OutcomesParticipants will become familiar with:• The revised handbook, resources, and tools• Professional development opportunities and

support for the new evaluation system

“In FCPS all schools will build professional learning communities that employ best practices to raise the bar and close achievement gaps.

All educators will use the Program of Studies to ensure all students reach their full potential with an expectation that students will read on grade level and graduate on time.”

-Jack D. Dale 8.8.12

Check for Understanding

When and why did VDOE revise the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers?

How many standards are there? Can you name them?

What are the similarities and differences between our former evaluation system and current

evaluation system?

What are the changes?What are the changes?

• Seven standards instead of five• Standard 7 is Student Academic Progress• Matrices are used to rate the teacher• Four rating levels, as opposed to three• A minimum of one formal and three informal/mini-

observations• In addition to the goal-setting conference and

documentation log, administrators are required to collect a minimum of four data sources

• Final evaluation conference between the evaluator and teacher is required for teachers in their summative evaluation year

7

8

Change is necessary …

If nothing ever changed, there would be no butterflies.

- Author Unknown

Primary Purpose of the FCPSTeacher Performance Evaluation Program

“To help both teachers and their evaluators collect more comprehensive and accurate assessment data for rating teacher effectiveness and, then to support quality teaching everyday in every classroom.”

(Quote from forward of FCPS Teacher Performance Evaluation Handbook, Dr. James H. Stronge, August 2012)

Timeline

Training Plan

The teacher:1.1 Effectively addresses appropriate curriculum standards.1.2 Integrates key content elements and facilitates students’ use of higher level thinking skills in instruction.1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications.

Main Components

Highly Effective EffectiveDeveloping OR

Needs Improvement Ineffective

In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum.

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

The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice.

The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students.

PERFORMANCE APPRAISAL MATRIX

PERFORMANCE APPRAISAL MATRIX

Performance Standard 1: Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

KEY ELEMENTSKEY ELEMENTS

PERFORMANCE STANDARD

PERFORMANCE STANDARD

Teacher Performance Standards

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

2. 2. Instructional PlanningThe 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. 3. Instructional DeliveryThe teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

4. 4. Assessment of and for Student LearningThe teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.

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

6. 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. 7. Student Academic ProgressThe work of the teacher results in acceptable, measurable, and appropriate student academic progress.

A Closer Look at the Standards

15

Standard 1: Professional Knowledge

Look-Fors

Red Flags

Gallery Walk

16

Critical to Success this Year• Teachers and administrators would

benefit from discussing the standards and the matrices.

• Start with what it looks like meeting standards - Effective, then, what it looks like exceeding standards – Highly Effective.

What are some possible data sources that you could use for the different standards?

Possible Data SourcesPossible Data SourcesObservationsObservations • There are four required observations of teachers on

annual contract and teachers on continuing contract in their summative year, each with written feedback

• One observation must be a formal observation with written feedback and a post-conference

• Three observations are informal or mini observations• Written feedback on formal and informal

observations require the use of the forms in Part 3 of the handbook

• Mini observations have no specified form for feedback

Documentation Log

• A minimum of one and no more than three artifacts supporting each standard must be submitted for each evaluation period (summative and formative evaluation years)

• Document is discussed at goal-setting conference by the October 31 deadline

• Documentation reviewed at midyear conference only with teachers that are in the summative evaluation year

• Completed documentation presented to evaluator prior to their preparation of summative evaluation report

Possible Data SourcesPossible Data Sources

Student Opinion Student Opinion SurveysSurveys

• (Optional) For use by high school teachers only• Survey samples are available in the FCPS Teacher

Evaluation Handbook (also see Regulation 4428)

Goal Setting for Goal Setting for Student ProgressStudent Progress

• Appropriate measures of academic progress are determined • During first month of school, all teachers will work

collaboratively with grade level or content team to create a SMARTR goal. Each teacher will fine-tune the goal to reflect the needs of their respective learners The goal will be approved by evaluator by the end of October

• Midyear review of student progress goal and modify strategies with administrator (summative evaluation year only)

• End-of-year review of goal attainment (all teachers)

Possible Data SourcesPossible Data Sources

The first six standards impact student progressThe first six standards impact student progress

What Makes Goals SMARTR?

• Strategic and Specific• Measureable• Attainable• Results-oriented• Time-bound• Rigorous

Teacher Performance Standard 7: Student Academic Progress

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

Example SMARTR goalIn the current school year, all students will make measurable progress in the area of two-dimensional landscape.  Using a 24-point division-developed rubric to measure texture, form, space, color, tone, and line (in which 20 points is considered proficient) all students will improve at least 6 points throughout the course of the year.  Students scoring a level 20 or higher will further advance their skills by learning another artistic style, such as still life.

Resources

• Handbook: http://www.fcps.edu/hr/epd/evaluations/teacher/PDF/TeacherHB2012-13.pdf

• Crosswalkhttp://www.fcps.edu/hr/epd/evaluations/teacher/PDF/crosswalk.pdf

• Training Planhttp://fcpsnet.fcps.edu/pla/opp/teval/2012-13/Training_plan.pdf

Suggested TimelineSuggested Timeline

Date ItemsPrior to first meeting Module 1 Overview

By September 7 Introduce goal setting using Power Point provided and share school improvement goal and timelines of process

By September 21 CLTs meet to discuss focus for goal and pre-assessment to use (may need to create pre-assessment or identify one in place)

By October 5 Administer pre-assessment

By October 12 Set GoalShare data results in CLT teams Set goals as a team and refine goals as individual teachers to reflect your student populationDecide on strategies as a team and/or individually

By October 19 Meet in CT with administrator

By October 24 Submit goal for approval to administrator

By October 31 Evaluator approves goal

More Information

• HR Teacher Evaluation Website

http://www.fcps.edu/hr/epd/evaluations/teacher.shtml

• PLA’s Homepage

http://fcpsnet.fcps.edu/pla

QUESTIONS?

• Office of Employee Performance and Development (OPED)

(571) 423 -3264

• Growth and Development Team Supporting Teacher Evaluation

(571) 423 -1380