Prince William County Schools
Principal Level Meetings
December 2011
Rae E. Darlington, Deputy Superintendent
Natalie Bonshire, TIPA Project Director
Amy White, Director of Human Resources

• Principals will receive updated information on the Virginia Department of
Education's Guidelines for Uniform Performance Standards and
Evaluation Criteria for Teachers.
• Principals will review samples of Observation Reports (PPP-4) and discuss the documentation of learning.
Or,
• Principals will review samples of Professional Improvement Plans (PPP-5) and discuss the different components of an effective plan.
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What a PIP Is…
• A more formal plan of support for a professional educator to improve in order to meet a standard
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Collaboratively developed by the supervising educational leader and the professional educator
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Written with specificity and based upon data and information that show evidence of a professional educator not meeting a standard
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Written separately for each standard that a professional educator is not meeting
What a PIP Is Not…
• A letter of reprimand
• Viewed as a “formality” in order to non-renew or dismiss a professional educator
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Written solely by the supervising educational leader and presented to the professional educator
• Based upon perception
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Materials: PIP Example A
PIP Example B
PIP Answer Sheet
Scenario: Ms. Petunia Daly, professional educator
Mr. Ivan Koloff, Assistant Principal
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Directions:
1. Read each component of PIP from Example A and B.
2. On answer sheet, put a check next to the example that describes the component that you feel provides the clearest information and will be the most helpful in supporting the teacher.
3. On the lines please explain your reasons for the choices that you make.
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EXAMPLE B:
During all four informal and one formal observation of Ms. Daly’s classroom since school started, Ms. Daly’s delivery of instruction was interrupted with multiple questions and off-task behaviors by the students. During the reflective conferences that were held following the observations, Ms. Daly and Mr. Koloff agreed that the students’ confusion and disruptions are occurring because of Ms.
Daly’s lack of clarity in her expectations of the students, as well as, non-existent policies, routines, and procedures. This has been echoed in the feedback from students and their parents. The disruptions and confusion among the students have led to evidence of significant loss of instructional time and lack of engagement among the students. As a result, Ms. Daly is three weeks behind in her pacing and her students’ CFA data thus far show evidence of non-mastery for approximately
50% of her students. Multiple reflective conferences and suggestions by Mr. Koloff have resulted in little progress toward Ms. Daly meeting Standard III: Safe,
Effective Learning Environment.
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EXAMPLE A: Ms. Daly will establish and maintain a classroom environment that is positive and engaging for students. She will create, implement, and monitor policies, routines, and procedures that are communicated clearly to students and parents. Her lesson plans will include plans for smooth transitions and engaging strategies. Ms. Daly will adjust her pacing so that she will get back on track within 4 weeks of this plan and maintain her pacing for the remainder of the year.
Her students will show progress on their mastery of future objectives.
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EXAMPLE A: Evidence of achievement of the goals will be shown by a variety of data sources. During future classroom observations, students will be on-task and engaged in the learning the majority of the time. This means that students will be asking and answering questions about the day’s lesson/learning in an appropriate manner. When asked by Ms. Daly or other observers, they will at least be able to describe what they are learning, why they are learning it, and how it connects with prior learning. Transitions during the day will be quick and efficient. Instructional time will be maximized so that the pacing of the lessons and units will be on track with the Division’s pacing guide within four weeks of this PIP and maintained through the remainder of the year. Students’ progress will improve overall as evidenced by future CFAs and other assessments. Disruptions of class by students will be lessened and parent and student feedback will show that there has been improvement in the classroom environment.
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EXAMPLE B: Below are strategies that are recommended to assist Ms. Daly to achieve the goals outlined above.
• Collaborate with students to develop classroom norms. Post the norms in the classroom and monitor them consistently. Empower the students to self-monitor, as well as, to monitor their peers in an appropriate manner.
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Observe two colleagues with Mr. Koloff. Debrief after each observation to discuss their classroom management techniques, as well as, their transitions within the lessons. Incorporate new learning into practice.
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Read chapter 2 of Classroom Management That Works by Robert Marzano and discuss with Mr. Koloff to gain ideas on how to plan for, implement, and monitor classroom rules and procedures.
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Participate in OPD 770: Positive Classroom Management . This course has an emphasis on building positive relationships with students and parents, using instructional time more efficiently, and maintaining a positive classroom climate.
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EXAMPLE B:
• Mr. Koloff, supervising administrator,
• Two teachers that will be identified by Mr. Koloff and agreed upon by Ms. Daly who will serve as resources.
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Classroom Management That Works by Robert
Marzano
• OPD 770: Positive Classroom Management
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EXAMPLE A: Ms. Daly will observe one colleague by 10.21.11 and another by 11.10.11. Mr. Koloff will set up the observations and participate with her. Ms. Daly will enroll and begin participating in OPD 770 on 11.2.11. Ms. Daly will meet for a conference with Mr. Koloff every 2 nd and 4 th Monday of the month beginning on 10.24.11 at 3:30 p.m. in Mr. Koloff’s office. These conferences will be used for reflection on Ms.
Daly’s practice and for her to show evidence of progress toward meeting the standard of Safe, Effective Learning
Environment.
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• What are your general observations on this section of Example A?
• Do you agree with the outcome of Example A, i.e. completion of goals and on monitor status?
• What are your general observations on this section of Example B?
• Do you agree with the outcome of Example B, i.e. partial completion of goals and re-eval at
Summative Evaluation Report?
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The Code of Virginia requires (1) that teacher evaluations be consistent with the performance objectives (standards) included in the Board of Education’s
Guidelines for
Uniform Performance Standards and
Evaluation Criteria for Teachers and (2) that school boards shall develop procedures in evaluating instructional personnel that address student academic progress.
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Virginia Guidelines for Uniform Performance
Standards and Evaluation Criteria for Teachers
Standard 1:Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Standard 2: Instructional Planning
The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.
Standard 3: Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
Standard 4: Assessment of and for
Student Learning
The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.
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.
Standard 6: Professionalism
The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for an participates in professional growth that results in enhanced student learning.
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Virginia Guidelines for Uniform Performance
Standards and Evaluation Criteria for Teachers
Performance Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate 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 stateprovided 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.
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• Each teacher receives a summative evaluation rating.
• Rating is determined by weighting the first six standards equally at 10 percent each and the seventh standard, i.e. student academic progress, account for 40 percent of summative evaluation.
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Materials: PPP-4 Example A
PPP-4 Example B
PPP-4 Answer Sheet
Scenario: Ms. Rita Red, professional educator
Mr. Bill Blue, Principal
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Read Example A .
1. Highlight all of the language that describes what the teacher is doing or saying.
2. Highlight in a different color all of the language that describes what the students are doing or saying.
3. Answer the following questions:
• If you were the observer, what would you say to begin the reflective conference with Ms. Red?
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What questions would you ask the teacher to encourage her to reflect on her professional practice?
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What data or artifacts would you ask Ms. Red to bring to the conference?
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Read Example B .
1. Highlight all of the language that describes what the teacher is doing or saying.
2. Highlight in a different color all of the language that describes what the students are doing or saying.
3. Answer the following questions:
• If you were the observer, what would you say to begin the reflective conference with Ms. Red?
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What questions would you ask the teacher to encourage her to reflect on her professional practice?
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What data or artifacts would you ask Ms. Red to bring to the conference?
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How was preparing for the reflective conference different after reading Example A than after reading Example B?
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