TEACHER PERFORMANCE EVALUATION PROGRAM HANDBOOK Fairfax County Public Schools Department of Human Resources

TEACHER PERFORMANCE EVALUATION PROGRAM HANDBOOK 2012-2013 August 2012

Fairfax County Public Schools Department of Human Resources

ACKNOWLEDGMENTS We wish to thank members of the 2011-12 Fairfax County Public Schools (FCPS) Teacher Evaluation Task Force for their conscientious and thoughtful efforts in developing the material that was used in this handbook. Members included: Sponsors: Richard Moniuszko, Deputy Superintendent Phyllis Pajardo, Assistant Superintendent, Human Resources Project Managers: Leslie Butz, Assistant Superintendent, Cluster VI Denny Berry, Director, Cluster VI Teachers: Jean Arntz Bonner – Liberty Middle (English) Cheryl Binkley, Stuart High (English) Kelly Bresnahan, Marshall High (Special Education Cat B) Pam Cherry, Groveton Elementary (Grades 4-6) 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 County Federation of 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 (AAP) Valeria Porter, Alternative High School Raylene Robinson, Luther Jackson Middle (Special Ed. LD) Kanwaljit Sachdeva, Robinson Secondary (Chemistry) Jamie Sawatzky, Rocky Run Middle (Social Studies and 2011 FCPS Teacher of the Year) Judy Wang, Kings Park Elementary (Pre-K) Principals/Assistant Principals; John Banbury, Principal, Oakton HS Jamey Chianetta, Principal, Halley ES David Goldfarb, Principal, Fairfax HS Jennifer Knox, Assistant Principal, West Springfield HS Arlene Randall, Principal, Cooper MS Sal Rivera, Principal, Flint Hill ES Shane Wolfe, Principal, Bailey‟s ES for the Arts and Sciences

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Departments and Clusters: John Adams, Teacher, Fine Arts, Instructional Services Terri Breeden, Assistant Superintendent, Professional Learning and Accountability Amy Granahan, Manager, Marketing, Instructional Services Ellen Mukai, Program Manager, Best Practices for Teaching and Learning, Instructional Services Sam Newman, Director, Employee Performance and Development, Human Resources Peter Noonan, Assistant Superintendent, Instructional Services Marty Smith, Assistant Superintendent, Cluster I Parents/Community: Luke Chung, President, FMS Software Solutions Ramona Morrow, President, Fairfax County Council of PTAs Technical Support: Brian Hull, Retired Principal, 2008 FCPS Principal of the Year Barbara Burke, Communication Specialist, Communication and Community Outreach Michelle Ferrer, Program Evaluation Specialist, Professional Learning and Accountability Special thanks also to staff in the following FCPS departments and offices: Human Resources – Employee Performance and Development, HR Technology, and Growth and Development Team Information Technology – Information Technology Support Services Professional Learning and Accountability – Professional Practice, Program Evaluation Project Consultant James H. Stronge, Ph.D. Stronge and Associates Educational Consulting, LLC with assistance from: Virginia Caine Tonneson, Ph.D. Stronge and Associates Educational Consulting, LLC http://www.fcps.edu/hr/epd/evaluations/

Copyright © 2012 by James H. Stronge James H. Stronge hereby grants Fairfax County Public Schools permission to use, revise, and/or modify. This restricted copyright permission is applicable solely for use of such copyrighted material by the Fairfax County Public Schools and their employees.

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FOREWORD The transforming power of an effective teacher is something almost all of us have experienced and understand on a personal level. If we were particularly fortunate, we had numerous exceptional teachers who made learning an adventure and school an exciting and vibrant place. Those teachers possessed a passion for the subjects that they taught and genuine care for the students with whom they worked. They inspired us to explore new ideas, to think deeply about the subject matter and the world around us, to take on more challenging work, and even to pursue careers in a particular field of study. We believe – and we now know empirically – that of all school-related factors, teachers have the greatest impact on student success. Ultimately, however, the value and validity of claims that teachers matter most rest on the evidence that supports the claims. Do teachers make a difference in children‟s lives? If so, how much and how important are those differences? Is the impact of an effective teacher durable? Can reform succeed without, first, addressing teacher effectiveness? Based on questions such as those posed above, there is renewed interest in the role of teacher evaluation as a fundamental aspect of school improvement. To a large extent, this interest in teacher evaluation comes from the realization that any significant improvement in schooling must have the teacher at its heart. And, just as there is a rational connection between school improvement and teacher performance, there is a necessary and rational connection between teacher improvement and teacher evaluation. So why bother with evaluating teacher effectiveness? It‟s because teachers matter extraordinarily to student learning. Without capable, highly effective teachers in America‟s classrooms, no educational reform effort can possibly succeed. Moreover, without high quality evaluation systems, we cannot know if we have high quality teachers. The primary purpose of the FCPS‟ Teacher Performance Evaluation System is to help both teachers and their evaluators collect more comprehensive and accurate assessment data for judging teacher effectiveness and, then, to support quality teaching everyday in every classroom. The only way I know that schools can improve student achievement is to improve teacher effectiveness. If we can succeed in recruiting, supporting, assessing, and keeping capable teachers, we will go a great distance in improving our schools and, in turn, substantially embellishing the learning opportunities of students. It is to these ends that I trust the Fairfax teacher evaluation system will serve a viable and enduring role.a

James H. Stronge Heritage Professor of Education, The College of William and Mary President, Stronge and Associates Educational Consulting, LLC

a

The contents within the Foreword are adapted from a variety of publications by J.H. Stronge

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REGULATIONS The following FCPS regulations provide guidelines and procedures related to duties, responsibilities, and rights of employees related to performance and assessment. Regulation 4440 – establishes the standards and procedures by which employees are evaluated Regulation 4428 – establishes procedures for the use of the student opinion survey in teacher evaluation Regulation 4461 – governs the grievance procedure Regulation 4293 – defines grounds for dismissal

This handbook, which supplements the listed regulations, is intended as a reference for procedures and assessment tools utilized for the performance assessment and evaluation of teachers in Fairfax County Public Schools. Evaluators may make minor adjustments to the handbook‟s procedures and tools as necessary. Deviations from this handbook shall not result in the invalidation of a performance rating in as much as the evaluation substantially complies with the provisions of this handbook.

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TABLE OF CONTENTS Acknowledgements ..................................................................................................................... ii Forward ...................................................................................................................................... iv Regulations ..................................................................................................................................v

Part I: Introduction and Process Introduction ..................................................................................................................................1 Purposes and Characteristics..................................................................................................1 Essential Components of the Teacher Evaluation Program ...................................................2 Performance Standards .....................................................................................................3 Key Elements ....................................................................................................................3 Performance Matrices .......................................................................................................4 Responsibilities of Site Administrators .................................................................................5 Documenting Performance ..........................................................................................................6 Self-Assessment .....................................................................................................................6 Data Sources ..........................................................................................................................6 Observations .....................................................................................................................7 Documentation Log ..........................................................................................................8 Student Opinion Surveys ................................................................................................ 10 Structured Interview........................................................................................................ 10 Other Relevant Information ............................................................................................ 11 Measures of Student Progress ......................................................................................... 11 Alignment of Performance Standards with Data Sources............................................... 17 Rating Teacher Performance...................................................................................................... 17 Definitions of Ratings .......................................................................................................... 17 Midyear Performance Assessment ....................................................................................... 18 Summative Evaluation ......................................................................................................... 18 Single Summative Rating ............................................................................................... 19 Summative Recommendation ......................................................................................... 20 Evaluation Schedule............................................................................................................. 20 Documentation Records ....................................................................................................... 21 Improving Professional Performance ........................................................................................ 24 Support Dialogue ................................................................................................................. 25 Performance Improvement Plan ......................................................................................... 25 Intervention Program ........................................................................................................... 26

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PART II: Performance Standards Performance Standard 1: Professional Knowledge.................................................................... 28 Performance Standard 2: Instructional Planning ....................................................................... 30 Performance Standard 3: Instructional Delivery........................................................................ 32 Performance Standard 4: Assessment of and for Student Learning .......................................... 34 Performance Standard 5: Learning Environment ...................................................................... 36 Performance Standard 6: Professionalism ................................................................................. 38 Performance Standard 7: Student Academic Progress .............................................................. 40

PART III: Forms and Logs Introduction ................................................................................................................................ 41 Teacher Self-Assessment ........................................................................................................... 42 Goal Setting for Student Progress .............................................................................................. 46 Structured Interview................................................................................................................... 48 Pre-Observation Conference Record ......................................................................................... 53 Observation Form 1: Formal Observation ................................................................................. 54 Observation Form 2: Formal Observation/Document Review .................................................. 58 Observation Form 3: Informal Observation ............................................................................... 61 Observation Form 4: Time on Task Chart ................................................................................. 64 Observation Form 5: Questioning Techniques Analysis ........................................................... 65 Documentation Log Cover Sheet ............................................................................................... 66 Communication Log .................................................................................................................. 69 Professional Development Log .................................................................................................. 70 Teacher Self-Assessment Student Opinion Survey ................................................................... 71 Alternative Student Survey ........................................................................................................ 72 Student Survey Summary .......................................................................................................... 74 Teacher Midyear Performance Assessment ............................................................................... 75 Teacher Summative Evaluation ................................................................................................. 88 Performance Improvement Plan ...............................................................................................101

APPENDICES A: Sample Data Sources and Artifacts by Standard .................................................................103 B: Possible Appropriate Assessments by Subjects and Grade Levels ......................................106

GLOSSARY .....................................................................................................................112 REFERENCES ...............................................................................................................119 ENDNOTES .....................................................................................................................121

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PART I: INTRODUCTION AND PROCESS INTRODUCTION The Fairfax County Public Schools (FCPS) Teacher Evaluation Program was developed in accordance with the Guidelines for Uniform Performance Standards and Evaluation adopted by the Virginia Board of Education in 2011. The FCPS Teacher Evaluation Program supports our district‟s student achievement goals and our “sentence” that “In Fairfax County Public Schools, all schools will establish Professional Learning Communities that employ best practices to raise the bar for all students and close the achievement gap.” This system provides a balance between structure and flexibility or in PLC terms “tight and loose.” The evaluation program is “tight” or prescriptive in that it defines common purposes and expectations, thereby guiding effective instructional practice. At the same time, it‟s “loose” in that it provides flexibility, thereby allowing for creativity and individual teacher initiative. The goal is to support the continuous growth and development of each teacher by monitoring, analyzing, and applying pertinent data compiled within a system of meaningful feedback to improve student academic progress and educator effectiveness.

Purposes and Characteristics The primary purposes of the FCPS Teacher Evaluation Program are to: 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 education plan. The distinguishing characteristics of the FCPS Teacher Evaluation Program are: a focus on the relationship between professional performance and improved learner academic achievement, sample key elements for each of the teacher performance standards, matrices for the seven standards that describe four levels of teacher performance

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a system for documenting teacher performance based on multiple data sources, a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases the involvement of teachers in the evaluation process, and a support system for providing assistance when needed.

Essential Components of the Teacher Evaluation Program Clearly defined professional responsibilities for teachers constitute the foundation for the Teacher Evaluation Program. A fair and comprehensive evaluation system provides sufficient detail and accuracy so that both teachers and evaluators will reasonably understand their job expectations. The evaluation program uses a two-tiered approach to define the expectations for teacher performance consisting of seven standards and multiple key elements. Teachers will be rated on the performance standards using performance appraisal matrices. The relationship between these components is depicted in Figure 1.

PERFORMANCE STANDARD

Figure 1: Relationship between Essential Parts of the Teacher Evaluation Program 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

The teacher: 1.1 Demonstrates a comprehensive understanding of subject content and curriculum standards. 1.2 Demonstrates knowledge of best practices. PERFORMANCE 1.3 Knows how to differentiate to make subject content relevant, challenging, MATRIX and meaningful for all students. Developing OR Needs Improvement

Highly Effective

Effective

Is expert in the subject area and has an understanding of current research in child development and how students learn. Designs highly relevant lessons that will challenge and motivate all students and highly engage active learning. Designs lessons that break down complex tasks and address all learning needs, styles, and interests.

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 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 target several learning needs, styles, and interests.

Plans lessons with some thought about how to accommodate student needs.

Plans lessons with no differentiation.

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Ineffective

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Performance Standards Performance standards refer to the major duties performed by a teacher. Figure 2 shows the seven performance standards in the evaluation program that serve as the basis for the teachers’ evaluation. PERFORMANCE STANDARD NAME

PERFORMANCE STANDARD

Figure 2: 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 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 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.

Key Elements Key elements provide examples of observable, tangible behaviors for each standard (see Part II). That is, the key elements are examples of the types of performance that will occur if a standard is being successfully met. Note: The list of key elements is not exhaustive, is not intended to be prescriptive, and is not intended to be a checklist. Further, all teachers are not expected to demonstrate each key element. Using Standard 1 (Professional Knowledge) as an example, a set of teacher key elements is provided in Figure 3.

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PERFORMANCE STANDARD

Figure 3: Key Elements 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 Key Elements Examples may include, but are not limited to: 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.

The key elements help teachers and their evaluators clarify job expectations. All key elements may not be applicable to a particular work assignment. Note: Ratings are NOT made at the key element level, but at the performance standard level.

Performance Matrices The performance matrix is a behavioral summary scale that guides evaluators in assessing how well a standard is performed. It states the measure of performance expected of teachers and provides a qualitative description of performance at each level. In some instances, quantitative terms are included to augment the qualitative description. Each level is intended to be qualitatively superior to all lower levels. Note: Effective is the expected level of performance. Teachers who earn a highly effective rating must meet the requirements for the effective level and go beyond it. Performance matrices are provided to increase reliability among evaluators and to help teachers focus on ways to enhance their teaching practice. The matrices are designed to provide a holistic view of teacher performance; they are not designed to be used as a checklist. Part II includes matrices related to each performance standard. Figure 4 shows an example of a performance matrix for Standard 1, Professional Knowledge.

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Figure 4: Performance Matrix for Standard 1, Professional Knowledge Highly Effective

Effective

Developing OR Needs Improvement

Ineffective

Is expert in the subject area and has an understanding of current research in child development and how students learn. Designs highly relevant lessons that will challenge and motivate all students and highly engage active learning. Designs lessons that break down complex tasks and address all learning needs, styles, and interests. Projects high expectations and determination and convinces all students that they will master the material. Actively embeds a “growth” mindset so that students take risks, learn from mistakes, and understand that effective effort leads to achievement. Continually grabs student interest and makes connections to prior knowledge, experience, and reading.

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 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 target several learning needs, styles, and interests.

Plans lessons with no differentiation.

Conveys to students: This is important, you can do it, and I’m not going to give up on you.

Plans lessons with some thought about how to accommodate student needs. Tells students that the subject matter is important and they need to work hard.

Conveys to students that effective effort, not innate ability, is the key.

Doesn’t counteract student misconceptions about innate ability.

Communicates a “fixed” mindset about ability: some students have it, some don’t.

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.

Rarely hooks student interest or makes connections to their lives.

Gives up on some students.

Note: The rating of effective is the expected level of performance.

Responsibilities of Site Administrators The site administrator has the ultimate responsibility for ensuring that the evaluation program is executed faithfully and effectively in the school or work location. Yet, for an evaluation system to be meaningful, it must provide its users with relevant and timely feedback. Administrators other than the site administrator, such as assistant principals, may be designated by the evaluator to supervise, monitor, and assist with the multiple data source collection. Note: Timely feedback in FCPS implies that the evaluator has communicated in writing with the teacher within two weeks and up to 30 calendar days of an observation or other data collected.

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DOCUMENTING PERFORMANCE A fair and equitable performance evaluation system for the role of a professional acknowledges the complexities of the job. Thus, multiple data sources are necessary to provide for a comprehensive and authentic “performance portrait” of the teacher‟s work.

Self-Assessment Self-assessment allows teachers to reflect upon and assess the effectiveness and adequacy of their performance, and is a key component for self-improvement. By thinking about what works, what does not work, and what type of changes one might make to be more successful, the likelihood of knowing how to improve and actually making the improvements increases dramatically.1 Evidence suggests that self-assessment is a critical component of the evaluation process and can help a teacher to target areas for professional development. Therefore, at the beginning of each school year all teachers scheduled to receive a summative evaluation will complete a self-assessment (see Teacher Self-Assessment form, Part III) noting their perceived areas of strengths, growth, and development on the seven performance standards. Teachers will share their perceptions with their evaluators during the self-assessment and goal setting conference at the beginning of the year. Note: The actual Teacher Self-Assessment form is not used as data source for the teacher‟s evaluation; however, the evaluator‟s written documentation from the conference may be used as a data source.

Data Sources The data sources briefly described in Figure 5 provide accurate feedback on teacher performance. These sources may be used as part of the data collection process. Figure 5: Data Sources for Teacher Evaluation Data Source Definition Formal and informal classroom observations focus directly on the Observations performance standards. Informal observations are intended to provide more frequent information on a wider variety of contributions made by the teacher. Evaluators conduct formal, informal, and mini observations by visiting classrooms, observing instruction, and observing work in non-classroom settings. Documentation The Documentation Log includes both specific required artifacts and teacherselected artifacts that provide evidence of meeting selected performance Log standards.

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Student Opinion Surveys

Structured Interview Other Relevant Information

Measures of Student Progress

These surveys provide data to the teacher which can influence teacher strategies in several of the standards. Teachers have the option of sharing their survey results. High school evaluators may require the use of student opinion surveys. Additionally, high school teachers may survey their students. Student surveys are used at grades 9-12 for 2012-13. An interview designed to gather information from the teacher about performance as related to the seven standards. Other relevant information pertaining to teacher performance may include, but are not limited to, written communication about the teacher, patterns of discipline referral and follow-up, requests for student placement, conference notes, and a review of records. Observations may include a review of teacher products or artifacts and a review of student data. Data can be used for assessment provided they are shared with the teacher. Teachers have a definite impact on student learning and performance through their various roles. Depending on grade level, content area, and students‟ ability level, appropriate measures of academic performance are identified to provide information on learning gains. Performance measures include standardized test results as well as other pertinent data sources. Teachers set goals for improving student progress based on the results of performance measures. The goals and their attainment constitute an important data source for evaluation.

Observations Observations are intended to provide information on a wider variety of contributions made by teachers in the classroom or to the school community as a whole. Administrators are continually observing in their schools by walking through classrooms and non-instructional spaces, attending meetings, and participating in school activities. These day-to-day observations are not necessarily noted in writing, but they do serve as a source of information. Evaluators are encouraged to conduct observations by observing instruction and non-instructional activities at various times throughout the evaluation cycle. Direct classroom observation can be a useful way to collect information on teacher performance and can provide key information to determine whether a teacher is meeting expectations for various performance standards. Classroom observations may be formal or informal. Although there is no specified duration of formal observations, it is highly recommended that the evaluator remain for the amount of time necessary to observe a complete lesson with a lesson transition. Informal and mini classroom observations are generally unannounced visits of short duration. Informal classroom observations will be documented using one of the informal observation forms shown in Part III. Note: Evaluators are required to conduct a minimum of three informal classrooms / mini-observations of each teacher during the summative evaluation year.

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During a formal observation, the evaluator conducts a structured or semi-structured, planned observation -- either announced or unannounced -- typically of a teacher who is presenting a lesson to or interacting with students. The observation will be documented using the one of the formal observation forms shown in Part III. A pre-conference may be conducted at the request of the teacher or the evaluator. A preconference is strongly encouraged for teacher on an annual contract. All formal observations will include a post-observation conference for the evaluator to provide feedback to the teacher. During the session the evaluator reviews all information summarized on the observation form as well as any other applicable documentation. Note: Evaluators are required to conduct one formal observation of each teacher during the summative evaluation year. A copy of the observation form is given to the teacher, and one copy should be maintained in the local site file for the entire evaluation cycle to document professional growth and development.

Documentation Log The purpose of the Documentation Log is to provide evidence of performance related to specific standards. The evaluator will determine which artifacts are required to be submitted by the teacher and will discuss this at the goal-setting conference. These documents provide administrators with information they likely would not receive in an observation. Specifically, the Documentation Log provides the teacher with an opportunity for self-reflection, allows demonstration of quality work, and creates a basis for two-way communication with an administrator. The emphasis is on the quality of work, not the quantity of materials presented. Furthermore, the Documentation Log is used to organize the multiple data sources included in the teacher evaluation. A cover sheet for items to include is presented in Part III. The cover sheet should be placed at the front of the required and optional documents. Evaluators will review the Documentation Log for the summative evaluation year. Additionally, teachers on annual contracts will meet with administrators and/or evaluators to review their Documentation Log during the midyear conference. Teachers on continuing contract will maintain their Documentation Log for the duration of their evaluation cycle, so it is important that they label the school year during which various artifacts were collected. A Documentation Log: is a collection of artifacts that result from regular classroom instruction, may be kept as electronic files or in paper form (e.g. three ring binder, file folder), must include the required documentation listed on the cover sheet, is a work in progress; it is to be updated regularly throughout the evaluation period (weekly/ monthly),

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is reviewed at midyear and end-of-year by the evaluator for annual contract teachers and during the summative evaluation year for continuing contract teachers; however, it should be available for review at evaluator‟s request , should be user-friendly (neat, organized), remains in teacher‟s possession except when reviewed by the evaluator, and may be retained by FCPS. Figure 6 shows examples of items that may be included in the Documentation Log. This is not a comprehensive list. Note: teachers must include a minimum of one and no more than three artifacts for each of the seven standards (the total equaling 7 to 21). Figure 6: Sample Items in a Documentation Log Standards Examples of Evidence 1. Professional Knowledge

May include: Transcripts of coursework Professional Development certificates Annotated list of instructional activities Lesson/intervention plan Journals/notes that represent reflective thinking and professional growth Samples of innovative approaches developed by teacher

2. Instructional Planning

May include: Differentiation in lesson planning and practice Analysis of classroom assessment Data driven curriculum revision work Examples: o Sample lesson or unit plan o Course syllabus o Intervention plan o Substitute lesson plan o Annotated learning objectives

3. Instructional Delivery

May include: Annotated photographs of class activities Handouts or sample work Video/audio samples of instructional units

4. Assessment of and for Student Learning

May include: Samples of baseline and periodic assessments given Samples of both formative and summative assessments Graphs or tables of student results Records within electronic curriculum mapping tool Examples: o Brief report describing your record keeping system and how it is used to monitor student progress o Copy of scoring rubrics o Photographs or photocopies of student work with written comments o Samples of educational reports, progress reports or letters prepared for parents or students o Copy of disaggregated analysis of student achievement scores on standardized test o Copy of students‟ journals of self-reflection and self-monitoring

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5. Learning Environment

May include: Student survey summary information List of classroom rules with brief explanation of the procedures used to develop and reinforce them Schedule of daily classroom routines Explanation of behavior management philosophy and procedures

6. Professionalism

May include: Record of participation in extracurricular activities and events Record of professional development taken or given Examples of collaborative work with peers Evidence of communication with students, families, colleagues and community Examples: o Copy of classroom newsletter or other parent information documents o Sample copy of interim reports

7. Student Academic Progress

Student Achievement Goal Setting Document strategies may be revised at midyear through a collaborative discussion between the evaluator and the teacher.

Student Opinion Surveys The purpose of the student opinion survey is to collect information that will help teachers reflect on their practice (i.e., for formative evaluation); in other words, it is to provide feedback directly to the teacher for growth and development. The student opinion survey is conducted anonymously and may provide information that may not be accurately obtained in observations. Note: For the 2012-13 school year, student opinion surveys can be used by teachers of grades 912. High school evaluators may require the use of student opinion surveys. When utilized, the survey is administered during the final month of one- and two-semester courses for at least one section of each course taught. Surveys may be administered at additional times. Teachers are free to add questions regarding specific classes or topics not covered in the sample survey. Information from the survey is confidential; however, teachers are free to present the results to their principal or program manager as they choose. The teacher may choose to include a summary of the survey data in the Documentation Log. A sample Survey Summary Form is provided in Part III.

Structured Interview The structured interview is designed to gather information about how a teacher‟s duties are performed. Part III has sample questions evaluators may wish to use for this interview; however evaluators are free to create questions of their own. Evaluators should select one or two questions pertaining to each standard. The evaluator will provide a specified period of time (e.g., two weeks) for the teacher to respond in writing to the questions provided. The evaluator will consider the responses, conduct a conference, and provide written feedback to the teacher. The

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structured interview may be a component of the self-assessment conference at the beginning of the year. The questions may also be used at any other time.

Other Relevant Information In addition, evaluators may use other relevant information pertaining to teacher performance as long as it is shared with the teacher in writing. Such information could include but are not limited to: written communication about the teacher such as letters from parents, volunteers, business, and community representatives; citations from organizations; and memos from school system personnel. Other relevant information that may be used includes patterns of discipline referral and follow-up, requests for student placement, and conference notes. A review of records may also provide relevant information. These records could include a teacher‟s plan book, grade book, portfolios, teacher-prepared materials, grading policy, class management plan, and student records.

Measures of Student Progress The Virginia Department of Education Uniform Performance Standards and Evaluation Criteria incorporate growth as a significant component of the evaluation while encouraging local flexibility in implementation. These guidelines require that growth account for 40 percent of an individual‟s summative evaluation. There are three key points to consider in this model: 1. Student learning, as determined by multiple measures of growth, accounts for a total of 40 percent of the evaluation. 2. At least 20 percent of the teacher evaluation (50 percent of the growth measure) is comprised of growth as determined from the Virginia state growth measure, student growth percentiles, when the data are available and can be used appropriately. Note: FCPS will NOT use student growth percentiles during the 2012-2013 school year. 3. Another 20 percent of the teacher evaluation (50 percent of the growth measure) should be measured using one or more alternative measures with evidence that the alternative measure is valid. Note: Whenever possible, it is recommended that the second growth measure be grounded in validated, quantitative measures, using tools already available in the school. Note: During the 2012-2013 school year, FCPS has been approved to account for the entire 40 percent of the teacher‟s evaluation using these alternative measures.

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Student Growth Percentile Scores It is generally acknowledged that if test data are to be used to inform teacher performance evaluations, it is critical to control for students‟ prior achievement.b While there are a variety of approaches to controlling for prior achievement, VDOE has determined that the student growth percentile (SGP) methodology can be used as a valid measure of relative student growth using Virginia‟s current assessment system, and can continue to be used as tests change and the system evolves. The SGP statistical models use multiple years of data from Virginia Standards of Learning (SOL) assessments statewide, linked by unique student identifiers, to calculate SGPs. At the student level, SGPs describe the progress students make from one year to the next compared to students with similar SOL achievement history. This provides an understanding of how much progress students made based on where they started – regardless of whether they started as low, moderate, or high achieving students. Additional information about SGPs may be found in Virginia Board of Education Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers (2011). As previously noted, FCPS will not be using SGPs during the 2012-2013 school year.

Alternative Measures Quantitative measures of growth based on validated achievement measures that already are being used within FCPS should be the first data considered when determining local growth measures; other measures are recommended for use when two valid and direct measures of growth are not available. See Appendix B for a list of possible assessments.

Goal Setting for Student Achievementc One approach to linking student achievement to teacher performance involves building the capacity for teachers and their supervisors to interpret and use student achievement data to set target goals for student improvement. Note: FCPS will use goal setting as the alternative measure to document student progress; goal setting will account for 40 percent of the teacher‟s evaluation in standard 7. Setting goals based squarely on student performance is a powerful way to enhance professional performance and, in turn, positively impact student achievement. Student Achievement Goal Settingd is designed to improve student learning. For many teachers, measures of student performance can be directly documented. A value-added – or gain score – approach can be used that documents their influence on student learning. This approach is summarized using the equation in Figure 7.

b

Domaleski, C. & Hill, R. (2010). Considerations for using assessment data to inform determinations of teacher effectiveness. Center for Assessment. Available at: http://www.nciea.org/papers-UsingAssessment Data4-2910.pdf. c Portions of this section were adapted from teacher evaluation handbooks published in various states, copyright [2010] by J. H. Stronge and Stronge, J. H. & Grant, L.W. (2009). Adapted with permission. d Copyright (2009) by James H. Stronge and Leslie W. Grant. Used with permission.

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Figure 7: Gain Score Equation Student Learning End Result - Student Learning Beginning Score Student Gain Score Depending on grade level, content area, and learner‟s ability level, appropriate measures of learner performance are identified to provide information on learning gains. Performance measures include standardized test results as well as other pertinent data sources. Teachers set goals for improving Student Progress based on the results of performance measures. The goals and their attainment constitute an important data source for evaluation. The Intent of Student Achievement Goal Setting Teachers have a definite and powerful impact on student learning and academic performance.2 The purposes of goal setting include focusing attention on students and on instructional improvement. This process is based on determining baseline performance, developing strategies for improvement; and assessing results at the end of the academic year. More specifically, the intent of student achievement goal setting is to: make explicit the connection between teaching and learning, make instructional decisions based upon student data, provide a tool for school improvement, increase the effectiveness of instruction via continuous professional growth, focus attention on student results, and ultimately increase student achievement.3 Goal Setting Process Student achievement goal setting involves several steps, beginning with knowing where students are in relation to what is expected of them. Then, teachers in collaboration with the evaluator set specific, measurable goals based on both the demands of the curriculum and the needs of the students. The next part of the process is recursive in that the teacher creates and implements strategies and monitors progress. As progress is monitored, the teacher makes adjustments to the teaching and learning strategies. Finally, the evaluator‟s summative judgment is made regarding student learning for a specific period of time. Figure 8 depicts these steps.

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Figure 8: Student Achievement Goal Setting Process4

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 student achievement goal attainment

Submission of the Goal Setting for Student Progress Form Each FCPS teacher, using assessment results sets an annual goale for improving student achievement. Goals are developed early in the school year. The goals describe observable behavior and/or measurable results that would occur when a goal is achieved. The FCPS acronym SMARTR (Figure 9) is a useful way to self-assess a goal‟s feasibility and worth. Figure 9: FCPS Acronym for Developing Goals

Strategic and Specific

Aligned with school-wide goals and focused on specific learning needs of all students

Measurable

Quantitative, observable, consistent measure for grade level

Attainable

Doable yet challenging

Results-oriented

Identifies specific outcomes or targets for student achievement

Time bound

Establishes a sense of priority or urgency for goal attainment

Rigorous

Has an appropriate level of rigor to demonstrate mastery of learning objective

Figure 10 contains samples of the goals that teachers may develop. The samples are intended to serve as models for how goals may be written.

e

The form for Goal Setting for Student Progress incorporates the individual professional development plan as teachers determine an annual goal and identify resources and strategies to address the goal.

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Figure 10: Sample Goals 5th Grade Writing Sample Goal: 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 a minimum 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. Grade 7 Mathematics Sample Goal: All students will demonstrate mastery on the end of year Math 7 Benchmark Test. Also, at least 90 percent of my students will demonstrate proficiency on the Grade 7 Math SOL Test. High School Studio Art Sample Goal: During the school year, Studio Art and Design 1 Period 3 students will improve in interpreting and judging a theme related topic and in using it as subject matter in artworks. By the end of the year 80 % of the students will be on or above grade level as measured by the rubric and 20% will show progress by moving up one level on the rubric scale. Middle School Special Education Teacher Sample Goal: During the 2012-2013 school year, each of my sixth-grade students will improve reading as measured by an online reading assessment. Those with baseline scores at third grade and below will improve at least 1.5 grade levels; those with baseline scores at fourth or fifth grade will improve at least 1.2 grade levels. (Note: Goals will align with the Present Level of Performance within students‟ Individual Education Plans.) Teachers complete a draft of their SMARTR goal. The teacher‟s SMARTR goal must be specific to the students who the teacher will directly impact/teach. The SMARTR goal may reflect a collaborative learning team (CLT) goal based on the analysis of the team‟s assessment of their data. The teacher schedules a meeting with their evaluator to look at the available data from performance measures and discuss the proposed goal. Note: Teachers and evaluators may need two goal-setting conferences to finalize the goal. The final goal must be approved by the evaluator by the end of October. The Goal Setting for Student Progress Form (see Part III) should be used for developing and assessing the annual goal. Student progress goals measure where the students are at the beginning of the year, where they are at midyear, where they are at the end of the year, and student growth over time. Appropriate measures of student learning gains differ substantially based on the learners‟ grade level, content area, and ability level. The following measurement tools are appropriate for assessing student progress: criterion-referenced tests, norm-referenced tests, standardized achievement tests, school adopted interim/common/benchmark assessments, 15

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teacher developed tests when created with a group of content experts, and performance-based measures (e.g., learner portfolio, recitation, rubrics, performance). In addition to teacher-generated measures of student performance gains, administrators may conduct school-wide reviews of test data to identify patterns in the instructional program. Such reports are useful for documenting student gains and for making comparisons. Examples of data sources for monitoring student progress can be found in Appendix B. As part of the goal setting form, teachers must identify strategies by which to achieve the goal. Figure 11 provides examples of strategies teachers might select to help improve student learning. Figure 11: Examples of Strategies to Improve Student Learning Modified teaching/work arrangement Cooperative planning in CLTs with colleagues such as instructional coach, grade level team members, department members Demonstration lessons/service delivery by colleagues, curriculum specialists, teacher mentors Visits to other classrooms Use of best practices/instructional strategies (e.g., differentiation, cooperative learning, appropriate instructional resources) Focused classroom observation Development of curricular supplements Completion of workshops, conferences, coursework Co-teaching; collaborative teaching

Midyear Review of Goal A midyear review of progress on the goal is held during their summative evaluation year. At the evaluator‟s discretion, this review may be conducted through CLTs, coaching with the evaluator, sharing at a staff meeting or professional day, or in another format that promotes discussion, collegiality, and reflection. It is the evaluator‟s responsibility to establish the format and select the time of the review. End-of-Year Review of Goal By the appropriate date, as determined by the evaluator, each teacher is responsible for assessing the professional growth made on the goal and for submitting documentation to the evaluator. The evaluator may prepare a draft summative evaluation if test or other student results are delayed. The evaluator may extend the due date for the end-of-year reviews in order to include the current year‟s testing data or exam scores.

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Alignment of Performance Standards with Data Sources Some performance standards are best documented through observation (e.g., Learning Environment); other standards may require additional documentation techniques (e.g., Student Academic Progress entails a review of the goal set). Therefore, multiple data sources are used. Please see Appendix B for a list of data sources and sample artifacts aligned by standard. This is not an all-inclusive listing.

RATING TEACHER PERFORMANCE The role of a teacher requires a performance evaluation system that acknowledges the contextual nature and complexities of the job. For an evaluation system to be meaningful, it must provide its users with relevant and timely feedback. To facilitate this, evaluators should conduct both formative and summative evaluations of teachers. While the site administrator has the ultimate responsibility for ensuring that the evaluation system is executed faithfully and effectively in the school, other administrators may be designated by the evaluator to supervise, monitor, and assist with the multiple data source collection which will be used for these evaluations.

Definitions of Ratings The rating scale provides a description of four levels of how well the standards (i.e., duties) are performed on a continuum from highly effective to ineffective. The use of the scale enables evaluators to acknowledge effective performance (i.e., highly effective and effective) and provides two levels of feedback for teachers not meeting expectations (i.e., developing OR needs improvement and ineffective). The definitions in Figure 12 offer general descriptions of the ratings. For the criteria of the ratings for each standard, refer to the matrices in Part II. Note: Ratings are applied to the seven performance standards and to an overall single summative rating, not to key elements or performance matrices. Teachers are expected to perform at the effective level. Figure 12: Rating Levels Category Description Highly Effective

Definition

The teacher performing at this level maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. This rating is reserved for performance that is exceptional and done in a manner that exemplifies the school‟s mission and goals.

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Performance • sustains high performance over a period of time • consistently exhibits behaviors that have a strong positive impact on learners and the school climate • serves as a role model to others

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Effective

The teacher meets the standard in a manner that is consistent with the school‟s mission and goals.

Performance • meets the requirements contained in the evaluation criteria • exhibits behaviors that have a positive impact on learners and the school climate • demonstrates willingness 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 mission and goals.

Performance • 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 the teacher and evaluator

Ineffective

The teacher consistently performs below the established standard or in a manner that is inconsistent with the school‟s mission and goals.

Performance • may result in the employee not being recommended for continued employment

The rating developing OR needs improvement helps to delineate the difference between a novice and veteran teacher. Our school district recognizes that educators in their first three years of teaching are developing their understanding of curriculum content and pedagogy. Likewise, there is recognition that time is often needed for an experienced teacher to develop content knowledge following a change in grade level or content assignment. If a teacher on continuing contract, who has been working at that grade level or content for more than one year, performs inconsistently in a standard or whose performance is less than quality work, a rating of needs improvement might best define their rating on that standard.

Midyear Performance Assessment Teachers scheduled to receive a summative evaluation will receive a midyear performance assessment to provide systematic feedback. Teachers will be evaluated using multiple data sources to determine the teacher‟s rating on: each of the performance standards, an overall evaluation summary, and the overall midyear recommendation. Evaluators will use the Teacher Midyear Performance Assessment Form (see Part III) and should discuss the results with the teacher at a midyear conference. During the conference, evaluators should also provide midyear feedback on the Documentation Log and the progress students are making toward the goal identified in the Goal Setting for Student Progress Form.

Summative Evaluation At the end of the evaluation cycle teachers will be rated on each of the seven performance standards using a performance matrix (see Part II), an overall evaluation summary, and an overall recommendation. As previously discussed, the matrix is a behavioral summary scale that 18

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describes acceptable performance levels for each teacher performance standard. The scale states the measure of performance expected of teachers and provides a general description of what each rating entails. Teachers are expected to perform at the effective level. Evaluators make decisions about performance of the seven performance standards based on all available evidence. After collecting information through observations, the Documentation Log, surveys, the structured interview, goal setting, and/or other relevant sources, including evidence the teacher offers, the evaluator rates a teacher‟s performance for the summative evaluation. Therefore, the summative evaluation will represent where the “preponderance of evidence” exists, based on various data sources. The evaluator records the ratings and comments on the Teacher Summative Evaluation form in Part III. The results of the evaluation are discussed with the teacher at a summative evaluation conference. The evaluator submits the signed Teacher Summative Evaluation form to the Department of Human Resources.

Single Summative Rating In addition to receiving a rating for each of the seven performance ratings, the teacher will receive a single summative evaluation rating at the midyear and conclusion of the evaluation cycle. The summative rating will reflect an overall evaluation rating for the teacher. The intent is not to replace the value of the seven performance standards; rather it is to provide an overall rating of the teacher‟s performance. The overall summative rating will be highly effective, effective, developing OR needs improvement, or ineffective. Performance standards 1-6 will count for 60 percent of the evaluation. Standard 7 will account for 40 percent of the evaluation. Scores will be calculated using the following scale: Ineffective = 1 Developing OR needs improvement = 2 Effective = 3 Highly effective = 4 Figure 13 shows an example of how a cumulative summative rating will be calculated. Figure 13: Example of Weighted Calculations Performance Performance Standard Rating Standard 1 Highly effective Standard 2 Effective Standard 3 Highly effective Standard 4 Highly effective Standard 5 Effective Standard 6 Effective Standard 7 Effective Cumulative Summative Rating

Weighted Total (Points x Weight) 4 3 4 4 3 3 12 33

Points 4 3 4 4 3 3 3

Weight 1 1 1 1 1 1 4

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Teachers will be rated as highly effective, effective, developing OR needs improvement, or ineffective using the following range of scores: Ineffective = 10 – 19 Developing OR needs improvement = 20 – 25 Effective = 26 – 34 Highly effective = 35 – 40 Note: Regardless of the overall total points earned, three or more developing OR needs improvement ratings on individual performance standards will result in an overall rating of developing OR needs improvement or ineffective. Similarly, one ineffective rating on any one performance standard will result in an overall rating no higher than developing OR needs improvement and could result in an overall ineffective rating.

Summative Recommendation In addition to the single summative rating, the teacher receives a recommendation of: reappointment, conditional reappointment, or do not reappoint on the summative evaluation. Teachers who receive a reappointment recommendation meet the effective or highly effective performance expectation. Teachers who receive a conditional reappointment may participate in an intervention program and will be evaluated again the following school year. See Intervention Program in the Improving Professional Performance section of Part I. A teacher receiving a conditional appointment must achieve a recommendation for reappointment on the next year‟s summative evaluation or dismissal will be recommended. A teacher in the third year of his/her probationary period must receive a summative evaluation recommendation of reappointment (excluding conditional reappointment) in order to achieve continuing contract status. Teachers who receive a do not reappoint will be recommended for dismissal. Unsatisfactory performance will be noted in the summative evaluation along with the standards that were below the effective performance expectation. Nothing in Regulation 4440 shall be construed to provide due process rights to a teacher on annual contract or to require cause for either the nonrenewal of the contract of an annual contract teacher.

Evaluation Schedule Summative evaluations are to be completed for all annual contract teachers and continuing contract teachers in their summative evaluation year. Figure 14: Suggested TPEP Evaluation Schedule details the suggested timeline for all components of the evaluation process. In situations where documentation for standard seven is incomplete and/or pending, a draft summative evaluation may become necessary. The evaluator may extend the due date for the end-of-year reviews in order to include the current year‟s testing data or exam scores. 20

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A sample Teacher Summative Evaluation form is provided in Part III.

Documentation Records Documentation records are maintained by both the teacher and the principal/evaluator for the entire evaluation period. If the teacher transfers among Fairfax County Public Schools, the documentation shall be forwarded to the receiving school‟s program manager. At the end of an evaluation period, the program manager retains copies of all written documentation considered during the summative evaluation year, completed Student Progress Goal Setting form, completed Documentation Log Cover Sheet, and Teacher Summative Evaluation form in the teacher‟s local site file.

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Figure 14: Suggested TPEP Evaluation Schedule

Activity for Professional Improvement

By September 30

Review evaluation process with all staff

By October 31

Self-assessment/goal-setting conference(s) o Teacher completes Self Assessment o Teacher reviews available baseline data and determines needs prior to Goal Setting conference with evaluator o Teacher and the evaluator discuss goal ideas and SMARTR Goal components at Goal Setting Conference o Evaluators set expectations for Documentation Log Teacher and evaluator determine what data sources will be used in the evaluation process All teachers create and submit SMARTR Goal to evaluator for final approval Evaluator approves student progress goal High school evaluators determine if student surveys required High school teachers survey students in one-semester courses (optional Data Source) Evaluators complete a minimum of two data sources (including a formal observation or series of mini observations) Midyear assessment conference to review student progress goal, Documentation Log, and performance o Evaluator and Teacher review the previously identified data sources and determine which still need to be collected and mutually identify due dates

Final month prior to end of 1st Semester

Midyear

Second Semester of Summative Year

Evaluators complete two additional data sources (a formal observation must be completed if it was not done during the first semester)

Task or Document

Teacher

Timeline

Evaluator

Responsibility

* Teacher Self-assessment form (Required)

*

*

*

* Document Log Cover Sheet (Required) Goal Setting for Student Progress form (Required)

*

* *

* * Student Opinion Survey (Optional, unless required by evaluator) Student Survey Summary form (if desired) Various observations forms as required

Teacher Midyear Performance Assessment form (Required) Goal Setting for Student Progress form (Required) Documentation Log (Required) Various forms

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* * *

* *

*

*

* *

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Final month prior to end of 2nd Semester Prior to due date established by the evaluator By June 30

High school teachers survey students in two-semester courses (optional Data Source) All teachers submit end-of-year review of student progress goal During their summative evaluation year, teachers submit Documentation Log Summative evaluation (all annual contract and continuing contract teachers in their summative evaluation year)

Student Opinion Survey (Optional) Student Survey Summary form (if desired) Goal Setting for Student Progress form (Required)

*

Documentation Log (Required) Various forms as required

*

Teacher Summative Evaluation form (Required)

*

* *

*

Note: All teachers are expected to create an evaluator-approved SMARTR Goal during their formative and summative evaluation years and record it on the Goal Setting for Student Progress form. The goal must be specific to the students that the teacher will directly impact/teach; however, the teacher‟s SMARTR Goal may reflect a CLT team-developed goal that was based on the analysis of team‟s assessment of their data. A minimum of one formal observation and three informal/mini observations are required to be conducted in any year a teacher is scheduled to receive a summative evaluation.

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IMPROVING PROFESSIONAL PERFORMANCE Supporting teachers is essential to the success of schools. Many resources are needed to assist teachers in growing professionally. Sometimes additional support is required to help teachers develop so that they can meet the performance standards. Note: Support programs are provided in the context of classroom teaching and generally are not extended to teachers engaged in serious misconduct. Serious misconduct may result in immediate dismissal, without provision of improvement opportunities. Tools are provided in the evaluation system that may be used at the discretion of the evaluator, regardless of contract status. One is the Support Dialogue, a school-level discussion between the administrator and the teacher. It is a conversation about performance needs in order to address the needs. Another is the Performance Improvement Plan which is developed by a teacher and evaluator and identifies appropriate strategies for improvement in identified guideline areas. These tools may be used sequentially or independently of each other; the support dialogue process is not a prerequisite to the performance improvement plan process. Figure 15 shows the differences between the two processes. Figure 15: Tools to Increase Professional Performance Support Dialogue Performance Improvement Plan Purpose For teachers who are in need of For teachers whose work is in need of additional support. These teachers attempt to fulfill the standard, but are often ineffective.

targeted supervision and additional resources.

Initiates Evaluator, administrator, or teacher Evaluator Process Documentation Form provided: None Form required: Performance Improvement Plan

Outcomes

Memo or other record of the discussion/other forms of documentation at the building/worksite level • Performance improves to effective – no more support • Some progress – continued support • Little or no progress – the employee may be moved to a Performance Improvement Plan.

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Documentation at the building/worksite level

• Sufficient improvement – recommendation to continue employment • Inadequate improvement – the plan is extended or other action is determined by the evaluator.

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Support Dialogue The Support Dialogue is initiated by evaluators or teachers at any point during the school year for use with personnel whose professional practice would benefit from additional support. A teacher could request a support dialogue. It is designed to facilitate discussion about the area(s) of concern and ways to address those concerns. During the initial session, both parties share what each will do to support the teacher‟s growth (see sample prompts, Figure 16), and decide when to meet again. After the agreed-upon time to receive support and implement changes in professional practice has elapsed, the evaluator and teacher meet again to discuss the impact of the changes (see sample follow-up prompts below). The entire Support Dialogue process is intended to be completed within a predetermined time period as it offers targeted support. The desired outcome would be that the teacher‟s practice has improved to an effective level. In the event that improvements in performance are still needed, the evaluator makes a determination to either extend the time of the support dialogue because progress has been made, or to allocate additional time or resources. If the necessary improvement is not made, the employee may be placed on a Performance Improvement Plan. Once placed on a Performance Improvement Plan the teacher will have a predetermined time period to demonstrate that the identified deficiencies have been corrected. Figure 16: Sample Prompts Sample Prompts for the Initial Conversation What challenges have you encountered in addressing ________ (tell specific concern)? What have you tried to address the concern of _______ (tell specific concern)? What supports can I or others at the school/worksite provide you? Sample Prompts for the Follow-Up Conversation Last time we met, we talked about ________ (tell specific concern). What has gone well? What has not gone as well?

Performance Improvement Plan The evaluator, at any time, may ask a teacher to develop a Performance Improvement Plan, for a prescribed period of time, in order to address deficiencies within any of the standards. This applies whether or not a teacher is in a formative or summative evaluation year (see Performance Improvement Plan Form in Part III). A Performance Improvement Plan is designed to support a teacher in addressing areas of concern through targeted supervision and additional resources. It may be used by an evaluator at any point during the year for a teacher whose professional practice would benefit from additional support.

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Implementation of Performance Improvement Plan When a teacher is placed on a Performance Improvement Plan, the evaluator must • provide written notification to the teacher of the area(s) of concern that need(s) to be addressed, and • approve and monitor the Performance Improvement Plan written by the teacher, and • review the results of the Performance Improvement Plan with the teacher immediately following the predetermined time period, or according to the specifically established target dates. Assistance may include • support from a professional peer or supervisor, or • conferences, classes, and workshops on specific topics, and/or • other resources to be identified, such as the Colleague Assistance Program (CAP).

Resolution of Performance Improvement Plan The evaluator meets with the teacher to review progress made on the Performance Improvement Plan, according to the timeline. The options for resolution are the following: • Sufficient improvement has been achieved; the teacher is no longer on a Performance Improvement Plan. • Partial improvement has been achieved but more improvement is needed; performance improvement plan may be extended or other steps taken • Little or no improvement has been achieved; additional actions to be determined by the evaluator.

Intervention Program FCPS provides planned and sustained assistance to teachers whose performance does not meet one or more performance standards and who, consequently, receive a conditional reappointment. Therefore, teachers who receive a conditional reappointment may participate in an intervention program with an intervention team and will be evaluated again the following school year. Teachers participating in the intervention program receive assistance from an intervention team to include the teacher, a site administrator, a curriculum designee, and a performance assessment specialist from the Department of Human Resources, A plan will be developed by the team to determine areas for improvement and requisite resources to address those areas over a prescribed period of time. Team members may make classroom observations and provide feedback to the teacher. The assessment and evaluation process and the intervention process are separate and discrete but will continue concurrently. 26

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Teachers who receive a conditional reappointment and, consequently, have an intervention team will be evaluated again the following year. Their salary step will remain the same as the current year‟s level. However, any cost-of-living allowance will not be affected. A teacher must receive a reappointment recommendation during the subsequent summative evaluation year or be recommended for dismissal. A second recommendation for conditional reappointment is not an option except in an extraordinary circumstance. If a subsequent reappointment recommendation is received, the salary step will be reinstated.

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PART II: PERFORMANCE STANDARDS Teachers are evaluated on the performance standards using the performance matrix at the bottom of each page in this section. The key elements are provided as samples of activities that address the 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: 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.

Knows the subject matter well and has a good grasp of child development and how students learn.

Developing OR Needs Improvement 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 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 target several learning needs, styles, and interests. Conveys to students: This is important, you can do it, and I‟m not going to give up on you.

Plans lessons with some thought about how to accommodate student needs. Tells students that the subject matter is important and they need to work hard.

Plans lessons with no differentiation.

Highly Effective

Effective

Is expert in the subject area and has an understanding of current research in child development and how students learn. Designs highly relevant lessons that will challenge and motivate all students and highly engage active learning. Designs lessons that break down complex tasks and address all learning needs, styles, and interests. Projects high expectations and determination and convinces all students that they will master the material.

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Ineffective

Gives up on some students.

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Highly Effective

Effective

Actively embeds a “growth” mindset so that students take risks, learn from mistakes, and understand that effective effort leads to achievement. Continually grabs student interest and makes connections to prior knowledge, experience, and reading.

Conveys to students that effective effort, not innate ability, is the key.

Activates student prior knowledge and hooks their interest in each unit and lesson.

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Developing OR Needs Improvement Doesn‟t counteract student misconceptions about innate ability.

Is only sometimes successful in making the subject interesting and relating it to things students already know.

Ineffective Communicates a “fixed” mindset about ability: some students have it, some don‟t.

Rarely hooks student interest or makes connections to their lives.

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Performance 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. Key Elements Examples may include, but are not limited to: The teacher: 2.1 Aligns instructional objectives, learning activities, and assessments to the state standards, the division‟s strategic goals, FCPS Program of Studies, and pacing guides. 2.2 Designs instruction that is based on the principles of effective instruction by collaborating with colleagues, other professionals, and families. 2.3 Selects appropriate strategies, resources, and materials that promote student engagement, learning, and problem-solving based on different learning preferences and readiness levels. 2.4 Gathers and analyzes student data to develop and continuously adjust long-range learning plans.

Highly Effective

Effective

Has a well-honed plan for the year that is tightly aligned with state standards/assessments, the FCPS Program of Studies and strategic goals.

Plans the year so students will meet state standards and be ready for external assessments and aligns the plan with the FCPS Program of Studies and strategic goals. Plans some units backwards with big ideas, essential questions, knowledge, and skill goals.

Plans most units backwards, with wellthought-out big ideas, essential questions, knowledge, and skill goals. Designs each lesson with clear, measureable goals closely aligned with standards and unit outcomes. Designs lessons involving an appropriate mix of high quality, diverse learning materials.

Developing OR Needs Improvement Has thought about how to cover standards and test requirements this year and has reviewed the FCPS Program of Studies and strategic goals. Plans lessons with some thought to larger goals and objectives and higherorder thinking skills.

Ineffective Does not plan lessons in advance and has little familiarity with state standards and tests requirements or the FCPS Program of Studies and strategic goals. Plans with little or no consideration for longrange curriculum goals.

Designs lessons focused on measureable outcomes aligned with unit goals.

Plans lessons with some consideration of longterm goals.

Plans lessons aimed primarily at covering textbook chapters or entertaining students.

Designs lesson that use an effective, diverse mix of materials.

Plans lessons that involve a mixture of good and mediocre learning materials.

Plans lessons that rely mainly on mediocre, lowquality, or inappropriate workbooks or worksheets.

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Highly Effective

Effective

Displays an extensive knowledge and use of resources including those available through the school, the division, in the community, and through professional organizations and universities. Shows students exactly what is expected by communicating essential questions and posting goals, rubrics, and exemplars of proficient work. Actively seeks new ideas and engages in action research with colleagues to figure out what works best.

Displays knowledge and use of resources available through the school, the division, and in some organizations external to the school.

Developing OR Needs Improvement Displays an awareness and use of resources available through the school but has no awareness of resources available more widely.

Ineffective Appears to be unaware and/or does not use resources available through the school and division.

Gives students a clear sense of purpose by communicating the essential questions and goals.

Posts the main learning objectives of each lesson.

Begins lessons without giving students a sense of where instruction is headed.

Seeks effective teaching ideas from colleagues, other professionals, and families and implements them.

Occasionally is persuaded to try out new classroom practices.

Is not open to ideas for improving teaching and learning.

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Performance Standard 3: Instructional Delivery The teacher effectively engages students by using a variety of instructional strategies in order to meet individual learning needs. Key Elements Examples may include, but are not limited to: The teacher: 3.1 Communicates learning goals clearly and checks regularly for student understanding. 3.2 Selects, evaluates, integrates, and refines a variety of teaching strategies, delivery methods, and resources. 3.3 Differentiates instruction to meet the needs of all students. 3.4 Accesses and integrates resources to support student learning.

Highly Effective

Effective

Continually presents material clearly and explicitly, with wellchosen examples and vivid and appropriate language. Anticipates student misconceptions and confusions and develops multiple strategies to overcome them in order to reach learning goals. Successfully reaches all students by skillfully differentiating and scaffolding. Uses coherence, lesson momentum, and seamless transitions to get the most out of every minute.

Uses clear explanations, appropriate language, and good examples to present material.

Keeps all students challenged and highly involved in focused work in which they are active learners and problemsolvers. Poses a range of questions designed to challenge students that results in thoughtful, genuine discussions among all students.

Developing OR Needs Improvement Sometimes uses language and explanations that are fuzzy, confusing, inappropriate, or inaccurate.

Ineffective Often presents material in a confusing way, using language that is inappropriate.

Anticipates misconceptions that students might have and plans to address them in order to reach learning goals. Differentiates and scaffolds instruction to accommodate most students‟ learning needs. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions. Has students actively think about, discuss, and use the ideas and skills being taught.

Considers one or two ways that students might become confused with the content.

Proceeds without considering misconceptions that students might have about the material.

Attempts to accommodate student learning needs but with mixed success.

Fails to differentiate instruction for students.

Sometimes loses teaching time due to lack of clarity, interruptions, and inefficient transitions.

Loses a great deal of instructional time because of confusion, interruptions, and ragged transitions. Does not attempt to keep students actively involved and relies heavily on lectures, textbooks, and worksheets.

Poses a range of questions designed to promote student discussions, successfully engaging most students in the discussion.

Uses questions that seem to involve answers determined in advance by the teacher and which only involve some students in discussion.

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Attempts to keep students actively involved, but some students are disengaged.

Uses low level questions that often require single, correct answers with a few students dominating discussion.

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Highly Effective

Effective

Deftly adapts lessons and units to exploit teachable moments and correct misunderstandings. Orchestrates highly effective strategies, materials, and groupings to involve and motivate students.

Is flexible about modifying lessons to take advantage of teachable moments. Orchestrates effective strategies, materials, and classroom groupings to foster student learning.

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Developing OR Needs Improvement Sometimes doesn‟t take advantage of teachable moments. Uses a limited range of classroom strategies, materials, and groupings with mixed success.

Ineffective Is rigid and inflexible with lesson plans and rarely takes advantage of teachable moments. Uses only one or two teaching strategies and types of materials and fails to reach most students.

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Performance Standard 4: Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses 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. Key Elements Examples may include, but are not limited to: The teacher: 4.1 Communicates expectations with clarity. 4.2 Develops in conjunction with students, measurable, and appropriate goals for student progress and provides instruction that will enable students to achieve those goals. 4.3 Utilizes a variety of formative and summative assessments that demonstrates students‟ growth in knowledge and skills over time. 4.4 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. 4.5 Engages students in understanding of and assuming responsibility for quality work and provides timely, frequent, and effective feedback to guide that work. 4.6 Provides timely and meaningful feedback to students and parents that explains the students‟ progress towards learning expectations and targets. Highly Effective

Effective

At the start of instruction, gives students a wellconstructed diagnostic assessment, using the information to fine-tune instruction. Requires students to set ambitious goals, continuously self-assess, and take responsibility for improving performance. Posts and reviews the criteria for proficient work, including rubrics and exemplars, for students to internalize and parents to view. Uses a range of approaches to check for understanding, immediately eliminates confusion, and clarifies.

Diagnoses student knowledge and skills and makes small adjustments based on the data.

Has students set goals, self-assess, and know where they stand academically at all times. Posts clear criteria for proficiency, including rubrics and exemplars of student work.

Frequently checks for understanding and gives students helpful information if they seem confused.

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Developing OR Needs Improvement Does a quick exercise to assess student prior knowledge before beginning a unit.

Ineffective Begins instruction without diagnosing student skills and knowledge.

Urges students to look over their work, see where they had trouble, and aim to improve those areas. Tells students some of the qualities that their finished work should exhibit.

Allows students to move on without assessing and improving problems in their work.

Uses only simplistic methods to check for understanding during instruction.

Uses ineffective methods (“Is everyone with me?”) to check for understanding.

Expects students to know or figure out what it takes to get good grades.

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Highly Effective Frequently makes available student work with rubrics and commentary and uses it to motivate and direct effort. Consistently has students summarize and internalize what they learn and apply it to real-life situations. Relentlessly follows up with struggling students with personal attention to reach proficiency. Collaborates with colleagues to use formative assessment data, re-examine and finetune teaching, re-teach, and help struggling students. Collaborates with students, parents, and colleagues to reflect on what worked and what didn‟t and continuously improves instruction.

Effective Shares student work to make visible their progress with respect to standards. Has students sum up what they have learned and apply it in a different context. Takes responsibility for students who are not succeeding and gives them extra help. Collaborates with colleagues to use data from formative assessments to adjust teaching, re-teach, and follow-up with failing students. Collaborates with students and colleagues to reflect on the effectiveness of lessons and continuously works to improve them.

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Developing OR Needs Improvement Uses some „A‟ student work as an example to others.

Sometimes brings closure to lessons and asks students to think about applications. Offers students who fail tests some additional time to study and do re-takes. Looks over student tests to see if there is anything that needs to be re-taught.

At the end of teaching unit or semester, thinks about what might have been done better.

Ineffective Uses only a few samples of student work or none at all.

Moves on at the end of each lesson without closure or application. Tells students that if they fail a test, that‟s it; the class has to move on to cover the curriculum. Gives tests and moves on without analyzing them and following up with students.

Does not revise and improve lessons for the future when teaching is unsuccessful.

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Performance 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. Key Elements Examples may include, but are not limited to: The teacher: 5.1 Establishes clear expectations for classroom rules and procedures. 5.2 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. 5.3 Creates and maintains a positive and safe environment to maximize learning and promote students‟ social development. 5.4 Promotes cultural sensitivity by respecting students‟ diversity, including but not limited to language, culture, race, gender, and special needs. 5.5 Enforces classroom rules and procedures consistently and fairly to maximize academic learning time.

Highly Effective

Effective

Is direct, specific, consistent and persistent in communicating and enforcing very high expectations for student behavior. Skillfully uses room arrangements, materials, and displays to maximize student learning of all material. Successfully infuses class routines up front so that students maintain them throughout the year. Has a highly effective discipline repertoire and can capture and hold student attention any time. Shows warmth, caring, respect, and fairness for all students and builds strong relationships. Wins all students‟ respect and creates a climate in which disruption of learning is unacceptable.

Clearly communicates and consistently enforces high standards for student behavior.

Developing OR Needs Improvement Announces and posts classroom rules and consequences.

Ineffective Comes up with improvised rules and consequences as events unfold during the year.

Organizes classroom furniture, materials, and displays to support unit and lesson goals.

Organizes furniture and materials to support the lesson, with only a few displays.

Has a conventional furniture arrangement, hard-to-access materials, and few displays.

Teaches routines and has students maintain them all year.

Tries to train students in class routines but many of the routines are not maintained. Has a limited disciplinary repertoire and students are frequently not paying attention. Is fair and respectful toward most students and builds positive relationships with some. Often lectures students on the need for good behavior, and makes an example of “bad” students.

Does not teach routines and is constantly nagging, threatening, and punishing students. Has few discipline “moves” and constantly struggles to get students‟ attention. Is sometimes unfair and disrespectful to the class; plays favorites.

Has a repertoire of discipline “moves” and can capture and maintain students‟ attention. Is fair and respectful toward students and builds positive relationships. Commands respect and refuses to tolerate disruption.

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Publicly berates “bad” students, blaming them for their poor behavior.

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Highly Effective Successfully develops students‟ self-discipline, self-efficacy, and sense of responsibility. Shows great sensitivity and respect for family and community culture, values, and beliefs.

Effective Develops students‟ selfdiscipline and teaches them to take responsibility for their own actions. Communicates respectfully with parents and is sensitive to different families‟ cultures and values.

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Developing OR Needs Improvement Tries to get students to be responsible for their actions.

Tries to be sensitive to the culture and beliefs of students‟ families but sometimes lacks sensitivity.

Ineffective Is unsuccessful in fostering self-discipline in students.

Is often insensitive to the culture and beliefs of students‟ families.

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Performance Standard 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. Key Elements Examples may include, but are not limited to: The teacher: 6.1 Complies with federal and state laws and school and division policies; models professional and ethical standards. 6.2 Ensures the confidentiality of information and privacy of students, families, colleagues, and administrators. 6.3 Establishes goals for improving one‟s own/personal knowledge and skills and participates in professional growth opportunities to meet those goals. 6.4 Collaborates with colleagues within and across content areas and grade levels. 6.5 Collaborates with colleagues to develop consistent policies and procedures that create a school culture conducive to learning. 6.6 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. 6.7 Effectively uses standard oral and written English in all communications.

Highly Effective

Effective

Is always ethical and honest, uses impeccable judgment, and respects confidentiality.

Is ethical and aboveboard, uses good judgment, and maintains confidentiality with student records.

In professional contexts, speaks and writes correctly and fluidly.

Uses correct grammar, usage, and spelling in professional contexts.

Carries out assignments conscientiously and punctually, keeps meticulous records, and is rarely late in meeting professional responsibilities. Continually seeks out professional learning opportunities and initiates activities to contribute to the profession.

Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.

Seeks out professional learning activities and actively participates in assisting and sharing with other educators.

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Developing OR Needs Improvement Sometimes uses questionable judgment, is less than completely honest, and/or discloses student information. Periodically makes errors in grammar, usage and/or spelling in professional contexts. Occasionally skips assignments, is late meeting professional responsibilities, makes errors in records.

Participates in professional learning activities when convenient and makes occasional efforts to assist and share with colleagues.

Ineffective Acts in an ethically questionable manner, and/or uses poor, judgment, and/or discloses student information. Frequently makes errors in grammar, usage, and/or spelling in professional contexts. Frequently skips assignments, is late with professional responsibilities, and makes errors in records.

Engages in little or no professional learning and makes no effort to assist and share with colleagues.

© Stronge, 2012 All Rights Reserved

Highly Effective

Effective

Actively seeks feedback and suggestions and uses them to improve performance. Frequently collaborates formally and informally with colleagues to plan units, share ideas, and analyze formative assessments. Frequently contributes valuable ideas and expertise and instills in others a desire to improve student achievement. Deals immediately and successfully with parent concerns and always makes parents feel welcome. Is successful in contacting and working with all parents, including those who are hard to reach.

Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism. Collaborates with colleagues to plan units, share teaching ideas, and look at student work.

Developing OR Needs Improvement Is somewhat defensive but does listen to feedback and suggestions.

Ineffective

Meets occasionally with colleagues to share ideas about teaching and students.

Is very defensive about criticism and resistant to changing classroom practice. Meets infrequently with colleagues, and conversations lack education substance.

Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school. Responds promptly to parent concerns and makes parents feel welcome in the school.

Occasionally suggests an idea aimed at improving the school.

Rarely if ever contributes ideas that might help improve the school.

Is slow to respond to some parent concerns and gives off an unwelcoming impression.

Does not respond to parent concerns and makes parents feel unwelcome in the school.

Tries to contact all parents and is tenacious in contacting hard-to-reach parents.

Tries to contact all parents, but ends up talking mainly to the parents who are easy to reach.

Makes little or no effort to contact parents.

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Note: Performance Standard 7: If a teacher effectively fulfills all previous standards, it is likely that the results of teaching, as documented in Standard 7: Student Academic Progress would be positive. The Virginia teacher evaluation system includes the documentation of student growth as indicated within Standard 7 and recommends that the evidence of progress be reviewed and considered throughout the year. Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate 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.

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 level of student academic progress with only some populations of learners

Generates low level of student academic progress

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

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PART III: FORMS AND LOGS INTRODUCTION Part III contains copies of forms used during the supervision of teachers. The evaluator and the teacher use the forms to provide evidence of the quality of work performed. The evaluator maintains the completed forms and provides copies to the teacher. At a minimum, the evaluator retains copies of the completed Student Progress Goal Setting Form, Documentation Log Cover Sheet, Observation Forms, Teacher Midyear Performance Assessment, Teacher Summative Evaluation, and Performance Improvement Plan (if needed). Figure 17: Forms and Logs Documentation Completed by

Form

Evaluator Self-Assessment Goal Setting Interview

Observation

Teacher Self-Assessment - Required





Goal Setting for Student Progress - Required





Structured Interview - Optional





Pre-Observation Conference Record - Optional



Observation Forms (1-3 Required - Choose Best Fit) 1: Formal Observation 2: Formal Observation/Document Review 3: Informal Observation (4 and 5 Optional) 4: Time on Task Chart 5: Questioning Techniques Analysis



Documentation Log Cover Sheet - Required Documentation Log

Teacher



Communication Log - Optional





Professional Development Log - Optional





Teacher Self-Assessment Student Opinion Survey Optional



Survey

Alternative Student Survey - Optional

 

Reports

Survey Summary Form - Optional Teacher Midyear Performance Assessment Required



Teacher Summative Evaluation - Required



Performance Improvement Plan - As Needed



Plan

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Required Fairfax County Public Schools

Teacher Self-Assessment Teacher‟s Name

Employee ID No.

School

Evaluation Year

Grade/Subject 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: The teacher… Demonstrates a comprehensive understanding of subject content and curriculum standards. Demonstrates knowledge of best practices. Knows how to differentiate to make subject content relevant, challenging, and meaningful for all students. Establishes instructional goals that demonstrate an accurate knowledge of students and assigned subject content.

Comments (strengths and growth/development):

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. Key Elements: The teacher… 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 the principles of effective instruction by collaborating with colleagues, other professionals, and families. Selects appropriate strategies, resources, and materials that promote student engagement, learning, and problem-solving based on different learning preferences and readiness levels. Gathers and analyzes student data to develop and continuously adjust long-range learning plans.

Comments (strengths and growth/development):

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Instructional Delivery The teacher effectively engages students by using a variety of instructional strategies in order to meet individual learning needs. Key Elements: The teacher… Communicates learning goals clearly and checks regularly for student understanding. Selects, evaluates, integrates, and refines a variety of teaching strategies, delivery methods, and resources. Differentiates instruction to meet the needs of all students. Accesses and integrates resources to support student learning.

Comments (strengths and growth/development):

Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses 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. Key Elements: The teacher… Communicates expectations with clarity. Develops in conjunction with students, measurable, and appropriate goals for student progress and provides instruction that will enable students to achieve those goals. Utilizes a variety of formative and summative assessments that demonstrates students‟ growth in knowledge and skills over time. 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. Engages students in understanding of and assuming responsibility for quality work and provides timely, frequent, and effective feedback to guide that work. Provides timely and meaningful feedback to students and parents that explains the students‟ progress towards learning expectations and targets.

Comments (strengths and growth/development):

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Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Key Elements: The teacher… Establishes clear expectations for classroom rules and procedures. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Creates and maintains a positive and safe environment to maximize learning and promote students‟ social development. Promotes cultural sensitivity by respecting students‟ diversity, including but not limited to language, culture, race, gender, and special needs. Enforces classroom rules and procedures consistently and fairly to maximize academic learning time.

Comments (strengths and growth/development):

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. Key Elements: The teacher… Complies with federal and state laws and school and division policies; models professional and ethical standards. Ensures the confidentiality of information and privacy of students, families, colleagues, and administrators. Establishes goals for improving one‟s own/personal knowledge and skills and participates in professional growth opportunities to meet those goals. Collaborates with colleagues within and across content areas and grade levels. Collaborates with colleagues to develop consistent policies and procedures that create a school culture conducive to learning. 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. Effectively uses standard oral and written English in all communications.

Comments (strengths and growth/development):

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Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Key Elements: The teacher…  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.  In collaboration with the evaluator, reflects on student progress over time, using documented evidence to demonstrate student growth, adjust practice, and meet goals.

Comments (strengths and growth/development):

Comments:

Distribution: Copy-Teacher

Copy-Evaluator

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Required Fairfax County Public Schools

Goal Setting for Student Progress Teacher‟s Name

Employee ID No.

School

Evaluation Year

Grade/Subject

Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner progress. Teachers should submit the goal to their evaluator and schedule a goal-setting conference to review the goal. Goals must be finalized by October 31. Initial Goal Submission (due by ________ to the evaluator) 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

Target Date

Teacher’s Signature _____________________________________________

Date

Evaluator’s Signature ____________________________________________

Date

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Midyear review conducted on____________

VI. Midyear Review (Describe goal progress and other relevant data)

Initials:

_____(teacher)

_____(evaluator)

Data attached

Teacher’s Signature _________________________________________ Date _____________________ Evaluator’s Signature ________________________________________ Date _____________________

End-of-Year Review Appropriate Data Received Strategies used and data provided demonstrate appropriate Student Growth

Yes

No

Evaluator’s Signature ________________________________________ Date _____________________

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Optional Fairfax County Public Schools

Structured Interview Teacher‟s Name

Employee ID No.

School

Evaluation Year

Grade/Subject Directions: Evaluators should select one or two questions listed below or create questions of their own pertaining to each standard. Space is provided at the end of the form for teacher responses to each question. Evaluators should provide written feedback on the last page. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Explain your understanding of standards-based teaching and learning. What are your expectations and the appropriate learning outcomes for the grade level/subject matter you teach? Please explain the process used to identify appropriate resources to support instruction. What are some of the ways that you have added relevance to the curriculum and helped students make realworld connections? Explain how you have taught a complex concept this year. How do you decide which instructional strategy to employ? Describe an instructional strategy or skill that you have sharpened or added to your toolbox this year. How do you use diagnostic data to inform instruction? How have you worked to expand your understanding of the issues in your content area this year? Provide an example of a research-based strategy that you have used successfully to engage students. How do you address the needs of various learners in a classroom?

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. How have you applied your knowledge of POS, SOL, AP, or IB objectives to the planning, implementation, and assessment of instructional program? Describe the factors you consider and the methods you use to formulate objectives. Describe your time management and organizational strategies. Based on current assessment data, what long- and short-term objectives have you formulated for students this year? How do you work cooperatively with appropriate school personnel to assist students in reaching their goals?

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Instructional Delivery The teacher effectively engages students by using a variety of instructional strategies in order to meet individual learning needs. Describe your efforts to master and support the POS and SOLs in your field. How do you differentiate instruction to meet the diverse needs of your students? Describe how you relate curriculum in a meaningful manner and provide opportunities for students to make real-world connections from their learning. Given your current student population, describe your presentation modes for introducing new material. How do you help students learn how to use effective collaboration and communication skills in learning situations? Describe how you work with administrators and colleagues to identify instructional needs and concerns. Describe how you create, select, adapt, access, and/or organize materials and equipment to facilitate learning. Describe any curriculum or multi-media materials you have utilized and explain the instructional impact. How do you encourage students to develop problem-solving and independent thinking? What methods do you use to solicit comments, questions, examples, and other contributions from students throughout lessons?

Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses 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. How have you used standardized test results and informal assessment to make decisions about instruction? What assessment strategies do you use to determine changes needed in your instructional delivery? How do you use assessment data to reteach and remediate to meet individual needs? How do you modify assessment strategies to meet the needs of diverse learners? Outline you use of technology to track student performance. Describe how you assess individual and group needs and how you prescribe appropriate strategies to meet those needs. Describe your record-keeping procedures.

Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. How do you communicate lesson objectives? How have you established and communicated clear expectations for student behavior to both students and their parents? Describe how you managed a disruptive situation that occurred. How do you establish and manage classroom procedures to maximize academic learning time? How do you use ongoing, mid-lesson assessment to monitor effectiveness of instruction? How do you ensure active student participation in your lessons? How do you communicate high expectations for student behavior? How do you provide opportunities for success and meaningful positive recognition?

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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. How have you participated actively and constructively in the development of your academic program and implementation of schoolwide goals? How have you shared your expertise and new ideas with colleagues? How do you provide additional opportunities for students to receive academic assistance? Describe your participation in staff development opportunities. How do you ensure consistent communication with students, staff, parents, and the community? Describe how you handled a difficult human relations or communication problem. How do you promote positive home/school relationships? Describe you professional growth activities since your last evaluation. How do you engage in on-going self-assessment? Describe any opportunities you have had to serve as a collaborator, mentor, coach, presenter, or researcher to foster the development of teachers. What steps have you taken to maintain proper licensure? (for teachers with a provisional license)

Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Describe your process for setting achievement goals for your students. What factors are considered when you set achievement goals for your students? How do you document the progress of each of your students throughout the school year? How do you use performance outcome data to develop interim learning targets? How did your students’ results at midyear compare with the expectations you had at the beginning of the year? How have you used benchmarks and exemplars this year in your classroom to help student mastery of standards? Discuss the links between student data and grouping practices. How will your instruction change as a result of student learning data gleaned from this year's results? How has student achievement goal setting informed your teaching knowledge and instructional strategy use? How does monitoring goal implementation affect teaching strategies, grouping practices, and assessment results? How might instructional strategy choice affect student achievement of academic goals? How do you go about gathering data or information about students to tailor their learning? Describe the various types of assessment data you use to inform your instruction so that all students achieve.

Teacher response:

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Fairfax County Public Schools

Structured Interview Continuation Page Teacher‟s Name

Employee ID No.

Teacher response:

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Fairfax County Public Schools

Structured Interview Continuation Page Teacher‟s Name

Employee ID No.

Evaluator’s comments:

Signature of Teacher:

Date

Printed Name of Principal/Evaluator: Signature of Principal/Evaluator:

Date

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Optional Fairfax County Public Schools

Pre-Observation Conference Record Teacher‟s Name

Employee ID No.

School

Evaluation Year

Grade/Subject

Inquiries 1. Describe the lesson that will be observed.

Notes

What have/will you have done instructionally with students in the days prior to the observation?

2. Describe the population of the class.

3. What will be observed?

4. What instructional methods will be used?

5. What would you like to be highlighted in this lesson?

6. What do you believe to be any areas of concern?

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Required – Choose best fit (form 1, 2, or 3) Fairfax County Public Schools

Observation Form 1 Formal Observation Teacher‟s Name

Date/Time

School

Evaluation Year

Grade/Subject 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: The teacher… Demonstrates a comprehensive understanding of subject content and curriculum standards. Demonstrates knowledge of best practices. Knows how to differentiate to make subject content relevant, challenging, and meaningful for all students. Establishes instructional goals that demonstrate an accurate knowledge of students and assigned subject content.

Comments:

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. Key Elements: The teacher… 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 the principles of effective instruction by collaborating with colleagues, other professionals, and families. Selects appropriate strategies, resources, and materials that promote student engagement, learning, and problem-solving based on different learning preferences and readiness levels. Gathers and analyzes student data to develop and continuously adjust long-range learning plans. Comments:

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Instructional Delivery The teacher effectively engages students by using a variety of instructional strategies in order to meet individual learning needs. Key Elements: The teacher… Communicates learning goals clearly and checks regularly for student understanding. Selects, evaluates, integrates, and refines a variety of teaching strategies, delivery methods, and resources. Differentiates instruction to meet the needs of all students. Accesses and integrates resources to support student learning. Comments:

Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses 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. Key Elements: The teacher… Communicates expectations with clarity. Develops in conjunction with students, measurable, and appropriate goals for student progress and provides instruction that will enable students to achieve those goals. Utilizes a variety of formative and summative assessments that demonstrates students‟ growth in knowledge and skills over time. 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. Engages students in understanding of and assuming responsibility for quality work and provides timely, frequent, and effective feedback to guide that work. Provides timely and meaningful feedback to students and parents that explains the students‟ progress towards learning expectations and targets. Comments:

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Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Key Elements: The teacher… Establishes clear expectations for classroom rules and procedures. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Creates and maintains a positive and safe environment to maximize learning and promote students‟ social development. Promotes cultural sensitivity by respecting students‟ diversity, including but not limited to language, culture, race, gender, and special needs. Enforces classroom rules and procedures consistently and fairly to maximize academic learning time. Comments:

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. Key Elements: The teacher… Complies with federal and state laws and school and division policies; models professional and ethical standards. Ensures the confidentiality of information and privacy of students, families, colleagues, and administrators. Establishes goals for improving one‟s own/personal knowledge and skills and participates in professional growth opportunities to meet those goals. Collaborates with colleagues within and across content areas and grade levels. Collaborates with colleagues to develop consistent policies and procedures that create a school culture conducive to learning. 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. Effectively uses standard oral and written English in all communications. Comments:

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Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Key Elements: The teacher… 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. In collaboration with the evaluator, reflects on student progress over time, using documented evidence to demonstrate student growth, adjust practice, and meet goals. Comments:

Additional Comments:

Teacher‟s Signature

Date

Observer‟s Name Observer‟s Signature

Date

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Required – Choose best fit (form 1, 2, or 3) Fairfax County Public Schools

Observation Form 2 Formal Observation/Document Review Teacher‟s Name

Date/Time

School

Evaluation Year

Grade/Subject Documentation Log Review: ___Yes

___No

Professional Knowledge

Specific Evidence:

Instructional Planning

Specific Evidence:

Instructional Delivery

Specific Evidence:

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Assessment of and for Student Learning

Specific Evidence:

Learning Environment

Specific Evidence:

Professionalism

Specific Evidence:

Student Academic Progress

Specific Evidence:

Teacher‟s Signature

Date

Observer‟s Name Observer‟s Signature

Date

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Professional Knowledge Demonstrates a comprehensive understanding of subject content and curriculum standards. Demonstrates knowledge of best practices. Knows how to differentiate to make subject content relevant, challenging, and meaningful for all students. Establishes instructional goals that demonstrate an accurate knowledge of students and assigned subject content.

Instructional Planning 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 the principles of effective instruction by collaborating with colleagues, other professionals, and families. Selects appropriate strategies, resources, and materials that promote student engagement, learning, and problemsolving based on different learning preferences and readiness levels. Gathers and analyzes student data to develop and continuously adjust long-range learning plans.

Instructional Delivery Communicates learning goals clearly and checks regularly for student understanding. Selects, evaluates, integrates, and refines a variety of teaching strategies, delivery methods, and resources. Differentiates instruction to meet the needs of all students. Accesses and integrates resources to support student learning.

Assessment of and for Student Learning Communicates expectations with clarity. Develops in conjunction with students, measurable, and appropriate goals for student progress and provides instruction that will enable students to achieve those goals. Utilizes a variety of formative and summative assessments that demonstrates students‟ growth in knowledge and skills over time. 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. Engages students in understanding of and assuming responsibility for quality work and provides timely, frequent, and effective feedback to guide that work. Provides timely and meaningful feedback to students and parents that explains the students‟ progress towards learning expectations and targets.

Learning Environment Establishes clear expectations for classroom rules and procedures. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Creates and maintains a positive and safe environment to maximize learning and promote students‟ social development. Promotes cultural sensitivity by respecting students‟ diversity, including but not limited to language, culture, race, gender, and special needs. Enforces classroom rules and procedures consistently and fairly to maximize academic learning time.

Professionalism Complies with federal and state laws and school and division policies; models professional and ethical standards. Ensures the confidentiality of information and privacy of students, families, colleagues, and administrators. Establishes goals for improving one‟s own/personal knowledge and skills and participates in professional growth opportunities to meet those goals. Collaborates with colleagues within and across content areas and grade levels. Collaborates with colleagues to develop consistent policies and procedures that create a school culture conducive to learning. 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. Effectively uses standard oral and written English in all communications.

Student Academic Progress 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. In collaboration with the evaluator, reflects on student progress over time, using documented evidence to demonstrate student growth, adjust practice, and meet goals.

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Required – Choose best fit (form 1, 2, or 3) Fairfax County Public Schools

Observation Form 3 Informal Observation Teacher‟s Name

Date/Time

School

Evaluation Year

Grade/Subject Professional Knowledge

Specific Evidence:

Demonstrates a comprehensive understanding of subject content and curriculum standards. Demonstrates knowledge of best practices. Knows how to differentiate to make subject content relevant, challenging, and meaningful for all students. Establishes instructional goals that demonstrate an accurate knowledge of students and assigned subject content.

Instructional Planning

Specific Evidence:

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 the principles of effective instruction by collaborating with colleagues, other professionals, and families. Selects appropriate strategies, resources, and materials that promote student engagement, learning, and problemsolving based on different learning preferences and readiness levels. Gathers and analyzes student data to develop and continuously adjust long-range learning plans.

Instructional Delivery

Specific Evidence:

Communicates learning goals clearly and checks regularly for student understanding. Selects, evaluates, integrates, and refines a variety of teaching strategies, delivery methods, and resources. Differentiates instruction to meet the needs of all students. Accesses and integrates resources to support student learning.

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Assessment of and for Student Learning

Specific Evidence:

Communicates expectations with clarity. Develops in conjunction with students, measurable, and appropriate goals for student progress and provides instruction that will enable students to achieve those goals. Utilizes a variety of formative and summative assessments that demonstrates students‟ growth in knowledge and skills over time. 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. Engages students in understanding of and assuming responsibility for quality work and provides timely, frequent, and effective feedback to guide that work. Provides timely and meaningful feedback to students and parents that explains the students‟ progress towards learning expectations and targets.

Learning Environment

Specific Evidence:

Establishes clear expectations for classroom rules and procedures. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Creates and maintains a positive and safe environment to maximize learning and promote students‟ social development. Promotes cultural sensitivity by respecting students‟ diversity, including but not limited to language, culture, race, gender, and special needs. Enforces classroom rules and procedures consistently and fairly to maximize academic learning time.

Professionalism

Specific Evidence:

Complies with federal and state laws and school and division policies; models professional and ethical standards. Ensures the confidentiality of information and privacy of students, families, colleagues, and administrators. Establishes goals for improving one‟s own/personal knowledge and skills and participates in professional growth opportunities to meet those goals. Collaborates with colleagues within and across content areas and grade levels. Collaborates with colleagues to develop consistent policies and procedures that create a school culture conducive to learning. 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. Effectively uses standard oral and written English in all communications.

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Student Academic Progress

Specific Evidence:

In collaboration with the evaluator, uses multiple measures of student learning to set goals that are strategic and specific, measurable, attainable, results-oriented, timebound, and have rigor. In collaboration with the evaluator, reflects on student progress over time, using documented evidence to demonstrate student growth, adjust practice, and meet goals.

Additional Comments:

Teacher‟s Signature

Date

Observer‟s Name Observer‟s Signature

Date

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Optional

Fairfax County Public Schools

Observation Form 4 Time on Task Chart Teacher‟s Name School Interval

Date/Time

Evaluation Year _________________

Grade/Subject _________________ Task, activity, event, question

Off-Task Behaviors

Teacher Management Strategy

(Note # of students.)

5 min Disrupting Others ______ # Visibly Disengaged ______ # 10 min Disrupting Others ______ # Visibly Disengaged ______ # 15 min Disrupting Others ______ # Visibly Disengaged ______ # 20 min Disrupting Others ______ # Visibly Disengaged ______ # 25 min Disrupting Others ______ # Visibly Disengaged ______ # 30 min Disrupting Others ______ # Visibly Disengaged ______ #

Observer‟s Name _____________________________

Verbal Nonverbal Positive Negative Verbal Nonverbal Positive Negative Verbal Nonverbal Positive Negative Verbal Nonverbal Positive Negative Verbal Nonverbal Positive Negative Verbal Nonverbal Positive Negative

Comments:

Comments:

Comments:

Comments:

Comments:

Comments:

Notes: Disrupting Others includes students who are not only off-task, but also are distracting others from the teacher-assigned tasks. Visibly Disengaged includes students who are not focusing on the teacher-assigned tasks (e.g. daydreaming), but who are not distracting other students. Teacher Management Strategy is any action taken by the teacher in response to (or in anticipation of) a lack of attention by students.

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Optional Fairfax County Public Schools

Observation Form 5 Questioning Techniques Analysis Teacher‟s Name

Date/Time

School

Evaluation Year

Grade/Subject

Observer‟s Name

Directions: Record all the questions asked by the teacher orally and in writing during the lesson. Place the question in the space beneath the appropriate level. Then tally the number of questions by level and calculate a percentage. Type of Question Low Cognitive (Recall)

Total #

Percent

Intermediate Cognitive (Comprehension)

Application and High Cognitive (analysis, synthesis, evaluation)

Total of all questions

Based on the percentages what level of thinking was targeted?

How clearly worded were the questions?

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Required Fairfax County Public Schools

Document Log Cover Sheet Teacher‟s Name

School

Grade/Subject Year in Evaluation Cycle Include a minimum of one and no more than three artifacts for each standard. Standards

Examples of Evidence

1. Professional Knowledge

May include: Transcripts of coursework Professional Development certificates Annotated list of instructional activities Lesson/intervention plan Journals/notes that represent reflective thinking and professional growth Samples of innovative approaches developed by teacher May include: Differentiation in lesson planning and practice Analysis of classroom assessment Data driven curriculum revision work Examples: - Sample lesson or unit plan - Course syllabus - Intervention plan - Substitute lesson plan - Annotated learning objectives May include: Annotated photographs of class activities Handouts or sample work Video/audio samples of instructional units

2. Instructional Planning

3. Instructional Delivery

Evidence Included

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Standards

Examples of Evidence

4. Assessment of and for Student Learning

May include: Samples of baseline and periodic assessments given Samples of both formative and summative assessment Graphs or tables of student results Records within electronic curriculum mapping tool Examples: - Brief report describing your record keeping system and how it is used to monitor student progress - Copy of scoring rubrics - Photographs or photocopies of student work with written comments - Samples of educational reports, progress reports or letters prepared for parents or students - Copy of disaggregated analysis of student achievement scores on standardized test - Copy of students‟ journals of selfreflection and self-monitoring May include: Student survey summary information List of classroom rules with brief explanation of the procedures used to develop and reinforce them Schedule of daily classroom routines Explanation of behavior management philosophy and procedures

5. Learning Environment

Evidence Included

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Standards

Examples of Evidence

6. Professionalism

May include: Record of participation in extracurricular activities and events Record of professional development taken or given Examples of collaborative work with peers Evidence of communication with students, families, colleagues and community Examples: - Copy of classroom newsletter or other parent information documents - Sample copy of interim reports

7. Student Academic Progress

Student Achievement Goal Setting Document – Revised at midyear and end of year

Evidence Included

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Optional Fairfax County Public Schools

Communication Log Teacher‟s Name

School

Grade/Subject

Evaluation Year

Date

Person

Purpose

Mode

Notes

Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone Conference E-mail Note/Letter Telephone

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Optional Fairfax County Public Schools

Professional Development Log* Teacher‟s Name

School

Grade/Subject

Evaluation Year

Professional Development Activity

Date

Location

Evidence of Satisfactory Completion Received Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________ Grade Certificate Other________________

* This may be submitted by assessing your professional development record in MyPLT

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Optional Regulation 4428.2 Class Period_____

Fairfax County Public Schools

Teacher Self-Assessment Student Opinion Survey The purpose of this survey is to share your ideas about how this class might be improved. You are encouraged to add comments and suggestions. Directions: Do not put your name on the survey. Write the class period in the space provided above. Listed below are several statements about this class. Check the response to each statement in the column on the right. If you want to comment, write your comments in the space after the item or on the back of this sheet.

Questions

Check One

1.

This class provides a good environment for learning.

____ ____ ____

Yes No Uncertain

2.

My teacher encourages me to do my best.

____ ____ ____

Yes No Uncertain

3.

Students in this class are treated fairly by the teacher.

____ ____ ____

Yes No Uncertain

4.

The way my grade is determined is fair.

____ ____ ____

Yes No Uncertain

5.

My teacher is usually well prepared to teach this class.

____ ____ ____

Yes No Uncertain

6.

My teacher is usually available to help me after school.

____ ____ ____

Yes No Uncertain

7.

I am kept informed of how I am doing in this class.

____ ____ ____

Yes No Uncertain

8.

My teacher clearly states the things we are supposed to learn in class.

____ ____ ____

Yes No Uncertain

9.

My teacher encourages me to ask and answer questions in this class.

____ ____ ____

Yes No Uncertain

____ ____ ____

About right Too slow Too fast

10. For me, the pace of instruction in this class is:

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Comments

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Optional Fairfax County Public Schools

Alternative Student Survey The purpose of this survey is to allow you to give your teacher ideas about how this class might be improved. Directions: DO NOT PUT YOUR NAME ON THIS SURVEY. Write your teacher’s name, school year, and class period in the space provided. Listed below are several statements about this class. Indicate your agreement with each statement by placing a check (√) in the appropriate box. If you wish to comment, please write your comments at the end of the survey.

Not Applicable

Strongly Disagree

Disagree

Class Period

Agree

School Year

Strongly Agree

Teacher’s Name

1. My teacher has deep knowledge about the subject he/she teaches. 2. My teacher uses a variety of teaching strategies during class. 3. My teacher creates well-organized and welldeveloped lessons. 4. My teacher‟s lessons have clear and appropriate learning objectives for the subject area taught. 5. My teacher uses a variety of activities and methods to engage me. 6. My teacher makes class interesting and challenging. 7. My teacher recognizes us as individual learners with varying learning backgrounds, abilities, needs and preferences. 8. My teacher modifies his/her teaching approaches when I don‟t understand. 9. My teacher allows me to demonstrate my learning in a variety of ways. 10. My teacher uses a variety of assessments to determine what I have learned.

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Not Applicable

Strongly Disagree

Disagree

Agree

Strongly Agree 11. My teacher uses assessment results to identify my strengths and the areas in which I need help. 12. My teacher shares feedback about my learning progress with me and my parents. 13. My teacher shows respect to all students. 14. My teacher communicates and maintains classroom rules, routines, and procedures. 15. My teacher makes the learning experience challenging but rewarding. 16. My teacher sets high learning standards for the class. 17. My teacher is enthusiastic and eager to improve his/her teaching practice. 18. My teacher is passionate about teaching and has a commitment to student learning. 19. My teacher is approachable and listens to me. 20. My teacher contacts my parents to involve them in my learning. * *

*Add other elements if needed, such as school-wide goals, or subject-specific elements.

Comments:

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Optional Fairfax County Public Schools

Student Survey Summary Teacher‟s Name

Employee ID No.

School

Evaluation Year

Grade/Subject 1. How many surveys did you distribute? 2. How many completed surveys were returned? 3. What is the percentage of completed questionnaires you received (#1 divided into #2)? ____________%

Student Satisfaction Analysis 4. Describe your survey population(s) (i.e., list appropriate demographic characteristics such as grade level and subject for students).

5. List factors that might have influenced the results (e.g., survey was conducted as the bell rang for dismissal).

6. Analyze survey responses and answer the following questions: A) What did students perceive as your major strengths?

B) What did students perceive as your major weaknesses?

C) How can you use this information for continuous professional growth?

(You may include a copy of the Student Survey Summary in the Learning Environment section of the Documentation Log.)

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Required Fairfax County Public Schools

Teacher Midyear Performance Assessment Teacher‟s Name

Employee ID No.

School

Evaluation Year

Grade/Subject Professional Knowledge

Rating:

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

Highly Effective

Key Elements: The teacher… Demonstrates a comprehensive understanding of subject content and curriculum standards. Demonstrates knowledge of best practices. Knows how to differentiate to make subject content relevant, challenging, and meaningful for all students. Establishes instructional goals that demonstrate an accurate knowledge of students and assigned subject content.

Effective Developing OR Needs Improvement Ineffective

Comments:

Instructional Planning

Rating:

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.

Highly Effective

Key Elements: The teacher… 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 the principles of effective instruction by collaborating with colleagues, other professionals, and families. Selects appropriate strategies, resources, and materials that promote student engagement, learning, and problem-solving based on different learning preferences and readiness levels. Gathers and analyzes student data to develop and continuously adjust longrange learning plans. Comments:

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Effective Developing OR Needs Improvement Ineffective

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Instructional Delivery

Rating:

The teacher effectively engages students by using a variety of instructional strategies in order to meet individual learning needs.

Highly Effective

Key Elements: The teacher… Communicates learning goals clearly and checks regularly for student understanding. Selects, evaluates, integrates, and refines a variety of teaching strategies, delivery methods, and resources. Differentiates instruction to meet the needs of all students. Accesses and integrates resources to support student learning. Comments:

Effective Developing OR Needs Improvement Ineffective

Assessment of and for Student Learning

Rating:

The teacher systematically gathers, analyzes, and uses 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.

Highly Effective

Key Elements: The teacher… Communicates expectations with clarity. Develops in conjunction with students, measurable, and appropriate goals for student progress and provides instruction that will enable students to achieve those goals. Utilizes a variety of formative and summative assessments that demonstrates students‟ growth in knowledge and skills over time. 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. Engages students in understanding of and assuming responsibility for quality work and provides timely, frequent, and effective feedback to guide that work. Provides timely and meaningful feedback to students and parents that explains the students‟ progress towards learning expectations and targets. Comments:

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Effective Developing OR Needs Improvement Ineffective

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Learning Environment

Rating:

The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

Highly Effective

Key Elements: The teacher… Establishes clear expectations for classroom rules and procedures. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Creates and maintains a positive and safe environment to maximize learning and promote students‟ social development. Promotes cultural sensitivity by respecting students‟ diversity, including but not limited to language, culture, race, gender, and special needs. Enforces classroom rules and procedures consistently and fairly to maximize academic learning time. Comments:

Effective Developing OR Needs Improvement Ineffective

Professionalism

Rating:

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.

Highly Effective

Key Elements: The teacher… Complies with federal and state laws and school and division policies; models professional and ethical standards. Ensures the confidentiality of information and privacy of students, families, colleagues, and administrators. Establishes goals for improving one‟s own/personal knowledge and skills and participates in professional growth opportunities to meet those goals. Collaborates with colleagues within and across content areas and grade levels. Collaborates with colleagues to develop consistent policies and procedures that create a school culture conducive to learning. 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. Effectively uses standard oral and written English in all communications. Comments:

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Effective Developing OR Needs Improvement Ineffective

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Student Academic Progress

Rating:

The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

Highly Effective

Key Elements: The teacher… 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. In collaboration with the evaluator, reflects on student progress over time, using documented evidence to demonstrate student growth, adjust practice, and meet goals. Comments:

Effective Developing OR Needs Improvement Ineffective

Overall Evaluation Summary Standards 1-6 count for 60 percent of the evaluation; standard 7 counts for 40 percent. Ineffective =1; developing OR needs improvement = 2; effective = 3; highly effective = 4.

Highly Effective Effective

Overall, teachers will be rated as highly effective, effective, developing OR needs improvement, or ineffective using the following range of scores: Ineffective = 10 – 19; developing OR needs improvement = 20 – 25; effective = 26 – 34; highly effective = 35 – 40.

Developing/Needs Improvement Ineffective Comments (use continuation page for additional comments)

Midyear Recommendation: Reappointment

Conditional Reappointment

Note: Regardless of the overall total points earned, three or more developing OR needs improvement ratings on individual performance standards will result in an overall rating of developing OR needs improvement or ineffective. Similarly, one ineffective rating on any one performance standard will result in an overall rating no higher than developing OR needs improvement and may result in an overall ineffective rating.

Do Not Reappoint

Signature of Principal/Evaluator:

Date

Signature of Teacher:

Date

Distribution: Copy-Teacher

Copy-Local Site Personnel File

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Fairfax County Public Schools

Teacher Midyear Performance Assessment Continuation Page Teacher‟s Name

Employee ID No.

Comments:

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Fairfax County Public Schools

Teacher Midyear Performance Assessment Continuation Page Teacher‟s Name

Employee ID No.

Professional Growth Focus:

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Professional Knowledge

Knows the subject matter well and has a good grasp of child development and how students learn.

Developing OR Needs Improvement 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 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 target several learning needs, styles, and interests. Conveys to students that effective effort, not innate ability, is the key.

Plans lessons with some thought about how to accommodate student needs. Doesn‟t counteract student misconceptions about innate ability.

Plans lessons with no differentiation.

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.

Rarely hooks student interest or makes connections to their lives.

Highly Effective

Effective

Is expert in the subject area and has an understanding of current research in child development and how students learn. Designs highly relevant lessons that will challenge and motivate all students and highly engage active learning. Designs lessons that break down complex tasks and address all learning needs, styles, and interests. Actively embeds a “growth” mindset so that students take risks, learn from mistakes, and understand that effective effort leads to achievement. Continually grabs student interest and makes connections to prior knowledge, experience, and reading.

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Ineffective

Communicates a “fixed” mindset about ability: some students have it, some don‟t.

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Instructional Planning Highly Effective

Effective

Has a well-honed plan for the year that is tightly aligned with state standards/assessments, the FCPS Program of Studies and strategic goals.

Plans the year so students will meet state standards and be ready for external assessments and aligns the plan with the FCPS Program of Studies and strategic goals. Plans some units backwards with big ideas, essential questions, knowledge, and skill goals.

Plans most units backwards, with wellthought-out big ideas, essential questions, knowledge, and skill goals. Designs each lesson with clear, measureable goals closely aligned with standards and unit outcomes. Designs lessons involving an appropriate mix of high quality, diverse learning materials. Displays an extensive knowledge and use of resources including those available through the school, the division, in the community, and through professional organizations and universities. Shows students exactly what is expected by communicating essential questions and posting goals, rubrics, and exemplars of proficient work. Actively seeks new ideas and engages in action research with colleagues to figure out what works best. Continually grabs student interest and makes connections to prior knowledge, experience, and reading.

Developing OR Needs Improvement Has thought about how to cover standards and test requirements this year and has reviewed the FCPS Program of Studies and strategic goals. Plans lessons with some thought to larger goals and objectives and higherorder thinking skills.

Ineffective Does not plan lessons in advance and has little familiarity with state standards and tests requirements or the FCPS Program of Studies and strategic goals. Plans with little or no consideration for longrange curriculum goals.

Designs lessons focused on measureable outcomes aligned with unit goals.

Plans lessons with some consideration of longterm goals.

Plans lessons aimed primarily at covering textbook chapters or entertaining students.

Designs lesson that use an effective, diverse mix of materials.

Plans lessons that involve a mixture of good and mediocre learning materials. Displays an awareness and use of resources available through the school but has no awareness of resources available more widely.

Plans lessons that rely mainly on mediocre, lowquality, or inappropriate workbooks or worksheets. Appears to be unaware and/or does not use resources available through the school and division.

Gives students a clear sense of purpose by communicating the essential questions and goals.

Posts the main learning objectives of each lesson.

Begins lessons without giving students a sense of where instruction is headed.

Seeks effective teaching ideas from colleagues, other professionals, and families and implements them. Activates student prior knowledge and hooks their interest in each unit and lesson.

Occasionally is persuaded to try out new classroom practices.

Is not open to ideas for improving teaching and learning.

Is only sometimes successful in making the subject interesting and relating it to things students already know.

Rarely hooks student interest or makes connections to their lives.

Displays knowledge and use of resources available through the school, the division, and in some organizations external to the school.

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Instructional Delivery Highly Effective

Effective

Continually presents material clearly and explicitly, with wellchosen examples and vivid and appropriate language. Anticipates student misconceptions and confusions and develops multiple strategies to overcome them in order to reach learning goals. Successfully reaches all students by skillfully differentiating and scaffolding. Uses coherence, lesson momentum, and seamless transitions to get the most out of every minute.

Uses clear explanations, appropriate language, and good examples to present material.

Keeps all students challenged and highly involved in focused work in which they are active learners and problemsolvers. Poses a range of questions designed to challenge students that results in thoughtful, genuine discussions among all students. Deftly adapts lessons and units to exploit teachable moments and correct misunderstandings. Orchestrates highly effective strategies, materials, and groupings to involve and motivate students.

Developing OR Needs Improvement Sometimes uses language and explanations that are fuzzy, confusing, inappropriate, or inaccurate.

Ineffective Often presents material in a confusing way, using language that is inappropriate.

Anticipates misconceptions that students might have and plans to address them in order to reach learning goals. Differentiates and scaffolds instruction to accommodate most students‟ learning needs. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions. Has students actively think about, discuss, and use the ideas and skills being taught.

Considers one or two ways that students might become confused with the content.

Proceeds without considering misconceptions that students might have about the material.

Attempts to accommodate student learning needs but with mixed success.

Fails to differentiate instruction for students.

Sometimes loses teaching time due to lack of clarity, interruptions, and inefficient transitions.

Loses a great deal of instructional time because of confusion, interruptions, and ragged transitions. Does not attempt to keep students actively involved and relies heavily on lectures, textbooks, and worksheets.

Poses a range of questions designed to promote student discussions, successfully engaging most students in the discussion. Is flexible about modifying lessons to take advantage of teachable moments. Orchestrates effective strategies, materials, and classroom groupings to foster student learning.

Uses questions that seem to involve answers determined in advance by the teacher and which only involve some students in discussion. Sometimes doesn‟t take advantage of teachable moments.

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Attempts to keep students actively involved, but some students are disengaged.

Uses a limited range of classroom strategies, materials, and groupings with mixed success.

Uses low level questions that often require single, correct answers with a few students dominating discussion. Is rigid and inflexible with lesson plans and rarely takes advantage of teachable moments. Uses only one or two teaching strategies and types of materials and fails to reach most students.

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Assessment of and for Student Learning Highly Effective

Effective

At the start of instruction, gives students a wellconstructed diagnostic assessment, using the information to fine-tune instruction. Requires students to set ambitious goals, continuously self-assess, and take responsibility for improving performance. Posts and reviews the criteria for proficient work, including rubrics and exemplars, for students to internalize and parents to view. Uses a range of approaches to check for understanding, immediately eliminates confusion, and clarifies. Frequently makes available student work with rubrics and commentary and uses it to motivate and direct effort. Consistently has students summarize and internalize what they learn and apply it to real-life situations. Relentlessly follows up with struggling students with personal attention to reach proficiency. Collaborates with colleagues to use formative assessment data, re-examine and finetune teaching, re-teach, and help struggling students. Collaborates with students, parents, and colleagues to reflect on what worked and what didn‟t and continuously improves instruction.

Diagnoses student knowledge and skills and makes small adjustments based on the data.

Has students set goals, self-assess, and know where they stand academically at all times.

Developing OR Needs Improvement Does a quick exercise to assess student prior knowledge before beginning a unit.

Ineffective Begins instruction without diagnosing student skills and knowledge.

Urges students to look over their work, see where they had trouble, and aim to improve those areas. Tells students some of the qualities that their finished work should exhibit.

Allows students to move on without assessing and improving problems in their work.

Frequently checks for understanding and gives students helpful information if they seem confused. Shares student work to make visible their progress with respect to standards.

Uses only simplistic methods to check for understanding during instruction.

Uses ineffective methods (“Is everyone with me?”) to check for understanding.

Uses some „A‟ student work as an example to others.

Uses only a few samples of student work or none at all.

Has students sum up what they have learned and apply it in a different context. Takes responsibility for students who are not succeeding and gives them extra help. Collaborates with colleagues to use data from formative assessments to adjust teaching, re-teach, and follow-up with failing students. Collaborates with students and colleagues to reflect on the effectiveness of lessons and continuously works to improve them.

Sometimes brings closure to lessons and asks students to think about applications. Offers students who fail tests some additional time to study and do re-takes.

Moves on at the end of each lesson without closure or application.

Posts clear criteria for proficiency, including rubrics and exemplars of student work.

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Looks over student tests to see if there is anything that needs to be re-taught.

At the end of teaching unit or semester, thinks about what might have been done better.

Expects students to know or figure out what it takes to get good grades.

Tells students that if they fail a test, that‟s it; the class has to move on to cover the curriculum. Gives tests and moves on without analyzing them and following up with students.

Does not revise and improve lessons for the future when teaching is unsuccessful.

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Learning Environment Highly Effective

Effective

Is direct, specific, consistent and persistent in communicating and enforcing very high expectations for student behavior. Skillfully uses room arrangements, materials, and displays to maximize student learning of all material. Successfully infuses class routines up front so that students maintain them throughout the year. Has a highly effective discipline repertoire and can capture and hold student attention any time. Shows warmth, caring, respect, and fairness for all students and builds strong relationships. Wins all students‟ respect and creates a climate in which disruption of learning is unacceptable.

Clearly communicates and consistently enforces high standards for student behavior.

Successfully develops students‟ self-discipline, self-efficacy, and sense of responsibility.

Develops students‟ selfdiscipline and teaches them to take responsibility for their own actions. Communicates respectfully with parents and is sensitive to different families‟ cultures and values.

Shows great sensitivity and respect for family and community culture, values, and beliefs.

Developing OR Needs Improvement Announces and posts classroom rules and consequences.

Ineffective Comes up with improvised rules and consequences as events unfold during the year.

Organizes classroom furniture, materials, and displays to support unit and lesson goals.

Organizes furniture and materials to support the lesson, with only a few displays.

Has a conventional furniture arrangement, hard-to-access materials, and few displays.

Teaches routines and has students maintain them all year.

Tries to train students in class routines but many of the routines are not maintained. Has a limited disciplinary repertoire and students are frequently not paying attention. Is fair and respectful toward most students and builds positive relationships with some. Often lectures students on the need for good behavior, and makes an example of “bad” students. Tries to get students to be responsible for their actions.

Does not teach routines and is constantly nagging, threatening, and punishing students. Has few discipline “moves” and constantly struggles to get students‟ attention. Is sometimes unfair and disrespectful to the class; plays favorites.

Tries to be sensitive to the culture and beliefs of students‟ families but sometimes lacks sensitivity.

Is often insensitive to the culture and beliefs of students‟ families.

Has a repertoire of discipline “moves” and can capture and maintain students‟ attention. Is fair and respectful toward students and builds positive relationships. Commands respect and refuses to tolerate disruption.

85

Publicly berates “bad” students, blaming them for their poor behavior.

Is unsuccessful in fostering self-discipline in students.

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Professionalism Highly Effective

Effective

Is always ethical and honest, uses impeccable judgment, and respects confidentiality.

Is ethical and aboveboard, uses good judgment, and maintains confidentiality with student records.

In professional contexts, speaks and writes correctly and fluidly.

Uses correct grammar, usage, and spelling in professional contexts.

Carries out assignments conscientiously and punctually, keeps meticulous records, and is rarely late in meeting professional responsibilities. Continually seeks out professional learning opportunities and initiates activities to contribute to the profession.

Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.

Actively seeks feedback and suggestions and uses them to improve performance. Frequently collaborates formally and informally with colleagues to plan units, share ideas, and analyze formative assessments. Frequently contributes valuable ideas and expertise and instills in others a desire to improve student achievement. Deals immediately and successfully with parent concerns and always makes parents feel welcome. Is successful in contacting and working with all parents, including those who are hard to reach.

Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism. Collaborates with colleagues to plan units, share teaching ideas, and look at student work.

Seeks out professional learning activities and actively participates in assisting and sharing with other educators.

Developing OR Needs Improvement Sometimes uses questionable judgment, is less than completely honest, and/or discloses student information. Periodically makes errors in grammar, usage and/or spelling in professional contexts. Occasionally skips assignments, is late meeting professional responsibilities, makes errors in records.

Participates in professional learning activities when convenient and makes occasional efforts to assist and share with colleagues. Is somewhat defensive but does listen to feedback and suggestions.

Ineffective Acts in an ethically questionable manner, and/or uses poor, judgment, and/or discloses student information. Frequently makes errors in grammar, usage, and/or spelling in professional contexts. Frequently skips assignments, is late with professional responsibilities, and makes errors in records.

Engages in little or no professional learning and makes no effort to assist and share with colleagues.

Meets occasionally with colleagues to share ideas about teaching and students.

Is very defensive about criticism and resistant to changing classroom practice. Meets infrequently with colleagues, and conversations lack education substance.

Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school. Responds promptly to parent concerns and makes parents feel welcome in the school.

Occasionally suggests an idea aimed at improving the school.

Rarely if ever contributes ideas that might help improve the school.

Is slow to respond to some parent concerns and gives off an unwelcoming impression.

Does not respond to parent concerns and makes parents feel unwelcome in the school.

Tries to contact all parents and is tenacious in contacting hard-to-reach parents.

Tries to contact all parents, but ends up talking mainly to the parents who are easy to reach.

Makes little or no effort to contact parents.

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Student Academic Progress 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 level of student academic progress with only some populations of learners

Generates low level of student academic progress

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

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Required Fairfax County Public Schools

Teacher Summative Evaluation Teacher‟s Name

Employee ID No.

School

Evaluation Year

Grade/Subject Professional Knowledge

Rating:

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

Highly Effective

Key Elements: The teacher… Demonstrates a comprehensive understanding of subject content and curriculum standards. Demonstrates knowledge of best practices. Knows how to differentiate to make subject content relevant, challenging, and meaningful for all students. Establishes instructional goals that demonstrate an accurate knowledge of students and assigned subject content.

Effective Developing OR Needs Improvement Ineffective

Comments:

Instructional Planning

Rating:

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.

Highly Effective

Key Elements: The teacher… 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 the principles of effective instruction by collaborating with colleagues, other professionals, and families. Selects appropriate strategies, resources, and materials that promote student engagement, learning, and problem-solving based on different learning preferences and readiness levels. Gathers and analyzes student data to develop and continuously adjust longrange learning plans. Comments:

88

Effective Developing OR Needs Improvement Ineffective

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Instructional Delivery

Rating:

The teacher effectively engages students by using a variety of instructional strategies in order to meet individual learning needs.

Highly Effective

Key Elements: The teacher… Communicates learning goals clearly and checks regularly for student understanding. Selects, evaluates, integrates, and refines a variety of teaching strategies, delivery methods, and resources. Differentiates instruction to meet the needs of all students. Accesses and integrates resources to support student learning. Comments:

Effective Developing OR Needs Improvement Ineffective

Assessment of and for Student Learning

Rating:

The teacher systematically gathers, analyzes, and uses 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.

Highly Effective

Key Elements: The teacher… Communicates expectations with clarity Develops in conjunction with students, measurable, and appropriate goals for student progress and provides instruction that will enable students to achieve those goals. Utilizes a variety of formative and summative assessments that demonstrates students‟ growth in knowledge and skills over time. 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. Engages students in understanding of and assuming responsibility for quality work and provides timely, frequent, and effective feedback to guide that work. Provides timely and meaningful feedback to students and parents that explains the students‟ progress towards learning expectations and targets. Comments:

89

Effective Developing OR Needs Improvement Ineffective

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Learning Environment

Rating:

The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

Highly Effective

Key Elements: The teacher… Establishes clear expectations for classroom rules and procedures. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Creates and maintains a positive and safe environment to maximize learning and promote students‟ social development. Promotes cultural sensitivity by respecting students‟ diversity, including but not limited to language, culture, race, gender, and special needs. Enforces classroom rules and procedures consistently and fairly to maximize academic learning time. Comments:

Effective Developing OR Needs Improvement Ineffective

Professionalism

Rating:

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.

Highly Effective

Key Elements: The teacher… Complies with federal and state laws and school and division policies; models professional and ethical standards. Ensures the confidentiality of information and privacy of students, families, colleagues, and administrators. Establishes goals for improving one‟s own/personal knowledge and skills and participates in professional growth opportunities to meet those goals. Collaborates with colleagues within and across content areas and grade levels. Collaborates with colleagues to develop consistent policies and procedures that create a school culture conducive to learning. 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. Effectively uses standard oral and written English in all communications. Comments:

90

Effective Developing OR Needs Improvement Ineffective

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Student Academic Progress

Rating:

The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

Highly Effective

Key Elements: The teacher… In collaboration with the evaluator, uses multiple measures of student learning to set goals that are strategic and specific, measurable, attainable, resultsoriented, time-bound, and have rigor. In collaboration with the evaluator, reflects on student progress over time, using documented evidence to demonstrate student growth, adjust practice, and meet goals. Comments:

Effective Developing OR Needs Improvement Ineffective

Overall Evaluation Summary Standards 1-6 count for 60 percent of the evaluation; standard 7 counts for 40 percent. Ineffective =1; developing/needs improvement = 2; effective = 3; highly effective = 4.

Highly Effective Effective

Overall, teachers will be rated as highly effective, effective, developing OR needs improvement, or ineffective using the following range of scores: Ineffective = 10 – 19; developing OR needs improvement = 20 – 25; effective = 26 – 34; highly effective = 35 – 40.

Developing/Needs Improvement Ineffective Comments (use continuation page for additional comments)

Recommendation: Reappointment

Conditional Reappointment

Note: Regardless of the overall total points earned, three or more developing OR needs improvement ratings on individual performance standards will result in an overall rating of developing OR needs improvement or ineffective. Similarly, one ineffective rating on any one performance standard will result in an overall rating no higher than developing OR needs improvement and may result in an overall ineffective rating.

Do Not Reappoint

Printed Name of Principal/Evaluator: Signature of Principal/Evaluator:

Date

Teacher and evaluator signatures are required. The teacher‟s signature indicates that the teacher has seen the completed evaluation form and attached reporting instruments but does not imply agreement with the evaluation conclusion.

I have read this evaluation report. I understand that I may attach additional comments to this report. Signature of Teacher:

Distribution: Original-Local Site Personnel File

Date

Copy-Teacher

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Copy-Human Resources Personnel File

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Fairfax County Public Schools

Teacher Summative Evaluation Continuation Page Teacher‟s Name

Employee ID No.

Comments:

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Fairfax County Public Schools

Teacher Summative Evaluation Continuation Page Teacher‟s Name

Employee ID No.

Professional Growth Focus:

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Professional Knowledge

Knows the subject matter well and has a good grasp of child development and how students learn.

Developing OR Needs Improvement 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 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 target several learning needs, styles, and interests. Conveys to students that effective effort, not innate ability, is the key.

Plans lessons with some thought about how to accommodate student needs. Doesn‟t counteract student misconceptions about innate ability.

Plans lessons with no differentiation.

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.

Rarely hooks student interest or makes connections to their lives.

Highly Effective

Effective

Is expert in the subject area and has an understanding of current research in child development and how students learn. Designs highly relevant lessons that will challenge and motivate all students and highly engage active learning. Designs lessons that break down complex tasks and address all learning needs, styles, and interests. Actively embeds a “growth” mindset so that students take risks, learn from mistakes, and understand that effective effort leads to achievement. Continually grabs student interest and makes connections to prior knowledge, experience, and reading.

94

Ineffective

Communicates a “fixed” mindset about ability: some students have it, some don‟t.

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Instructional Planning Highly Effective

Effective

Has a well-honed plan for the year that is tightly aligned with state standards/assessments, the FCPS Program of Studies and strategic goals.

Plans the year so students will meet state standards and be ready for external assessments and aligns the plan with the FCPS Program of Studies and strategic goals. Plans some units backwards with big ideas, essential questions, knowledge, and skill goals.

Plans most units backwards, with wellthought-out big ideas, essential questions, knowledge, and skill goals. Designs each lesson with clear, measureable goals closely aligned with standards and unit outcomes. Designs lessons involving an appropriate mix of high quality, diverse learning materials. Displays an extensive knowledge and use of resources including those available through the school, the division, in the community, and through professional organizations and universities. Shows students exactly what is expected by communicating essential questions and posting goals, rubrics, and exemplars of proficient work. Actively seeks new ideas and engages in action research with colleagues to figure out what works best. Continually grabs student interest and makes connections to prior knowledge, experience, and reading.

Developing OR Needs Improvement Has thought about how to cover standards and test requirements this year and has reviewed the FCPS Program of Studies and strategic goals. Plans lessons with some thought to larger goals and objectives and higherorder thinking skills.

Ineffective Does not plan lessons in advance and has little familiarity with state standards and tests requirements or the FCPS Program of Studies and strategic goals. Plans with little or no consideration for longrange curriculum goals.

Designs lessons focused on measureable outcomes aligned with unit goals.

Plans lessons with some consideration of longterm goals.

Plans lessons aimed primarily at covering textbook chapters or entertaining students.

Designs lesson that use an effective, diverse mix of materials.

Plans lessons that involve a mixture of good and mediocre learning materials. Displays an awareness and use of resources available through the school but has no awareness of resources available more widely.

Plans lessons that rely mainly on mediocre, lowquality, or inappropriate workbooks or worksheets. Appears to be unaware and/or does not use resources available through the school and division.

Gives students a clear sense of purpose by communicating the essential questions and goals.

Posts the main learning objectives of each lesson.

Begins lessons without giving students a sense of where instruction is headed.

Seeks effective teaching ideas from colleagues, other professionals, and families and implements them. Activates student prior knowledge and hooks their interest in each unit and lesson.

Occasionally is persuaded to try out new classroom practices.

Is not open to ideas for improving teaching and learning.

Is only sometimes successful in making the subject interesting and relating it to things students already know.

Rarely hooks student interest or makes connections to their lives.

Displays knowledge and use of resources available through the school, the division, and in some organizations external to the school.

95

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Instructional Delivery Highly Effective

Effective

Continually presents material clearly and explicitly, with wellchosen examples and vivid and appropriate language. Anticipates student misconceptions and confusions and develops multiple strategies to overcome them in order to reach learning goals. Successfully reaches all students by skillfully differentiating and scaffolding. Uses coherence, lesson momentum, and seamless transitions to get the most out of every minute.

Uses clear explanations, appropriate language, and good examples to present material.

Keeps all students challenged and highly involved in focused work in which they are active learners and problemsolvers. Poses a range of questions designed to challenge students that results in thoughtful, genuine discussions among all students. Deftly adapts lessons and units to exploit teachable moments and correct misunderstandings. Orchestrates highly effective strategies, materials, and groupings to involve and motivate students.

Developing OR Needs Improvement Sometimes uses language and explanations that are fuzzy, confusing, inappropriate, or inaccurate.

Ineffective Often presents material in a confusing way, using language that is inappropriate.

Anticipates misconceptions that students might have and plans to address them in order to reach learning goals. Differentiates and scaffolds instruction to accommodate most students‟ learning needs. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions. Has students actively think about, discuss, and use the ideas and skills being taught.

Considers one or two ways that students might become confused with the content.

Proceeds without considering misconceptions that students might have about the material.

Attempts to accommodate student learning needs but with mixed success.

Fails to differentiate instruction for students.

Sometimes loses teaching time due to lack of clarity, interruptions, and inefficient transitions.

Loses a great deal of instructional time because of confusion, interruptions, and ragged transitions. Does not attempt to keep students actively involved and relies heavily on lectures, textbooks, and worksheets.

Poses a range of questions designed to promote student discussions, successfully engaging most students in the discussion. Is flexible about modifying lessons to take advantage of teachable moments. Orchestrates effective strategies, materials, and classroom groupings to foster student learning.

Uses questions that seem to involve answers determined in advance by the teacher and which only involve some students in discussion. Sometimes doesn‟t take advantage of teachable moments.

96

Attempts to keep students actively involved, but some students are disengaged.

Uses a limited range of classroom strategies, materials, and groupings with mixed success.

Uses low level questions that often require single, correct answers with a few students dominating discussion. Is rigid and inflexible with lesson plans and rarely takes advantage of teachable moments. Uses only one or two teaching strategies and types of materials and fails to reach most students.

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Assessment of and for Student Learning Highly Effective

Effective

At the start of instruction, gives students a wellconstructed diagnostic assessment, using the information to fine-tune instruction. Requires students to set ambitious goals, continuously self-assess, and take responsibility for improving performance. Posts and reviews the criteria for proficient work, including rubrics and exemplars, for students to internalize and parents to view. Uses a range of approaches to check for understanding, immediately eliminates confusion, and clarifies. Frequently makes available student work with rubrics and commentary and uses it to motivate and direct effort. Consistently has students summarize and internalize what they learn and apply it to real-life situations. Relentlessly follows up with struggling students with personal attention to reach proficiency. Collaborates with colleagues to use formative assessment data, re-examine and finetune teaching, re-teach, and help struggling students. Collaborates with students, parents, and colleagues to reflect on what worked and what didn‟t and continuously improves instruction.

Diagnoses student knowledge and skills and makes small adjustments based on the data.

Has students set goals, self-assess, and know where they stand academically at all times.

Developing OR Needs Improvement Does a quick exercise to assess student prior knowledge before beginning a unit.

Ineffective Begins instruction without diagnosing student skills and knowledge.

Urges students to look over their work, see where they had trouble, and aim to improve those areas. Tells students some of the qualities that their finished work should exhibit.

Allows students to move on without assessing and improving problems in their work.

Frequently checks for understanding and gives students helpful information if they seem confused. Shares student work to make visible their progress with respect to standards.

Uses only simplistic methods to check for understanding during instruction.

Uses ineffective methods (“Is everyone with me?”) to check for understanding.

Uses some „A‟ student work as an example to others.

Uses only a few samples of student work or none at all.

Has students sum up what they have learned and apply it in a different context. Takes responsibility for students who are not succeeding and gives them extra help. Collaborates with colleagues to use data from formative assessments to adjust teaching, re-teach, and follow-up with failing students. Collaborates with students and colleagues to reflect on the effectiveness of lessons and continuously works to improve them.

Sometimes brings closure to lessons and asks students to think about applications. Offers students who fail tests some additional time to study and do re-takes.

Moves on at the end of each lesson without closure or application.

Posts clear criteria for proficiency, including rubrics and exemplars of student work.

97

Looks over student tests to see if there is anything that needs to be re-taught.

At the end of teaching unit or semester, thinks about what might have been done better.

Expects students to know or figure out what it takes to get good grades.

Tells students that if they fail a test, that‟s it; the class has to move on to cover the curriculum. Gives tests and moves on without analyzing them and following up with students.

Does not revise and improve lessons for the future when teaching is unsuccessful.

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Learning Environment Highly Effective

Effective

Is direct, specific, consistent and persistent in communicating and enforcing very high expectations for student behavior. Skillfully uses room arrangements, materials, and displays to maximize student learning of all material. Successfully infuses class routines up front so that students maintain them throughout the year. Has a highly effective discipline repertoire and can capture and hold student attention any time. Shows warmth, caring, respect, and fairness for all students and builds strong relationships. Wins all students‟ respect and creates a climate in which disruption of learning is unacceptable.

Clearly communicates and consistently enforces high standards for student behavior.

Successfully develops students‟ self-discipline, self-efficacy, and sense of responsibility.

Develops students‟ selfdiscipline and teaches them to take responsibility for their own actions. Communicates respectfully with parents and is sensitive to different families‟ cultures and values.

Shows great sensitivity and respect for family and community culture, values, and beliefs.

Developing OR Needs Improvement Announces and posts classroom rules and consequences.

Ineffective Comes up with improvised rules and consequences as events unfold during the year.

Organizes classroom furniture, materials, and displays to support unit and lesson goals.

Organizes furniture and materials to support the lesson, with only a few displays.

Has a conventional furniture arrangement, hard-to-access materials, and few displays.

Teaches routines and has students maintain them all year.

Tries to train students in class routines but many of the routines are not maintained. Has a limited disciplinary repertoire and students are frequently not paying attention. Is fair and respectful toward most students and builds positive relationships with some. Often lectures students on the need for good behavior, and makes an example of “bad” students. Tries to get students to be responsible for their actions.

Does not teach routines and is constantly nagging, threatening, and punishing students. Has few discipline “moves” and constantly struggles to get students‟ attention. Is sometimes unfair and disrespectful to the class; plays favorites.

Tries to be sensitive to the culture and beliefs of students‟ families but sometimes lacks sensitivity.

Is often insensitive to the culture and beliefs of students‟ families.

Has a repertoire of discipline “moves” and can capture and maintain students‟ attention. Is fair and respectful toward students and builds positive relationships. Commands respect and refuses to tolerate disruption.

98

Publicly berates “bad” students, blaming them for their poor behavior.

Is unsuccessful in fostering self-discipline in students.

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Professionalism Highly Effective

Effective

Is always ethical and honest, uses impeccable judgment, and respects confidentiality.

Is ethical and aboveboard, uses good judgment, and maintains confidentiality with student records.

In professional contexts, speaks and writes correctly and fluidly.

Uses correct grammar, usage, and spelling in professional contexts.

Carries out assignments conscientiously and punctually, keeps meticulous records, and is rarely late in meeting professional responsibilities. Continually seeks out professional learning opportunities and initiates activities to contribute to the profession.

Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.

Actively seeks feedback and suggestions and uses them to improve performance. Frequently collaborates formally and informally with colleagues to plan units, share ideas, and analyze formative assessments. Frequently contributes valuable ideas and expertise and instills in others a desire to improve student achievement. Deals immediately and successfully with parent concerns and always makes parents feel welcome. Is successful in contacting and working with all parents, including those who are hard to reach.

Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism. Collaborates with colleagues to plan units, share teaching ideas, and look at student work.

Seeks out professional learning activities and actively participates in assisting and sharing with other educators.

Developing OR Needs Improvement Sometimes uses questionable judgment, is less than completely honest, and/or discloses student information. Periodically makes errors in grammar, usage and/or spelling in professional contexts. Occasionally skips assignments, is late meeting professional responsibilities, makes errors in records.

Participates in professional learning activities when convenient and makes occasional efforts to assist and share with colleagues. Is somewhat defensive but does listen to feedback and suggestions.

Ineffective Acts in an ethically questionable manner, and/or uses poor, judgment, and/or discloses student information. Frequently makes errors in grammar, usage, and/or spelling in professional contexts. Frequently skips assignments, is late with professional responsibilities, and makes errors in records.

Engages in little or no professional learning and makes no effort to assist and share with colleagues.

Meets occasionally with colleagues to share ideas about teaching and students.

Is very defensive about criticism and resistant to changing classroom practice. Meets infrequently with colleagues, and conversations lack education substance.

Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school. Responds promptly to parent concerns and makes parents feel welcome in the school.

Occasionally suggests an idea aimed at improving the school.

Rarely if ever contributes ideas that might help improve the school.

Is slow to respond to some parent concerns and gives off an unwelcoming impression.

Does not respond to parent concerns and makes parents feel unwelcome in the school.

Tries to contact all parents and is tenacious in contacting hard-to-reach parents.

Tries to contact all parents, but ends up talking mainly to the parents who are easy to reach.

Makes little or no effort to contact parents.

99

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Student Academic Progress 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 level of student academic progress with only some populations of learners

Generates low level of student academic progress

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

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As Needed Fairfax County Public Schools

Performance Improvement Plan Teacher‟s Name

Employee ID No.

School

Evaluation Year

____________

Grade/Subject Performance Standard Number

Performance Deficiencies within the Standard to be Corrected

Resources/Assistance Provided Activities to be Completed by the Employee

Target Dates

The teacher‟s signature denotes receipt of the form, and acknowledgment that the evaluator has notified the employee of unacceptable performance.

_________________________________

__________________________________

Evaluator‟s Signature/Date Initiated

Teacher‟s Signature/Date Initiated

Results of Performance Improvement Plan1: Performance Standard Number

Performance Deficiencies within the Standard to be Corrected

Review Dates2

Comments

Final recommendation based on outcome of Improvement Plan:  The performance deficiencies have been satisfactorily corrected: The teacher is no longer on a Performance Improvement Plan.  The deficiencies were not corrected: Follow-up with the Office of Performance and Development is required.

______________________

___________________

Evaluator‟s Signature/Date Reviewed

Teacher‟s Signature/Date Reviewed Signature denotes the review occurred, not necessarily agreement with the final recommendation.

1

These sections are to be completed collaboratively by the evaluator and the teacher. Pages may be added, if needed. Review dates should be prior to target dates for each improvement objective. Each review is intended to document support and assistance provided to the teacher. ___ Additional Pages Attached 2

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APPENDICES

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Appendix A

Sample Data Sources and Artifacts by Standard Sample data sources and artifacts are guidelines and not an all-inclusive list. Standard 1: Professional Knowledge Analysis of data Anecdotal notes Class vision, mission, and goals Data analysis tools Feedback from students, parents, and colleagues Home visits Learning style assessments and profiles Present level of performance Narratives Profile cards/checklists Needs assessment and results Notes/phone logs Observation Surveys Student achievement data Student work samples Standard 2: Instructional Planning Analysis of data Anecdotal notes Classroom observations Common assessments Data analysis tools Description of prevention/intervention plans and their impacts Documentation of academic planning with students Documentation of instructional consultation Emergency plans Evidence of efforts to research, collaborate, and implement best practices Extension/enrichment activities Feedback from students, parents, and colleagues Formative assessments Grade book Lesson plans Narratives/report cards Needs assessments and results Observations Rubrics Student achievement data Student work samples Unit plans Videos/photographs/podcasts/blackboard

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Standard 3: Instructional Delivery Analysis of data Anecdotal notes Common assessments Data analysis tools Differentiation (observed and written) Extension/enrichment activities Needs assessment and results Observations SMARTR Goals Student work samples Teacher made instructional materials Unit plans Videos/photographs of instruction/students at work Standard 4: Assessment of and for Student Learning Analysis of data Anecdotal notes Classroom observations Common assessments Data analysis tools Description of prevention/intervention programs and their impact Feedback from students, parents, and colleagues Formative and Summative assessments Lesson plans Narratives/report cards/interim reports Needs assessments and results Observations Rubrics SMARTR Goals Student work samples Unit plans Standard 5: Learning Environment Anecdotal notes Class vision, mission, and goals Discipline plan Emergency plans Interviews Notes/phone logs Observations Reports (grades, attendance, injury, compliance, etc..) Self-assessments

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Standard 6: Professionalism Agendas, outcomes and notes from team/department/collaborative meetings Brochure/certificate from conference attended Collaboration logs Emails Feedback from colleagues, parents, students Informal observations MyPLT print out of courses Professional growth plan Reports Self-assessments SMARTR Goals Standard 7: Student Academic Progress Analysis of data Anecdotal notes Authentic measures (portfolios, recitation, performance) Criterion referenced tests Data analysis tools Ecart/Horizon data Formative and Summative assessment data Grade book Norm referenced tests School/District adopted interim/benchmark assessments SMARTR Goals Standardized achievement tests Student Growth Percentile (SGP) Note: These will not be used during the 2012-2013 school year

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Appendix B

Possible Appropriate Assessments by Subjects and Grade Levels ENGLISH Advanced Placement Exams Diagnostic Spelling Assessments eCART Division (Quarter) Assessments Horizon Assessments (Catalog, School Public or Private)

Elementary

Middle

High

Students with Disabilities

English Language Learners

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

DRA2

X

X

X

X

DRA2 Word Analysis

X

X

X

WIDA ACCESS

X

X

X

X

X

X

X

International Baccalaureate (IB) Exam SOL Released Tests (Horizons and VDOE site) Teacher /Team Developed Pre and Post Tests Textbook Publisher Assessments

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Writing Prompts

X

X

X

X

X

Performance Assessments

X

X

X

X

X

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MATHEMATICS Advanced Placement Exams K-MRA (Mathematics Reasoning Assessment) and MRA (grades 1 – 2) eCART Division (Quarter) Assessments Horizon Assessments (Catalog, School Public or Private) International Baccalaureate (IB) Exam SOL Released Tests (Horizons and VDOE site) Textbook Publisher Assessments Teacher /Team Developed Pre and Post Tests Performance Assessments

Elementary

Middle

High

Students with Disabilities

English Language Learners

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

x

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

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SCIENCE Advanced Placement Exams eCART Division (Quarter) Assessments Horizon Assessments (Catalog, School Public or Private) International Baccalaureate (IB) Exam Textbook Publisher Assessments SOL Released Tests (Horizons and VDOE site) Teacher /Team Developed Pre and Post Tests Performance Assessments

Elementary

Middle

High

Students with Disabilities

English Language Learners

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

x

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

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SOCIAL STUDIES

Elementary

Middle

Advanced Placement Exams Horizon Assessments (Catalog, School Public or Private) International Baccalaureate (IB) Exam Textbook Publisher Assessments SOL Released Tests (Horizons and VDOE site) Teacher /Team Developed Pre and Post Tests Performance Assessments ART Advanced Placement Exams eCART Division (Quarter) Assessments Horizon Assessments (Catalog, School Public or Private) Teacher /Team Developed Pre and Post Tests Performance Assessments Skills Checklist Student Shows

X

X

High

Students with Disabilities

English Language Learners

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

High

Students with Disabilities

English Language Learners

X

X

X

Elementary

Middle

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X X

X X

X X

X X

X X

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MUSIC eCART Division (Quarter) Assessments Horizon Assessments (Catalog, School Public or Private) Teacher /Team Developed Pre and Post Tests Performance Assessments Skills Checklist Student Shows HEALTH / PHYSICAL EDUCATION Performance Assessments eCART Division (Quarter) Assessments Horizon Assessments (Catalog, School Public or Private) Skills Checklist Teacher /Team Developed Pre and Post Tests

Elementary

Middle

High

Students with Disabilities

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X X

X X

X X

Elementary

Middle

High

X X Students with Disabilities

X X English Language Learners

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

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Middle

High

Students with Disabilities

English Language Learners

Horizon Assessments (Catalog, School Public or Private)

X

X

X

X

PALS assessments

X

X

X

X

X

X

X

High

Students with Disabilities

English Language Learners

X

X

X

X

X

X

Middle

High

Students with Disabilities

English Language Learners

Performance Assessments

X

X

X

X

Skills Checklist

X

X

X

X

Student Shows

X

X

X

X

WORLD LANGUAGES

Advanced Placement Exams CAREER AND TECHNICAL EDUCATION Horizon Assessments (Catalog, School Public or Private) Industry Certifications PERFORMING ARTS

Elementary

Elementary

Elementary

Middle

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GLOSSARY Annual Contract Teachers – Probationary teachers who are in the first three years of teaching in Fairfax County Public Schools (FCPS). They receive a final evaluation during each of their first three summative evaluation years. Note: Teachers new to FCPS but are continuing contract teachers in Virginia are considered annual contract teachers only during their first year. Assessment – The collaborative process of teacher and evaluator determining the overall performance of the teacher based on seven performance standards and the related matrices. Colleague Assistance Program (CAP) – The program assists teachers with specific instructional needs. A request for assistance may be initiated by a teacher or administrator and made to the Office of Employee Performance and Development, Department of Human Resources. Continuing Contract Teachers – Teachers who are no longer annual contract teachers and receive a final evaluation during their summative evaluation year which occurs on a threeyear cycle; their evaluation period begins upon the completion of a summative evaluation year and typically extends through two formative years followed by the next summative evaluation year. Data Sources/Collections – Information, both tangible and intangible, obtained through observations, dialogue, teacher initiated documents, or student records. This includes student performance and school profile data. See Data Sources section, Part I. Documentation Log – A log which includes both required artifacts and teacher-selected artifacts and provides evidence of the teacher meeting performance standards. The evaluator will determine which artifacts are required to be submitted by the teacher and will discuss this at the Goal Setting conference. See Data Sources section, Part I. Draft Summative Evaluation – An evaluation which is not final because of delay in collecting previously identified data sources which are needed for evidence of meeting the SMARTR goal. Evaluation Period – For annual contract teachers, the evaluation period is a single year; following the successful initial year, annual evaluation occurs for the next two successive years provided the teacher receives reappointment status. For continuing contract teachers, the evaluation period begins upon the completion of a summative evaluation year and typically extends through two formative years followed by the next summative evaluation year. Evaluator – Principal, assistant principal, school-based administrator, or site administrator who is responsible for the overall supervision of personnel.

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Evidence – Documents, data sources, collections that are used to assign or support rating or judgment of teaching performance. Formative Evaluation Year – Each of the two years immediately following a continuing contracted teacher‟s year of an evaluation period or an annual contracted teacher‟s third year of an evaluation period where the teacher‟s performance level was assessed across all seven standards during that summative evaluation year. During each of these years, the teacher remains accountable for effective performance in all seven standards, continues to set an annual SMARTR goal, and maintains/updates his/her Documentation Log Cover Sheet. Formal Observation – An announced or unannounced visit to the classroom, work station, or other setting during which the observer records the essentials of best practice teaching: student-centered environment, assessment of student learning, and planning/teaching for student learning. Following all formal observations, the evaluator will have a follow-up discussion with the teacher regarding the evidence pertaining to the standards and provide written documentation to the teacher (sample formal observation forms are included in Part III of this handbook). A pre-conference may be conducted at the request of the teacher or evaluator on announced formal observations. Note: Formal observations are required to be conducted during a teacher‟s summative evaluation year. Although there is no specified duration for these observations, it is highly recommended that the evaluator remain for the amount of time necessary to observe a complete lesson with a lesson transition. Goal Setting Conference – A collaborative conference(s) held at the start of a school year between evaluator and teacher to determine the data sources/collections that will be utilized during the evaluation period; and to create specific SMARTR goals related to student progress. It is expected that a collaborative dialogue between the teacher and evaluator occurs at this conference which is key to supporting the continuous growth and development of the teacher to improve student academic progress and educator effectiveness. Note: All FCPS teachers are expected to create an evaluator-approved SMARTR goal during their formative and summative evaluation years, record it, and note progress towards its attainment on the Goal Setting for Student Progress form (see Part III). The goal must be specific to the students that the teacher will directly impact/teach; however, the teacher‟s SMARTR goal may reflect a CLT team-developed goal that was based on the analysis of team‟s assessment of their data. See SMARTR Goal definition and related section, Part I. Informal Classroom Observations – These observations are generally unannounced visits of short duration which occur in a teacher‟s classroom. Informal classroom observations will be documented using the Teacher Observation form shown in Part III. Intervention Program – A program that provides planned and sustained assistance for a teacher who receives a conditional reappointment recommendation on the Teacher Summative Evaluation. The intervention team includes the teacher, a Human Resources performance assessment specialist, a curriculum designee, and a site administrator. Intervention Work Plan – A plan developed by an intervention team which identifies best practice strategies and resources to assist a teacher receiving a conditional reappointment.

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Key Elements – Samples of activities that address each performance standard. These elements are supported by the performance matrix for each of the seven standards, by which a teacher is evaluated. See Essential Components of Teacher Evaluation Program, Part I. Midyear Performance Assessment – The evaluation completed at the mid-point of the teacher‟s summative evaluation year that reports the performance for each of the seven standards. It also reports an overall evaluation summary rating that is calculated based on a range of scores, a midyear recommendation, as well as comments and a professional growth focus. See Teacher Midyear Performance Assessment form, Part III. Mini-Observations – Short, unannounced classroom or work station visits that focus on the essentials of best practice teaching: student-centered environment, assessment of student learning, and planning/teaching for student learning. Mini-observations are followed by written feedback. A series of mini-observations may be used as a data source. Observations – Announced or unannounced; formal, informal, or mini, methods the evaluator utilizes for gathering teacher performance information across the seven standards on a wide variety of contributions made by teachers in the classroom or to the school community as a whole. For example, evaluators observe teachers by visiting classrooms and non-instructional spaces, attending meetings, and participating in school activities. These day-to-day observations can be formal, informal, or mini in nature and serve as a source of information throughout the evaluation period. Formal observations are required to be conducted in any year a teacher is scheduled to receive a summative evaluation. All formal observations include a post-observation conference for the evaluator to provide feedback to the teacher. A pre-conference for formal observations may be conducted at the request of the teacher or the evaluator, and is encouraged for teachers on an annual contract. Note: A formal observation and three informal/mini observations are required to be conducted during a teacher‟s summative evaluation year. Observation Feedback – Written feedback provided by the evaluator to the teacher which summarizes information about the teacher‟s performance in one or more standards that was obtained during the observation. During a post-formal observation conference, the evaluator reviews all information summarized on the Formal Classroom Observation Form as well as other applicable documentation. Note: Although there are times when oral feedback occurs, written feedback ensures that the observation is documented and is available to support the evaluation rating that is being assigned for the teacher by the evaluator Performance Improvement Plan – A plan developed by the teacher, with the evaluator‟s approval, which identifies best practice strategies to address identified key elements in one or more of the performance standards for the purpose of improving teaching performance. See related section, Part I. Performance Matrices – The behavioral summary scales for each of the seven teacher performance standards that guide evaluators in assessing how well a standard is performed. Each matrix states the measure of performance expected of teachers and provides a

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qualitative description of performance at each level and is intended to be qualitatively superior to all lower levels. Effective is the expected level of performance. See related section, Part I. Performance Rating Levels – Performance ratings are based on evaluation of multiple sources of data collected by the teacher and the evaluator during the evaluation period. The rating levels provide a description of four levels of how well each of the seven standards is performed on a continuum from highly effective to ineffective. Effective is the expected level of performance. The general definitions for each of these four levels are: Highly Effective – The rating level which describes a teacher who maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. This rating is reserved for performance that is truly exceptional and done in a manner that exemplifies the school‟s mission and goals. Effective – The rating level which describes a teacher who meets the standard in a manner that is consistent with the school‟s mission and goals. Developing – The rating which describes a teacher who often performs below the established standard or in a manner that is inconsistent with the school‟s mission and goals. This rating is used only for new teachers in their first three years. OR Needs Improvement – The rating which describes a teacher who often performs below the established standard or in a manner that is inconsistent with the school‟s mission and goals. This rating is used only for veteran teachers beyond their first three years. Ineffective – The rating which describes a teacher who consistently performs below the established standard or in a manner that is inconsistent with the school‟s mission and goals. Performance Standards – The major duties performed by a teacher. Each of the seven performance standards in this handbook are in accordance with the Guidelines for Uniform Performance and Evaluation Standards adopted by the Virginia Board of Education in 2011. See related section, Part I. Pre-Observation Conference – A meeting that may be conducted at the request of the teacher or the evaluator prior to a formal announced observation and documented on the PreObservation Conference Record (see related form, Part III). The teacher collaboratively shares lesson plans and pertinent instructional delivery information for overall lesson understanding by the evaluator. Pre-observation conferences are encouraged for teachers on an annual contract. Preponderance of Evidence – An adequate prevalence of written documentation for each of the data sources being used during the evaluation period. The written documentation must support the rating judgment that is being made by the evaluator on each of the seven standards during the summative evaluation year.

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Professional Growth Focus – The portion of the Teacher Midyear Performance Assessment and Teacher Summative Evaluation form that provides the teacher with areas of focus for the enhancement or improvement of teaching. Review of Records – An analysis of files and other materials conducted to obtain information about a teacher‟s establishment and maintenance of accurate records. These records could include but are not limited to a teacher‟s plan book, grade book, portfolios, teacher-prepared materials, grading policy, class management plan, and student records. Self-Assessment – A teacher‟s examination of his/her own performance (strengths and areas of growth/development) on the Teacher Professional Standards. See Teacher SelfAssessment form, Part III. Self-Assessment Conference – A conference in which the evaluator and teacher discuss the Teacher Self-Assessment and/or Goal Setting for Student Progress. See related forms, Part III. Note: The conference is held on or before October 31. Single Summative Rating – The rating assigned by the evaluator at the conclusion of the summative year. The rating will be: highly effective, effective, developing OR needs improvement, or ineffective. See Rating Teacher Performance, Part I. SMARTR Goal – Goal created collaboratively by all teachers and their evaluators at the start of a school year that is rigorous and directly relates to student learning and progress. See Goal Setting for Student Progress form, Part III. The goal is Strategic and Specific (aligned with school-wide goals and focused on specific learning needs of all students), Measurable (quantitative, observable, consistent measure for grade level), Attainable (doable yet challenging), Results-oriented (identifies specifics outcomes or targets for student achievement), and Time-bound (establishes a sense of priority or urgency for goal attainment), and Rigorous (has appropriate level of rigor to demonstrate mastery of learning objective). Note: Annually, each FCPS teacher creates an evaluator-approved SMARTR goal and monitors student progress towards the goal‟s attainment. Structured Interview – An interview on one or two evaluator-developed questions pertaining to each standard designed to gather information from the teacher about performance as related to the seven standards. After a specified period of time for the teacher to respond (e.g., two weeks), the evaluator considers the responses, conducts a conference, and provides written feedback to the teacher. The evaluator may create his/her own questions. See related form, Part III. Student Growth Percentile (SGP) – A statistical model used by the Virginia Department of Education (VDOE) to measure student progress using multiple years of data from Virginia Standards of Learning (SOL) assessments statewide, linked by unique student identifiers, to calculate SPGs. The SPGs are reported in percentiles 1 – 99 for specific student cohorts that were identified based on similar Standards of Learning scaled scores for grade and curriculum content. Growth for each student is determined by comparing that student‟s growth with that of his/her identified cohort. Higher percentile numbers represent higher

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growth and lower numbers represent lower growth. Each year as SOL scaled score assessment data is analyzed by VDOE, adjustments are made to each student cohort and the growth for each student is determined by comparing that student‟s growth with that of his/her newly identified cohort. Note: FCPS will not use SGP during the 2012-2013 school year. Student Academic Progress – Defined by the Code of Virginia Article 2, 22.1-295, the basis of the procedure used by division superintendents and principals in evaluating the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge. In FCPS, student academic progress (grade and curriculum content) is measured by the level of growth students experience during one school year and is based on the SMARTR goal established by the teacher and evaluator at the beginning of each year. Student Opinion Survey – Teacher created questions to collect information that will help teachers reflect on their practice (i.e., for formative evaluation); in other words, it is to provide feedback directly to the teacher for growth and development. The survey is conducted anonymously and may provide information that may not be accurately obtained in observations. High school principals may require the use of student surveys. The teacher may choose to include a summary of the survey data in the Documentation Log. A sample Student Opinion Survey Summary Form is provided in Part III. Note: For 2012-13, FCPS will use student opinion surveys at grades 9-12. Summative Evaluation – The evaluation completed at the end of a Summative Evaluation Year, at the end of each year for annual contract teacher, or at the end of the year for a conditionally appointed teacher. It reports a rating for each of the seven standards based upon a preponderance of evidence. It also reports an overall evaluation summary that is calculated based on a numerical assessment (1-4) assigned to each rating and a range of scores noted in Figure 13, Weighted Calculations, a summative recommendation, as well as comments and a professional growth focus. Summative Evaluation Year – The culmination year of a teacher‟s evaluation period during which evaluators follow the established process outlined in the handbook in order to assess a teacher‟s performance level across all seven standards. This process involves a selfassessment/goal setting conference, creation/assessment of a SMARTR goal focusing on student progress, collection of data sources that are documented in writing by the evaluator, a midyear performance assessment, and a summative evaluation. Summative Recommendation – The recommendation assigned by the evaluator at the conclusion of the summative year. The recommendation will be: reappointment, conditional reappointment, or do not reappoint. See Improving Professional Performance, Part I. Support Dialogue – A discussion initiated by the evaluator or teacher at any point during the formative or summative years, about the teacher‟s performance needs and held to address those needs. See related section, Part I.

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Teacher – Includes teacher-scale employees, counselors, media specialists, central resource and special projects teachers, assistant athletic directors, speech and language clinicians, school-based technology specialists, instructional coaches, etc.

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REFERENCES Bloom, B. S. (1984). The search for methods of group instruction as effective as one-to-one tutoring. Educational Leadership, 41(8), 4-17. Buttram, J. L., & Waters, J. T. (1997). Improving America’s schools through standards-based education. Bulletin, 81(590), 1-5. Cawelti, G. (1999). Handbook of research on improving student achievement (2nd ed.). Arlington, VA: Educational Research Service. Collinson, V., Killeavy, M., & Stephenson, H. J. (1999). Exemplary teachers: Practicing an ethic of care in England, Ireland, and the United States. Journal for a Just and Caring Education, 5 (4), 349-366. Cotton, K. (2000). The schooling practices that matter most. Portland, OR: Northwest Regional Educational Laboratory and Alexandria, VA: ASCD. Covino, E. A., & Iwanicki, E. (1996). Experienced teachers: Their constructs on effective teaching. Journal of Personnel Evaluation in Education, 11, 325-363. Cruickshank, D. R., & Haefele, D. (2001). Good teachers, plural. Educational Leadership, 58(5), 26-30. Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 5(8), 12-17. Education USA Special Report. (n. d.). Good teachers: What to look for. Rockville, MD: National School Public Relations Association. Educational Review Office. (1998). The capable teacher. Retrieved from http://www.ero .govt.nz/Publications/eers1998/98no2hl.html Eisner, E. W. (1999). The uses and limits of performance assessment. Phi Delta Kappan, 80(9), 658-660. Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the beginning of the year. The Elementary School Journal, 80(5), 219-231. Good, T. L., & Brophy, J. E. (1997). Looking in classrooms (7th ed.). New York: AddisonWesley. Gronlund, N. E. (2002). Assessment of student achievement (7th ed.). Boston: Allyn & Bacon. Johnson, B. L. (1997). An organizational analysis of multiple perspectives of effective teaching: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 69-87. Marzano, R. J., Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). A handbook for classroom instruction that works. Alexandria, VA: ASCD. Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Alexandria, VA: ASCD.

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McAllister, G., & Irvine, J. J. (2000). Cross cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3-24. McEwan, E. K. 2002. 10 traits of highly effective teachers: How to hire, coach, and mentor successful teachers. Thousand Oaks, CA: Corwin Press. National Association of Secondary School Principals (NASSP). (1997). Students say: What makes a good teacher? Schools in the Middle, 6(5), 15-17. Panasuk, R., Stone, W., & Todd, J. (2002). Lesson planning strategy for effective mathematics teaching. Education, 2(2), 714, 808-827. Peart, N. A., & Campbell, F. A. (1999). At-risk students‟ perceptions of teacher effectiveness. Journal for a Just and Caring Education, 5(3), 269-284. Rockwell, R. E., Andre, L. C., & Hawley, M. K. (1996). Parents and teachers as partners: Issues and challenges. Fort Worth, TX: Harcourt Brace College. Shellard. E., & Protheroe, N. (2000). Effective teaching: How do we know it when we see it? The Informed Educator Series. Arlington, VA: Educational Research Service. Stronge, J. H. (2007). Qualities of effective teachers (2nd Ed). Alexandria, VA: ASCD. Stronge, J. H. (2010). Evaluating what good teachers do: Eight research-based standards for assessing teacher excellence. Larchmont, NY: Eye on Education. Stronge, J. H., & Grant, L. W. (2009). Student achievement goal setting: Using data to improve teaching and learning. Larchmont, NY: Eye on Education. Swap, S. A. (1993). Developing home-school partnerships from concepts to practice. New York: Teachers College Press. Tobin, K. (1980). The effect of extended teacher wait-time on science achievement. Journal of Research in Science Teaching, 17, 469-475. Tucker, P. D., & Stronge, J. H. (2005). Linking teacher evaluation and student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Wang, M., Haertel, G. D., & Walberg, H. (1993). What helps students learn? Educational Leadership, 51(4), 74-79. Weinsten, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory Into Practice, 42(4), 269-276. Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.

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ENDNOTES 1

Tucker, P. D., Stronge, J. H., & Gareis, C. R. (2002).

2

Tucker, P. D. & Stronge, J. H. (2005). Linking teacher evaluation and student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

3

Tucker, P. D. & Stronge, J. H. (2005).

4

Stronge, J. H. & Grant, L. H. (2009). Student achievement goal setting: Using data to improve teaching and learning. Larchmont, NY: Eye on Education.

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