Teacher Performance Evaluation System Handbook Staunton City Schools Teacher Performance Evaluation...
Transcript of Teacher Performance Evaluation System Handbook Staunton City Schools Teacher Performance Evaluation...
Staunton City School Teacher Performance Handbook
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ACKNOWLEDGMENTS
We wish to thank the administrators and teachers of Staunton City Schools and the Staunton City
Schools Teacher Evaluation Committee for their conscientious and thoughtful efforts in developing
the Staunton City Schools Teacher Evaluation System and this handbook. Members of that
committee included:
Sharon Barker Principal, A. R. Ware Elementary School
William Brown Teacher, Robert E. Lee High School
Jennifer Hackley Mathematics Specialist, Bessie Weller Elementary School
Connie Harlow Teacher, A. R. Ware Elementary School
Stephanie Haskins Director of Assessment and School Improvement
Alan Kirkdorffer Teacher, Shelburne Middle School
Lori Knicely Teacher, McSwain Elementary School
Jennifer Morris Assistant Principal, Shelburne Middle School
Sarah Morris Teacher, Genesis Alternative School
Louise Pollak Teacher, Robert E. Lee High School
Mark Rowicki Principal, Robert E. Lee High School
Stephanie Sandridge Special Education Teacher, Shelburne Middle School
Donna Smith Teacher, McSwain Elementary School
Teri Sumey Director, Commonwealth Center for Children & Adolescents
Jon Venn Director of Human Resources
Dori B. Walk Executive Director of Instruction, Chairman
Jelisa Wolfe Director of Special Education
Melissa Yeary Teacher, Robert E. Lee High School
Robin Zombro Teacher, Shelburne Middle School
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Table of Contents Part I: Introduction and Process Introduction ............................................................................................................................5
Purposes .....................................................................................................................5
Identifying Teacher Performance Standards ..........................................................................7
Performance Standards ..............................................................................................7
Performance Indicators ..............................................................................................8
Documenting Performance ....................................................................................................9
Student Academic Progress Goal Setting ..................................................................10
Student Growth Percentile .........................................................................................11
Developing Goals.......................................................................................................11
Observations ..............................................................................................................12
Documentation Folder ...............................................................................................14
Student Surveys .........................................................................................................16
Integration of Data .....................................................................................................17
Evaluation Schedule...................................................................................................18 Documentation Records .............................................................................................19
Making Summative Decisions ...............................................................................................19
Definitions of Ratings ................................................................................................19
Rating Teacher Performance......................................................................................20
Single Summative Rating ..........................................................................................20
Improving Professional Performance ....................................................................................21
Support Dialogue .......................................................................................................22
Performance Improvement Plan ................................................................................22
Part II: Performance Standards
Performance Standard 1: Professional Knowledge ................................................................25
Performance Standard 2: Instructional Planning ...................................................................27
Performance Standard 3: Instructional Delivery ....................................................................29
Performance Standard 4: Assessment of/for Learning ..........................................................31
Performance Standard 5: Learning Environment ..................................................................33
Performance Standard 6: Professionalism and Communication ............................................35
Performance Standard 7: Student Progress ............................................................................37
RESOURCES FOR QUALITY TEACHING .......................................................................39
Part III: Forms and Logs
Introduction........................................................................................................................... 44
Goal Setting Process ..............................................................................................................45
Academic Progress Measures for Elementary Teachers ........................................................46
Academic Progress Measures for Middle School Teachers ..................................................47
Academic Progress Measures for High School Teachers ......................................................48
Academic Progress Measures for Specialist Teachers ...........................................................49
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Annual Goals for Student Academic Progress (A - Block) ................................................... 50
Annual Goals for Student Academic Progress (B - Non-Block) ........................................... 52
Student Academic Progress Data Summary Sheet (C) ......................................................... 54
SOL Progress Form (D) ........................................................................................................ 55
Pre-Observation Conference Form (E) .................................................................................. 56
Classroom Observation and Post-Observation Form (F) ....................................................... 57
Educational Specialist Observation and Post-Observation Form (G)……………………… 59
Open-ended Classroom Observation Form (H) .................................................................... 61
Teacher/Educational Specialist End-of-Year Performance Report (I) ................................. 63
Teacher Summative Performance Report (J) ........................................................................ 65
Teacher Overall Summative Rating Worksheet (K) ........................................................... 69
Educational Specialist Summative Performance Report (L)………………………………...70
Educational Specialist Overall Summative Rating Worksheet (M)………………………... 74
Performance Improvement Plan (N) .................................................................................. …75
Teacher/Educational Specialist Documentation Folder Cover Sheet (O) ............................. 76
Teacher Self-Reflection Form (P) ........................................................................................ 77
Educational Specialist Self-Reflection Form (Q)……………………………………………79
Communication Log (R) ....................................................................................................... 81
Professional Development Log (S) ........................................................................................ 82
Grade K-2 Student Survey Form ........................................................................................... 83
Grade 3-5 Student Survey Form ............................................................................................ 84
Grade 6-8 Student Survey Form ............................................................................................ 85
Grade 9-12 Student Survey Form .......................................................................................... 86
Student Survey Summary (T) ................................................................................................ 87
Additional Specific Indicators for Educational Specialists………………………………....88
References ....................................................................................................................... 94
Figures Figure 1: Teacher Performance Standards ............................................................................... 7
Figure 2: Sample Performance Standard and Indicator .......................................................... 8 Figure 3: Data Sources for Teachers ........................................................................................ 9 Figure 4: Goal Setting for Standard 7 .................................................................................... 10
Figure 5: Using Student Growth Percentiles ......................................................................... 11 Figure 6: Median Growth Percentiles ................................................................................... 11 Figure 7: Yearly Observations ............................................................................................... 12 Figure 8: Sample Items in a Documentation Folder .............................................................. 15
Figure 9: Aligning Multiple Data Sources with Performance Standards ............................. 17
Figure 10: Evaluation Schedule ............................................................................................ 18
Figure 11: Definition of Terms Used in Rating Scale ........................................................... 19 Figure 12: Two Tools to Increase Professional Performance ................................................ 21 Figure 13: Items Used as Evidence of Quality Work Performance ....................................... 44 Figure 14: Student Academic Progress Goal Setting Process ............................................... 45 Figure 15: Writing SMART Goals ........................................................................................ 45
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PART I: INTRODUCTION AND PROCESS
INTRODUCTION The Staunton City Schools Teacher Performance Evaluation System is designed to collect and present
data to document teacher performance. The system provides a balance between structure and flexibility.
It defines common purposes and expectations, thereby guiding effective instructional practice, and 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. For the purpose of this evaluation,
the term teacher is used interchangeably with the term educational specialist unless otherwise
noted.
Purposes
The primary purposes of Staunton City Schools Teacher Performance Evaluation System are to:
optimize student learning and growth,
improve the quality of instruction by ensuring accountability for classroom performance and
teacher effectiveness,
contribute to the successful achievement of the goals and objectives defined in the Core Beliefs,
mission, and goals of Staunton City Schools,
provide a basis for instructional improvement through productive teacher performance appraisal
and professional growth, and
implement a performance evaluation system that promotes collaboration between the teacher and
evaluator and promotes self-growth, instructional effectiveness, and improvement of overall job
performance.
The distinguishing characteristics of Staunton City Schools Teacher Performance Evaluation System
are:
a focus on the relationship between professional performance and improved learner academic
achievement,
sample performance indicators for each of the teacher performance standards,
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.
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This handbook describes the evaluation process for teachers as well as educational specialists. Examples
of educational specialists include:
1. School Counselors
2. School Psychologists
3. School Librarians
4. Math/Literacy Coaches
5. Differentiation Specialists
6. School Improvement Leaders
7. Instructional Technology Resource Teachers
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IDENTIFYING TEACHER and EDUCATIONAL
SPECIALISTS PERFORMANCE STANDARDS
Clearly defined professional responsibilities constitute the foundation of the Staunton City Schools
Teacher Evaluation System. A fair and comprehensive evaluation system provides sufficient detail and
accuracy so that both teachers and evaluators (i.e., principal, assistant principal, supervisor) reasonably
understand the job expectations.
The expectations for professional performance are defined using a two-tiered approach. Performance
standards refer to the major duties performed by a teacher. For all teachers, there are seven performance
standards. These expectations relate to the qualities of effective teachers identified in the research
literature and summarized in Part III of this Handbook.
Performance Standards
Performance Indicators
Figure 1: Teacher and Educational Specialist Performance Standards Teacher Performance Standards Educational Specialist 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.
1: Knowledge of the Learning Community The educational specialist identifies and addresses the needs of the targeted
learning community by demonstrating respect for individual differences and
understanding of cultures, backgrounds and learning needs.
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
2: Program Planning and Management The educational specialist effectively plans, coordinates and implements
programs and services consistent with established guidelines, policies and
procedures.
3: Instructional Delivery The teacher effectively engages students in learning by using a variety of
instructional strategies in order to meet individual learning needs.
3: Program Services The educational specialist uses knowledge of subject/field/technology to
implement services and to provide support for the targeted learning
community consistent with established standards and guidelines.
4. Assessment of/for Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to
measure student academic progress, guide instructional content and
delivery methods, and provide timely feedback to both students and parents
throughout the school year.
4. Assessment The educational specialist gathers, analyzes, and uses data to determine
learner needs, to measure learner or program progress , to guide
instruction, and to provide timely feedback to learners, parents/guardians,
and staff.
5: Learning Environment The teacher uses resources, routines, and procedures to provide a
respectful, positive, safe, student-centered environment that is conducive to
learning.
5: Communication and Collaboration The educational specialist communicates and collaborates effectively with
learners, parents/guardians, staff, and the community to support learner
learning and well-being.
6: Professionalism The teacher maintains a commitment to professional ethics, communicates
effectively, supports the school, and takes responsibility for and participates
in professional growth that results in enhanced student learning.
6: Professionalism The educational specialist maintains a commitment to professional ethics,
communicates effectively, supports the school, and takes responsibility for
and participates in professional growth that results in enhanced learner
learning.
7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate
student academic progress.
7: Learner/Program Progress The work of the educational specialist results in acceptable and
measureable learner or program progress based on established standards,
division goals, and/or school goals.
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Performance Indicators
A set of performance indicators has been developed (see Part II) to provide examples of observable,
tangible behaviors. That is, the performance indicators are examples of the types of performance that
will occur if a standard is being successfully met. The list of performance indicators is not exhaustive,
and is not intended to be prescriptive. Additional tangible behaviors that may serve as performance
indicators for teachers are found in the Part II, Resource for Quality Teaching, p. 38.
Both evaluators and teachers should consult the sample performance indicators for clarification of what
constitutes a specific performance standard. As an illustration, performance indicators for the
Instructional Delivery performance standard are listed in the box.
Figure 2: Sample of Teacher Performance Standard and Indicators
Performance Standard 3: Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional
strategies in order to meet individual learning needs.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include,
but are not limited to:
Differentiates instruction to accommodate the learning needs of all students.
Implements, evaluates, and adapts multiple delivery methods and
instructional strategies to actively engage students in learning.
Communicates clearly.
Checks regularly for understanding.
Accesses and integrates resources to support student learning.
For specific examples of how indicators might look in classroom practice, please
refer to categories A, B, C, D, E, F and I in Part III.
The performance indicators are provided to help teachers and their evaluators clarify job expectations.
As mentioned, all performance indicators may not be applicable to a particular teaching assignment.
Ratings are NOT made at the performance indicator level but at the performance standard level.
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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. In general, multiple data sources are necessary to provide for a comprehensive
and authentic performance portrait of the teacher’s work. The data sources briefly described in Figure 3
below provide accurate feedback on teacher performance. Note: Unless otherwise indicated, Teachers
and
Figure 3: Data Sources for Teachers/Educational Specialists
Data Source Definition
Goal Setting
for Student
Academic
Progress/Learner or
Program Progress
Teachers have a definite impact on student learning and
performance through their various roles. Depending on
grade level, content area, and students’ ability levels,
appropriate measures of academic performance are
identified to provide information on the learning gains of
students. Performance measures include standardized
test results as well as other pertinent data. Teachers set
goals for improving student achievement or
learner/program progress based on the results of
performance measures. The goals and the goal
fulfillment constitute an important data source for
evaluation.
Observations
Formal observations focus directly on the seven teacher
performance standards. Evaluators are encouraged to
conduct observations by visiting classrooms, observing
instruction, and observing work in non-classroom
settings. Classroom observations may include review of
teacher products or artifacts.
Teacher/Educational
Specialists
Documentation
Folder
The documentation folder includes artifacts requested by
the evaluator and/or provided by the teacher that
extend a classroom observation, clarify practice, or
further document a standard(s).
Student/Client
Surveys
Student/client surveys provide information about
students’ perceptions of how the professional is
performing. The actual survey responses are seen only by
the teacher, who prepares a survey summary for
discussion with the evaluator.
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Student Academic/Learner Progress Goal Setting
Teachers have a direct and powerful impact on student achievement. The intent of student
academic/learner progress goal setting is to:
make explicit the connection between teaching and learning;
make instructional decisions based on student data;
provide a tool for classroom and school improvement;
increase the effectiveness of instruction through continuous professional growth;
focus attention on student results and improve student achievement.
Use of Goal Setting in Teacher Evaluation
Student academic/learner progress will comprise 40% of the teacher evaluation for all teachers. Each
teacher sets annual goals for improving student achievement. A building administrator and the teacher
look at the available data from student performance measures to guide the goal-setting process. A form
is provided in Part III (Annual Goals for Student Academic Progress) for developing and assessing the
annual goal(s). Teachers are to establish a minimum of two to a maximum of three goals relating to their
instructional setting. The goals must directly address student achievement/learner progress and be
measured by an appropriate assessment. Appropriate measures of student/learner learning gains differ
substantially based on grade level, content area, and ability level of students. Evaluators may conduct
school-wide reviews of test data to identify patterns. Reports of such efforts are useful for documenting
student gains. A menu of division-approved measures of student/learner learning which may be used in
teacher goal setting is included in Part III. Figure 4 shows the breakdown of how the measure and goal
setting will be applied.
Figure 4: Goal Setting as applied to Student Academic Progress (Standard 7)
For teachers who …
Make-up of the 40% of Teacher Evaluation based on
Student Academic Progress
Have Student Growth
Percentiles (based on SOL
scores)
The teacher must have two goals for the year.
One goal (20%) MAY be based on Standards of Learning Scores and/or
Student Growth Percentiles (as determined applicable by the teacher and
the evaluator). One goal must (20%) be based on Teacher’s Annual goals.
Both goals (40%) may be based on Teacher’s Annual Goals if deemed
appropriate by the teacher and the administrator.
Do NOT have Student Growth
Percentiles, but do have SOL
tests
The teacher must have two goals for the year.
One goal (20%) MAY be based on Standards of Learning (as determined
applicable by the teacher and the evaluator). One goal (20%) must be
based on Teacher’s Annual goals. Both goals (40%) may be based on
Teacher’s Annual Goals if deemed appropriate by the teacher and the
administrator.
Do NOT have Student Growth
Percentiles or SOL tests
The teacher must have two goals for the year.
Both goals (40%) WILL be based on Teacher’s Annual Goals.
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Student Growth Percentiles
In order to determine when Student Growth Percentiles (SGP) could be used as an Assessment Measure
for Teacher Evaluation, Standard 7, certain conditions apply. Figure 5 describes the conditions under
which a median SGP can be appropriately used as one of at least two growth measures in a teachers’
performance evaluation.
Figure 5: Using Student Growth Percentiles (SGP) To use Student Growth Percentiles
Data from at least 40 students is available, possibly from multiple years
Data from students is representative of students taught
Data from at least two years is available; three years should be reviewed whenever possible.
When applied appropriately, the range of percentiles needs to be considered in interpreting student
growth as part of the teacher performance rating for Standard 7 (see Figure 6).
Figure 6: Median Growth Percentiles Used in Teacher Performance Evaluation
Range of median student
growth percentile Interpretation
< 35 The majority of students demonstrated low growth
35 to 65 The majority of students demonstrated moderate or
higher growth
> 65 The majority of students demonstrated high growth
Developing Goals
Goals are developed early in the school year. For secondary teachers in the 4 x 4 block schedule, goals
are developed at the beginning of each term.
The goals describe observable behavior and/or measurable results that would occur when a goal is
achieved. The acronym SMART is a useful way to self-assess a goal’s feasibility and worth. SMART
stands for:
Specific – the goal is focused; for example, by content area, by learners’ needs
Measurable – an appropriate instrument/measure is selected to assess the goal
Attainable – the goal is within the teacher’s control to effect change
Realistic – the goal is appropriate for the teacher and students
Time limited – the goal is contained to a single school year/term
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Submission of the Goal Setting for Teachers/Educational Specialists Form
Teachers complete a draft of their goals and schedule a meeting with their evaluator to look at the
available data from student performance measures and discuss the proposed goals. Each year, teachers
are responsible for submitting their goals to their principals or evaluators.
Year-long classes – Goals are due to the evaluator by September 30.
4 x 4 Block Classes – Goals for first term are due to the evaluator by September 30 and for the second
term by February 15.
Mid-Year Review of the Goals
A mid-year review of progress on the goals is held for all teachers. At the principal’s discretion, this
review may be conducted through peer teams, coaching with the evaluator, sharing at a staff meeting or
professional day, or in another format that promotes discussion, collegiality, and reflection.
Year-long classes - The mid-year review is to be held by the first Friday in February. It is the
responsibility of the principal to establish the format and select the time of the review.
4 x 4 Block classes - The mid-year review is to be held by for the first term by the first Friday in
November and by the first Friday in April for the second term. It is the responsibility of the principal to
establish the format and select the time of the review.
End-of-Year Assessment and Reflection of the Goal
The end-of-year student assessment results (if classroom administered) are due by the first Friday in
May for teachers in a FULL Summative Evaluation year. End-of-year student assessment results (if
classroom administered) are due by the last Friday in May for all teachers not in a FULL Summative
Evaluation year. By the appropriate date, each teacher is responsible for assessing professional growth
made on the goal(s), completing the Data Summary Form, and submitting documentation to the
principal or his/her evaluator. A teacher may find it beneficial to draft the next year’s goal as part of this
reflection process in the event the goal has to be continued and/or revised. By mutual agreement,
administrators and individual teachers may extend the due date for the end-of-year review in order to
include the current year’s testing data or exam scores. If the data is not yet available, the teacher’s
Summative Evaluation may be completed without the current year’s data in which case the evaluation
would include the previous year(s) data and/or mid-term data.
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. Evaluators 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. In order to provide targeted feedback on teachers’ work
relating to the seven performance standards, observations using the Classroom Observation form (see
Part III) are conducted. All formal observations last approximately 30 minutes and are followed by a
post-observation dialogue within approximately ten working days.
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Principals and assistant principals are encouraged to conduct observations by observing instruction and
non-instructional routines at various times throughout the evaluation cycle. Observations may be a
combination of scheduled and unscheduled visits. Given the complexity of teaching, it is unlikely that an
evaluator will have the opportunity to observe and provide feedback on each of the seven performance
standards in a given visit. For example, administrators may focus on three standards during the actual
observation (i.e., data-driven planning, instructional delivery, and learning environment). During the
post-conference, the teacher and administrator should discuss the observation as well as any additional
performance standards.
Number of Observations
The minimum number of teacher observations varies by the teacher’s contract status and experience.
The first observation for probationary first year teachers is to be pre-arranged so that a pre-observation
conference may be held. Evaluators do not need to pre-arrange other observations but may do so if they
determine it is appropriate.
Figure 7: Minimum Number of Yearly Observations indicates an activity occurs
Contract Status Type of Evaluation Minimum Number
of Observations
Per Year
Pre-Conference
Post-Conference
Probationary first
year teachers and
Teachers on an
Employee
Assistance Plan
FULL
Employee Assistance Plan
(4 required observations)
1st year Probationary
(3 minimum; 4th observation
optional at discretion of principal)
(required for 1)
Probationary
teachers (other than
first year teachers)
Continuing contract
teachers in Year 3
of evaluation cycle
FULL
3
(optional)
Continuing contract
teachers in Year 1
or Year 2 of the
evaluation cycle
PARTIAL
1
Documentation
Evaluators use observations as one source of information to determine whether a teacher is meeting the
performance standards. The evaluator provides feedback about the observation, including other sources
of documentation, during a post-conference with the teacher. During this session, the evaluator reviews
all information summarized on the Classroom Observation form. Copies of the observation forms are
maintained by the evaluator for the entire evaluation cycle to document growth and development.
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The Pre-Observation Conference Record is used with teachers in their first year of teaching or teachers
on an Employee Plan of Assistance for one of the required four observations. Sample pre and post-
observation inquiries appear below.
Sample Pre-Observation Inquiries
What will I see happening in your class?
How will you differentiate instruction?
How will I see you accommodate for the various learning styles in this class?
What specific item would you like me to focus upon (e.g., questioning skills,
student movement)?
What additional information should I know prior to coming to your classroom to
observe?
Sample Post-Observation Inquiries
What do you think went well during the lesson I observed?
What would you do differently the next time you teach this lesson/use a particular
instructional strategy?
How would you describe the learning climate of the classroom during the lesson?
What occurred during the day before I arrived for the observation that may have
influenced what happened during the time I spent in your class?
How did you address students who needed more time to fully understand/master the
concept?
I observed a “snapshot” of your instruction. How well did the students’ learning
reflect your intended learning outcomes?
What informal or formal assessments did you conduct prior to teaching this lesson?
How did the data from the assessments influence this lesson?
How did you let students know what the objective for the lesson was and how the
students would know if they successfully achieved it? What student characteristics
or needs do you keep in mind as you are giving directions?
What goal(s) did you set this year for student achievement? How are your students
progressing on that/those goal(s)?
Documentation Folder
The purpose of the documentation folder (see Part III) is to provide evidence of teaching excellence. The
items required provide evaluators with information they likely would not observe during the course of a
typical school day. Specifically, the documentation folder provides the teacher with an opportunity for
self-reflection, demonstration of quality work, and a basis for two-way communication with an
evaluator. The emphasis is on the quality of work, not the quantity of materials presented. The
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documentation folder is intended to organize the multiple data sources included in the teacher
evaluation.
The documentation folder is reviewed by evaluators throughout the evaluation cycle. Documentation
Folders should be brought to evaluation meetings held with the evaluator.
Figure 8: Sample Items in a Documentation Folder
Standard Required
Item(s) Examples of Evidence
Professional
Knowledge/Knowledge
of the Learning
Community
No evidence is
required in the
Documentation
Log for this
standard
Ideas for documentation to support standard (none
required):
Coursework or professional development log, lesson plan(s),
intervention plans, teacher journal representing reflective
thinking and professional growth, samples of innovative
approaches developed by the teacher, other as may be
determined by the teacher and/or the evaluator.
Instructional
Planning/Program
Planning and
Management
Evidence of
using data
about
student/learner
learning to
guide planning
and instruction
Ideas for documentation to support standard (at least one
required):
Evidence of differentiation in lesson planning and practice,
analysis of classroom assessment, data driven curriculum
revision work (lesson or unit plan, intervention plan), other as
may be determined by the teacher and/or the evaluator.
Instructional
Delivery/Program
Services
No evidence is
required in the
Documentation
Folder for this
standard
Ideas for documentation to support standard (none
required):
This standard is mostly documented through observation and
walk-throughs. However the teacher may elect to share sample
student work, audio, video or still photographs of classroom
activities, and other documents as may be determined by the
teacher and/or the evaluator. Educational specialist-specific
resources based on the needs of the community.
Assessment of and for
Student
Learning/Assessment
Evidence of the
use of baseline
and periodic
formative
assessments
Ideas for documentation to support standard (at least one
required):
Samples of baseline, periodic/formative and summative
assessments, analysis of student/learner results, rubrics, student
goal setting and self-reflection/monitoring, other as may be
determined by the teacher and/or the evaluator.
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Figure 8: Sample Items in a Documentation Folder, continued
Standard Required Item(s) Examples of Evidence
Learning
Environment/Communication
and Collaboration
No evidence required
in the
Documentation
Folder for this
standard –
*Student/client
surveys
recommended
Ideas for documentation to support standard
(none required):
*Student/client survey information, classroom
rules/behavior management plan, schedule of daily
classroom routines, examples of collaborative work
with peers, evidence of communication with
learners, parents/guardians, colleagues and
community, other as may be determined by the
teacher and the evaluator.
Professionalism
Communicating with
parents/learners/staff
Ideas for documentation to support standard
(some evidence required):
Evidence of communication such as newsletters,
communication log, reports to parents, other as
may be determined by the teacher and the
evaluator.
Student
Academic/Learner/Program
Progress
Annual Goals for
Improving Student
Achievement
Form/Learner
Learning
Documentation to support standard (required):
Student Academic Progress Goal Setting
Document – reviewed at mid-term and final
Standards of Learning and/or Student Growth
Percentiles (if applicable)
Student Surveys
The purpose of a student survey is to collect information that will help the teacher set goals for
continuous improvement (i.e., for formative evaluation); in other words, to provide feedback directly to
the teacher for professional growth and development.
There are four versions of the student survey, designed to reflect developmental differences in students’
ability to provide useful feedback to their teachers: K-2, 3-5, 6-8, and 9-12. The Student Surveys and the
accompanying Survey Summary Sheet provide a unique form of feedback by asking for students’
perceptions (See Part III). All surveys are completed anonymously to promote honest feedback.
Annually, it is recommended that teachers administer student surveys in the first half of the second
grading period (i.e., before the progress report is issued) to all students. At the teacher’s discretion,
questions may be added to the survey. The one-page summary of the survey (See Part II) is included in
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the Documentation Folder and shared with the evaluator. If the teacher has not surveyed students, the
evaluator may request a teacher to conduct a student survey and provide documentation of survey results
if the administrator feels it appropriate for providing feedback to help the teacher grow.
Integration of Data
Some performance standards are best documented through classroom observation (e.g., teaching style or
classroom management); other standards may require additional documentation techniques (e.g.,
Instructional Planning may necessitate review of the teacher’s lesson plans and assessment may
necessitate review of the teacher’s evaluation instruments). Therefore, multiple data sources are used.
Figure 9 shows the alignment of performance standard by data source.
Figure 9: Aligning Multiple Data Sources With Performance Standards
Performance Standard
Go
al
Set
tin
g
Ob
serv
ati
on
Pre
-Co
nfe
ren
ce
Ob
serv
ati
on
Ob
serv
ati
on
P
ost
-
Co
nfe
ren
ce
Do
cum
enta
tio
n
Fo
lder
Stu
den
t S
urv
ey
1. Data-Driven Planning / X X X 2. Instructional Delivery / X 3. Assessment / / X 4. Learning Environment X / / 5. Communication / / X / 6. Professionalism / / / / / 7. Student Achievement X X
NOTE: X indicates a strong relationship / indicates a
relationship
Assessment of performance quality occurs only at the summative evaluation stage, which comes at the
end of the FULL evaluation cycle (i.e., each year for probationary teachers and three years for
continuing contract teachers). The ratings for each performance standard are based on multiple sources
of information and are completed only after pertinent data from all sources have been reviewed. The
integrated data constitute the evidence used to determine the performance ratings for the summative
evaluation for teachers in their FULL summative evaluation year (see Teacher Summative Performance
Report, Part III). Further details on the rating process are provided in subsequent sections of the
Handbook.
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Evaluation Schedule
Summative evaluations are to be completed by the last week of school. Figure 10 details the evaluation
schedules for each group of teachers. The procedures for evaluating the performance of teachers rely on
multiple data sources, including, but not limited to, observations and goal setting.
Figure 10: Evaluation Schedule
FULL Summative
Evaluation
Partial Evaluation
Probationary teachers
Continuing contract
teachers in Year 3 of the
evaluation cycle
Teachers on an Employee
Improvement Plan
Continuing contract
teachers in Years 1 and 2
of the evaluation cycle
Probationary Teachers
Probationary first year teachers participate in a comprehensive orientation session at the beginning of
the school year. The orientation consists of written and oral explanations of the following:
the induction program requirements, procedures, and activities;
all relevant division and school policies, operations, and resources;
teacher and student-oriented services available in the division, school, and community;
the social, cultural, and economic characteristics of the community being served by the
school;
the Staunton City Schools’ Teacher Evaluation System
For teachers hired after the orientation occurs, the principal or designee is responsible for ensuring the
new teacher receives an orientation to the Staunton City Schools’ professional personnel evaluation
system.
All probationary teachers receive a FULL Summative Evaluation during each of their first three years in
the school division. These teachers will be evaluated using multiple data sources to determine that the
teacher has shown evidence of each of the performance standards. Successful completion of a
probationary period is determined based upon review of the classroom observation forms, the goal
setting forms, and any additional data. Teachers who are successful demonstrate a proficient level of
performance and professional growth in all standards as noted in the summative report.
Continuing Contract Teachers
The key difference in the evaluation schedule for continuing contract teachers is that they receive FULL
summative evaluations every three years. Years 1 and 2 are formative cycle years in which teachers
work on enhancing their professional practice and teachers are evaluated on a partial basis. In Year 3, a
FULL summative evaluation report is written by the evaluator and discussed with the teacher. The three-
year cycle is contingent upon a high level of teacher performance.
Staunton City School Teacher Performance Handbook
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The teacher’s evaluator may recommend a change in the evaluation cycle in the event that a continuing
contract teacher is not meeting all of the performance standards at the Proficient level. If a teacher is
recommended for formal yearly observation, the evaluation schedule followed is Year 3.
Documentation Records
Documentation records are maintained by both the teacher and the principal/evaluator for the entire
evaluation cycle. If the teacher transfers within Staunton City Schools, the documentation is to be
forwarded to the receiving school’s principal. At the end of an evaluation cycle, the evaluator submits
the summative evaluation form to the central office for placement in teachers’ personnel files by June
30.
MAKING SUMMATIVE DECISIONS
Two major considerations used to assess job performance during summative evaluation are the
performance standards and the documentation of the actual performance of the standards (observations,
goal setting, Teacher Documentation Folder). The performance appraisal rubric and performance
indicators (see Part II) provide a description of the teacher performance standards.
Definitions of Ratings
The rating scale describes four levels of how well the standards (i.e., expectations) are performed on a
continuum from exceeds standard to unacceptable. The use of the scale enables evaluators to acknowledge
teachers who exceed expectations, note those who meet the standard (i.e., proficient), and use the two
lower levels of feedback for teachers who do not meet expectations (i.e., developing/needs improvement
and unacceptable). Figure 9 offers general descriptions of these ratings.
The following sections define the four rating levels, provide detailed information about the performance of
expectations for improvement purposes, and describe the decision-making process for assessing
performance
Figure 11: Definitions of Terms Used in Rating Scale
Category Description Definition
Exceeds
Expectations
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 truly exemplary and done in a manner that exemplifies the school’s mission and goals.
Exceptional performance:
consistently exhibits behaviors that have a strong positive impact on learners and the school climate
serves as a role model to others
sustains high performance over a period of time
Proficient
The teacher meets the standard in a manner that is consistent with the school’s mission and goals.
Effective performance:
meets the requirements contained in the job description as expressed in the evaluation criteria
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demonstrates willingness to learn and apply new skills
exhibits behaviors that have a positive impact on learners and the school climate
Developing/
Needs
Improvement
The teacher often performs below the established standard or in a manner that is inconsistent with the school’s mission and goals.
Below acceptable 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
Unacceptable The teacher consistently performs below the established standard or in a manner that is inconsistent with the school’s mission and goals.
Ineffective performance:
does not meet the requirements contained in the job description as expressed in the evaluation criteria
may result in the employee not being recommended for continued employment
Rating Teacher Performance
Evaluators have two tools to guide their rating of teacher performance for the summative evaluation: (a)
the sample performance indicators and (b) the performance rubric (Handbook pp. 24-37).
Performance Rubric
A performance rubric is provided for each of the seven standards (see Figure 11). Part II of the
Handbook includes rubrics related to each performance standard. The performance rubric is a
behavioral summary scale that describes acceptable performance levels for each teacher performance
standard. It states the measure of performance expected of teachers and provides a general description
of what a rating entails. The rating scale is applied for the summative evaluation of all teachers. Note:
The rating of proficient is the expected level of performance.
Administrators make decisions about performance of the seven performance standards based on all
available evidence. After collecting information through observations, goal setting, the Teacher
Documentation Folder and 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.
During the summative evaluation, the four-level rating scale is applied to evaluate performance on all
teacher expectations (see Teacher Performance Summative Report in Part III). The results of the
evaluation are discussed with the teacher at a summative evaluation conference. The performance
rubrics guide evaluators in assessing how well a standard is performed. They are provided to increase
reliability among evaluators and to help teachers to focus on ways to enhance their teaching practice.
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Single Summative Rating
In addition to receiving a diagnostic rating for each of the seven performance ratings, the employee will
receive a single summative evaluation rating at the conclusion of the evaluation cycle. This summative
rating will reflect an overall evaluation rating for the employee. The intent is not to replace the
diagnostic value of the seven performance standards; rather it is to provide an overall rating of the
employee’s performance.
The overall summative rating will be judged to be exceeds expectations, proficient, developing/needs
improvement, or unacceptable.
1. If the employee has an unacceptable rating on one or more of the seven performance standards,
the individual will receive an overall performance rating of unacceptable.
2. If the employee has three or more developing/needs improvement ratings from among the seven
performance standards, the individual will be rated as unacceptable.
3. A worksheet based on the percentage weighting of the seven standards is provided to aid the
evaluator in determining the overall summative rating (Handbook, p. 66).
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.
Two tools are provided that may be used at the discretion of the evaluator. The first 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. The second is the Performance Improvement Plan
which has a more formal structure and is used for notifying a teacher of unacceptable performance.
Both tools may be used for all teachers, regardless of contract status. The tools may be used
independently of each other. Figure 12 shows the differences between the two processes.
Figure 12: Two Tools to Increase Professional Performance
Support Dialogue
Performance Improvement
Plan
Purpose
For teachers who are in need of additional support. These teachers attempt to fulfill the standard, but are often ineffective.
For teachers whose work is unacceptable.
Initiates
Process Evaluator, administrator, or teacher Evaluator
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Documentation
Form provided: None
Memo or other record of the discussion/other forms of documentation at the building/worksite level
Form required: Performance Improvement Plan
Building/Worksite Level
Human Resource Department is notified
Outcomes
• Performance improves to proficient – no more support
• Some progress – continued support
• Little or no progress – the employee may be moved to a Performance Improvement Plan.
• Sufficient improvement – recommendation to continue employment
• Inadequate improvement – recommendation to non-renew or dismiss the employee
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. 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 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. 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 a proficient 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 must be placed on a Performance
Improvement Plan. Once placed on a Performance Improvement Plan the employee will have a
predetermined time period to demonstrate that the identified deficiencies have been corrected and that
the teacher demonstrates consistent and reliable proficiency in all areas designated as needing
improvement.
Performance Improvement Plan If a teacher’s performance does not meet the expectations established by the school, the teacher may be
placed on a Performance Improvement Plan (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. A
Performance Improvement Plan will be required if either of the following ratings is given on a Teacher
Summative Performance Evaluation Report:
A rating of developing/needs improvement on two or more performance standards, or
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A rating of unacceptable on one or more performance standards or an overall rating of
unacceptable.
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
Formulate a Performance Improvement Plan in conjunction with 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
Resolution of Performance Improvement Plan
Prior to the evaluator making a final recommendation, the evaluator meets with the teacher to review
progress made on the Performance Improvement Plan, according to the timeline in the plan. The
options for a final recommendation are:
Sufficient improvement has been achieved; the teacher is no longer on a Performance
Improvement Plan and is rated proficient in the Summative Evaluation.
Partial improvement has been achieved but more improvement is needed; the teacher remains on a
Performance Improvement Plan and is rated developing/needs improvement.
Little or no improvement has been achieved; the teacher is rated unacceptable.
When a probationary teacher is rated unacceptable, the teacher may be recommended for non-renewal.
If the teacher is retained, a new improvement plan will be implemented. Following completion of the
Performance Improvement Plan, if the teacher is rated unacceptable a second time, the teacher will be
recommended for non-renewal.
When a continuing contract teacher is rated unacceptable, a Performance Improvement Plan will be
developed and implemented. Following implementation of the Performance Improvement Plan,
additional performance data, including observations as applicable, will be collected. The teacher may be
recommended for dismissal, if applicable.
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Request for Review of an Unacceptable Rating
The teacher may request a review of the evidence in relation to an unacceptable rating received on a
summative evaluation, or as a result of a Performance Improvement Plan. A summative evaluation may
be reviewed if, within five days of the conference with the evaluator, the teacher files with the principal
a request for review, which will be conducted by the designated central office supervisor. This review
will be final. Although this process for internal review is available, because the content of an evaluation
is an integral part of the management methods, means, and operations of the school division, the
summative evaluation remains non-grievable and not subject to the formal grievance procedure.
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PART II
PERFORMANCE STANDARDS
Performance Standard 1: Professional Knowledge/Knowledge of the Learning Community
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.
Performance Standard 1: Knowledge of the Learning
Community
The educational specialist identifies and addresses the needs of
the target learning community by demonstrating respect for
individual differences and understanding of cultures,
background and learning needs.
Sample Performance Indicators: Examples of teacher work
conducted in the performance standard may include, but are not
limited to:
Develops and provides learning opportunities that
support the intellectual, social and personal
development of students and reflect an understanding
of how students learn.
Creates learning experiences that make the central
concepts, structures, and processes of the discipline
meaningful to students.
Addresses appropriate curriculum standards and
establishes instructional goals that demonstrate a deep
knowledge of their students and subject matter goals.
For specific examples of how indicators might look in the
classroom practice, please refer to Categories A, B, C and D in
Resources, p.39.
Sample Performance Indicators: Examples of educational
specialist work conducted in the performance standard may
include, but are not limited to:
Selects, develops, organizes, implements and supports
curriculum for specific learner and program needs.
Demonstrates knowledge and skills relevant to the
profession.
Sets program goals that reflect high expectations and
an understanding of the content/program.
Demonstrates an understanding of developmental
stages of learners.
For additional position-specific indicators, please refer to page
88.
Exceeds Standard
In addition to meeting the
standard…
Proficient*
Meets Standard Developing/Needs
Improvement
Unacceptable
Tea
ch
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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 developing needs of
the 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.
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The educational specialist
consistently demonstrates
extensive knowledge of the
needs of the target learning
community and how to
address those needs,
demonstrating respect for
individual differences of
cultures, backgrounds and
learning needs in a highly
effective manner.
The educational specialist
identifies and addresses the
needs of the target learning
community by demonstrating
respect for individual
differences and understanding
of cultural, backgrounds, and
learning needs.
The educational specialist
inconsistently identifies and
addresses the target learning
community, and efforts are
inconsistent in demonstrating
respect for individual
differences and
understanding of cultures,
backgrounds, and learning
needs.
The educational specialist
consistently demonstrates
a lack of awareness of the
needs of the target
learning community or
rarely demonstrates
respect for the individual
differences and
understanding of cultures,
backgrounds, and
learning needs.
*Proficient is the baseline of acceptable performance for teachers and is the actual performance standard.
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Documentation Folder for Standard 1: Professional Knowledge
OPTIONAL
An evaluator may ask for specific documents or a teacher may elect to provide specific documents to
enhance understanding of the teacher’s effectiveness. Appropriate items for Standard 1 may
include: transcripts of coursework, professional development certificates, an annotated list of
instructional activities, lesson/intervention plans, journals/notes that represent reflective thinking
and professional growth, or samples of innovative approaches developed by teacher.
Effective Teacher Research for Standard 1: Professional Knowledge
Research has found that an effective teacher:
Facilitates planning units in advance to make intra- and interdisciplinary connections.
Plans for the context of the lesson to help students relate, organize, and make knowledge become
a part of their long-term memory.
Identifies instructional objectives and activities to promote students’ cognitive and
developmental growth.
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Performance Standard 2: Data-Driven Instructional Planning/Program Planning and
Management
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.
Performance Standard 2: Program Planning and
Management
The educational specialist effectively plans, coordinates, and
implements programs and services consistent with established
guidelines, policies and procedures.
Sample Performance Indicators: Examples of teacher work
conducted in the performance standard may include, but are not
limited to:
Designs coherent instruction based upon knowledge of
the subject matter, students, the community and
curriculum goals.
Plans instruction to achieve objectives that reflect the
Virginia Standards of Learning and the school division
curriculum.
Uses student learning data to develop appropriate
short-and long-range instructional plans and adjust
plans based on student needs.
Collaborates with colleagues to create learning
experiences that are appropriate for curriculum goals,
based on school improvement plans, relevant to
learners and based on principals of effective
instruction.
For specific examples of how indicators might look in the
classroom practice, please refer to Categories A, B, C, D, E, G,
H and I in Resources, p. 39.
Sample Performance Indicators: Examples of educational
specialist work conducted in the performance standard may
include, but are not limited to:
Uses assessment in making recommendations or
decisions that are in the best interest of the
learner/school district.
Uses state and local assessment data to modify
strategies, interventions, services and program
effectiveness.
Provides services that will support mastery of state and
national standards and guidelines.
Develops appropriate long-range and short-range
plans, and adapts plans when needed.
For additional position-specific indicators, please refer to page
88.
Exceeds Standard
In addition to meeting the
standard…
Proficient*
Meets Standard Developing/Needs
Improvement
Unacceptable
Tea
ch
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The teacher successfully
uses data to optimize
resources in the planning
process.
The teacher uses data to plan
appropriate curricula, to
implement appropriate
instructional strategies, and to
select resources to promote
learning for all students.
The teacher inconsistently
uses data in the instructional
planning process.
The teacher’s lesson plans
reflect little or no
evidence that the
instructional planning
process uses data to plan
for meeting students’
needs.
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The educational specialist
actively seeks and
incorporates new resources
from a wide range of
sources to meet the needs
of the learner/program.
The educational specialist
effectively plans, coordinates,
and implements programs and
services consistent with
established guidelines, policies
and procedures.
The educational specialist
inconsistently plans,
coordinates, and implements
programs and services
consistent with established
guidelines, policies and
procedures.
The educational specialist
rarely plans, coordinates,
and implements programs
and services consistent
with established
guidelines, policies and
procedures.
*Proficient is the baseline of acceptable performance for teachers and is the actual performance standard.
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Documentation Folder for Standard 2: Instructional Planning
OPTIONAL
An evaluator may ask for specific documents and/or a teacher may elect to provide specific
documents to enhance understanding of the teacher’s effectiveness. Appropriate items for Standard
2 may include: Student/client surveys or learning inventories, the teacher’s lesson plan (and any
prior or future plans specifically linked to a particular lesson), copies of student work resulting from
the lesson observed, assessment(s) used, etc.
Effective Teacher Research for Standard 2: Instructional Planning
Research has found that an effective teacher:
Constructs a blueprint of how to address the curriculum during the instructional time.
Facilitates planning units in advance to make intra- and interdisciplinary connections.
Plans for the context of the lesson, to help students relate, organize, and make knowledge
become a part of their long-term memory.
Identifies instructional objectives and activities to promote students’ cognitive and
developmental growth.
Uses knowledge of available resources to determine or construct appropriate resources.
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Performance Standard 3: Instructional Delivery/Program Services
Performance Standard 3: Instructional Delivery
The teacher effectively engages students in learning by using a
variety of instructional strategies in order to meet the individual
learning needs.
Performance Standard 3 : Program Services
The educational specialist uses knowledge of
subject/field/technology to implement services and to provide
support for the targeted learning community consistent with
established standards and guidelines.
Sample Performance Indicators: Examples of teacher work
conducted in the performance standard may include, but are not
limited to:
Differentiates instruction to accommodate the learning
needs of all students.
Implements, evaluates, and adapts multiple delivery
methods and instructional strategies to actively engage
students in learning.
Communicates clearly.
Checks regularly for understanding
Accesses and integrates resources to support student
learning.
For specific examples of how indicators might look in the
classroom practice, please refer to Categories A, B, C, D, E, F
and I in Resources, p. 39.
Sample Performance Indicators: Examples of educational
specialist work conducted in the performance standard may
include, but are not limited to:
Engages and maintains learners/program in active
learning/participation.
Presents information and services using varied
strategies to meet learner needs and diversity.
Uses appropriate technology, materials, and other
resources as appropriate to deliver services and
programs.
Communicates clearly and checks for understanding.
For additional position-specific indicators, please refer to page
88.
Exceeds Standard
In addition to meeting the
standard…
Proficient*
Meets Standard Developing/Needs
Improvement
Unacceptable
Tea
ch
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The teacher successfully
meets the individual
learning needs of all student
groups through effective
instruction within a variety
of settings.
The teacher promotes student
learning by addressing
individual learning differences
and by using effective
instructional strategies.
The teacher does not
consistently address
individual learning
differences and/or use
effective instructional
strategies.
The teacher does not
effectively deliver
instruction.
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The educational specialist
has a deep understanding of
and is adept in applying
subject/field/technology of
the learning community
and/or provides a key
leadership role to others in
enhancing professional
skills.
The educational specialist uses
knowledge of
subject/field/technology to
implement services and to
provide support for the
targeted learning community
consistent with established
standards and guidelines.
The educational specialist
inconsistently uses
subject/field/technology and
efforts are inconsistent in
addressing the needs of the
targeted learning
community.
The educational specialist
rarely implements or
improperly implements
subject/field/technology
to meet the needs of the
targeted learning
community.
*Proficient is the baseline of acceptable performance for teachers and is the actual performance standard.
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Documentation Folder for Standard 3: Instructional Delivery
OPTIONAL
An evaluator may ask for specific documents and/or a teacher may elect to provide specific
documents to enhance understanding of the teacher’s effectiveness. Appropriate items for Standard
3 may include: The teacher’s lesson plan (and any prior or future plans specifically linked to a
particular lesson), copies of student work resulting from the lesson observed, assessment(s) used,
etc.
Effective Teacher Research for Standard 3: Instructional Delivery
Research has found that an effective teacher:
Uses a variety of instructional strategies.
Makes the instruction student-centered.
Stays involved with the lesson at all stages.
Involves students in cooperative learning to enhance higher-order thinking skills.
Uses students’ prior knowledge to facilitate student learning.
Differentiates for individual students’ needs.
Uses multiple levels of questioning.
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Performance Standard 4: Assessment of/for Learning/Assessment
Performance Standard 4: Assessment of/for Learning
The teacher systematically gathers, analyzes, and uses all
relevant data to measure student academic progress, guide
instructional content and delivery methods, and provide timely
feedback to both students and parents throughout the year.
Performance Standard 4 : Assessment
The educational specialist gathers, analyzes, and uses data to
determine learner needs, to measure learner or program
progress, to guide instruction, and to provide timely feedback to
learners, parents/guardians, and staff.
Sample Performance Indicators: Examples of teacher work
conducted in the performance standard may include, but are not
limited to:
Communicates specific performance expectations and
uses a variety of assessment strategies to monitor and
document student progress.
Provides meaningful feedback to students and parents.
Engages students in understanding and identifying
quality work and provides them with timely, frequent
feedback to guide their progress toward that work.
Sets measureable and appropriate learning goals for
students based on baseline data and accepts
responsibility for students achieving those goals.
Checks regularly for understanding.
Accesses and integrates resources to support student
learning.
For specific examples of how indicators might look in the
classroom practice, please refer to Categories A, B, C, D, E, G
and I in Resources, p. 39.
Sample Performance Indicators: Examples of educational
specialist work conducted in the performance standard may
include, but are not limited to:
Uses state and local assessment data to modify
strategies, interventions, services and program
effectiveness.
Involves learner in setting learning goals and
monitoring their own progress.
Uses a variety of assessment strategies and instruments
that are valid and appropriate for the content and for
the learner population.
Demonstrates proficiency in administering, scoring,
evaluating, and interpreting data from instruments or
records.
Uses assessment information in making
recommendations or decisions that are in the best
interest of the learner/school district.
Provides accurate feedback to learners,
parents/guardians, and staff on assessment results.
For additional position-specific indicators, please refer to page
88.
Exceeds Standard
In addition to meeting the
standard…
Proficient*
Meets Standard Developing/Needs
Improvement
Unacceptable
Tea
ch
er
The teacher develops tools
and guidelines that help
students monitor, assess,
and reflect on their own
academic progress.
The teacher analyzes
assessment data to measure
student progress and to guide
immediate and long-range
instruction.
The teacher inconsistently:
uses a variety of assessment
strategies, links assessments
to intended learning
outcomes, modifies
instructional based on
assessment data, and/or
reports student progress in a
timely fashion.
The teacher infrequently:
conducts assessments,
uses a range of
assessment formats,
and/or applies assessment
data to the instructional
decision-making process.
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The educational specialist
gathers, analyzes, and uses
multiple data sources in a
highly sophisticated way to
guide instructional and
program planning and/or
takes a leadership role in
this work. In addition, the
educational specialist uses
this data to provide timely
feedback to learners,
parents/guardians, and staff
and to implement a plan for
improving the program on
an ongoing basis.
The educational specialist
gathers, analyzes, and users
data to determine learner
needs, to measure learner or
program progress, to guide
instruction, and to provide
timely feedback to learners,
parents/guardians, and staff.
The educational specialist is
inconsistent in gathering,
analyzing, and using data,
and/or providing timely
feedback to learners,
parents/guardians, or staff.
The educational specialist
rarely uses data to
measure learner progress,
implement program
planning, guide
instruction, and provide
timely and relevant
feedback to learners,
parents/guardians, and
staff.
*Proficient is the baseline of acceptable performance for teachers and is the actual performance standard.
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Documentation Folder for Standard 4: Assessment of/for Learning
OPTIONAL
An evaluator may ask for specific documents and/or a teacher may elect to provide specific
documents to enhance understanding of the teacher’s effectiveness. Appropriate items for Standard
4 may include: Student goal setting documents, the teacher’s lesson plan (and any prior or future
plans specifically linked to a particular lesson), copies of student work resulting from the lesson
observed, assessment(s) used, class assessment summaries, teacher grading procedures, etc.
Effective Teacher Research for Standard 4: Assessment of/for Learning
Research has found that an effective teacher:
Offers timely and specific feedback and regular reinforcement.
Gives homework and offers feedback on the homework.
Uses open-ended performance assignments.
Analyzes student assessments to determine the degree to which the intended learning outcomes
align with the test items and student understanding of objectives.
Interprets information from teacher-made tests and standardized assessments to guide instruction
and gauge student progress by examining questions missed to determine if the student has
trouble with the content or the test structure.
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33
Performance Standard 5: Learning Environment/Communication and Collaboration
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.
Performance Standard 5 : Communication and
Collaboration
The educational specialist communicates and collaborates
effectively with learners, parents/guardians, staff, and the
community to support learner learning and well-being.
Sample Performance Indicators: Examples of teacher work
conducted in the performance standard may include, but are not
limited to:
Creates a safe and positive learning environment.
Manages classroom procedures to maximize academic
learning time to ensure continuous student engagement
in learning.
Creates for all students a respectful, supportive
learning environment that encourages social
interaction, active engagement in learning, and self-
motivation.
Collaborates with colleagues to develop consistent
policies and procedures that create a school culture
conducive to learning.
For specific examples of how indicators might look in the
classroom practice, please refer to Categories A, F, H and I in
Resources, p. 39.
Sample Performance Indicators: Examples of educational
specialist work conducted in the performance standard may
include, but are not limited to:
Provides a safe and appropriate environment for
service delivery.
Demonstrates effective scheduling and time
management skills.
Establishes a climate of trust and teamwork by being
fair, caring, respectful, and enthusiastic.
Uses cultural competency skills to identify and
accommodate various learning styles and other
individual differences.
Demonstrates an understanding of cultural, ethnic and
linguistic backgrounds and special needs to assist in
the delivery of appropriate educational opportunities.
Responds promptly to learner, family, staff, and
community concerns.
For additional position-specific indicators, please refer to page
88.
Exceeds Standard
In addition to meeting the
standard…
Proficient*
Meets Standard Developing/Needs
Improvement
Unacceptable
Tea
ch
er
The teacher maintains clear
expectations for behavior
and engages students to
enhance academic
achievement.
The teacher provides a well-
managed, safe student-
centered environment that is
academically challenging.
The teacher inconsistently
demonstrates expectations
for student behavior and/or
achievement.
The teacher rarely
maintains acceptable
expectations for student
behavior and/or academic
achievement.
Ed
uca
tio
na
l S
peci
ali
st
The educational specialist
demonstrates initiative in
enhancing effective
communication and
collaboration techniques
between learners,
parents/guardians, staff and
the community.
The educational specialist
communicates and
collaborates effectively with
learners, parents/guardians,
staff, and the community to
support learner learning and
well-being.
The educational specialist
attempts, but is inconsistent
in communicating and has
difficulty collaborating with
learners, parents/guardians,
staff, and the community.
The educational specialist
rarely communicates and
does not collaborate
effectively with learners,
parents/guardians, staff
and/or the community.
*Proficient is the baseline of acceptable performance for teachers and is the actual performance standard.
Staunton City School Teacher Performance Handbook
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Documentation Folder for Standard 5: Learning Environment
OPTIONAL
An evaluator may ask for specific documents and/or a teacher may elect to provide specific
documents to enhance understanding of the teacher’s effectiveness. Appropriate items for Standard
5 may include: The teacher’s classroom management plan, student surveys, etc.
Effective Teacher Research for Standard 5: Learning Environment
Research has found that an effective teacher:
Organizes and maintains an effective classroom environment.
Is aware of when routines need to be altered or an intervention may be needed to prevent
behavior problems.
Believes in students.
Fosters relationships where students feel safe in taking risks that are associated with learning
Is culturally competent and attuned to students’ interests both in and out of school.
Establishes good discipline, effective routines, smooth transitions, and ownership of the
environment to create a supportive and collaborative climate.
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Performance Standard 6: Professionalism
Performance Standard 6: Professionalism
The teacher maintains a commitment to professional ethics,
communicates effectively, supports the school, and takes
responsibility for and participates in professional growth that
results in enhanced student learning.
Performance Standard 6 : Professionalism
The educational specialist maintains a commitment to
professional ethics, demonstrates professional expertise, and
participates in professional growth. Educational specialists
collaborate with peers and exhibit professionalism in working
with students, parents/guardians, and colleagues.
Sample Performance Indicators: Examples of teacher work
conducted in the performance standard may include, but are not
limited to:
Models professional and ethical standards as well as
personal integrity in all interactions.
Respects the privacy of students, families, colleagues,
and administrators, ensuring confidentiality of all
sensitive information.
Takes responsibility for and participates in a
meaningful and continuous process of professional
development.
Works in partnership with families to promote student
learning at home and in the school.
For specific examples of how indicators might look in the
classroom practice, please refer to Categories A, D, F, G and H
in Resources, p. 39.
Sample Performance Indicators: Examples of educational
specialist work conducted in the performance standard may
include, but are not limited to:
Collaborates with and uses district, school, family and
community resources to meet learner and/or program
needs.
Collaborates with instructional staff to design,
implement, and/or support services for specific learner
or program needs.
Participates in professional growth activities and
incorporates learning into professional practice.
Sets goals for improvement of skills and professional
performance.
Works collaboratively with parents/guardians,
colleagues supervisors, and community representatives
to support learner success and well-being.
Mentors, trains, and/or supports colleagues in
professional growth opportunities.
For additional position-specific indicators, please refer to page
88.
Exceeds Standard
In addition to meeting the
standard…
Proficient*
Meets Standard Developing/Needs
Improvement
Unacceptable
Tea
ch
er
The teacher is a
professional role model for
others, engages in a high
level of professional
growth, and contributes to
the development of others
and the well-being of the
school and the profession.
The teacher maintains
professional demeanor,
participates in professional
growth opportunities,
demonstrates an
understanding of the
curriculum, and contributes to
the school and the profession.
The teacher inconsistently:
Participates in professional
growth activities, applies
strategies and information
from professional growth
opportunities, services the
profession and/or
demonstrates professional
judgment.
The teacher demonstrates
inflexibility, a reluctance
to support others in the
work of school, and/or
rarely takes advantage of
professional growth
opportunities.
Ed
uca
tio
na
l S
peci
ali
st
The educational specialist
is a professional role model
for others, engages in a
high level of professional
growth, and contributes to
the development of others
and the well-being of the
school and the profession.
The educational specialist
maintains professional
demeanor, participates in
professional growth
opportunities, demonstrates an
understanding of the
curriculum, and contributes to
the school and the profession.
The educational specialist:
Participates in professional
growth activities, applies
strategies and information
from professional growth
opportunities, services the
profession and/or
demonstrates professional
judgment.
The educational specialist
demonstrates inflexibility,
a reluctance to support
others in the work of
school, and/or rarely
takes advantage of
professional growth
opportunities.
*Proficient is the baseline of acceptable performance for teachers and is the actual performance standard.
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Documentation Folder for Standard 6: Professionalism
REQUIRED
A teacher will provide documentation of communication with parents and or other appropriate
contacts. An evaluator may also ask for specific documents and/or a teacher may elect to provide
specific documents to enhance understanding of the teacher’s effectiveness. Appropriate items for
Standard 6 may include: Documentation of professional development activities, evidence of
application of professional development learning to the classroom, documentation of support of
school-related events, etc.
Effective Teacher Research for Standard 6: Professionalism
Research has found that an effective teacher:
Links professional growth goals to professional development opportunities.
Enhances learning experiences, resulting in better student retention, attendance, and academic
success.
Selects professional development offerings that relate to the content area or population of
students taught, resulting in higher levels of student academic success.
Is cognizant of the legal issues associated with educational records and respects and maintains
confidentiality.
Works professionally with colleagues and supports the school.
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Performance Standard 7: Student Academic Progress/Learner or Program Progress
Performance Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable, and
appropriate student academic progress.
Performance Standard 7 : Learner or Program Progress
The work of the educational specialist results in acceptable and
measurable learner or program progress based on established
standards, division goals, and/or school goals.
Sample Performance Indicators: Examples of teacher work
conducted in the performance standard may include, but are not
limited to:
Sets measureable and appropriate achievement goals
for student progress.
Uses assessment data to regularly monitor student
progress and modify instruction as needed.
Identifies and establishes additional means of support
to increase the achievement level for all groups of
students.
Provides evidence that achievement goals have been
met.
For specific examples relating to classroom practices, please
refer to Goal Setting, p. 45 and Resources, p. 39
Sample Performance Indicators: Examples of educational
specialist work conducted in the performance standard may
include, but are not limited to:
Sets measureable, reasonable, and appropriate goals
for learner/program progress.
Assesses prerequisite developmental knowledge and
skills to determine initial level of service delivery.
Monitors learner/program progress through the use of
appropriate assessments.
Provides evidence that learner/programs are meeting
measureable, reasonable, and appropriate outcomes.
Identifies and establishes additional means of support
to increase learner/program progress.
Exceeds Standard
In addition to meeting the
standard…
Proficient*
Meets Standard Developing/Needs
Improvement
Unacceptable
Tea
ch
er
The work of the teacher
results in a high level of
student achievement for all
subgroups.
The work of the teacher
results in acceptable,
measureable student progress.
The work of the teacher
results in an acceptable level
of achievement for some
subgroups.
The work of the teacher
does not result in an
acceptable level of
achievement for most
subgroups.
Ed
uca
tio
na
l S
peci
ali
st
The work of the educational
specialist results in a high
level of learner progress
with all populations and/or
program progress.
The work of the educational
specialist results in acceptable
and measureable learner or
program progress based on
established standards, division
goals, and/or school goals.
The instructional efforts of
the educational specialist
result in inconsistent
learner/progress progress;
more progress is needed to
meet established standards.
The work of the
educational specialist
rarely results in
acceptable learner
progress and/or program
progress.
*Proficient is the baseline of acceptable performance for teachers and is the actual performance standard.
Staunton City School Teacher Performance Handbook
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Documentation Folder for Standard 7: Student Academic Progress
REQUIRED
A teacher will submit and review with the evaluator: The teacher’s Student Academic Progress
Goal Setting Form(s), mid-term documentation of student progress relating to the goal, and
summary documentation for the year of student academic progress relating to the goal.
Effective Teacher Research for Standard 7: Student Academic Progress
Research has found that an effective teacher:
Knows the student’ abilities and sets realistic and challenging goals.
Raises the achievement levels for all groups of students in the classroom.
Identifies and establishes additional support for students to advance toward learning goals.
Staunton City School Teacher Performance Handbook
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RESOURCES FOR QUALITY TEACHING
PRACTICE
The following are Examples of Quality Teaching Practice provided by Staunton City School
teachers and administrators. These examples are grouped under headings for convenience and are
not considered a complete listing of all possible options. Quality Teaching Practice transcends and
encompasses all seven of the Standards; however, for simplification, beside each heading are listed
the Standards most closely linked to the heading.
A
Understanding
Students
Links to
Standards 1, 2, 3, 4,
5 & 6
The teacher connects instruction with social and intellectual
experiences (honors and recognizes student backgrounds)
The teacher connects instruction with social and intellectual
experiences (honors and recognizes student backgrounds)
The teacher gives students the opportunity to work
individually, in small groups and in large groups (think-pair-
share, cooperative learning, partners, etc.)
The teacher demonstrates evidence of differentiation within
the classroom
The teacher seeks prior knowledge of student academic
progress and uses it to guide instruction (prior performance,
pre-assessment, IEP goals and accommodations, etc.)
The teacher demonstrates a positive relationship with students
The teacher utilizes a variety of teaching methods of and
exemplifies an understanding of different learning styles
The teacher activates and checks for prior knowledge of
students and connects new learning to previously learned
concepts
The teacher provides a variety of assessments geared to a
variety of learning styles and gives frequent formative
feedback to students
The teacher has high expectations for student success and
encourages students to self-assess their own learning (student
goal setting, reflection, etc.)
The teacher promotes student independence and growth
through a gradual release of responsibility
The teacher actively listens to students
The teacher recognizes the attention span of the students (age
plus two) and plans activities accordingly
The teacher utilizes appropriate wait time for student responses
Staunton City School Teacher Performance Handbook
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B
Understanding
Content/Discipline
Links to
Standards 1, 2, 3 & 4
The teacher has the understanding to explain a concept in
multiple ways
Teaching and understanding the “why” is important in the
classroom
The teacher clearly models expectations
The students and the teacher talk the language and vocabulary
of the discipline
The students actively manipulate information/concepts
The teacher invites questions from students
The teacher teaches concepts in a meaningful and sequential
way using tiered levels of thinking (identify- apply-
analyze/synthesize/evaluate)
C
Authentic
Learning for
Students
Links to
Standards 1, 2, 3 & 4
The teacher gives real world reasons and examples for the
learning and shows real world connections to the content and to
other subjects
The students are able to provide authentic responses/products
that show understanding of concepts
The teacher engages students by making the content relevant to
students’ lives (newspapers, current events, service learning,
etc.)
The students DO the subject (hands on learning)
The teacher incorporates authentic reading and writing into the
content
Staunton City School Teacher Performance Handbook
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D
Focus on the
Curriculum and
Standards
Links to
Standards 1, 2, 3, 4
5 & 6
The teacher uses the state and division curriculum to plan
instruction
The teacher plans each lesson with a clear learning goal in
mind
The students understand the specific learning goal(s) of the
lesson
The teacher aligns all activities and assessments directly to the
specific learning goal(s) for each lesson
The teacher paces instruction appropriately to teach the course
content
The teacher emphasizes student understanding of content
versus simply covering the content
The teacher takes instruction beyond recall (low level thinking)
to application and synthesis (high-level thinking)
The teacher takes planning for instruction seriously and thinks
through all aspects of the lesson ahead of time
E
Differentiation of
Instruction
Links to
Standards 2, 3 & 4
The teacher assesses prior knowledge and learning of
students (to determine zone of proximal development)
The teacher utilizes learning inventories, interest
inventories, surveys to determine learning style, multiple
intelligence, etc.
The teacher uses flexible grouping
The students are given opportunities to choose among
activity, modalities/method of delivery or assessment
options (content, process, product)
The students are given the opportunity to move more
quickly than the rest of the class
The teacher uses scaffolded lessons, peer learning and
teaching, centers, tiered activities, contacts, menus, leveled
assessments and texts, etc. in which student needs are
considered and learning activities are geared to the need
Staunton City School Teacher Performance Handbook
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F
Positive Learning
Environment
Links to
Standards 4, 5 & 6
The teacher provides a safe and supportive learning
environment in which it is okay to ask questions and make
mistakes
The teacher creates and teaches clear procedures for
students to follow
The teacher creates classroom expectations that are clear,
consistent, and understood by students
The teacher teaches social skills
The teacher seeks to know each student individually
The teacher treats all students with respect and fairness
The teacher utilizes humor where appropriate and creates a
classroom where learning is fun
G
Use of Quality
Assessment and
Data
Links to
Standards 2, 3, 4, & 6
The teachers provides opportunities for students to set
goals, self-assess their work, reflect on their learning, to
take responsibility for their own learning, etc.
The teacher utilizes pre-assessments to determine the path
for instruction
The teacher varies assessment (written, performance, oral,
projects, etc.)
The teacher continuously groups and regroups students
based on assessment
The teacher gives frequent and specific formative feedback
to students that is focused on the learning goal(s)
The teacher examines student work for understanding and
uses the work to guide future instruction
The teacher frequently checks for student understanding
(exit tickets, quick check, response system, etc.)
The teacher provides opportunities for individual student
conferences
The teacher utilizes division and grade/course common
assessments
The teacher utilizes rubrics to clarify outcome expectations
for students
The students have the opportunity to retest to show mastery
The teacher utilizes SMART goals to gauge student
academic progress
Staunton City School Teacher Performance Handbook
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H
Collaboration
with Colleagues
and Support of
the School
Links to
Standards 2, 4, 5 & 6
The teacher actively participates in a Professional Learning
Community
The teacher follows and supports the school rules and
policies
The teacher co-teaches effectively
The teacher seeks the advice and input of colleagues
The teacher helps create and utilizes common assessments
The teacher treats his/her colleagues with respect
The teacher actively participates in the school community
through club or activity sponsorship, attendance at school
events, service on committees, tutoring, etc.
The teacher effectively participates in professional learning
opportunities
The teacher supports division initiatives through
participation and practice
The teacher independently seeks professional learning
opportunities
The teacher regularly reflects on his/her own practice
I
Variety of
Instructional
Strategies
Links to
Standards 2, 3, 4 & 5
The teacher uses various instructional strategies to fully engage
students …
Movement
Multisensory activities
Arts (music, art, drama, etc.)
Novelty
Varied groupings
Reading/writing workshop
Read-alouds
Variety of media
Student use of technology
Writing to learn
High level questioning
Students share their thinking visually
Students explain their thinking orally
Problem solving/experimentation/exploration
Multiple “right” answers
Multiple ways to solve problems
Students DOING
Integration of subjects
Use of big ideas and/or themes to help students make
connections
Authentic reading and writing
Field trips
Guest speakers
Use of multiple texts
Class discussion and debate
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PART III
FORMS AND LOGS 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 forms and provides copies to the teacher. At a minimum, the evaluator retains copies of the
completed Student Progress Goal Setting Form, Teacher Documentation Folder Cover Sheet,
Observation Forms, Partial Evaluation Form, Summative Evaluation Form, and Performance
Improvement Plan (if needed).
Figure 13: Items Used as Evidence of Quality Work Performance
Documentation Documentation completed by …
Evaluator Teacher
Goal Setting for Student Academic Progress Form & Student
Academic Progress Goals – Data Summary Form (completed
by teacher and approved by evaluator)
Observation Forms
Documentation Folder Cover Sheet (and other artifacts)
Student Surveys
K-2 Survey
3-5 Survey
6-8 Survey
9-12 Survey
Student Survey Summary Form (inclusion in Documentation Folder is suggested, but not required)
Yearly Teacher Performance Report
Summative Evaluation Report
Performance Improvement Plan (if needed)
Staunton City School Teacher Performance Handbook
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Figure 14: Annual Goal Setting Process
I. Identify the Setting: Describe the student population and any special circumstances within
the class.
II. Identify the content area: The area/topic addressed based on student achievement or
observational data.
III. Provide baseline data: Where are the students now? What is your current reality?
Collect data and review
Analyze the data
Interpret the data
Determine the need for students
IV. Write goal statement: Describe what you want students to accomplish. Develop annual
goal(s) – minimum of 2 goals per year.
V. Strategies for improvement: Activities used to accomplish the goals.
VI. Mid-year review: Student outcomes at the end of the first semester. If needed, make
adjustments in curriculum, instruction, groupings, etc.
VII. End-of-year data results: Student outcomes at the end-of-the-year.
Teachers should select division-approved measures for Student Academic Progress for use in the
goal setting process, pp. 45-48
Figure 15: Writing SMART Goals
Writing SMART Goals
Specific – the goal is focused; for example, by content area, by learners’ needs
Measurable – an appropriate instrument/measure is selected to assess the goal
Attainable – the goal is within the teacher’s control to effect change
Realistic – the goal is appropriate for the teacher and students
Time limited – the goal is contained to a single school year/term
Staunton City School Teacher Performance Handbook
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Student Academic Progress Assessment Menu
For use with the Annual Goals for Student Academic Progress Form (A or B)
Assessment Measures for Elementary Teachers
Subject Area Menu of Student Achievement Measures
K-5 Reading
Dynamic Indicator of Basic Early Literacy Skills (DIBELS)
Phonological Awareness Literacy Screening (PALS)
Fontas and Pinnell Benchmark Assessment System (BAS)
Scholastic Reading Inventory (SRI)
Informal Decoding Inventory (IDI)
Ganske (in conjunction with IDI)
District-wide benchmark assessments
Grade level/course common assessments
Grade level/course performance assessments with rubric
Staunton City Schools Critical and Creative Thinking Rubric
K-5 Mathematics Wright’s Numeracy Assessment K-2
Scholastic Mathematics Inventory (SMI)
District-wide benchmark assessments
Grade level/course common assessments
Grade level/course performance assessments with rubric
Staunton City Schools Critical and Creative Thinking Rubric
Art, Music, and
Technology
Performance assessments with rubric
Skills assessment with well-developed indicators
Pre-School
Creative Curriculum Developmental Assessments
Pre-School Phonological Awareness Literacy Screening (PALS)
Physical Education
Fitness Gram
Grade level/course common assessments
Grade level/course performance assessments with rubric
Special Education
K-5 Reading and/or Mathematics measures above
Teacher created assessments related to specific IEP goals
Staunton City School Teacher Performance Handbook
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Student Academic Progress Assessment Menu
For use with the Annual Goals for Student Academic Progress Form (A or B)
Assessment Measures for Middle School Teachers
Subject Area Menu of Student Achievement Measures
Language Arts
Mathematics
Science
Social Studies
Scholastic Reading Inventory (SRI)
Scholastic Mathematics Inventory (SMI)
District-wide benchmark assessments
Informal Reading Inventory
Grade level/course common assessments
Grade level/course performance assessments with rubric
Staunton City Schools Critical and Creative Thinking Rubric 6-8
Art & Music
Student performance in district, region and state competitions
Performance assessments with rubric
Career and Technical
Education
Virginia State CTE Course Competencies
Student performance in district, regional and/or state competitions
Industry certifications
Course common assessments
Course performance assessments with rubric
Foreign Language
Course common assessments
Course performance assessments with rubric
Physical Education
Fitness Gram
Grade level/course common assessments
Grade level/course performance assessments with rubric
Special Education
Dynamic Indicator of Basic Early Literacy Skills (DIBELS)
District-wide benchmark assessments
Course common assessments
Course performance assessments with rubric
Teacher created assessments related to specific IEP goals
Staunton City School Teacher Performance Handbook
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Student Academic Progress Assessment Menu
For use with the Annual Goals for Student Academic Progress Form (A or B)
Assessment Measures for High School Teachers
Subject Area Menu of Student Achievement Measures
Language Arts
Mathematics
Science
Social Studies
Scholastic Reading Inventory (SRI)
Scholastic Mathematics Inventory (SMI)
District-wide benchmark assessments
Grade level/course common assessments
Grade level/course performance assessments with rubric
Staunton City Schools Critical and Creative Thinking Rubric 9-12
Advanced Placement Tests (AP)
Art & Music
Student performance in district, region and state competitions
Course performance assessments with rubric
Career and Technical
Education
Virginia State CTE Course Competencies
Student performance in district, regional and/or state competitions
Industry certifications
Course common assessments
Course performance assessments with rubric
Foreign Language
Course common assessments
Course performance assessments with rubric
Physical Education
Student performance in district, region and state competitions
Fitness Gram
Common assessment based on state driver’s ed curriculum
Course performance assessments with rubric
Special Education
District-wide benchmark assessments
Course common assessments
Course performance assessments with rubric
Teacher created assessments related to specific IEP goals
Staunton City School Teacher Performance Handbook
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Student Academic Progress Assessment Menu
For use with the Annual Goals for Student Academic Progress Form (A or B)
Assessment Measures for Educational Specialists
Subject Area Menu of Student Achievement Measures
School Librarians
Reading assessment data
Performance assessments with rubric (research skills, etc.)
Library use measures
School Counselors
Student attendance
Discipline referral rates
Scheduling data
Graduation rates
Instructional
Coaches/Differentiation
Specialist/ITRT
Subject area assessment data
Coaching data
Professional development evaluation data
Speech/Language
Pathologists
Articulation/language checklists
Pragmatics Checklists
Teacher created assessments related to student goals
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Annual Goals for Student Academic Progress (A) page 1 of 2
HIGH SCHOOL and MIDDLE SCHOOL Block 4 x 4
Teacher Name: ________________________________School Year: _____________ Term ______
Grade/Subject: ________________________________ School: ______________________________
This form is to be approved by the evaluator by September 30 (first term) and February 15 (second)
SETTING: Describe the student population and any special learning circumstances in the classroom.
CONTENT AREA: Describe the specific area/topic to be addressed
BASELINE DATA: Based on the pre-assessment, where are your students now? What is your
current reality?
Data attached
GOAL STATEMENT: Describe in specific/measureable terms what you want your students to
accomplish.
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page 2 of 2 STRATEGIES FOR LEARNING/IMPROVEMENT: What types of activities and/or
teaching strategies will you use to accomplish your goal?
MID-TERM REVIEW: Based on assessment, where are your students at mid-term? What adjustments
will you make in curriculum, instruction, grouping, etc.?
END OF TERM DATA/RESULTS: What are the final student outcomes?
TEACHER REFLECTION: What are your thoughts regarding the outcome for your students? Did you
accomplish your goal? Why or why not?
Initial proposal: Date _____________ Approval: Date: ____________
_____________________________________ ____________________________________
Teacher Signature Evaluator Signature
Mid-Term review Date: __________ Initials: __________ ____________
End of Year review Date: __________ Initials: __________ ____________
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Annual Goals for Student Academic Progress (B) page 1 of 2
ELEMENTARY and MIDDLE SCHOOL/EDUCATIONAL SPECIALIST Non- Block
Teacher Name: ________________________________School Year: _________________________
Grade/Subject: ________________________________ School: _____________________________
This form is to be approved by the evaluator by September 30
SETTING: Describe the student population/population and any special learning circumstances in the
classroom/school environment.
CONTENT AREA: Describe the specific area/topic to be addressed
BASELINE DATA: Based on the pre-assessment, where are your students/learners now? What is
your current reality?
Data attached
GOAL STATEMENT: Describe in specific/measureable terms what you want your
students/learners to accomplish.
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Initial proposal: Date _____________ Approval: Date: ____________
_____________________________________ ____________________________________
Teacher/Educational Specialist Signature Evaluator Signature
Mid-Term review Date: __________ Initials: __________ ____________
End of Year review Date: __________ Initials: __________ ____________
The Student Academic Progress Goals – Data Summary Sheet
must accompany this form for the end of year review.
STRATEGIES FOR LEARNING/IMPROVEMENT: What types of activities and/or
teaching/instructional strategies will you use to accomplish your goal?
MID-TERM REVIEW: Based on assessment, where are your students/learners at mid-term? What
adjustments will you make in curriculum, instruction, grouping, etc.?
END OF TERM DATA/RESULTS: What are the final student/learner outcomes?
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Student Academic Progress Goals – Data Summary (C) page 1 of 1
This form is to be completed by the teacher prior to the End of Year Review of Goals
Teacher Name _____________________________ School Year _______________________
Teacher Review of DATA
Total students
involved in goal
Total reaching
goal benchmark
Percent reaching
goal benchmark
Was the
goal met?
GOAL #1
GOAL #2
How will these results influence your teaching and/or goal setting next year?
What went well?
What will you work to improve?
Did every student in your class show academic growth this year? ______ yes ______ no
If not, which student(s) did not show growth and what factors may have led to a lack of growth?
Student
Factor(s) affecting growth and what you did to try to
counteract
____________________________ ________________________
Teacher signature Date
____________________________ ________________________
Evaluator Signature Date
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SOL Progress Form (D) page 1 of 1
This record is to be completed by teachers who have Standards of Learning Assessments associated with their
classes. A separate form is to be completed for each SOL assessment. The form is intended to be kept over the
course of the three year evaluation cycle.
Teacher Name ________________________ Subject/Course _______________________
If available, data included for Year One may be data from the previous testing cycle. A fourth year’s data may
be used if goals were based on that data.
Year One
Year Two
Year Three
Year Four
(if applicable)
School Year
Percent of your
students passing
SOL
State passing rate
Division passing
rate
Percent of your
students receiving
PASS
ADVANCED
State PASS
ADVANCED rate
Division PASS
ADVANCED rate
Will a specific SOL-related goal be written?
Year in Cycle
YES/NO
TEACHER/EVALUATOR
INITIALS and DATE
Year One
Year Two
Year Three
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Teachers/Educational Specialists Pre-Observation Conference
Form (E) - page 1 of 1
Teacher/Educational Specialist: School:
Grade/Subject: School Year:
Conference Date: Evaluator:
Inquiries Notes
1. Describe the lesson/activity that will
be observed. The minimum length for an
observation is 30 minutes. Would
you like me to stay longer based
on the lesson you have planned?
What have/will you have done
instructionally with
students/learners in the days prior
to the observation?
2. Describe the population of the
class/activity.
3. What will be observed?
4. What instructional methods and/or
approaches will be used?
5. What would you like to be
highlighted in this lesson/activity?
6. What do you believe to be any areas
of concern?
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57
Teacher Classroom Observation Form (F) page 1 of 2
Teacher: _____________________________ School:__________________________________
Date:______________ Time:______________ Pre-Conference held Yes, date _________ NA
This form focuses on performance standards that likely will be observed in a classroom observation. A space for
notes is provided at the end of the form for additional comments, commendations, and recommendations
relating to other performance standards that the evaluator may observe. A copy of the completed observation
form is given to the teacher at the post-conference.
2. INSTRUCTIONAL PLANNING
Clear, logical, integrated plans with Virginia SOLs and curriculum guides
Selection of strategies based on data
Coherent instructional plans
Appropriate curriculum materials
Learning needs are accommodated
Student performance expectations are identified
Students are aware of learning goals
Plans address short- and long-range
goals
Questioning is high level and determined prior to the lesson
SPECIFIC EXAMPLES:
3. INSTRUCTIONAL DELIVERY
Variety of teaching methods,
strategies, resources
Effective pacing
Student involvement/engagement
Differentiation
Relevance of instruction
Technology use
Essential knowledge, critical thinking, and problem solving
SPECIFIC EXAMPLES:
5. LEARNING ENVIRONMENT
Climate of trust and respect
Diversity appreciation
Safe and positive environment
Use of time
Classroom rules/routines
Student engagement
SPECIFIC EXAMPLES:
Additional notes/areas to discuss with teacher:
Observer’s Signature:_______________________________
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Teacher Post Observation Conference Form (F) page 2 of 2
Teacher Name _______________________ Conference Date _____________________ Directions
This form is to be attached to the classroom observation form. Evaluators use this form with teachers to guide the dialogue after
conducting formal observations. The post-observation discussion focuses on what the evaluator observed as well as providing a forum
to dialogue about the other performance standards. Evaluators should provide a copy of the completed “Post-observation Conference
Record” to teachers.
1. PROFESSIONAL KNOWLEDGE
Effectively addresses appropriate
curriculum standards
Demonstrates content knowledge
Demonstrates knowledge of skills
relevant to the subject area
Demonstrates ability to link present content with past and future learning
experiences, other subject areas, and
real world experiences and applications.
Communicates clearly and checks for understanding.
SPECIFIC EXAMPLES:
4. ASSESSMENT
Informal and formal assessment
Timely and specific feedback
Assessment records
Data analysis and interpretation
Data-guided decisions
SPECIFIC EXAMPLES:
6. PROFESSIONALISM
Professional behavior
Confidentiality
School duties, policies, and
procedures
Knowledge and skills of subject area
taught
Reflection
Professional development
Committee/school activity service
SPECIFIC EXAMPLES:
7. STUDENT ACHIEVEMENT
Student progress goals set
Goal monitored
Means of support identified and
given to students
Evidence of achievement goals met
SPECIFIC EXAMPLES:
Observer’s Signature Date
Teacher’s Signature Date
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Educational Specialist Observation Form (G) page 1 of 2
Educational Specialist: _____________________________ School/Office:__________________________________
Date:______________ Time:______________ Pre-Conference held Yes, date _________ NA
This form focuses on performance standards that likely will be observed in a classroom observation/meeting. A space for notes is
provided at the end of the form for additional comments, commendations, and recommendations relating to other performance
standards that the evaluator may observe. A copy of the completed observation form is given to the educational specialist at the post-
conference.
1. Knowledge of the Learning Community: The
educational specialist identifies and addresses the needs
of the target learning community by demonstrating
respect for individual differences and understanding of
cultures, background and learning needs.
SPECIFIC EXAMPLES: 2. Program Planning and Management: The
educational specialist effectively plans, coordinates,
and implements programs and services consistent with
established guidelines, policies, and procedures.
SPECIFIC EXAMPLES: 3. Program Services: The educational specialist uses
knowledge of subject/field/technology to implement
services and to provide support for the targeted learning
community consistent with established standards and
guidelines.
SPECIFIC EXAMPLES: 4. Assessment: The educational specialist gathers,
analyzes, and uses data to determine learner needs, to
measure learner or program progress, to guide
instruction, and to provide timely feedback to learners,
parents/guardians, and staff.
SPECIFIC EXAMPLES:
5.Communication and Collaboration: The
educational specialist communicates and collaborates
effectively with learners, parents/guardians, staff, and
the community to support learner learning and well-
being.
SPECIFIC EXAMPLES:
6.Professionalism:The educational specialist
maintains a commitment to professional ethics,
demonstrates professional expertise, and participates in
professional growth. Educational specialists collaborate
with peers, and exhibit professionalism in working with
students, parents/guardians, and colleagues.
SPECIFIC EXAMPLES:
Additional notes/areas to discuss with educational specialist:
Observer’s Signature:_______________________________
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Educational Specialist Post Observation Form (G) page 2 of 2
Educational Specialist: _____________________________ Conference Date:__________________________________
Directions:
This form is to be attached to the classroom/activity observation form. The post-observation focuses on what the evaluator observed
as well as providing a forum to dialogue about the performance standards. Evaluators should provide a copy of the completed
“Educational Specialist Post Observation Form” to educational specialists.
1. Knowledge of the Learning Community: The
educational specialist identifies and addresses the needs
of the target learning community by demonstrating
respect for individual differences and understanding of
cultures, background and learning needs.
SPECIFIC EXAMPLES: 2. Program Planning and Management: The
educational specialist effectively plans, coordinates,
and implements programs and services consistent with
established guidelines, policies, and procedures.
SPECIFIC EXAMPLES: 3. Program Services: The educational specialist uses
knowledge of subject/field/technology to implement
services and to provide support for the targeted learning
community consistent with established standards and
guidelines.
SPECIFIC EXAMPLES: 4. Assessment: The educational specialist gathers,
analyzes, and uses data to determine learner needs, to
measure learner or program progress, to guide
instruction, and to provide timely feedback to learners,
parents/guardians, and staff.
SPECIFIC EXAMPLES:
5.Communication and Collaboration: The
educational specialist communicates and collaborates
effectively with learners, parents/guardians, staff, and
the community to support learner learning and well-
being.
SPECIFIC EXAMPLES:
6.Professionalism:The educational specialist
maintains a commitment to professional ethics,
demonstrates professional expertise, and participates in
professional growth. Educational specialists collaborate
with peers, and exhibit professionalism in working with
students, parents/guardians, and colleagues.
SPECIFIC EXAMPLES:
7.Learner or Program Progress: The work of the
educational specialist results in acceptable and
measureable learner or program progress based on
established standards, division goals, and/or school
goals.
Additional notes/areas to discuss with educational specialist:
Observer’s Signature:_______________________________
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Teacher: Open-ended Classroom Observation Form (H) page 1 of 2
Teacher: _____________________________ School: __________________________________
Date: ________________________________
STANDARD 1: PROFESSIONAL KNOWLEDGE The teacher demonstrates an understanding of the curriculum, subject content, and the developmental
needs of students by providing relevant learning experiences.
STANDARD 2: INSTRUCTIONAL PLANNING The teacher plans using the Virginia Standards of Learning, the division curriculum, effective strategies,
resources, and data to meet the needs of all students.
STANDARD 3: INSTRUCTIONAL DELIVERY The teacher effectively engages students in learning by using a variety of instructional strategies in order
to meet individual learning needs.
STANDARD 4: ASSESSMENT OF AND FOR STUDENT LEARNING The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic
progress, guide instructional content and delivery methods, and provide timely feedback to both students
and parents throughout the year.
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62
page 2 of 2
STANDARD 5: LEARNING ENVIRONMENT The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-
centered environment that is conductive to learning.
STANDARD 6: PROFESSIONALISM The teacher maintains a commitment to professional ethics, communicates effectively, supports the
school, and takes responsibility for and participates in professional growth that results in enhanced
student learning.
STANDARD 7: STUDENT ACADEMIC PROGRESS The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
Evaluator’s Signature Date
Teacher’s Signature Date
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Teacher/Educational Specialist End-of-Year Performance
Report (I) page 1 of 2
This form is completed for continuing contract teachers/educational specialists in Year 1 and 2 of the evaluation
cycle.
Teacher/Educational Specialist __________________________________ School Year ___________________
Grade/Subject _____________________________ School ________________________
Areas (and their related Standard) for focus for the next school year:
Teacher’s/Educational Specialist’s Signature _____________________Date _______________
Evaluator’s Signature _____________________________________ Date _______________
Teacher/Educational Specialist _______________________________ School Year __________________
Staunton City School Teacher Performance Handbook
64
page 2 of 2
Evaluator Comments:
1. Professional Knowledge/Knowledge of the Learning Community
2. Instructional Planning/Program Planning and Management
3. Instructional Delivery/Program Services
4. Assessment of and for Student Learning/Assessment
5. Learning Environment/Communication and Collaboration
6. Professionalism
7. Student Academic Progress/Learner or Program Progress
Staunton City School Teacher Performance Handbook
65
Teacher Summative Performance Report (J) page 1 of 4
Directions: Evaluators use this form at the end of the school year to provide the teacher with an assessment of performance. The
teacher should receive a copy of the form at the end of the evaluation cycle. The signed form is submitted to the Central Office by
June 30 each year.
TEACHER NAME: _________________________ SCHOOL: ____________________________
SCHOOL YEAR: _______ - _______
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.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Demonstrates an accurate knowledge of the
subject area(s) taught
Demonstrates skills relevant to the subject
area(s) taught
Bases instruction on goals that reflect high
expectations and an understanding of the
subject.
Demonstrates an understanding of the
intellectual, social, emotional, and physical development of the age group.
Demonstrates ability to link present content with past and future learning experiences,
other subject areas, and real world
experiences and applications
Comments
Performance Standard 2: Data-Driven Instructional Planning
The teacher plans using the Virginia Standards of Learning, the division curriculum,
effective strategies, resources, and data to meet the needs of all students
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Uses student learning data to guide planning
Effective pacing for content, mastery and transition
Planning for student involvement
Learning needs are accommodated
Clear, logical, integrated plans with VA SOLs
and curriculum guides
Plans address short-and long-range goals
Essential knowledge, critical thinking, and problem solving
Selection of teaching methods, strategies, resources
Student performance expectations are
identified
Comments
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66
TEACHER NAME: _________________________ SUMMATIVE, page 2 of 4
Performance Standard 3: Instructional Delivery
The teacher effectively engages students in learning by using a variety of
instructional strategies in order to meet individual learning needs.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Engages and maintains students in active
learning
Reinforces learning goals consistently
throughout the lesson
Builds upon students existing knowledge
and skills; differentiates to meet student need
Uses a variety of effective instructional
strategies and resources
Effective use of instructional technology
Communicates clearly and checks for understanding
Comments
Performance Standard 4: Assessment of/for Student Learning
The teacher analyzes assessment data to measure student progress and guide
immediate and long-range instruction.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Uses informal and formal assessment tools
Pre-assessment data used to develop expectations, differentiate and document
learning
Gives constructive and frequent feedback to
students on their learning
Analyzes and interprets data
Data-guided decisions
Utilizes student self-assessment and goal setting
Comments
Performance Standard 5: Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful,
positive, safe, student-centered
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Climate of trust and respect
Promotes cultural sensitivity
Safe and positive area
Establishes rapport
Efficient use of time
Classroom rules/routines
Student engagement Student-centered environment
Comments
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67
TEACHER NAME: ________________________ SUMMATIVE, page 3of 4
Performance Standard 6: Professionalism
The teacher maintains a professional demeanor, participates in professional growth
opportunities, demonstrates an understanding of the curriculum, supports the
school/division, and contributes to the profession.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Collaborates and communicates effectively
within the school community to promote
students’ well-being and success
Maintains confidentiality
Performs school duties and follows policies, and procedures, and directives
Serves as a positive role model
Reflects on teaching practice
Participates in and applies professional development
Involved in committee/school activity
service
Demonstrates respect for professional
boundaries
Comments
Performance Standard 7: Student Achievement
The work of the teacher results in acceptable, measurable student progress.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable
Comments
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68
TEACHER NAME: _________________________ SUMMATIVE, page 4 of 4
Evaluation Summary
Recommended for continued employment.
Recommended for placement on a Performance Improvement Plan. (One or more standards are
“unacceptable,” or two or more standards are “developing/needs improvement.”)
Recommended for Dismissal/Non-renewal. (The teacher has failed to make progress on a Performance
Improvement Plan, or the teacher consistently performs below the established standards, or in a manner that
is inconsistent with the school’s mission and goals.)
Commendations:
Areas Noted for Improvement:
Teacher Improvement Goals:
Overall Evaluation Summary Criteria
Exceeds
expectations
Proficient Developing/
Needs Improvement
Unacceptable
Due to three or more
“developing/needs
improvement” or one or
more “unacceptable”
ratings on performance
standards
____________________________ __________________________
Teacher signature Date
__________________________________ __________________________
Evaluator signature Date
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69
Worksheet for determining
Teacher Overall Summative Rating (K) page 1 of 1
Teacher Name _____________________ Evaluator __________________________
Place a √ in the appropriate box to indicate the summative rating for each category
Standards 1-6 comprise 60% of the evaluation = one √ each
Standard 7 is 40% of the evaluation = four √
Standard
Exceeds
Expectations
Proficient Developing/
Needs
Improvement
Unacceptable
-1-
Professional
Knowledge
One or more
STANDARDS
rated as
Unacceptable
automatically
results in an
overall
summary rating
of
Unacceptable
Three or more
STANDARDS
rated
Developing
/Needs
Improvement
automatically
results in an
overall
summary rating
of
Unacceptable
-2-
Instructional
Planning
-3-
Instructional
Delivery
-4-
Assessment
of/for Learning
-5-
Learning
Environment
-6-
Professionalism
-7-
Student
Progress
(Place four √ for this standard)
TOTAL √
NOTE: The column with the highest number of (√) determines the overall summative rating. In the
event two or more columns are equal, the administrator will determine the rating best describing the
teachers’ performance.
Staunton City School Teacher Performance Handbook
70
Educational Specialist Summative Performance Report (L) page 1
of 4
Directions: Evaluators use this form at the end of the school year to provide the educational specialist with an assessment of
performance. The educational specialist should receive a copy of the form at the end of the evaluation cycle. The signed form is
submitted to the Central Office by June 30 each year.
EDUCATIONAL SPECIALIST NAME: _________________________ SCHOOL: ____________________________
SCHOOL YEAR: _______ - _______
Performance Standard 1: Knowledge of the Learning Community
The educational specialist identifies and addresses the needs of the target learning
community by demonstrating respect for individual differences and understanding
of cultures, background and learning needs.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Selects, develops, organizes,
implements and supports curriculum
for specific learner and program needs.
Sets program goals that reflect high
expectations and an understanding of the content/program.
Demonstrates knowledge and skills
relevant to the profession.
Demonstrates an understanding of developmental stages of learners.
Comments
Performance Standard 2: Program Planning and Management
The educational specialist effectively plans, coordinates, and implements programs
and services consistent with established guidelines, policies and procedures.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Uses assessment information in making
recommendations or decision that are in the best interest of the learner/school/district.
Provides services that will support mastery of
state and national standards and guidelines.
Uses state and local assessment data to
modify strategies, interventions, services, and program effectiveness.
Develops appropriate long-and short-range
plans, and adapts plans when needed.
Comments
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71
TEACHER NAME: _________________________ SUMMATIVE, page 2 of 4
Performance Standard 3: Program Services
The educational specialist uses knowledge of subject/field/technology to implement
services and to provide support for the targeted learning community consistent with
established standards and guidelines.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Engages and maintains learners/program in
active learning/participation.
Presents information and services using
varied strategies to meet learner needs and
diversity.
Uses technology, materials, and other
resources to deliver services and programs.
Communicates clearly and checks for
understanding.
Comments
Performance Standard 4: Assessment
The educational specialist gathers, analyzes, and uses data to determine learner
needs, to measure learner or program progress, to guide instruction, and to provide
timely feedback to learners, parents/guardians, and staff.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Uses state and local assessment data to
modify strategies, interventions, services, and program effectiveness.
Involves learner in setting learning goals and monitoring their own progress.
Uses a variety of assessment strategies and
instruments that are valid and appropriate for
the content and for the learner population.
Demonstrates proficiency in administering,
scoring, evaluating, and interpreting data from instruments or records.
Uses assessment information in making recommendations or decisions that are in the
best interest of the learner/school district.
Provides accurate feedback to learners,
parents/guardians, and staff on assessment
results.
Comments
Performance Standard 5: Communication and Collaboration
The educational specialist communicates and collaborates effectively with learners,
parents/guardians, staff, and the community to support learner learning and well-
being.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable Provides a safe and appropriate environment
for service delivery
Demonstrates effective scheduling and time management skills
Establishes a climate of trust and teamwork by being fair, caring, respectful, and
enthusiastic
Responds promptly to learner, family, staff,
and community concerns.
E
Uses cultural competency skills to
identify and accommodate various
learning styles and other individual differences
Demonstrates an understanding of cultural, ethnic and linguistic
backgrounds and special needs to assist
in the delivery of appropriate educational opportunities
Staunton City School Teacher Performance Handbook
72
Comments
TEACHER NAME: ________________________ SUMMATIVE, page 3of 4
Performance Standard 6: Professionalism
The educational specialist maintains a commitment to professional ethics,
demonstrates professional expertise, and participates in professional growth.
Educational specialists collaborate with peers and exhibit professionalism in
working with students, parents/guardians, and colleagues.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable
Collaborates with and uses district, school,
family, and community resources to meet learner and/or program needs.
Collaborates with instructional staff to design, implement, and/or support services
for specific learner or program needs.
Participates in professional growth activities and incorporates learning into professional
practice.
Sets goals for improvement of skills and
professional performance.
Works collaboratively with
parents/guardians, colleagues, supervisors, and community representatives to support
learner success and well-being.
Mentors, trains, and/or supports colleagues in professional growth opportunities.
Comments
Performance Standard 7: Learner or Program Progress
The work of the educational specialist results in acceptable and measurable learner
or program progress based on established standards, division goals, and/or school
goals.
Rating
Exceeds expectations
Proficient
Developing/Needs
Improvement
Unacceptable
Comments
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73
EDUCATIONAL SPECIALIST NAME: _________________________ SUMMATIVE, page 4 of 4
Evaluation Summary
Recommended for continued employment.
Recommended for placement on a Performance Improvement Plan. (One or more standards are
“unacceptable,” or two or more standards are “developing/needs improvement.”)
Recommended for Dismissal/Non-renewal. (The educational specialist has failed to make progress on a
Performance Improvement Plan, or the educational specialist consistently performs below the established
standards, or in a manner that is inconsistent with the school’s mission and goals.)
Commendations:
Areas Noted for Improvement:
Educational Specialist Improvement Goals:
Overall Evaluation Summary Criteria
Exceeds
expectations
Proficient Developing/
Needs Improvement
Unacceptable
Due to three or more
“developing/needs
improvement” or one or
more “unacceptable”
ratings on performance
standards
____________________________ __________________________
Educational Specialist signature Date
__________________________________ __________________________
Evaluator signature Date
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74
Worksheet for determining
Educational Specialist Overall Summative Rating (M) page 1 of 1
Teacher Name _____________________ Evaluator __________________________
Place a √ in the appropriate box to indicate the summative rating for each category
Standards 1-6 comprise 60% of the evaluation = one √ each
Standard 7 is 40% of the evaluation = four √
Standard
Exceeds
Expectatio
ns
Proficient Developing/
Needs
Improvement
Unacceptable
-1-
Knowledge of the
Learning
Community
One or more
STANDARDS
rated as
Unacceptable
automatically
results in an
overall
summary rating
of
Unacceptable
Three or more
STANDARDS
rated
Developing
/Needs
Improvement
automatically
results in an
overall
summary rating
of
Unacceptable
-2-
Program
Planning and
Management
-3-
Program Services
-4-
Assessment
-5-
Communication
and
Collaboration
-6-
Professionalism
-7-
Learner/Program
Progress
(Place four √ for this standard)
TOTAL √
NOTE: The column with the highest number of (√) determines the overall summative rating. In the
event two or more columns are equal, the administrator will determine the rating best describing the
teachers’ performance.
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75
Performance Improvement Plan (N) page 1 of 1
Teacher/Educational Specialist: School:
Grade/Subject: ___________________________________________ School Year: -
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/educational specialist’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/Educational Specialist’s
Signature/Date Initiated
Performance
Standard
Number
Performance Deficiencies
within the Standard to be
Corrected
Comments Review Dates
Final recommendation based on outcome of Improvement Plan:
The performance deficiencies have been satisfactorily corrected: The teacher/educational specialist is no longer on a
Performance Improvement Plan.
The deficiencies were not corrected: The teacher is recommended for non-renewal/dismissal.
______________________ Evaluator’s Signature/Date Reviewed
___________________ Teacher’s/Educational Specialist’s
Signature/Date Reviewed Signature denotes the review occurred, not necessarily agreement with the final recommendation.
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76
Cover Sheet –Documentation Folder (O) page 1 of 1
Teacher/Educational Specialist: ______________________________ School Year: ________ - ___________
For examples of possible items to include, please see Handbook pp. 14-15
Standard Required Item(s) EVIDENCE INCLUDED
Professional
Knowledge/Knowledge of
Learning Community
None required
Instructional
Planning/Program Planning
and Management
Evidence of: Using
data to guide
planning and
instruction
REQUIRED:
Instructional
Delivery/Program Services
None required
Assessment of and for
Student Learning/Assessment
Evidence of:
*Use of formative
assessments
REQUIRED:
Learning
Environment/Communication
and Collaboration
None required
(Student/client surveys
recommended)
Professionalism
Evidence of:
*Communicating
with
parents/learners/staff
REQUIRED:
Student Academic
Progress/Learner/Program
Progress
Evidence of: *Annual Goals for
Student Academic
Progress/learner
learning
REQUIRED:
*Student Academic Progress Goal Setting
Document – mid- term & final review
*Standards of Learning and/or Student Growth
Percentiles (if applicable)
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77
Teacher Self-Reflection Form (P) page 1 of 2
Teacher: _____________________________ School: __________________________________
Date: ________________________________
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.
Areas of strength:
Areas needing work/strategies for improving performance:
STANDARD 2: INSTRUCTIONAL PLANNING The teacher plans using the Virginia Standards of Learning, the division curriculum, effective strategies, resources,
and data to meet the needs of all students.
Areas of strength:
Areas needing work/strategies for improving performance:
STANDARD 3: INSTRUCTIONAL DELIVERY The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet
individual learning needs.
Areas of strength:
Areas needing work/strategies for improving performance:
STANDARD 4: ASSESSMENT OF AND FOR STUDENT LEARNING The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress,
guide instructional content and delivery methods, and provide timely feedback to both students and parents
throughout the year.
Areas of strength:
Areas needing work/strategies for improving performance:
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78
STANDARD 5: LEARNING ENVIRONMENT The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered
environment that is conductive to learning.
Areas of strength:
Areas needing work/strategies for improving performance:
STANDARD 6: PROFESSIONALISM The teacher maintains a commitment to professional ethics, communicates effectively, support the school, and takes
responsibility for and participates in professional growth that results in enhanced student learning.
Areas of strength:
Areas needing work/strategies for improving performance:
STANDARD 7: STUDENT ACADEMIC PROGRESS The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
Areas of strength:
Areas needing work/strategies for improving performance:
Teacher’s Signature Date
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79
Educational Specialist Self-Reflection Form (Q) page 1 of 2
Educational Specialist: _____________________________ School: __________________________________
Date: ________________________________
STANDARD 1: KNOWLEDGE OF THE LEARNING COMMUNITY The educational specialist identifies and addresses the needs of the target community by demonstrating respect for
individual differences and understanding of cultures, backgrounds, and learning needs.
Areas of strength:
Areas needing work/strategies for improving performance:
STANDARD 2: PROGRAM PLANNING AND MANAGEMENT The educational specialist effectively plans, coordinates, and implements programs and services consistent with
established guidelines, policies and procedures.
Areas of strength:
Areas needing work/strategies for improving performance:
STANDARD 3: PROGRAM SERVICES The educational specialist uses knowledge of subject/field/technology to implement services and to provide support
for the targeted learning community consistent with established standards and guidelines.
Areas of strength:
Areas needing work/strategies for improving performance:
STANDARD 4: ASSESSMENT The educational specialist gathers, analyzes, and uses data to determine learning needs, to measure learner
progress, to guide instruction, and to provide timely feedback to learners, parents/guardians, and staff.
Areas of strength:
Areas needing work/strategies for improving performance:
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STANDARD 5: COMMUNICATION AND COLLABORATION The educational specialist communicates and collaborates effectively with learners, parents/guardians, staff, and
the community to support learner learning and well-being.
Areas of strength:
Areas needing work/strategies for improving performance:
STANDARD 6: PROFESSIONALISM The educational specialist maintains a commitment to professional ethics, demonstrates professional expertise, and
participates in professional growth.
Areas of strength:
Areas needing work/strategies for improving performance:
STANDARD 7: LEARNER/PROGRAM PROGRESS The work of the educational specialist results in acceptable and measureable learner or program progress based on
established standards, division goals, and/or school goals.
Areas of strength:
Areas needing work/strategies for improving performance:
Educational Specialist’s Signature Date
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Communication Log (R) page 1 of 1
Teacher/Educational Specialist: School Year: ______ - _______
Date Person Purpose Mode Notes
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
Conference
Note/Letter
Telephone
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Professional Development Log (S) page 1 of 1
Teacher/Educational Specialist: _____________ School 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________________
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Grade K-2 Student Survey page 1 of 1
Directions: As your teacher reads the sentence, color the face that shows what you think.
Teacher_______________________ Date_____________________
Yes
Some-
times No
1. My teacher listens to
me.
2. My teacher gives me
help when I need it.
3. I learn new things in my
class.
4. I know what the rules
are in my class.
5. I am able to do the work
my teacher gives me.
6. I am happy when I am in
class.
*
*
*Add other elements if needed, such as school-wide goals, or subject-specific elements.
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Grade 3-5 Student Survey page 1 of 1
Directions:
DO NOT PUT YOUR NAME ON THIS SURVEY: Follow along as your teacher reads the
statements. Respond to the statements by placing a checkmark () beneath the response—
“YES,” “SOMETIMES,” or “NO”—that best describes how you feel about the statement.
Teacher School Year
Yes
Some-
times No
My teacher listens to me.
My teacher gives me help when I need it.
I am able to do the work given to me.
Students are respectful to each other in my class.
I feel free to ask and answer questions.
My teacher helps me understand things when I
make mistakes.
My teacher shows respect to all students.
My teacher helps me to be organized.
My teacher allows me to demonstrate my learning
in a variety of ways.
*
*
*Add other elements if needed, such as school-wide goals, or subject-specific elements.
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Grade 6-8 Student Survey page 1 of 1
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.
Teacher’s Name School Year Class/Period
Str
on
gly
Agre
e
Agre
e
Dis
agre
e
Str
on
gly
Dis
agre
e
Not
Ap
pli
cab
le
My teacher gives clear instructions.
My teacher helps me to be organized.
The amount of homework in this class is about
right.
My teacher returns my work within a few days.
My teacher sets high learning standards for the
class.
My teacher allows me to demonstrate my
learning in a variety of ways.
My teacher helps me outside of class time when
needed.
My teacher handles classroom disruptions well.
My teacher shows respect to all students.
My teacher is respectful to my culture.
I feel my teacher values me as a person.
I feel comfortable sharing my ideas in class.
*
*
*Add other elements if needed, such as school-wide goals, or subject-specific elements.
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Grade 9-12 Student Survey page 1 of 1
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.
Teacher’s Name School Year Class Period
Str
on
gly
Agre
e
Agre
e
Dis
agre
e
Str
on
gly
Dis
agre
e
Not
Ap
pli
cab
le
My teacher communicates clearly.
My teacher is knowledgeable about the subject area
he/she teaches.
The workload in this class is manageable.
My teacher gives feedback on work and exams in a
timely manner.
I get helpful feedback from my teacher.
My teacher handles classroom disruptions
effectively.
My teacher allows me to demonstrate my learning
in a variety of ways.
I feel challenged in this class.
I feel comfortable sharing my ideas in class.
My teacher helps me outside of class time when
needed.
My teacher shows respect to all students.
My teacher respects my culture.
I feel my teacher values me as a person.
*
*
*Add other elements if needed, such as school-wide goals, or subject-specific elements.
Comments:
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Student Survey Summary (T) page 1 of 1
Teacher’s Name: School Year:
Grade(s) Subject(s):
Survey Version Given: Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
1. How many surveys did you distribute?
2. How many completed surveys were returned?
3. What is the percentage of completed questionnaires you received ____________%
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?
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Performance
Standard Additional Position Specific Indicators for Educational Specialists
Standard 1:
Knowledge of
the Learning
Community
School Psychologists:
Provides psychological services consistent with NASP/APA ethical guidelines.
School Counselors:
Uses appropriate counseling techniques in a variety of settings
Effectively aligns VA School Counseling curriculum standards with VA Standards of Learning
Facilitates students’ use of higher level thinking skills in instruction, small group work and
individual counseling.
Remains current in the field of education and counseling.
School Librarians:
Demonstrates an understanding of research skills and provides recommendations and
instruction of search strategies in various formats most appropriate to the learning tasks.
Demonstrates an understanding of the American Association of School Librarians (AASL)
Standards.
School Improvement Leaders:
Please see Sample Performance Indicators.
Instructional Coaches/Differentiation Specialists
Please see Sample Performance Indicators.
Instructional Technology Resource Teacher (ITRT)
Demonstrates an understanding of current digital ethics and offers training and resources for
staff and students.
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Performance
Standard Additional Position Specific Indicators for Educational Specialists
Standard 2:
Program
Planning and
Management
School Psychologists:
Results of the evaluations facilitate the development of educational strategies and plans to
increase student learning and to ensure the fair assessment of student learning.
School Counselors:
Initiates and plans orientation programs to assist students in acclimating to a new environment.
Provides educational and vocational awareness activities as aligned with school counseling
standards.
School Librarians:
Collaborates with classroom teachers and/or specialists to embed skills associated with multiple
literacies into lessons and curricular units.
Follows procedures for selecting, acquiring, and cataloging materials and resources.
Administers the library budget in order to purchase appropriate materials.
School Improvement Leaders:
Provides leadership for teachers by planning, collaborating, organizing, mentoring, and using
data to implement change to improve instructional programs.
Instructional Coaches/Differentiation Specialists
Provides leadership for teachers by planning, collaborating, organizing, mentoring, and using
data to implement change to improve instructional programs.
Instructional Technology Resource Teacher (ITRT)
Collaborates with classroom teachers, specialists, and/or school leaders to integrate technology into instruction.
Develops appropriate technology-related professional development opportunities for staff.
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Performance
Standard Additional Position Specific Indicators for Educational Specialists
Standard 3:
Program
Services
School Psychologists:
Responds to crisis situations to facilitate positive student outcome.
Uses evidence-based techniques to promote social-emotional functioning and mental health.
School Counselors:
Responds positively to requests to assist students.
Guides students to better understand themselves and their relation to others.
Serves as advocate for and promotes learner emotional well-being and mental health.
Assists learners, teachers, families, and other service providers to facilitate behavior change.
School Improvement Leaders:
Provides leadership for teachers by planning, collaborating, organizing, mentoring, and using
data to implement change to improve instructional programs.
Instructional Coaches/Differentiation Specialists
Please see Sample Performance Indicators.
Instructional Technology Resource Teacher (ITRT)
Disseminates information regarding technology resources, emerging technologies, best
practices using technology and professional development opportunities
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Performance
Standard Additional Position Specific Indicators for Educational Specialists
Standard 4:
Assessment
School Psychologists:
Uses a variety of techniques (e.g., assessment, intervention) as indicated by unique cultural,
background, and learning needs of students.
Interprets results of evaluations taking into account the cultural/ethnic background of the
student within the context of the learning environment.
Communicates results of the evaluation in a manner understandable to stakeholders.
Interprets results of evaluations to facilitate the education of students within the least restrictive
environment.
School Counselors:
Responds positively to requests to assist students.
Guides students to better understand themselves and their relation to others.
School Librarians:
Implement policies related to curriculum, scheduling and preservation of materials
Elaborates and supports the classroom curriculum with extension activities.
School Improvement Leaders:
Please see Sample Performance Indicators.
Instructional Coaches/Differentiation Specialists
Please see Sample Performance Indicators.
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Performance
Standard Additional Position Specific Indicators for Educational Specialists
Standard 5:
Communication
and
Collaboration
School Psychologists:
Please see Sample Performance Indicators.
School Counselors:
Please see Sample Performance Indicators.
School Librarians:
Creates a friendly, comfortable, aesthetically pleasing space that enhances and encourages
technology use, leisure reading and browsing, and the use of materials in all formats. Library
atmosphere invites to explore, read and learn.
Collaborates with the teaching staff to develop and promote an up-to-date collection of print
and digital resources in multiple genres that appeal to differences in age, gender, ethnicity,
reading abilities, and information needs. Acquires, manages, and provides access to current
and relevant collection in a variety of formats.
Cooperates with school and community libraries to improve library media program services
and provide better access for students to information, knowledge and learning.
Promotes flexible and equitable access to resources that support their academic and personal
learning and meet diverse learning needs.
Promotes students intellectual and social development as responsible, contributing members
of society. Advocates for and protects intellectual access to information and ideas.
Teaches and encourages the sharing of knowledge and learning with others both in face-to-
face situations and through technology.
Fosters an environment to encourage students to actively seek multiple perspectives and to
work collaboratively with other students in a safe, responsible, and ethical manner.
Library media center facility is conducive to learning and is flexible to meet every student’s
needs.
School Improvement Leaders:
Please see Sample Performance Indicators
Instructional Coaches/Differentiation Specialists
Please see Sample Performance Indicators
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Performance
Standard Additional Position Specific Indicators for Educational Specialists
Standard 6:
Professionalism
School Psychologists:
Based on the identified needs, collaborates with school personnel to develop and implement
procedures/services to promote safe schools and student mental health.
Keeps abreast of current trends in school psychology and uses up-to-date paradigms when
interpreting assessment results.
Uses current evaluation methods to conduct evaluations.
School Counselors:
Please see Sample Performance Indicators
School Librarians:
Please see Sample Performance Indicators
School Improvement Leaders:
Please see Sample Performance Indicators
Instructional Coaches/Differentiation Specialists
Please see Sample Performance Indicators
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