Fairfax County
Teacher Performance Evaluation
System
Norms
Support each other in the learning process
Monitor our progress
Attend fully
Respect each others’ view points
Take time to reflect
Remember our purpose
Outcomes
Participants will understand:
• The reasons for the changes
• The Teacher Evaluation Process and Overview
of the Handbook
• An in depth look at Standard 7: Student &
Student Goal Setting
Why is change necessary?
4
Three Primary Drivers
1. National Mandates – NCLB and State Waivers
2. 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
and the skills and knowledge of instructional personnel, including,
but not limited to, instructional methodology, classroom
management, and subject matter knowledge.
Article 2, paragraph 22.1-295
Three Primary Drivers
3. Connections Between Student Success,
Teacher Improvement, and Teacher Evaluation
“Teachers have the greatest impact on student
success.”
“Without capable highly effective teachers, in America’s
classrooms, no educational reform effort can possibly
succeed.”
“ Moreover, without highly quality evaluation systems,
we cannot know if we have quality teachers.”
(Quotes from forward of FCPS Teacher Evaluation
Handbook, Dr. James H. Strong , August 2012)
Virginia and NCLB Reform
• Virginia requests waiver from US Department
of Education
• Key to VDOE request
Implement a New evaluation process that
would include rigorous new content
standards and assessments to close
achievement gaps
• FCPS Teacher Evaluation Task Force Formed
September 2011 to June 2012
Virginia and NCLB Reform
• June 29, 2012 – DOE Waiver: Virginia school
divisions will no longer have to meet the
arbitrary and unrealistic NCLB benchmarks
or AYP
• VDOE Mandate - Effective July 1, 2012
All school systems are to implement a new
teacher evaluation process – containing
seven standards, with Standard 7 - Student
Progress weighted 40%
“In FCPS all schools will build professional
learning communities that employ best
practices to raise the bar and close
achievement gaps.
All educators will use the Program of Studies
to ensure all students reach their full
potential with an expectation that students
will read on grade level and graduate on
time.”
-Jack D. Dale 8.8.12
Aligning the VDOE Mandate
with the FCPS Expectation
• Teacher Evaluation Task Force - - - goal to
comply with state mandate and customize a new
FCPS Teacher Evaluation Program
• Development of a NEW Teacher Evaluation
Program Handbook
• Creation of Teacher Evaluation Training Plan
(16,000 teachers and 600+ evaluators)
Training Plan
Primary Purpose of the FCPS’s
Teacher Performance
Evaluation Program
“To help both teachers and their evaluators collect
more comprehensive and accurate assessment
data for rating teacher effectiveness and, then to
support quality teaching everyday in every
classroom.” (Quote from forward of FCPS Teacher Performance
Evaluation Handbook, Dr. James H. Strong,
August 2012)
Take a look at the Crosswalk
What are the changes?
•
•
•
•
•
Seven standards instead of five
Standard 7 is Student Academic Progress
Matrices are used to rate the teacher
Four rating levels, as opposed to three
A minimum of one formal and three informal/miniobservations
• In addition to the goal-setting conference and
documentation log, evaluators are required to collect a
minimum of four data sources
• Final evaluation conference between the evaluator and
teacher is required for teachers in their summative
evaluation year
15
Cheers and Fears
16
Glossary
Break
Teacher Performance Standards
1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of
students by providing relevant learning experiences.
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.
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.
Main Components
Performance
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.
Key Elements
Examples may include, but are not limited to:
Key
Elements
The teacher:
1.1 Demonstrates a comprehensive understanding of subject content and
curriculum standards.
1.2 Demonstrates knowledge of best practices.
1.3 Knows how to differentiate to make subject content relevant, challenging, and
meaningful for all students.
1.4 Establishes instructional goals that demonstrate an accurate knowledge of
students and assigned subject content.
Performance Matrix for Professional Knowledge
Highly Effective
Effective
Developing OR Needs Improvement
Ineffective
Performance
Matrix
Is expert in the subject area and has
an understanding of current
research in child development and
how students learn.
Knows the subject matter well and
has a good grasp of child
development and how students
learn.
Is somewhat familiar with the
subject and has a few ideas of ways
students develop and learn.
Has little familiarity with the subject
matter and few ideas on how to
teach it and how students learn.
Designs highly relevant lessons that
will challenge and motivate all
students and highly engage active
learning.
Designs lessons that are relevant,
motivating, and likely to engage
students in active learning.
Plans lessons that will catch some
students’ interest and perhaps get a
discussion going.
Plans lessons with very little
likelihood of motivating or involving
students.
Designs lessons that break down
Designs lessons that target several
Plans lessons with some thought
Plans lessons with no
complex tasks and address all
learning needs, styles, and interests. about how to accommodate student differentiation.
learning needs, styles, and interests.
needs.
Projects high expectations and
determination and convinces all
students that they will master the
material.
Conveys to students: This is
important, you can do it, and I’m
not going to give up on you.
Tells students that the subject
matter is important and they need
to work hard.
Actively embeds a “growth”
mindset so that students take risks,
learn from mistakes, and
understand that effective effort
leads to achievement.
Conveys to students that effective
effort, not innate ability, is the key.
Doesn’t counteract student
Communicates a “fixed” mindset
misconceptions about innate ability. about ability: some students have it,
some don’t.
Continually grabs student interest
and makes connections to prior
knowledge, experience, and
reading.
Activates student prior knowledge
and hooks their interest in each unit
and lesson.
Is only sometimes successful in
making the subject interesting and
relating it to things students already
know.
Gives up on some students.
Rarely hooks student interest or
makes connections to their lives.
Underline Key Terms in the Rating
Scale
Category
Description
Definition
Highly
Effective
The teacher maintains
performance, accomplishments,
and behaviors that consistently and
considerably surpass the
established standard.
• Sustains high performance over period of time
• Behaviors have strong positive impact on
learners and school climate
• Serves as role model to others
Effective
The teacher meets the standard in
a manner that is consistent with the
school’s mission and goals.
• Meets the requirements contained in job
description as expressed in evaluation criteria
• Behaviors have positive impact on learners and
school climate
• Willing to learn and apply new skills
Developing
OR Needs
Improvement
The teacher often performs below
the established standard or in a
manner that is inconsistent with the
school’s missions and goals.
• 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 teacher
and evaluator
Ineffective
The teacher consistently performs
below the established standards or
in a manner that is inconsistent with
the school’s missions and goals.
• Results in minimal student learning
• May result in employee not being
recommended for continued employment
Summative Ratings
Standards 1-6
Teacher Practice
60%
Teacher Evaluation
100%
Standard 7
Student Academic
Progress 40%
Student achievement goal
setting
Other measures of student
academic progress
The first six standards impact student progress
I. Professional
Knowledge
II.
Instructional
Planning
VI.
Professionalism
VII. Student
Academic
Progress
III.
Instructional
Delivery
V. Learning
Environment
IV.
Assessment of
and for
Student
Learning
Turn and Talk
How do you see the connection or
impact of Standards 1- 6 on
Standard 7?
Questions
Standard 7:
Student Academic Progress
The work of the teacher results
in acceptable, measurable, and
appropriate student academic
progress.
Standard 7:
Student Academic Progress
Key Elements
Examples may include, but are not limited to:
The teacher:
• 7.1 In collaboration with the evaluator, uses multiple measures of
student learning to set goals that are strategic and specific, measurable,
attainable, results-oriented, time-bound, and have rigor.
• 7.2 In collaboration with the evaluator, reflects on student progress
over time, using documented evidence to demonstrate student growth,
adjust practice, and meet goals.
Standard 7:
Matrix
Highly Effective
Effective
Developing OR
Needs Improvement
Ineffective
Generates high level of
student academic
progress with all
populations of learners
Generates appropriate
level of student
academic progress with
all populations of
learners
Generates appropriate
Generates low level of
level of student academic
student academic
progress with only some
progress
populations of learners
At least ninety percent of
students meet and/or
exceed SMARTR goal
At least eighty percent
of students meet and/or
exceed SMARTR goal
At least fifty percent of
students meet and/or
exceed SMARTR goal
Less than fifty percent of
students meet and/or
exceed SMARTR goal
Standard 7:
Student Academic Progress
–
Include multiple measures of student academic progress
–
Include Student Growth Percentiles (SGPs) when available
and appropriate (Not being used in FCPS for 2012-13)
–
Use student achievement goal setting or other measures of
student progress
–
Account for 40% of the Teacher’s Summative Performance
Evaluation
Source: 2011 Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers
What are the Purposes of
Student Achievement Goal Setting?
 Focus on student results
 Explicitly connect teaching and learning
 Improve instructional practices and
teacher performance
 Tool for school improvement
Student Achievement Goal Setting
• Student Achievement Goal Setting used for both teachers of tested and
non-tested grades and subjects
• Percentage of Standard 7 weight is 40%
• Appropriate measures of academic progress are determined
• During first month of school, all teachers will work collaboratively with
grade level or content team to create a SMARTR goal. Each teacher will
fine-tune the goal to reflect the needs of their respective learners The
goal will be approved by evaluator by the end of October
• Midyear review of student progress goal and modify strategies with
administrator (summative evaluation year only)
• End-of-year review of goal attainment (all teachers)
• Quality of the goals and their attainment provide an important data source
for evaluation
What is the Student Achievement Goal
Setting Process?
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
What Makes Goals SMARTR?
•
•
•
•
•
•
Strategic & Specific
Measureable
Attainable
Results-Oriented
Time-bound
Rigorous
STRATEGIC & SPECIFIC
Aligned with the schoolwide goal and focused on
specific students
MEASURABLE
Qualitative, quantitative,
observable, consistent
measure for grade level or
content area
ATTAINABLE
Doable, yet challenging
RESULTS-ORIENTED
Identifies specific outcomes
or targets for student
achievement
TIMEBOUND
Establishes a sense of
priority or urgency for goal
attainment
RIGOROUS
Has an appropriate level of
rigor to demonstrate
mastery of learning
objective
Goldilocks Principle
Progress (Growth) vs.
Achievement Goals
PROGRESS
ACHIEVEMENT
Students will score 50%
greater on the
post-test than on the
pre-test.
OR
Students will increase
their performance by 1
performance level on
the rubric.
80% of students will
achieve a score of 80% or
higher.
Benefits and Challenges
• What are the benefits and challenges to
measuring progress?
• What are the benefits and challenges to
measuring achievement?
Progress
Benefits:
• Takes into account the diversity of learners
• Shows growth even when students haven’t
made a particular cut score
Challenges:
• Requires more time to document
• If enough progress is made, students will never
achieve at high levels
Achievement
Benefits:
• Ensures that all students are receiving a high
level of education
• Students need prerequisite knowledge before
moving to the next level
Challenges:
• Not all students start in the same place
• Not all students learn at the same rates
Handbook Overview
Lunch
47
Questions
What is the Student Achievement Goal
Setting Process?
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
SIP
CT
CT
CT
Individual
Teacher Goal
Individual
Teacher Goal
Individual
Teacher Goal
Individual
Teacher Goal
Individual
Teacher Goal
Individual
Teacher Goal
Individual
Teacher Goal
Individual
Teacher Goal
Individual
Teacher Goal
Sample Goal Setting for
Student Progress Form
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)
Strategy
Evidence
Abbreviated for training purposes
Target Date
Professional’s Name: Teacher H
Worksite Yourtown High School Job Title: English Teacher
School Year 2012- 13
I. Setting (Describe the population and
special learning circumstances)
This goal is based on one of my English Grade 10 classes which has 30 students. Five
of the students qualify for special services and have IEPs.
II. Content/Subject/Field Area (The
area/topic addressed is based on learner
achievement, data analysis, or observational
data)
I will focus on essay writing. Our school is focusing on increasing writing scores. Over
the past three years, the percent passing has been 74 percent 78 percent, and 81
percent. We are seeing a positive trend in writing and will continue to focus on this
area.
III. Baseline Data (What does the current
data show?)
I administered a writing prompt at the beginning of the year and used a four-point
rubric to score the responses, scoring both according to critical element and
holistically. The data indicate that six students scored at performance level 1, 11
students scored at performance level 2, ten students scored at performance level 3,
and three students scored at performance level 4.
 Data attached
IV. Goal Statement (Describe what you want
learners/program to accomplish)
For the current school year, 100 percent of my students will make measurable
progress in writing. Students scoring at a “1” will increase by two performance levels.
Students scoring at a “2” or “3” will increase by one performance level. Students
scoring at a “4” will maintain high performance.
V. Means for Attaining Goal (Activities used to accomplish the goal)
Strategy
Measurable By
Target Date
Use modified pacing to attend to student
needs.
Copies of modified pacing
Ongoing (September– May)
Use frequent formative assessment with
students to provide feedback and modify
instruction.
Lesson Plans
Copies of teacher-made formative
assessments
Ongoing (September – May)
Incorporate focused instruction in key
content areas as prescribed by the State
Standards of Learning.
Lesson Plans
Ongoing (September – May)
Sample SMARTR Goal
By the end of the school year, each student will make measurable
progress in the target language acquisition based on the 4th
grade benchmark on the FCPS Jr. Performance Guidelines.
Students currently scoring almost meets expectations will
increase their level of performance to meet expectations, while
students who are currently meeting expectations will increase
their level of performance to exceeds expectations.
In order to measure meaningful gains along the target language
acquisition continuum for students who currently exceed
expectations, the 5th grade benchmark will be used to measure
their progress. At least 25% of the students who are currently
scoring exceeds expectations will be able to exceed expectations
on the 5th grade benchmark.
Sample SMARTR Goal
 Strategic & Specific: Focuses on language
acquisition skills
 Measurable: Measured by a benchmark
assessment
 Attainable: Tiered goal so that all students make
progress
 Results-Oriented: Based on results of an
assessment
 Time-bound: By the end of the school year
 Rigorous: The goal challenges all students
Examining Goals
• Each group will have
one goal
• Determine whether it
is SMARTR and
underline each of the
components
• If the goal could be
improved, rewrite it
A good goal statement is
one that is…

Strategic & Specific

Measurable

Attainable

Results-Oriented

Time-bound

Rigorous
One Example
• By March, all students will make measureable progress in
the area of written expression and usage and mechanics.
For each reporting category, using the school developed
rubric, all students will improve, at least one point within
each reporting category;
–
–
–
–
–
Students with a score point of 1 will increase to a score point of 3.
Students with a score point of 2 will increase to a score point of 3.
Students with a score point of 3 will increase to a score point of 4.
Students with a score point of 4 will maintain high performance.
Students with a score point of 4 in both reporting categories will
begin writing in another genre.
Share Out
Break
Your Turn!
• Craft a SMARTR goal that would fit the data
given on the next slide.
Your Data: Social Studies Dept.Developed Assessment of Source
Document Analysis, 4 point scale
Students
Primary Sources
Secondary Sources
Student A
4
4
Student B
3
4
Student C
4
3
Student D
4
2
Student E
2
1
Student F
2
3
Student G
1
2
Student H
4
4
Student I
2
1
Student J
4
4
Student K
3
2
Student L
3
3
Sample Goal Setting for
Student Progress Form
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)
Strategy
Evidence
Abbreviated for training purposes
Target Date
Peer Review
• Exchange SMARTR goals with another group.
• Review using the same underlining process we
used before.
• Refer to the SMARTR Goal
Worksheet.
* * * Now Posted * * *
NEW FCPS Teacher Evaluation
Program Handbook
http://www.fcps.edu/hr/epd/evaluations/teacher/
PDF/TeacherHB2012-13.pdf
Suggested Timeline- First 60 Days
Date
Items
Prior to first meeting
Module 1 Overview
By September 7
Introduce goal setting using Power Point provided and
share school improvement goal and timelines of process
By September 21
CLTs meet to discuss focus for goal and pre-assessment to
use (may need to create pre-assessment or identify one in
place)
By October 5
Administer pre-assessment
By October 12
Set Goal
Share data results in CLT teams
Set goals as a team and refine goals as individual
teachers to reflect your student population
Decide on strategies as a team and/or individually
By October 19
Meet in CT with administrator
By October 24
Submit goal for approval to administrator
By October 31
Evaluator approves goal
Homework-Goal Setting
for Student Progress form
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)
Strategy
Evidence
Abbreviated for training purposes
Target Date
Handbook Overview
Growth and Development Team
Supporting Teacher Evaluation
We value your questions, input, and completed
Goal Setting for Student Progress form.
teacher_eval_team@fcps.edu
Questions
Exit ticket