New Teacher Performance
Evaluation Program 2012-13
Outcomes
Participants will become familiar with:
• The revised handbook, resources, and tools
• Professional development opportunities and
support for the new evaluation system
“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
Check for Understanding
When and why did VDOE revise the Guidelines for
Uniform Performance Standards and Evaluation
Criteria for Teachers?
How many standards are there? Can you name
them?
What are the similarities and
differences between our former
evaluation system and current
evaluation system?
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, administrators 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
7
Change is necessary …
If nothing ever changed, there would
be no butterflies.
- Author Unknown
8
Primary Purpose of the FCPS
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.
Stronge, August 2012)
Timeline
Training Plan
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.
The teacher:
1.1 Effectively addresses appropriate curriculum standards.
1.2 Integrates key content elements and facilitates students’ use of higher level thinking
skills in instruction.
1.3 Demonstrates ability to link present content with past and future learning experiences,
other subject areas, and real world experiences and applications.
Highly Effective
Effective
In addition to meeting the
standard, the teacher
consistently demonstrates
extensive knowledge of
the subject matter and
continually enriches the
curriculum.
The teacher demonstrates
an understanding of the
curriculum, subject
content, and the
developmental needs of
students by providing
relevant learning
experiences.
Developing OR
Needs
Improvement
The teacher inconsistently
demonstrates
understanding of the
curriculum, content, and
student development or
lacks fluidity in using the
knowledge in practice.
Ineffective
The teacher bases
instruction on material
that is inaccurate or outof-date and/or
inadequately addresses
the developmental needs
of students.
KEY ELEMENTS
PERFORMANCE
APPRAISAL MATRIX
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.
A Closer Look at the Standards
Standard 1: Professional Knowledge
Look-Fors
Red Flags
15
Gallery Walk
16
Critical to Success this Year
• Teachers and administrators would
benefit from discussing the standards
and the matrices.
• Start with what it looks like meeting
standards - Effective, then, what it
looks like exceeding standards – Highly
Effective.
What are some possible data sources that you
could use for the different standards?
Possible Data Sources
Observations
• There are four required observations of teachers on
annual contract and teachers on continuing contract
in their summative year, each with written feedback
• One observation must be a formal observation with
written feedback and a post-conference
• Three observations are informal or mini observations
• Written feedback on formal and informal
observations require the use of the forms in Part 3 of
the handbook
• Mini observations have no specified form for
feedback
Possible Data Sources
Documentation
Log
• A minimum of one and no more than three artifacts
supporting each standard must be submitted for each
evaluation period (summative and formative evaluation
years)
• Document is discussed at goal-setting conference by
the October 31 deadline
• Documentation reviewed at midyear conference only
with teachers that are in the summative evaluation year
• Completed documentation presented to evaluator prior
to their preparation of summative evaluation report
Possible Data Sources
Student Opinion
Surveys
• (Optional) For use by high school teachers only
• Survey samples are available in the FCPS Teacher
Evaluation Handbook (also see Regulation 4428)
Goal Setting for
Student Progress
• 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)
The first six standards impact student progress
I. Professional
Knowledge
II.
Instructional
Planning
VI.
Professionalis
m
VII. Student
Academic
Progress
III.
Instruction
al Delivery
V. Learning
Environment
IV.
Assessment
of and for
Student
Learning
What Makes Goals SMARTR?
• Strategic and Specific
• Measureable
• Attainable
• Results-oriented
• Time-bound
• Rigorous
Teacher Performance Standard 7:
Student Academic Progress
The work of the teacher results in acceptable,
measurable, and appropriate student academic
progress.
Example SMARTR goal
In the current school year, all students will make
measurable progress in the area of twodimensional landscape. Using a 24-point
division-developed rubric to measure texture,
form, space, color, tone, and line (in which 20
points is considered proficient) all students will
improve at least 6 points throughout the course
of the year. Students scoring a level 20 or
higher will further advance their skills by learning
another artistic style, such as still life.
Resources
• Handbook:
http://www.fcps.edu/hr/epd/evaluations/teacher/PDF/TeacherHB2012-13.pdf
• Crosswalk
http://www.fcps.edu/hr/epd/evaluations/teacher/PDF/crosswalk.pdf
• Training Plan
http://fcpsnet.fcps.edu/pla/opp/teval/2012-13/Training_plan.pdf
Suggested Timeline
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
More Information
•
HR Teacher Evaluation
Website
http://www.fcps.edu/hr/epd/
evaluations/teacher.shtml
• PLA’s Homepage
http://fcpsnet.fcps.edu/pla
QUESTIONS?
• Office of Employee
Performance and
Development (OPED)
(571) 423 -3264
• Growth and
Development Team
Supporting Teacher
Evaluation
(571) 423 -1380