifer Chou-Silverio, Dogwood Elementary (Grade 3)
•
Mary Kay Downes, Past President, Association of Fairfax Professional Educators
•
Dana Garcia, Coates Elementary (ESOL)
•
Steve Greenburg, President, Fairfax Federation of Classroom Teachers
•
Gina Griffin-Evans, South County Secondary (Mathematics)
•
Lizel Gonzalez, Rose Hill Elementary (Spanish Immersion)
•
Michael Hairston, President, Fairfax Education Association
•
Ellen Keyser, Aldrin Elementary (Kindergarten)
•
Carla Okouchi, Hybla Valley Elementary (Music)
•
Michael Parker, Sunrise Valley Elementary (GT)
•
Valeria Porter, Foundations Alternative
•
Raylene Robinson, Luther Jackson Middle (Special Ed. LD)
•
Kanwaljit Sachdeva, Robinson Secondary (Chemistry)
•
Jamie Sawatzky, Rocky Run Middle (Social Studies and FCPS Teacher of the
Year)
•
Judy Wang, Kings Park Elementary (Pre-K)
FCPS Teacher Evaluation Task Force
Principals (7)
• John Banbury, Principal, Oakton High School
•
Jamey Chianetta, Principal, Halley ES
•
David Goldfarb, Principal, Fairfax High School
•
Jennifer Knox, Assistant Principal, West Springfield HS
•
Arlene Randall, Principal, Cooper Middle School
•
Sal Rivera, Principal, Flint Hill ES
•
Shane Wolfe, Principal, Baileys ES
Departments and Clusters (7)
•
John Adams, Instructional Services (Art)
•
Terri Breeden, Assistant Superintendent, Professional Learning & Accountability
•
Amy Granahan, CTE, Instructional Services
•
Ellen Mukai, Program Manager, Best Practices for Teaching and Learning
•
Sam Newman, Director, Employee Performance and Development
•
Peter Noonan, Assistant Superintendent, Instructional Services Department
•
Marty Smith, Assistant Superintendent, Cluster I
Parents and Community (2)
• Luke Chung, President, FMS Software Solutions
•
Ramona Morrow, President, Fairfax County Council of Parent Teacher
Associations (FCCCPTA)
What We Know
FCPS Task Force—New Evaluation
Principles
• Implement a performance evaluation system that supports a positive
working environment featuring communication between the teacher and
evaluator that promotes continuous professional growth and improved
student outcomes.
• Promote self-growth through a variety of opportunities such as goal-setting,
reflection, action research, and professional development plans that
contribute to instructional effectiveness and overall professional
performance.
• Provide timely, constructive feedback to teachers to improve the quality of
instruction and ensure accountability for classroom performance and teacher
effectiveness.
• Support induction, staff development, leadership development, recognition,
retention and selection of staff.
• Support collaborative teams and processes that contribute to successful
achievement of goals and objectives defined in the school division’s
educational plan.
VDOE New Performance Standards
Guidelines
• Ratings are at the standard level rather than the
indicator level.
• New model: For each standard, several generic
key elements are provided.
• The key elements are not meant to be a
checklist, but rather examples of the type of
information included in the standard.
VDOE New Performance Standards
They address:
1.
2.
3.
4.
5.
6.
7.
Professional knowledge
Instructional planning
Instructional delivery
Assessment of and for learning
Learning environment
Professionalism
Student academic progress
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard One: Professional Knowledge
The teacher demonstrates an understanding of the
curriculum, subject content, and the developmental
needs of students by providing relevant learning
experiences.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard One Key Elements. The teacher:
o Demonstrates
a comprehensive understanding of subject
content and curriculum standards.
o Establishes
instructional goals that demonstrate an
accurate knowledge of students and assigned subject
content.
o Demonstrates
o Knows
knowledge of instructional best practices.
how to differentiate to make subject content
relevant, challenging, and meaningful for all students.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Two: 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.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Two Key Elements. The teacher:
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Aligns instructional objectives, learning activities, and
assessments to the state standards, the division’s strategic
goals, FCPS Program of Studies, and pacing guides.
Designs instruction that is based on principles of effective
instruction by collaborating with colleagues, other
professionals, and families.
Gathers and analyzes student data to develop and continuously
adjust long- and short-range learning plans.
Selects appropriate strategies, resources, and materials that
promote student engagement, learning, and problem-solving
based on different learning preferences and readiness levels.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Three: Instructional Delivery
The teacher effectively engages students in learning
by using a variety of instructional strategies in order
to meet individual learning needs.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Three Key Elements. The teacher:
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Differentiates instruction to meet the needs of all
students.
Selects, evaluates, integrates, and refines a variety of
teaching strategies, delivery methods, and resources to
create meaningful experiences that promote active
learning for all students.
Communicates learning goals clearly and checks regularly
for student understanding.
Accesses and integrates resources to support student
learning.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Four: 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.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Four Key Elements. The teacher:
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Works independently and collaboratively to analyze and interpret multiple
sources of data to identify student learning needs, guide planning and
instruction, and assess the effectiveness of instruction.
Communicates expectations with clarity.
Provides timely and meaningful feedback to students and parents that
explains students’ progress towards learning expectations and targets.
Utilizes a variety of formative and summative assessments that demonstrates
students’ growth in knowledge and skills over time.
Engages students in understanding of and assuming responsibility for quality
work and provides timely, frequent, and effective feedback to guide that work.
Develops in conjunction with students, measureable and appropriate goals for
student progress and provides instruction that will enable students to achieve
those goals.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Five: Learning Environment
The teacher uses resources, routines, and procedures
to provide a respectful, positive, safe, studentcentered environment that is conducive to learning.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Five Key Elements. The teacher:
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Creates and maintains a positive and safe environment to
maximize learning and promote students’ social development
Establishes clear expectations for classroom rules and
procedures.
Enforces classroom rules and procedures consistently and fairly
to maximize academic learning time
Establishes a climate of trust and teamwork by being fair,
caring, respectful, and enthusiastic.
Promotes cultural sensitivity by respecting students’ diversity,
including but not limited to language, culture, race, gender,
and special needs.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Six: Professionalism
The teacher maintains a commitment to professional
ethics, communicate effectively, and takes
responsibility for and participates in professional
growth that results in enhanced student learning.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Six Key Elements. The teacher:
o Collaborates, communicates, and works in partnership with students, families, administrators, and
colleagues within the school community to promote student learning at school and support
student learning at home.
o Selects and creates learning experiences that are appropriate for curriculum and school
improvement plans goals.
o Complies with federal and state laws and school and division policies; models professional and
ethical standards.
o Collaborates with colleagues to develop consistent policies and procedures that create a school
culture conducive to learning.
o Establishes goals for improving one’s own/personal knowledge and skills and participates in
professional growth opportunities to meet those goals.
o Ensures the confidentiality of information and privacy of students, families, colleagues, and
administrators.
o Effectively uses standard oral and written English in all communications.
o Collaborates with colleagues within and across content areas and grade levels.
FCPS Task Force: Standards for the
Professional Practice for All Teachers
• Standard Seven: Student Academic Progress
The work of the teacher results in
acceptable, measurable, and
appropriate student academic progress.
VDOE New Performance Standards
Guidelines
7.
Student academic progress
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VDOE work group recommended the use
of goal-setting as a component of this
measure.
Work group recommended student
academic progress account for a significant component
of the evaluation—at least 40 percent of the evaluation.
Multiple measures of student academic progress must
be used in making decisions about an individual
teacher’s performance evaluations
What We Don’t Know
(and What We Need to Do)
FCPS Teacher Evaluation Task Force
Work to Do:
• Key elements for standard seven
• Data sources related to student academic
progress
• Weight of standards
• Rating rubric
How Will Student Growth Percentiles
Data Be Used in Evaluations?
• Yet to be determined by FCPS Teacher Evaluation
Task Force
• VDOE will begin reporting growth percentiles in
addition to scaled scores, fall 2011, for students in
Standards of Learning (SOL) for reading and math
grades 4-8 and Algebra I through grade 9.
• Growth percentile: how much progress student
has made in either reading or math relative to
progress of students whose achievement similar
on previous assessments.
Communication Is Key
• Updates:
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Supergram, Info For Educators
http://www.fcps.edu/hr/epd/evaluations/
Conversations: Teacher Evaluations newsletter
Conversation Starters talking points
• Send questions to:
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HRQuestions@fcps.edu
• More information available at VDOE:
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http://www.doe.virginia.gov/teaching/performan
ce_evaluation/index.shtml