Virginia School Boards
Association Annual
Convention
November 17, 2011
Background: Code of Virginia
§ 22.1-253.13:5 Standard 5. Quality of classroom
instruction and educational leadership.
…B. Consistent with the finding that leadership is
essential for the advancement of public education
in the Commonwealth, teacher, administrator, and
superintendent evaluations shall be consistent
with the performance objectives included in the
Guidelines for Uniform Performance Standards
and Evaluation Criteria for Teachers,
Administrators, and Superintendents….
1
Background: Code of Virginia
§ 22.1-295. Employment of teachers.
…C. School boards shall develop a procedure for
use by division superintendents and principals in
evaluating instructional personnel that is
appropriate to the tasks performed and
addresses, among other things, student
academic progress and the skills and knowledge
of instructional personnel, including, but not
limited to, instructional methodology, classroom
management, and subject matter knowledge….
2
Board of Education Approval
On April 28, 2011, the Board of Education approved
the revised guidance documents, Guidelines for
Uniform Performance Standards and Evaluation
Criteria for Teachers and the Virginia Standards
for the Professional Practice of Teachers.
 Effective Date: July 1, 2012 [School boards
and divisions are authorized to implement
the guidelines and standards prior to
July 1, 2012.]
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Teacher Evaluation Work Group
Representatives:
(Teachers, Principals, Superintendents, and Associations)
 Virginia Association of Elementary School Principals
 Virginia Association of Secondary School Principals
 Virginia Association of School Superintendents
 Virginia Education Association
 Virginia School Boards Association
 School Division Human Resources
 Higher Education
 Virginia Parent Teacher Association
Expert Consultants
Department of Education Staff Members
4
Guidance Documents
The work group completed a
comprehensive study of
teacher evaluation systems
and recommended the
revised guidance documents
to the Board of Education.
5
Uniform Performance Standards and
Evaluation Criteria for Teachers
The Guidelines for Uniform Performance Standards
and Evaluation Criteria for Teachers provide an
evaluation model that may be used as presented
or used as the basis for school division system
development. Divisions are required to
incorporate the new performance standards into
teacher evaluations by July 1, 2012.
[Note: The 2000 Guidelines relating to principals and
superintendents will remain in effect until those sections are revised
in the future.]
6
What is the basis of
the teachers’
evaluation?
Answer:
Job-relevant Performance Standards
What are
Performance Standards?
The criteria expected when teachers perform
their major duties.
Virginia Uniform
Performance Standards
1. Professional
Knowledge
4.
Professionalism
2. Instructional
Planning
5. Learning
Environment
3. Instructional
Delivery
6. Assessment
of and for
Student
Learning
7. Student
Academic
Progress
Virginia Uniform
Performance Standards
1. Professional Knowledge:
The teacher uses resources, routines, and
procedures to provide a respectful, positive, safe, student-centered environment
that is conducive to learning.
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.
3. Instructional Delivery: The teacher effectively engages students in
learning by using a variety of instructional strategies in order to meet individual
learning needs.
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.
Virginia Uniform
Performance Standards
5. Learning Environment: The teacher uses resources, routines, and
procedures to provide a respectful, positive, safe, student-centered environment
that is conducive to learning.
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.
7. Student Academic Progress: The work of the teacher results in
acceptable, measurable, and appropriate student academic
progress.
Virginia Uniform
Performance Standards and Evaluation
Criteria for Teachers: Two Tiers
Performance Standard
Performance Indicator
Performance Indicator
Performance Indicator
7
What are
Performance Indicators?
Examples of observable, tangible
behavior that indicate the degree to
which teachers are meeting each
teaching standard
Note: The list of performance indicators is not exhaustive, and
they are not intended to be prescriptive.
Virginia Uniform
Performance Standards
Professional
Knowledge
Instructional
Planning
Instructional
Delivery
1.1
2.1
3.1
1.2
2.2
3.2
1.3
2.3
3.3
1.4
2.4
3.4
1.5
2.5
3.5
1.6
3.6
1.7
3.7
1.8
Assessment
of and for
Student
Learning
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Learning
Environment
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
Professionalism
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
Student
Academic
Progress
7.1
7.2
7.3
7.4
Teacher 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 Indicators
Examples for Standard 1:
Professional Knowledge
 Effectively addresses appropriate curriculum standards.
 Integrates key content elements and facilitates students’ use of
higher level thinking skills in instruction.
 Demonstrates ability to link present content with past and future
learning experiences, other subject areas, and real world
experiences and applications.
 Demonstrates an accurate knowledge of the subject matter.
 Demonstrates skills relevant to the subject area(s) taught.
 Bases instruction on goals that reflect high expectations and an
understanding of the subject.
 Demonstrates an understanding of the intellectual, social,
emotional, and physical development of the age group.
 Communicates clearly and checks for understanding.
Note: Only Samples!
Teacher Performance Standard 7:
Student Academic Progress
The work of the teacher results in
acceptable, measurable, and appropriate
student academic progress.
Performance Indicators
Examples for Standard 7:
Student Academic Progress
 Sets acceptable, measurable, and appropriate achievement goals
for student learning progress based on baseline data.
 Documents the progress of each student throughout the year.
 Provides evidence that achievement goals have been met,
including the state-provided growth measure when available as
well as other multiple measures of student growth.
 Uses available performance outcome data to continually document
and communicate student academic progress and develop interim
learning targets.
Note: Only Samples!
How will teacher
performance be
documented?
Multiple Data Sources
REQUIRED by The
Code of Virginia
RECOMMENDED in
2011 Guidelines
Observations
Student Surveys
Measures of
Academic Progress
Portfolios/Document Logs
Self-Evaluation
Data Collection Procedures
Data Collection
Procedure
Form(s)
Evaluator
Teacher
Informal Observations
Informal Classroom Observation Form

Formal Observations
Formal Classroom Observation Form

Student Surveys
Student Survey Forms (1-2, 3-5, 6-8, 9-12)
Student Survey Summary

Portfolios/Document Logs
Table of Contents

Self-Evaluation
Teacher Self-Evaluation Form

Measures of Academic
Progress
Goal Setting for Academic Progress Form
Reviews/approves
Selects/develops
How will teacher
performance be
rated?
Summative Evaluation
• Comes at end of evaluation cycle
- One year for probationary teachers
- Three years for continuing contract teachers
• Assessment of performance quality
• Ratings for each standard based on multiple data sources
• Performance standards and indicators provide description
of well-defined teacher expectations
• Four point rating scale
• Performance rubric for every standard
Definitions of Terms
Used in Rating Scale
Category
Description
Exemplary
The teacher maintains performance, accomplishments, and
behaviors that considerably surpass the established standard.
Proficient
The teacher meets the standard in a manner that is consistent
with the school’s mission and goals.
Developing/
Needs
Improvement
The teacher often performs below the established standard or in
a manner that is inconsistent with the school’s mission and
goals.
The teacher consistently performs below the established
Unacceptable standard or in a manner that is inconsistent with the school’s
mission and goals.
Sample Performance Appraisal Rubric
Standard I: Professional Knowledge
The teacher demonstrates an understanding of the curriculum,
subject content, and the developmental needs of students by
providing relevant learning experiences.
Proficient
Exemplary
Proficient is the expected
level of performance.
In addition to meeting
The teacher
the standard, the teacher demonstrates an
consistently
understanding of the
demonstrates extensive
curriculum, subject
knowledge of the subject content, and the
matter and continually
developmental needs of
enriches the curriculum. students by providing
relevant learning
experiences.
Developing/Needs
Improvement
The teacher
inconsistently
demonstrates
understanding of the
curriculum, content, and
student development or
lacks fluidity in using the
knowledge in practice.
Unacceptable
The teacher bases
instruction on material
that is inaccurate or outof-date and/or
inadequately addresses
the developmental needs
of students.
Summative Rating
Summative ratings should apply the rating for
each of the seven performance expectations,
with the most significant weight given to
Standard 7 - student academic progress.
Virginia Department of Education recommends the following guidelines for
summative ratings:
• Weight each of the first six standards equally at 10 percent each
• Weight Standard 7 – Student Academic Progress at 40 percent
Example of Weighted Calculations for
Teacher Performance Evaluations
Teacher Performance
Standard
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Performance
Rating
Proficient
Proficient
Proficient
Proficient
Proficient
Exemplary
Quantified
Performance
Rating
3
3
3
3
3
4
Standard 7
Proficient
3
Percentage
contribution to
the summative
rating
10%
10%
10%
10%
10%
10%
Weighted
Contribution=
(quantified performance
rating * Percentage
Contribution)
0.3
0.3
0.3
0.3
0.3
0.4
40%
1.2
Summative
Rating (sum of
weighted
contributions)
3.1
Why Connect Academic Progress
to Teacher Performance?
• Teacher quality is the greatest in-school factor
affecting student achievement.
• One of the ultimate outcome of the educational
enterprise is student achievement.
• The variance in student achievement gains
explained by teacher effects is greater in low
socio-economic status schools than in high
socio-economic status schools.
Requirement by the
Code of Virginia
School boards shall develop a procedure for use by division
superintendents and principals in evaluating instructional
personnel that is appropriate to the tasks performed and
addresses, among other things, student academic progress
[emphasis added] and the skills and knowledge of
instructional personnel, including, but not limited to,
instructional methodology, classroom management, and
subject matter knowledge.
Article 2, §22.1-295
Incorporating Multiple Measures into
Teacher Evaluation:
Teachers of Math and Reading for Whom Student Growth
Percentiles Are Available
Student
Achievement
Goal Setting
and Other
Academic
Measures
(20% of
overall
summative
rating)
Student
Growth
Percentiles
(20% of
overall
summative
rating)
Incorporating Multiple Measures into
Teacher Evaluation:
Teachers who Support Math and Reading Instruction for
Whom Student Growth Percentiles Are Available
Student
Achievement
Goal Setting
and Other
Academic
Measures
(20% of
overall
summative
rating)
Student
Growth
Percentiles
(20% of
overall
summative
rating)
Incorporating Multiple Measures into
Teacher Evaluation:
Teachers for Whom Student Growth Percentiles are Not
Available
Other Student
Academic Progress
Measures and/or
Student Achievement
Goal Setting
(40% of summative
evaluation)
Guidance on Measures of
Student Academic Progress
Give priority to quantitative measures already
available in the school that are validated and
provide valid measures of growth (as opposed to
absolute achievement)
Use student achievement goal setting or other
measures that incorporate data from validated
achievement measures whenever possible
Have at least two valid measures of student academic
progress included in the evaluation.
Samples of
Other Measures of Student Academic
Progress/Achievement
• Individualized Education Plan (IEP) goals
• Phonological Awareness Literacy Screening
(PALS)
• Performance Assessments for Skill Development
• STAR – Reading and Mathematics
• MAP – Measures of Academic Progress
• IB and AP examinations
• Industry certification examinations
Setting student achievement goals…
 Focuses on student results
 Connects teaching with learning
 Improved instruction in the classroom
 Contributes to school improvement
What is student achievement
goal setting?
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
whether the
students
achieved the
goal
Writing a SMART Goal
Teacher E’s Goal
Goal Statement:
In current school year,
each student will make
measurable progress
on the STAR
assessment. Each
student will gain at
least one year’s growth
in grade level
equivalency.
A good goal statement
is one that is…

Specific

Measurable

Appropriate

Realistic

Time-bound
Sample SMART Goal
During the school year, my sixth grade physical
education students will improve performance by
20% on each of the Presidential Fitness Test sub
areas.
Specific: Focused on physical education, specifically the
Presidential Fitness sub areas
Measurable: Identified Presidential Fitness Test to be used
to assess goal
Appropriate: The teacher teaches the content and skills
contained in the Presidential Fitness Tests.
Realistic: The goal of increasing student performance by
20% is realistic. It is not out of reach and yet not too easy.
Time-bound: Goal attainment can be addressed by the end
of the year with the final Presidential Fitness Test.
How Smart is this goal?
Teacher G– Second Grade
During this school year, my students will improve on word
knowledge and oral reading fluency.
Aspect of Goal
Statement
Specific
Measurable
Appropriate
Realistic
Time-Bound
Evidence
Applying a Goal Setting Rubric
Goal Setting Rubric
Student
Achievement
Standard
Unsatisfactory
The teacher
Not Applicable
CANNOT MOVE
develops rigorous
FORWARD
student learning and
academic
Student learning and
achievement goals academic
achievement goals
are unrelated to
identified student
needs.
Level of Performance
Emerging
Not Applicable
CANNOT MOVE
FORWARD
Student learning and
academic
achievement goals
are related to
identified student
needs, but
S.M.A.R.T. process
needs refining.
Proficient
Student learning
and academic
achievement
goals are
rigorous,
attainable and
reflect acceptable
growth during
the course or
school year
Exemplary
Student learning
and academic
achievement
goals are
rigorous,
attainable and
reflect
extraordinary
growth beyond
expectations
during the course
or school year
Portfolios/Document Logs
• Collection of work that demonstrates the teacher’s
professional competence in regard to meeting
performance standards – teacher’s voice in evaluation
• Complement classroom observation
• Analysis and reflection should be included
• Property of teacher; reviewed by evaluator
• Help to clarify instructional relationship between lesson
plans, student work, and assessments
• Documentation logs are similar to portfolios, but are
typically more concise and confined to specific artifacts
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Portfolio Table of Contents
Example
Standard 5: Learning Environment
Activity Name
Teacher Comments (Optional)
Diagram of
Classroom
Arrangement
Shows different arrangements associated with different types
of activities.
Bullying
Presentation
At the conclusion of the bullying presentation, the class
participated in a role-playing exercise.
Classroom
Rules
Includes reflection on rationale for rules and how I reinforce
them.
Classroom
Procedures
Practiced frequently during the first few weeks of school;
revisited throughout the year.
Student Survey
Summary
Student Surveys
• Provide students’ perceptions of how teacher is
performing -- direct knowledge of classroom practices
• Assist teacher in setting goals for continuous
improvement (formative evaluation)
• Age considerations for survey
• Surveys are anonymous
• Actual responses seen only by individual teacher
• Survey summary form included in portfolio
Self-Evaluation Example
Directions: Teachers should use this form annually to reflect on the effectiveness and adequacy of their practice based on
each performance standard. Please refer to the performance indicators for examples of behaviors exemplifying each
standard.
Teacher’s Name: Teacher D
Date: 2/1/11
1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental
needs of students by providing relevant learning experiences.
Areas of strength: I have a good understanding of the vertical articulation within my content area; I
understand how students’ developmental levels impact their readiness to learn certain math concepts.
Areas needing work/strategies for improving performance: I’m not sure how to appropriately
challenge my gifted students.
2. Instructional Planning
The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective
strategies, resources, and data to meet the needs of all students.
Areas of strength: I understand the most effective strategies to teach various curricular topics; I plan
well ahead of time to make sure I have the necessary resources.
Areas needing work/strategies for improving performance: I sometimes neglect to pre-assess
students, which makes me less effective than I could be at addressing individual student needs.
Abbreviated Sample Form for Training Purposes
Mark R. Allan, Ph.D.
Director of Licensure and School
Leadership
Mark.Allan@doe.virginia.gov
(804) 371-2471