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Teacher Performance Plan
A QUALITY TEACHING STAFF IS OUR MOST VALUABLE RESOURCE FOR
ENSURING STUDENT SUCCESS
2
WAYNESBORO PUBLIC SCHOOLS
TEACHER PERFORMANCE PLAN
The Waynesboro School Board, administrators, and community recognize that a quality teaching staff is our most valuable resource for ensuring student success. The skill and care teachers bring to our classrooms each day is the largest factor in determining what students learn, how they conduct themselves, and in large part, what kind of people they grow up to be.
Our commitment to quality teaching calls us to set high standards for teacher performance, provide resources and training for professional growth, and use a model for teacher performance evaluation that focuses on the following objectives:
• Implementing a performance evaluation system that supports a positive working environment
featuring communication between the teacher and evaluator that promotes continuous professional growth and improved student outcomes.
• Promoting self-growth through a variety of opportunities such as goal setting, reflection, action research, and professional development plans that contribute to instructional effectiveness and overall professional performance.
• Providing timely, constructive feedback to teachers to improve the quality of instruction and ensure accountability for classroom performance and teacher effectiveness.
• Supporting teacher induction and staff development.
• Supporting collaborative teams and processes that contribute to successful achievement of goals and objectives defined in the school division's “Blueprint for Excellence”.
The Virginia Board of Education approved two documents on April 28, 2011 to be used by all school divisions in the state as a framework for their teacher evaluation systems. The documents include:
• Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers • Virginia Standards for the Professional Practice of Teachers
(Reference: www.doe.virginia.gov)
During the 2011-2012 school year, the Waynesboro Public Schools Teacher Assessment Plan was revised to comply with Virginia Guidelines and Standards beginning July 1, 2012. The revision process included the following:
• Aligning the new VDOE Standards with the WPS Teacher Assessment Rubric • Weighting the standards • Applying a summative score • Identifying measures for Student Academic Progress
This plan has been developed using input from staff, administrators, current research on the critical elements of effective teaching, and feedback from experts in the Commonwealth. It also incorporates recommendations from the Teacher Evaluation Model for the State of Virginia and materials adapted from teacher evaluation handbooks, research, and publications developed and copyrighted [2010] by James H. Stronge.
The first year of implementation, 2012-2013, will include a process for further review and plan for clarifying the new standards, the criteria, the teacher performance rubric, and the evaluation process, including the tools and instruments to be used. Staff development activities for both teachers and administrators will focus on these specific components of the plan, as well as developing an understanding of the standards and criteria for assessing teacher performance and establishing a framework that promotes professional growth.
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TEACHER PERFORMANCE STANDARDS
The Waynesboro Public Schools Teacher Performance Plan incorporates VDOE approved new guidelines for seven performance standards. These performance standards refer to the expectations for professional performance.
• Professional Knowledge: The teacher demonstrates an understanding of the
curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
• 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.
• Instructional Delivery: The teacher effectively engages students in learning by using a
variety of instructional strategies in order to meet individual learning needs. • Assessment of and for Student Learning: The teacher systematically gathers,
analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.
• Learning Environment: The teacher uses resources, routines, and procedures to
provide a respectful, positive, safe, student-centered environment that is conducive to learning.
• Professionalism: The teacher maintains a commitment to professional ethics,
communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.
• Student Academic Progress: The work of the teacher results in acceptable,
measurable, and appropriate student academic progress.
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WAYNESBORO PUBLIC SCHOOLS
TEACHER PERFORMANCE RUBRIC
Overview of Teacher Performance Rubric
In order to provide feedback and assessment that is valid, fair, and reliable, expectations and opportunities for growth must be articulated clearly. This is the rationale for the development of a rubric describing levels of performance in each of the standards. The rubric, when used as it is intended, serves dual purposes. First, it provides consistent language, which describes what the standards look like when implemented in classrooms. This increases the likelihood that conversations about teacher performance are based on a shared understanding of the expectations. Second, the rubric provides teachers with a framework for professional growth, with each column describing developmental levels of performance.
Teaching requires a complex set of skills and occurs in an environment that is constantly changing. For these and other reasons, it would be uncommon for any teacher to perform at the same level on all seven standards. The use of four developmental levels (unacceptable, developing/needs improvement, proficient, exemplary) provides an overall picture of teacher performance. At the same time, these levels allow the evaluator to indicate a teacher’s strengths as well as areas for further development.
PERFORMACE RATINGS
Unacceptable The teacher consistently performs below the established standard or in a manner that is inconsistent with the school’s mission and goals.
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.
Proficient The teacher meets the standard in a manner that is consistent with the school’s mission and goals.
Exemplary 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.
With the rating of Developing OR Needs Improvement it may be necessary to delineate the difference between a novice and the expected performance level of an experienced teacher. Our school division recognizes that educators in their first years of teaching are still developing their understanding of curriculum content and pedagogy. Likewise, there is recognition that time is often needed for a novice teacher to develop content knowledge following a change in grade level or content assignment. The building administrator will document and offer clarification of this rating as Developing in order to distinguish between the progress of a novice teacher and the teacher who has been working a grade level or content for more than one year but who performs inconsistently in a standard with their performance being less than quality work. Under these circumstances, Needs Improvement might best define their rating on that standard.
The entire performance rubric is included in this document.
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RUBRIC OVERVIEW
Rubrics for each standard include specific observable teacher and/or student behaviors or actions that are evidence of a teacher’s performance at a specific level related to a particular component. Within each rubric, the standards are defined through Key Area Indicators:
• Professional Knowledge Content Curriculum Alignment Use of Resources and Technology • Instructional Planning Instruction and Assessment Student Needs Expectations for Learning and Achievement • Instructional Delivery Communicating Using Strategies Effectively Student Engagement • Assessment of and for Student Learning Questioning Assessing Learning Monitoring Student Progress • Professionalism Compliance with Policies and Regulations Continuous Growth Judgment Integrity Collaboration Contributions • Learning Environment Respect and Rapport Learning Focus Expectation of Behavior Positive Discipline Smooth Routines Knowledge of Students’ Interests and Cultural Heritage • Student Academic Progress
Content Driven Data Student Achievement Goals/Artifacts 21st Century Skills
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DOCUMENTING PERFORMANCE
The teacher’s performance is assessed by building administrators through periodic feedback and evidence provided based on the criteria in the rubric. Teachers will set annual goals related to student achievement as outlined in this plan. Their progress toward meeting these goals is a component of performance documentation.
Throughout the school year, administrators will gather evidence of teacher performance primarily through a combination of classroom observations, “walk-throughs”, and informal observations. Post-observation conferences are required for each classroom observation and walk-through/informal observations will be accompanied by written feedback. The pre-observation conference is optional. Additional classroom observations, other than those required by the plan, may be conducted at the discretion of the administrator or by the request of the teacher.
Evidence of teacher performance and progress towards goals will be provided by the teacher (for example, copies of assessment information, lesson plans, parent newsletters, or student projects). Additional supporting evidence may also be obtained during informal observations in non-classroom settings. Informal observations are intended to provide more frequent information on a wider variety of contributions made by the teacher, such as parent conferences, team meetings, or school activities.
The summative evaluation includes evidence and feedback on each of the seven standards. All documentation of observations and other evidence is reviewed and summarized for the completion of a summative evaluation.
The timeline and components of the teacher performance plan include the following:
PLAN COMPONENTS
Student Pre/Post Tests Annually - All teachers as designated within the Teacher Performance Plan
Goal Setting for Student Progress
Annually - All probationary and continuing contract teachers
21st Century Skill Assessment
Annually – through the school improvement process
All probationary and continuing contract teachers
Classroom Observations
Probationary teachers Annually
1st year teachers to Waynesboro
Teachers in 1st – 5th year in Waynesboro
Continuing Contract teachers assigned to Cycle 1
Teachers with Continuing Contract status (after 5
th consecutive year contracted with WPS)
Teachers on Performance Improvement Plans (as outlined)
Walk-Through/Informal Observations
Probationary teachers Continuing Contract teachers
2 per year with written documentation
Teacher Documentation/Artifacts
Used to provide evidence of meeting selected goals or performance standards. Collected annually by teachers.
Summative Evaluation All probationary teachers annually (in Years 1, 2, 3, & 5)
Continuing contract teachers once every 3 years (unless assigned to a Performance Improvement Plan or reassigned for consecutive years to Cycle 1)
*See the Performance Plan Review Cycle for additional information regarding frequency and number of classroom observations and walk-throughs. Updated July 1, 2014
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Performance Plan Component Timeline (Dates indicate completion of conferences with administrators) Goal Setting for Student Progress 21st Century Skill Pretest Completed
By September 10th Secondary Semester Classes
By October 15th All Year-long Classes
By November 20th PreK & Kindergarten Classes
OR 1st
workday immediately following the above dates
PERFORMANCE PLAN REVIEW CYCLE
Teacher Employment Status
Performance Plan Components* Performance Review Cycle
First-Year Teachers 2 Classroom Observations 2 Walk-through Observations Summative
Year 1 (Or as assigned by Building Administrator
during probationary period Years 1-5)
Probationary Teachers 1 Classroom Observation (Announced or Unannounced) 2 Walk-through Observations Summative
Years 2 & 3
Probationary Teachers 2 Walk-through Observations Standard 4 Standard 6 Standard 7 Partial Review
Year 4
Probationary Teachers 1 Classroom Observation (Announced or Unannounced) 2 Walk-through Observations Summative
Year 5 (Following year - Continuing Contract Cycle 2)
Continuing Contract Teachers Cycle 1
1 Classroom Observation (Announced or Unannounced) 2 Walk-through Observations Summative
As assigned by Building Administrator
Continuing Contract Teachers Cycle 2
2 Walk-through Observations Standard 4 Standard 6 Standard 7 Partial Review
As assigned by Building Administrator
Teachers on Performance Improvement Plan
2 Classroom Observations (Announced or Unannounced) 2 Walk-through Observations Summative
As recommended by the Performance Improvement Plan Team or Building
Administrator
*Observation and Walk-through Components indicate the minimum number to be performed in each cycle or level of employment status.
Teachers employed by local school boards who have achieved continuing contract status shall complete the full evaluation cycle with summative once every three years or more often as deemed necessary by the principal. Any teacher who has achieved continuing contract status who receives a Standard rating of Needs Improvement or Unacceptable during the partial review (Cycle 2) shall be placed on the full evaluation cycle or on a Performance Improvement Plan.
Updated July 1, 2014
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Student academic progress is required as a significant component of teacher evaluation. As recommended by the Virginia Department of Education, the student growth component of our Teacher Performance Plan is 40% of the teacher’s evaluation. Multiple measures of student academic progress will be used in making decisions about an individual teacher’s performance.
Teachers will demonstrate student growth in two or three areas: Content Driven Data, Student Achievement Goals, and 21st Century Skills identified by individual school improvement plans.
Student Growth Documentation 40% Total
Content Driven Data– Almost every teacher will administer a pretest at the beginning of the course/year and a posttest at the end. Elementary classroom teachers will demonstrate student growth in the areas of reading, math, and writing. Secondary classroom teachers and all special education teachers will demonstrate student growth in their assigned subject area and/or IEP goals. Administrators will monitor pre/post test data to ensure alignment with SOL pass rates and student growth data.
20%
Student Achievement Goals – The specialist teachers for PE, Music, Art; Guidance Counselors, Instructional Coaches, English Language Learner teachers, Reading Specialists, Talented and Gifted (TAG), Media Specialists, and Middle School Exploratory Teachers will use student assessment data sources or pre/post tests to determine student achievement goals (long and/or short range) which will serve as evidence to demonstrate student growth. These teachers may use applicable pre/post tests, as well as other measures or data sources (ex: attendance records, behavior records) to determine student growth or improvement in areas related to student performance, school improvement goals, content area, or program objectives.
10% or 30%
21st Century Skills – Each school has a school improvement plan that includes a 21st Century Skill focus. Through the school improvement process, the staff of each school will determine the focus for its school and its assessment of the student attainment of the 21st Century Skills. Teachers will be evaluated independently on their students’ progress/attainment of the identified 21st Century Goal.
10%
Measuring Student Growth in Content Data
Virginia’s requirement that student growth be included in teacher evaluation adds a new dimension to the teacher evaluation process. Of course, the question immediately arises as to “How much have students learned and what amount of learning should be expected?” The research literature is actually fairly silent about these questions. It became necessary to ask the question from the viewpoint of science – “How would we measure the change in any other aspect of students?” The usual method of determining growth (or any form of change) would be to establish a baseline in the beginning, typically by pre-test. Then at the end, administer the same (or equivalent) assessment and compare the differences. This makes the assessments, teacher designed and approved, critical to the process.
We have worked to create a teacher developed, scientific method of measuring student growth through the use of the “Growth Calculator”. This tool has been developed to allow teachers to quickly perform the mathematical and statistical analysis to determine the amount of change between students’ pre-test and post-test performance. Attempts have been made to highlight the most critical elements for its use – where to enter the student scores and where to find the measure of student growth. However, the details of the calculation have not been hidden from those wanting to see them. Estimates on what is a typically expected amount of student growth have been made based upon SOL test results, benchmark testing, and classroom data. These estimates, along with the entire measurement process, will be actively monitored as we move forward with this process during the implementation year.
-Curtis Barker, Ed.D.
Waynesboro High School Teacher
Student Growth Workgroup
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21st
Century Skills Focus Each school, through its school improvement plan, will select one area of 21st Century Skills focus. The teachers will commit to instructing students in the development of this 21st Century Skill focus within their classrooms. Teachers will also develop an assessment tool to be used for two purposes:
To provide information to the school improvement team for guiding this process;
To assess student growth in the 21st Century Skill focus area for use in the teacher’s evaluation.
Mission Statement
…to instill these essential skills
within each of our students.
Through our leadership we will create
a community of learners who model:
Creativity/ Innovation
Critical Thinking/ Problem Solving
Communication/ Collaboration
Persistence,
Constructive Meaning, Entrepreneurialism
Effective oral, written,
and nonverbal exchange of ideas and information
Agility, Adaptability, Initiative, Global
Awareness, Metacognition,
Intra/Inter-dependency
Self-Assessment, Increased Reflection,
Goal Setting, Assessing and Analyzing Data
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Sample Forms and Documentation Teacher Documentation of Student Growth
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WAYNESBORO PUBLIC SCHOOLS
STUDENT ACHIEVEMENT GOAL-SETTING FORM 1
Teacher’s Name:
School: Grade: School Year: -
I. Setting – Optional (Describe the population and special learning circumstances: General education, resources, co-teach, paraprofessional support, etc.)
II. Content/Subject Area – Optional (The area/topic address based on learner achievement, data analysis, or observational data)
III. Baseline Data (What the current data shows)
IV. Goal Statement (Describe what you want learners/program to accomplish)
Short Term Goal
Measured By Target Completion Met/ (Evidence) Date Not Met
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V. Means for Attaining Goal (Activities used to accomplish the goal)
Strategy
Measurable By (Evidence)
Target Completion Date
Met/ Not Met
Not Met – Provide Artifacts
VI. Mid-Year Review (Describe goal progress and other relevant data)
Review Conducted on: (date) Initials: Teacher Administrator Data attached
VII. End-of-Year Data Results (Accomplishments at the end of the year)
Measurable By (Evidence) Data attached
Met/Not Met
Not Met – Provide Artifacts Strategies used and data demonstrate appropriate Student Growth Yes No Teacher’s Signature Date Administrator’s Signature Date
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WAYNESBORO PUBLIC SCHOOLS
STUDENT-ACHIEVEMENT GOAL-SETTING FORM 2
Date Baseline Data Goal Outcome
Summary of Student Progress:
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WAYNESBORO PUBLIC SCHOOLS
STUDENT ACHIEVEMENT GOAL-SETTING FORM 3
Teacher’s Name: Position: Date:
School: School Year: - Administrator:
I. Setting (Describe the population and special learning circumstances:
II.Content Area (The area/topic address based on learner achievement, data analysis, or observational data)
III. Baseline Data (What does the current data show?)
IV. Goal Statement (Describe what you want students to accomplish)
V. Strategies (Activities used to accomplish the goal/Include evidence and target date)
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VI. Interim Assessment - OPTIONAL
(Describe goal progress and other relevant data)
VII. Student Growth and Achievement (Accomplishments at the end of the year)
_____ has met their goal for the school year _____ has not met their goal _____ has met their goal for the school year _____ has not met their goal _____ has met their goal for the school year _____ has not met their goal _____ has met their goal for the school year _____ has not met their goal
VIII. Additional Information Initial Review Teacher’s Signature: _________________________________ Date: _______________________ (Sections I-V) Evaluator’s Signature: ________________________________ Date: _______________________ Interim Review Teacher’s Signature: _________________________________ Date: _______________________ (Optional review of Section VI)
Evaluator’s Signature: ________________________________ Date: _______________________ Final Review Teacher’s Signature: _________________________________ Date: _______________________ (Sections I-VII) Evaluator’s Signature: ________________________________ Date: _______________________
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WAYNESBORO PUBLIC SCHOOLS
STUDENT GROWTH DATA - WRITING
Teacher Name ______________________________ School ____________________________________ Class/Grade _________________________
Guidelines: **Note – Growth Calculated on Below Level Students Only
4 Exemplary = 90% of below level students moved to on or above level
3 Proficient = 70% or more of below level students moved up one level
2 Needs Improvement = 50 – 69% of below level students moved up one level
1 Unsatisfactory = 0 –49% of below level students moved up one level
Writing Ratings Significantly Below Level
Below Level On Level Above Level
1 2 3 4
Fall Prompt # of Students By Level
Spring Prompt # of Students By Level
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WAYNESBORO PUBLIC SCHOOLS
STUDENT GROWTH DATA – READING (PALS)
Teacher Name ______________________________ School ____________________________________ Class/Grade _________________________
Guidelines: **Note – Growth Calculated on Below Level Students Only
4 Exemplary = 90% of below level students moved to on or above level
3 Proficient = 70% or more of below level students moved up one level
2 Needs Improvement = 50 – 69% of below level students moved up one level
1 Unsatisfactory = 0 –49% of below level students moved up one level
Student Results Significantly Below Level
Below Level On Level Above Level
1 2 3 4
Fall Pretest # of Students By Level
Spring Post test # of Students By Level
Standard 7 - Teacher Worksheet
Print Growth Calculator with every child’s name – Highlight those you took out in the fall & spring AND had a SMART Goal on. Highlight in a different
color any student removed in the spring for any other reason (i.e. Student was not at WW in spring, etc.). This will help us determine Smart Goal data. We
will use this info to determine the Standard 7 score. You will also need to provide evidence of Smart Goal success. Place an asterisk (*) beside all fall scores
in Reading & Writing below or significantly below. Of that group, total the # of students moving 1 or more levels UP. This data will be used on Data Sheet
final scores.
Reading/Pals Writing Math Notes:
Student Name Pre-test score (1-4) &
Guided Reader Level
Post Test score
(1-4) & Guided Reader
Level
Pre-test scores Post Test scores Pre-test Post Test
Growth Calculator Reading score_______ / # of students removed ______
Growth Calculator Writing score_______ / # of students removed ______
Growth Calculator Math score_______ / # of students removed ______
Reading and Writing Scores – 1, 2, 3, or 4
PALS Ratings Significantly
Below Level
1
Below Level
2
On Level
3
Above Level
4
Kindergarten 0-27 28-80 81-91 92-102
1st Grade A, B, C D, E, F, G H, I J and above
2nd Grade D, E, F, G, H, I J, K, L M N and above
3rd grade M N,O P Q and above
4th grade
P Q,R S T and above
5th grade S T,U V W and above
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Data Sheet for Column 1 Final Scores:
This is a summary of your “Column 1” Data. There is the opportunity for teacher and administrator to decide if there should be a score that “overrides”
the actual Growth Calculator. If this is the case, please be prepared (with data) to justify why an override should occur.
Growth
Calculator
(Math) : _______
How many students
were removed from
the Math Growth
Calculator?
_______
Student Growth Data – PALS:
PALS Reading Level Start of
Year
End of
Year
Students Significantly Below level
Students Below Grade Level
Students On Grade Level
Students Above Grade Level (TOTAL STUDENTS: ______)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Students who began the year at “Below” or “Significantly below”,
who moved one (or more) level after the
End-of-Year PALS: _____ / ______ = _______ %
____ Need 70% for “Proficient” = 3 points`
____ Need 50%-69% for “Needs Improvement” = 2 points
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
90% of below level students who moved to “on” or “above” at the
End-of-Year PALS Testing: ______ / ______ = _______ %
____ Need 90% for “Exemplary” = 4 points
Student Growth Data – Writing K - 5
How many students were removed from the Writing Data?
________
Writing Prompt Scores Pre-Test Post-Test
Students who scored a 1
Students who scored a 2
Students who scored a 3
Students who scored a 4
(TOTAL STUDENTS:
______)
- - - - - - - - - - - - - - - - - - - - - -
Students who began the year at “Below” or “Significantly
Below”, who moved one (or more) level after the
Post-Test: ______ / ______ = _______ %
____ Need 70% for “Proficient” = 3 points
____ Need 50%-69% for “Needs Improvement” = 2 points
- - - - - - - - - - - - - - - - - - - - - -
90% of below level students who moved to “on” or “above”
at the End-of-Year Writing
Prompt: ______ / ______ = _______ %
____ Need 90% for “Exemplary” = 4 points
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Smart Goals – Column 2 Summary Report CLASSROOM TEACHERS
This document will summarize the Smart Goal work you have done through the year. You will be asked to “show evidence” of all growth. We
will use this data to determine the “Column 2 score” of your Standard 7. You may have multiple goals for one student. Please list each goal
individually. And, this chart is ONLY for students who were taken out of your Growth Calculator group.
Student Names Subject Total Number of Goals Did they E(xceed), M(et) or
(N)ot Met their goal?
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M
R W M E M N
TOTALS
Exemplary: 90% Met + Exceeded goal Proficient: 80% Met or Exceeded Goal (less than 20% did not meet) Needs Improvement: 51%-79% Met Goal, (21%-50% did not meet) AND 50% or more (of class) Exceeded Goal Unsatisfactory: 0%-50% Met Goal, (51% or more did not meet)
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Smart Goals – Column 2 Summary Report SPECIALS TEACHERS
This document is for Specials teachers who have class-wide Smart Goals. It may be that there is more than one list, if you chose a grade level.
Feel free to copy this page, and bring back multiple charts.
Student Score: Did they E(xceed), M(et) or
(N)ot Met their goal?
E M N
TOTALS
Class Chosen: ______________________________ Grade: _________
Class Goal:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Exemplary: 90% Met or Exceeded goal
AND 50% or more (of class) Exceeded Goal
Proficient: 80% or more Met or Exceeded Goal
(less than 20% did not meet)
Needs Improvement: 51%-79% Met Goal, (21%-49% did not meet)
Unsatisfactory: 0%-50% Met Goal, (50% or more did not meet)
21st Century Goal Data – Column 3 Data ALL TEACHERS
The whole school committed to _______________________ as our 21
st Century Goal. Each grade level set criteria for __________________ success.
Number of Students in your class:
Number of students who “Passed” the _____________________ Post-test assessment:
Percentage:
Unacceptable 0% - 49% pass rate
Developing/Needs Improvement 50% - 69% pass rate
Proficient 70% - 94% pass rate
Exemplary 95% - 100% pass rate
WAYNESBORO PUBLIC SCHOOLS Student Academic Progress
Standard 7 Performance Rating
Content Driven Data Student Achievement Goals 21st Century Skills
Guidelines 4.0 Exemplary 3.0-3.9 Proficient 2.0-2.9 Needs Improvement <2.0 Unsatisfactory
Notes Math Reading Writing X
C_D_D =
Total
Guidelines 4 4.0 – Exemplary – 50% +
Exceeded goal, 40% Met goal 3 3.0 - 3.9 Proficient – 80% + Met
or exceeded goal, <20% Did not meet goal
2 Needs Improvement - >50% Met or exceeded goal, 21% - 49% Did not meet goal
1 Unsatisfactory - <=5% Met or exceeded goal, >50% Did not meet goal
Notes X
S_A_G =
Total
Guidelines 4 – Exemplary – 95% - 100% Met Goal 3 – Proficient – 70% - 94% Met Goal 2 – Needs Improvement – 50% - 69%
Met Goal 1 – Unsatisfactory – 0% - 49% Met Goal
Notes X
21st Century =
Total
( C_D_D + S_A_G + 21st Century ) / 4 = Standard 7 Total Total Total Performance Rating
Full Partial
School Year
Teacher
Type
Evaluation
Cycle
Ave
Score or
Over
-ride
0 Weight
1 Weight Weight
Student
Achievement
Goal Score
21st Century
Goal Score
0 0
0
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WAYNESBORO PUBLIC SCHOOLS Student Academic Progress
Standard 7 Performance Rating
Content Driven Data Student Achievement Goals 21st Century Skills
Guidelines 4.0 Exemplary 3.0-3.9 Proficient 2.0-2.9 Needs Improvement <2.0 Unsatisfactory
Notes
C_D_D =
Total
Guidelines 4 4.0 – Exemplary – 50% +
Exceeded goal, 40% Met goal 3 3.0 - 3.9 Proficient – 80% + Met
or exceeded goal, <20% Did not meet goal
2 Needs Improvement - >50% Met or exceeded goal, 21% - 49% Did not meet goal
1 Unsatisfactory - <=5% Met or exceeded goal, >50% Did not meet goal
Notes X
S_A_G =
Total
Guidelines 4– Exemplary – 95% - 100% Met
Goal 3 – Proficient – 70% - 94% Met
Goal 2 – Needs Improvement – 50% -
69% Met Goal 1 – Unsatisfactory – 0% - 49% Met
Goal
Notes X
21st Century =
Total
( C_D_D + S_A_G + 21st Century ) / 4 = Standard 7 Total Total Total Performance Rating
Full Partial
School Year
Teacher
Type
1 Weight Weight
Student
Achievement
Goal Score
21st Century
Goal Score
0 0
0
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WAYNESBORO PUBLIC SCHOOLS Student Academic Progress
Standard 7 Performance Rating
Content Driven Data Student Achievement Goals 21st Century Skills
Guidelines 4.0 Exemplary 3.0-3.9 Proficient 2.0-2.9 Needs Improvement <2.0 Unsatisfactory
Notes Data Set 1 Data Set 2 Data Set 3
Data Set 4 Data Set 5 Data Set 6
Data Set 7
X
C_D_D =
Total
Guidelines 4 4.0 – Exemplary – 50% +
Exceeded goal, 40% Met goal 3 3.0 - 3.9 Proficient – 80% + Met
or exceeded goal, <20% Did not meet goal
2 Needs Improvement - >50% Met or exceeded goal, 21% - 49% Did not meet goal
1 Unsatisfactory - <=5% Met or exceeded goal, >50% Did not meet goal
Notes X
S_A_G =
Total
Guidelines 4 – Exemplary – 95% - 100% Met
Goal 3 – Proficient – 70% - 94% Met Goal 2 – Needs Improvement – 50% - 69%
Met Goal 1 – Unsatisfactory – 0% - 49% Met
Goal Notes
X
21st Century =
Total
( C_D_D + S_A_G + 21st Century ) / 4 = Standard 7 Total Total Total Performance Rating
Full Partial
School Year
Teacher
Type
Evaluation
Cycle
Ave
Score or Over
-ride
0 Weight
1 Weight Weight
Student
Achievement
Goal Score
21st Century
Goal Score
0 0
0
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WAYNESBORO PUBLIC SCHOOLS Student Academic Progress
Standard 7 Performance Rating
Content Driven Data Student Achievement Goals 21st Century Skills
Guidelines 4.0 Exemplary 3.0-3.9 Proficient 2.0-2.9 Needs Improvement <2.0 Unsatisfactory
Notes Class 1 Class 2 Class 3
Class 4 Class 5 Class 6
Class 7
X
C_D_D =
Total
Guidelines 4 4.0 – Exemplary – 50% +
Exceeded goal, 40% Met goal 3 3.0 - 3.9 Proficient – 80% + Met
or exceeded goal, <20% Did not meet goal
2 Needs Improvement - >50% Met or exceeded goal, 21% - 49% Did not meet goal
1 Unsatisfactory - <=5% Met or exceeded goal, >50% Did not meet goal
Notes X
S_A_G =
Total
Guidelines 4– Exemplary – 95% - 100% Met Goal 3 – Proficient – 70% - 94% Met Goal 2 – Needs Improvement – 50% - 69%
Met Goal 1 – Unsatisfactory – 0% - 49% Met
Goal
Notes X
21st Century =
Total
( C_D_D + S_A_G + 21st Century ) / 4 = Standard 7 Total Total Total Performance Rating
Full Partial
School Year
Teacher
Type
Evaluation
Cycle
Ave
Score or
Over
-ride
0 Weight
1 Weight Weight
Student
Achievement
Goal Score
21st Century
Goal Score
0 0
0
27
WAYNESBORO PUBLIC SCHOOLS
SUMMATIVE EVALUATION FLOW CHART
Determine what data forms you need.
Elementary Teacher
Elem. Specialist/ Secondary Music/
Exploratory Teachers
Secondary Teacher
Special Ed./ Reading Specialist/
ELL
Instructional Coach/Guidance
Scores for Standards 1 - 6
X
X
X
X
X
Growth Calculator
X
X
X
Writing Student Growth Calculator
X
X
(English)
X
(English)
Student Achievement Goal Setting Form
X
X
X
X
X
Standard 7 Summary
X
X
X
X
X
Final Summative Rating Form
X
X
X
X
X
What additional/artifacts do you have to present?
28
RATING TEACHER PERFORMANCE
Administrators make decisions about performance of the seven performance standards based on all available evidence. After collecting information through observations, walk-throughs, goal setting, 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. 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 intended to increase reliability among evaluators and to help teachers to focus on ways to enhance their teaching practice. The rating of “Proficient” is the expected level of performance.
Documentation Overview
Standard Evidence
Standard 1 Professional Knowledge Documentation and Observation
Standard 2 Instructional Planning Documentation and Observation
Standard 3 Instructional Delivery Observation
Standard 4 Assessment of/for Learning Documentation and Observation
Standard 5 Learning Environment Documentation and Observation
Standard 6 Professionalism Documentation and Observation
Standard 7 Student Academic Progress Documentation/Artifacts
Standard Weighting
Teacher Performance Standard Percentage Contribution to the Summative Rating
Standard 1 10%
Standard 2 10%
Standard 3 10%
Standard 4 10%
Standard 5 10%
Standard 6 10%
Standard 7 40%
29
Summative Evaluation Performance Rating
Performance Rating Quantified Performance Rating
Unacceptable 1
Developing/Needs Improvement 2
Proficient 3
Exemplary 4
In addition to receiving a diagnostic rating for each of the seven performance standards, 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. NOTE: The rating developing/needs improvement helps to define the performance of a novice teacher. Waynesboro Public Schools recognizes that new teachers are developing their skill set and understanding of their role and responsibilities. Therefore, a Developing rating MAY be considered for use with new teachers in this category. If the teacher performs inconsistently in a standard or whose performance is less than quality work, a rating of Needs Improvement will define their rating on that standard. A clear distinction between developing/needs improvement should be evident in the comments written in the formal observation or summative forms to distinguish between the progress of the novice teacher and teacher performance not meeting the standard. The overall summative rating will be judged to be “Exemplary,” “Proficient,” “Developing/Needs Improvement,” or “Unacceptable.”
Overall Rating Total Points
Unacceptable 10-19
Developing/Needs Improvement 20-25
Proficient 26-34
Exemplary 35-40
Regardless of overall total points earned: 1. If the employee has an “Unacceptable” rating in two or more of the seven performance standards, the
individual will receive an overall performance rating “Unacceptable.”
2. If the employee has three or more “Developing/Needs Improvement” ratings from among the seven performance standards, this will result in an overall “Developing/Needs Improvement” or “Unacceptable” unless, defined by the building administrator to be “Developing” at the novice level.
3. An employee receiving one or more standards ratings of “Developing/Needs Improvement” or “Unacceptable” may be recommended for placement on a Performance Improvement Plan unless, defined by the building administrator to be “Developing” at the novice level.
30
PERFORMANCE IMPROVEMENT PLAN If a teacher’s performance does not meet the expectations established by the school division, the teacher may be placed on a Performance Improvement plan. Description of Performance Improvement Plan: The Performance Improvement Plan is designed to support a teacher in addressing areas of concern through targeted supervision and additional resources. Employees not meeting the expected level of proficient performance in one or more of the division’s seven standards will be recommended for placement on a Performance Improvement Plan. The purpose of the Performance Improvement process is to provide targeted support aimed at the goal of improved performance. A teacher may be assigned to the Performance Improvement Plan at any time. In many cases, this assignment occurs as a result of a series of observations in which the teacher’s performance is at an Unacceptable and/or Developing/Needs Improvement levels. A teacher may also be assigned to the Performance Improvement Plan based at any point during the year, upon the building administrator’s determination that the teacher is in immediate need of assistance, to provide for the best interests of students and/or the school. Steps in the Performance Improvement Plan: 1. The building administrator confers with the teacher and gives written notification of placement on the
Performance Improvement Plan. Written notification is also provided regarding which standards and criteria are not being met.
2. The teacher may appeal the decision, but must do so within five (5) working days to the Assistant
Superintendent. 3. A Performance Improvement team comprised of the building administrator, a central office administrator,
and an additional team member meets to discuss areas of concern and to formulate a Plan of Assistance. Components of this plan are: a time frame in which the performance standard(s) is/are to be met, the assistance or resources that will be provided, a description of how progress will be monitored, and evidence that will be used to determine whether the standard(s) has/have been met by the end of the time frame.
4. The Performance Improvement team meets with the teacher to finalize the Plan of Assistance. 5. The Performance Improvement team meets to review evidence and evaluate progress, and makes a
determination as to whether the applicable standards have been met. 6. The Performance Improvement team meets and reviews the evidence with the teacher. 7. The building administrator meets with the teacher to inform him or her of continued assignment on the
Performance Plan, or of alternative interventions that may be needed. A copy of the building administrator’s report is provided to the teacher.
31
Forms and Documentation Teacher Performance Plan
32
WAYNESBORO PUBLIC SCHOOLS
Pre-Observation Conference Record (Optional)
Directions: The administrator and teacher should meet at least one day prior to the formal observation to plan for the classroom visit. Topics to be discussed include:
Teacher’s Name School Date
The teacher is: Probationary
Continuing Contract Observer’s Name
Topics to be discussed include:
Time, location, and duration of observation
The teacher’s goals for this lesson
Particular areas of interest or concern that the observer should note
Particular components of the Teacher Performance Rubric that the observer should note
Pre-conference notes:
Administrator’s Name Signature Date
Teacher’s Name Signature Date
Copies to Administrator and Employee
33
WAYNESBORO PUBLIC SCHOOLS
Classroom Observation Form
Directions: This form is to be used for probationary teachers and teachers with continuing contract status. Observers should use the form to provide feedback to teachers about the observation.
STANDARD 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual needs.
Comments:
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 school year. Comments:
School Year:
Teachers First and Last Name
Observer’s Name
Date Observed Time Observed
Teacher Type The teacher is: o Probationary
o Continuing Contract
Evaluation Type o Full o Partial
Communicating
Using Strategies Effectively
Student Engagement
Questioning
Monitoring Student
Progress
Assessing Learning
34
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. Comments:
Respect and
Rapport
Learning Focus
Expectation of Behavior
Positive Discipline
Smooth Routines
Knowledge of Students Interest
and Cultural Heritage
35
WAYNESBORO PUBLIC SCHOOLS
Record of Observation Feedback
STANDARD 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experience. Comments: 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. Comments:
Teacher’s First/Last
Name School
Year:
Content
Curriculum
Alignment
Use of
Resources and
Technology
Instruction
and
Assessment
Student
Needs
Expectations
for Learning
and
Achievement
36
STANDARD 6. Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Comment: STANDARD 7. Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Comments:
Content
Data
Student
Achievement
Goals
21st Century
Goals
Compliance
with Policies
and
Regulations
Continuous
Growth
Integrity
Contributions
Judgment
Collaboration
37
Additional Comments Teacher First and Last Name Teacher’s Signature Date Observer’s Name Observer’s Signature Date Some standards may not be documented in a single observation. Evidence can be drawn from formal observations, informal observations, documentation log review, and other appropriate sources. Evaluators use this form to document the feedback given a teacher during the course of the evaluation cycle. This form should be maintained by the evaluator during the course of the evaluation cycle. This report is shared at a meeting with the teacher or a Post Observation Conference.
38
WAYNESBORO PUBLIC SCHOOLS Walk-through/Informal Classroom Visits
Directions: Evaluators use this form to document the informal observations of the teacher. Some standards may not be documented in a single observation. A copy of this form will be given to the teacher.
1. PROFESSIONAL KNOWLEDGE
Integrates key content elements and facilitates students’ use of higher level thinking skills
Addresses appropriate curriculum standards
Demonstrates ability to link present content with past and future learning
Demonstrates an accurate knowledge of the subject area(s) taught
Communicates clearly
Demonstrates skills relevant to the subject area(s) taught
Bases instruction on goals that reflect high expectations
Demonstrates an understanding of the knowledge of content/student development
SPECIFIC EXAMPLES:
2. INSTRUCTIONAL PLANNING
Uses student learning data to guide planning
Plans time for realistic pacing
Plans for differentiated instruction
Aligns lesson objectives to curriculum and student needs
Develops appropriate long- and short-range plans and adapts plans
SPECIFIC EXAMPLES:
3. INSTRUCTIONAL DELIVERY
Engages students
Builds on prior knowledge
Differentiates instruction
Reinforces learning goals
Uses a variety of strategies/resources
Uses instructional technology
Communicates clearly
SPECIFIC EXAMPLES:
4. ASSESSMENT OF AND FOR STUDENT LEARNING
Uses pre-assessment data
Involves students in setting learning goals
Uses valid, appropriate assessments
Aligns assessments with standards
Uses a variety of assessment strategies
Uses assessment tools for formative/summative purposes Gives constructive feedback
SPECIFIC EXAMPLES:
5. LEARING ENVIRONMENT
Arranges the classroom to maximize learning and provides a safe environment
Establishes clear expectations
Maximizes instruction/minimal disruption
Establishes a climate of trust/teamwork
Promotes cultural sensitivity/respects diversity
Listens and pays attention to students’ needs and responses
Maximizes instructional learning time by working with students individually and in groups
SPECIFIC EXAMPLES:
Teacher’s First/Last Name
Name
School Year:
Observer’s Name
Setting
Date of Walk-Through
Time of Walk-Through
39
6. PROFESSIONALISM
Collaborates/communicates effectively
Adheres to laws/policies/ethics
Incorporates professional development learning
Incorporates learning from professional growth activities
Sets goals for improvement
Activities outside classroom
Builds positive relationship with parents
Contributes to professional learning community
Demonstrates mastery of standard oral and written English
SPECIFIC EXAMPLES:
7. STUDENT ACADEMIC PROGRESS
Sets student achievement goals
Documents progress
Provides evidence of goal attainment
Develops interim learning targets
SPECIFIC EXAMPLES:
Comments:
Observer’s Signature
40
WAYNESBORO PUBLIC SCHOOLS
Teacher Summative Performance Report
Teacher: School:
Grade/Subject: School Year: -
Administrator’s Name:
Teacher’s Contract Status: Probationary Continuing Contract
Documentation Reviewed: Teacher Documentation Log Goal Setting Form Observation Form
Other
Directions: Evaluators use this form at the end of the school year to provide probationary teachers and continuing contract teachers in
their summative year with an assessment of performance. The teacher should receive a copy of the form. The signed form is submitted to
the site administrator within 10 calendar days of the summative evaluation meeting.
Performance Standard 1: Professional Knowledge
UNACCEPTABLE - 1
DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected
level of performance.
EXEMPLARY - 4
The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students.
The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice.
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum.
Comments:
Performance Standard 2: Instructional Planning
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected
level of performance.
EXEMPLARY - 4
The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data.
The teacher inconsistently uses the school’s curriculum, effective strategies, resources, and data in planning to meet the needs of all students.
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.
In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students.
Comments:
41
Performance Standard 3: Instructional Delivery
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected
level of performance.
EXEMPLARY - 4
The teacher’s instruction inadequately addresses students’ learning needs.
The teacher inconsistently uses instructional strategies that meet individual learning needs.
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
In addition to meeting the standard, the teacher optimizes students’ opportunity to learn by engaging them in higher order thinking and/or enhanced performance skills.
Comments:
Performance Standard 4: Assessment of and for Student Learning
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected
level of performance.
EXEMPLARY - 4
The teacher uses and inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on student academic progress in a timely manner.
The teacher uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction.
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.
In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress.
Comments:
Performance Standard 5: Learning Environment
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected
level of performance.
EXEMPLARY - 4
The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards.
The teacher is inconsistent in using resources, routines, and procedures and in providing a respectful, positive, safe, student-centered environment.
The teacher using resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
In addition to meeting the standard, the teacher creates a dynamic learning environment that maximizes learning opportunities and minimizes disruptions within an environment in which students self-monitor behavior.
Comments:
42
Performance Standard 6: Professionalism
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected level
of performance.
EXEMPLARY - 4
The teacher demonstrates inflexibility, a reluctance and/or disregard toward school policy, and rarely takes advantage of professional growth opportunities.
The teacher inconsistently practices or attends professional growth opportunities with occasional application in the classroom.
The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.
In addition to meeting the standard, the teacher continually engages in high level personal/professional growth and application of skills, and contributes to the development of others and the well-being of the school.
Comments:
Performance Standard 7: Student Academic Progress
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected level
of performance.
EXEMPLARY - 4
The work of the teacher does not achieve acceptable student academic progress.
The work of the teacher results in student academic progress that does not meet the established standard and/or is not achieved with all populations taught by the teacher.
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
In addition to meeting the standard, the work of the teacher results in a high level of student achievement with all populations of learners.
Comments:
Performance Rating Weight Standard 1: Professional Knowledge * =
Standard 2: Instructional Planning * =
Standard 3: Instructional Delivery * =
Standard 4: Assessment of Learning * =
Standard 5: Learning Environment * =
Standard 6: Professionalism * =
Standard 7: Student Academic Progress * =
Total Summative Rating
1 0
0 1
1
1
1
1
1
0
0
0
0
0
0
43
Standard 1: Professional Knowledge =
Standard 2: Instructional Planning =
Standard 3: Instructional Delivery =
Standard 4: Assessment of Learning =
Standard 5: Learning Environment =
Standard 6: Professionalism =
Standard 7: Student Academic Progress =
Total Summative Rating
Recommended for continued employment.
Recommended for placement on a Performance Improvement Plan.
(One or more standards of either “Developing/Needs Improvement” Or “Unacceptable”)
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.)
Additional Comments:
Teacher’s Name Teacher’s Signature Date
Administrator’s Name Administrator’s Signature Date
0
0
0
0
0
0
0
Points Scale Total Points Overall Rating
35-40 Exemplary
26-34 Proficient
20-25 Developing/Needs Improving
10-19 Unacceptable
Regardless of overall total points earned:
*Three or more developing/needs improvement ratings on
Individual performance standards will result in an overall rating
of Developing/Needs Improvement or Unacceptable
*One unacceptable rating on any performance standard will
result in an overall rating of unacceptable.
0
OVERALL EVALAUTION SUMMARY:
UNACCEPTABLE DEVELOPING/NEEDS IMPROVEMENT PROFICIENT EXEMPLARY
Teacher’s signature denotes receipt of the
summative evaluation, not necessarily
agreement with the contents of the form.
44
WAYNESBORO PUBLIC SCHOOLS
Performance Improvement Plan Form (Required for a Teacher Placed on a Remediation Plan of Action)
Teacher ____________________________________ School _____________________________ Grade/Subject ______________________________ School Year ________________________ Standard(s) and criteria not met: Assistance, strategies, and/or resources to be used in meeting the standard(s): Evidence that will be used to determine the standard(s) has/have been met: Timeline:
Assistance Team Members Names Signature Date
Teacher’s Name Signature Date
45
WAYNESBORO PUBLIC SCHOOLS
Results of Improvement Plan Form (Required for a Teacher Placed on a Remediation Plan of Action)
TEACHER: ________________________________ SCHOOL: _________________________ GRADE/SUBJECT: _________________________ SCHOOL YEAR: ________ - ___________ Report of results of plan of assistance: Recommendations:
Assistance Team Members Names Signature Date
Teacher’s Name Signature Date
Page 1 of 2
46
Final recommendation based on outcome of Improvement Plan:
The performance deficiencies have been satisfactorily corrected: The teacher is no longer on a Performance
Improvement Plan.
The deficiencies were not corrected:
Teacher Name _______________________________________________________________________________
Teacher’s Signature _______________________________________________ Date _____________ Signature denotes the review occurred, not necessarily agreement with the final recommendations
Administrator’s Name ____________________________________________________________________________
Administrator’s Signature __________________________________________ Date _____________
Copies to Administrator, Employee and Personnel Office
Page 2 of 2
RUBRIC
Teacher Performance Plan
WAYNESBORO PUBLIC SCHOOLS
Waynesboro Public Schools Teacher Performance Rubric
Waynesboro Public Schools Teacher Performance Rubric is aligned with the Virginia Uniform Performance Standards for Teachers. This rubric incorporates these standards with observable behaviors (or evidence) that indicate the teacher is meeting expectations for the following performance standards:
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.
UNACCEPTABLE DEVELOPING/NEEDS IMPROVEMENT PROFICIENT EXEMPLARY
CONTENT
Teacher has limited
understanding of the content.
Makes content errors or does
not correct errors made by
students.
Teacher is familiar with the
content. May not fully understand
the relationships among concepts
or connections to other disciplines.
Teacher has solid understanding of the
standards and content. Knows how
concepts are related to each other and
to other disciplines. Is able to ask and
answer detailed, higher-level
questions.
Teacher consistently demonstrates strong content background.
Using this knowledge to integrate concepts in the discipline to
each other, other disciplines, and students’ background
knowledge. Is able to ask and answer detailed, higher-level
questions that enhance instruction and student learning.
CURRICULUM ALIGNMENT
Teacher’s plans may reflect
topics or general themes from
the curriculum, but are not
specifically aligned to
approved curriculum
documents or pacing guides.
Teacher is familiar with
curriculum documents and pacing
guides; uses them as a starting
point for planning. Alignment may
be loose or be confined to lower-
level objectives.
Teacher aligns plans to approved
curriculum documents and pacing
guides. Analyzes essential knowledge
and skills, and matches plans to the
level of thinking indicated.
Teacher has a detailed understanding of essential knowledge
and skills, and aligns instruction to them. Plans indicate a
focus on higher-level thinking.
USE OF RESOURCES AND TECHNOLOGY
Teacher is unaware of a
range of available resources.
Plans rely on few resources
and reflect little integration
of technology.
Teacher has awareness of the
range of resources available in the
school, but does not seek to
identify other outside resources.
Plans reflect a narrow range of
technology use.
Teacher has knowledge of available
learning resources in and outside the
school. Special projects and activities
integrate technology and a wide range
of resources.
Teacher has extensive knowledge of a wide variety of learning
resources and materials, including those that are technology
and community-based. Plans consistently reflect integration of
these resources.
Performance Standard Appraisal: Professional Knowledge
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected level of
performance.
EXEMPLARY - 4
The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students.
The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice.
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum.
49
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.
UNACCEPTABLE DEVELOPING/NEEDS IMPROVEMENT PROFICIENT EXEMPLARY
INSTRUCTION AND ASSESSMENT
Teacher does not prepare plans,
or prepares plans that are not
adequately organized to guide
instruction. Instructional
approaches or assessment
models do not advance student
learning.
Teacher prepares organized plans,
reflecting a limited range of teaching
techniques and assessment models.
Some practices may be unsuitable to
the content or the students.
Teacher aligns plans to approved
curriculum documents and pacing
guides. Analyzes essential knowledge
and skills, and create plans that will
facilitate students’ use of higher level
thinking skills.
Teacher has a detailed understanding of essential
knowledge and skills, and aligns instruction to
them. Plans indicate a focus on higher-level
thinking.
STUDENT NEEDS
Teacher’s plans typically
reflect instruction that is the
same for all students regardless
of their learning needs.
Teacher’s plans occasionally reflect
strategies for addressing the needs of
individual students and small groups.
Teacher’s plans are prepared. Plans
include a variety of effective teaching
and assessment methods arranged in a
logical structure and sequence. Plans
time realistically for pacing, content
mastery, and transitions. Teacher plans
are differentiated to meet the needs of
the individual learner.
Teacher’s plans rely on a wide variety of research-
based methods, embedded in interesting, well-
designed lessons. Lesson design links content to
the lives, needs and interests of students.
EXPECTATIONS FOR LEARNING AND ACHIEVEMENT
Medium to low expectations
for student achievement are the
norm with high expectations
for learning reserved for only a
few students.
High expectations for learning are
reserved for those students thought to
have a natural aptitude with limited
strategies to address struggling
students.
The teacher demonstrates a high regard
for varied student abilities. Instructional
goals and activities convey high
expectations for student achievement
while incorporating strategies to ensure
student success and provide support for
those who have difficulty learning.
The teacher systematically designs lessons to
include effective approaches for students who
need help, using an extensive repertoire of
strategies and soliciting additional resources from
the school. The teacher conveys high
expectations for learning by all students. Students
assume responsibility for their learning.
Performance Standard Appraisal: Instructional Planning
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected level of performance.
EXEMPLARY - 4
The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data.
The teacher inconsistently uses the school’s curriculum, effective strategies, resources, and data in planning to meet the needs of all students.
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.
In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students.
50
Standard 3: Instructional Delivery – The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual needs.
UNACCEPTABLE DEVELOPING/NEEDS IMPROVEMENT PROFICIENT EXEMPLARY
COMMUNICATING Teacher does not explain the
lesson’s purpose. Directions
and procedures are unclear
or incomplete. Explanations
of content do not make sense
to students.
Teacher attempts to explain the lesson’s
purpose, with limited success. Directions
and procedures may be confusing and
require repeated clarification. Content
explanations are uneven, confusing, or dry.
Teacher helps students understand the
purpose of the lesson. Directions and
procedures are communicated clearly.
Explanations of content are appropriate
and connect with students’ experience.
Teacher assures that students understand the
purpose of the lesson and the learning goals.
Directions and procedures are clear, anticipating
possible student misunderstandings.
Explanations of content are interesting and
connect with students’ experience.
USING STRATEGIES EFFECTIVELY
Teacher appears unaware of
a variety of instructional
strategies, or may choose
strategies that are not
suitable to the content and
goals of the lesson.
Teacher implements strategies that lend
themselves to the content and learning
objectives, but may have little variety or
research base or not be implemented
appropriately.
Teacher effectively implements a
variety of instructional models and
strategies with chosen content. Keeping
learning objectives and student
needs/interests in mind. Teacher is
aware of and often uses research-based
strategies and relevant technology.
Teacher employs a variety of instructional
models and differentiated strategies, which are
chosen with content, learning objectives, and
student needs/interests as guides. Teacher uses
rigorous strategies that have a strong research
base and integrates the use of relevant
technology to enhance learning.
STUDENT ENGAGEMENT
Learning activities or
resources are inappropriate
for students’ age or
background, or the lesson
has no clear structure.
Students are not engaged.
Some students are engaged, while others
are not. Teacher does not use
differentiation techniques or other
strategies aimed at student engagement,
and may respond to lack of engagement
primarily as a discipline issue.
Most students are engaged in learning
activities. Teacher applies
differentiation techniques and other
strategies as needed to focus and interest
students. Students are held accountable
for demonstrating learning.
All students are engaged in learning activities.
Teacher routinely employs differentiation
techniques, grouping strategies, student choice,
lesson pacing with the creative use of resources
and other strategies aimed at engaging students.
Students are able to identify learning goals and
have assume responsibility for time management
and attaining those goals.
Performance Standards Appraisal: Instructional Delivery
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected level of performance.
EXEMPLARY - 4
The teacher’s instruction inadequately addresses students’ learning needs.
The teacher inconsistently uses instructional strategies that meet individual learning needs.
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
In addition to meeting the standard, the teacher optimizes students’ opportunity to learn by engaging them in higher order thinking and/or enhanced performance skills.
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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
school year.
UNACCEPTABLE DEVELOPING/NEEDS IMPROVEMENT PROFICIENT EXEMPLARY
QUESTIONING
Teacher’s questions are
generally of low quality, with
little cognitive challenge.
Questions are not used to
structure discussion, but are
consistently focused on
recitation.
Teacher’s questions vary in quality
and may be asked in rapid
succession, providing uneven
support for quality discussion.
Teacher does not appear to have
planned key questions in advance.
Teacher’s questions are varied, high
in quality, and planned to match
lesson goals. Students generate
questions when prompted to do so.
Students are given adequate time to
respond.
Teacher and students ask and respond to a variety of
high-quality questions. Teacher questions prompt
genuine discussion, thinking, and exchange of ideas.
Questions match lesson goals.
ASSESSING LEARNING
Teacher monitors progress
inconsistently. Feedback may
be of poor quality or not
provided in a timely manner.
Teacher monitors the progress of the
class as a whole, and provides
feedback only in the form of grades.
Classroom assessments are used to
monitor performance. Assessment
data informs instructional decisions.
Teacher monitors the progress of
instructional groups and provides
corrective feedback. Varied
classroom assessments are used to
document learning. Assessment data
informs instructional decisions.
Teacher monitors the progress of individuals and provides
goal-oriented feedback. Assessments document learning
at a range of levels and in varied formats. Data is used to
set learning goals and drive instructional decisions.
MONITORING STUDENT PROGRESS
Teacher’s records are
incomplete or in disarray,
resulting in errors and
confusion. Teacher provides
minimal information to
parents and does not respond
or responds insensitively to
parent concerns about
students progress.
Teacher’s records are adequate, but
they require frequent monitoring to
avoid error. Teacher adherers to the
school’s required procedures for
communicating to parents.
Responses to parent concerns are
minimal.
The teacher’s system for maintaining
information on student progress in
learning is effective. Teacher
communicates with parents about
students’ progress on a regular basis
and is available as needed to respond
to parent concerns. Uses available
data to measure student progress and
identify areas of strength and
weakness.
Teacher’s system for maintaining information on student
progress in learning is fully effective and easily
communicated to others. Students understand
information related to their progress and can interpret and
contribute to the record keeping process. Teacher
consistently uses available data to measure student
progress and identify areas of strength and weakness.
Frequently provides information to parents, using
samples of data and student progress. Response to parent
concerns is handled with sensitivity.
Performance Standard Appraisal: Assessment of and for Student Learning
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected level of performance.
EXEMPLARY - 4
The teacher uses and inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on student academic progress in a timely manner.
The teacher uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction.
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.
In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress.
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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.
UNACCEPTABLE DEVELOPING/NEEDS IMPROVEMENT PROFICIENT EXEMPLARY
RESPECT AND RAPPORT
Teacher interaction with at least
some students is negative,
demeaning, sarcastic, or
inappropriate. Student
interactions with the teacher
and/or each other exhibit
disrespect or conflict.
Teacher interactions with students are
generally appropriate but sometimes
reflect inconsistency or favoritism.
Students show minimal respect for the
teacher. Teacher may allow or accept
disrespectful treatment of peers by
students.
Teacher and student interactions are
friendly, demonstrating general
caring and respect. Students are
typically polite and respectful
towards each other. Students feel
physically and emotionally safe.
Teacher interactions with students reflect
genuine respect and caring. Students in the
classroom show respect to the teacher and each
other, and are supportive and helpful to one
another. Students feel physically and
emotionally safe and exhibit support and
encouragement to others.
LEARNING FOCUS Teacher conveys an apathetic or
negative attitude towards the
work, perhaps suggesting to
students that it is not valuable.
Teacher communicates the importance
of the work, and manages time so that it
is not wasted. Students generally
complete work, but with little
commitment to its quality.
Teacher emphasizes a learning focus
by conveying genuine enthusiasm for
the content and by maximizing the
productive use of instructional time.
Teacher and students demonstrate that they
value the importance of learning through use of
time, initiative, effort, and pride in quality
work.
EXPECTATION OF BEHAVIOR
Student work and/or conduct
indicates low or unclear
expectations, teacher is
inconsistent in communicating or
reinforcing expectations.
Teacher sets modest expectations for
student work and/or conduct.
Expectations may be unclear, or
inconsistently reinforced.
Teacher sets high expectations for
conduct and is consistent in
reinforcing these expectations.
Teacher stresses student
responsibility for meeting
expectations.
Teacher sets high expectations for all students.
Expectations are communicated clearly,
modeled, and reinforced frequently. Students
assume responsibility for meeting behavioral
expectations.
POSITIVE DISCIPLINE
Teacher may be unaware of what
students are doing. Response to
misbehavior is inconsistent,
disrespectful, or ineffective.
Teacher is generally aware of student
behavior, but rarely uses preventive
strategies. Disciplines students
appropriately.
Teacher monitors and corrects
behavior as necessary without undue
disruption of the lesson. Disciplines
students appropriately when
necessary, with dignity and respect.
Teacher monitors and corrects behavior in a
respectful, proactive manner. When necessary,
disciplines students with dignity and respect,
using strategies that focus on a learning
opportunities that foster future behavior
success.
SMOOTH ROUTINES Routines and transitions may be
disorganized, chaotic, or result in
significant loss of instructional
time. Students have no clearly
defined roles in managing
materials or routine tasks.
Routines and transitions are generally
organized and occur with some loss of
instructional time. Students need direct
supervision in managing materials and
routine tasks.
Routines and transitions are well-
organized and occur smoothly with
little loss of instructional time.
Students carry out assigned roles in
managing materials and routine tasks.
Routines and transitions are well-organized,
efficient, and seamless. Students assume age-
appropriate levels of responsibility for
managing materials and routine tasks.
KNOWLEDGE OF STUDENTS’ INTEREST AND CULTURAL HERITAGE
Teacher demonstrates little or no
understanding of students’
backgrounds, cultures, skills,
language proficiency, interests,
and special needs, and does not
seek such understanding.
Teacher indicates the importance of
understanding the students’
backgrounds, cultures, skills, language
proficiency, interest, and special needs,
and attains this knowledge for the class
as a whole.
The teacher purposefully seeks
knowledge from several sources of
students’ backgrounds, cultures,
skills, language proficiency, interests,
and special needs, and attains this
knowledge for groups of students and
incorporates this knowledge in lesson
planning.
Teacher persistently applies knowledge from a
variety of sources, of individual students’ levels
of development, their backgrounds, cultures,
skills, language proficiency, interests, and
special needs in order to incorporate strategies
for meeting these learning needs into lesson
plans.
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Performance Standard Appraisal: Learning Environment
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected level of performance.
EXEMPLARY - 4
The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards.
The teacher is inconsistent in using resources, routines, and procedures and in providing a respectful, positive, safe, student-centered environment.
The teacher using resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
In addition to meeting the standard, the teacher creates a dynamic learning environment that maximizes learning opportunities and minimizes disruptions within an environment in which students self-monitor behavior.
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Standard 6: Professionalism– The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in
professional growth that results in enhanced student learning.
UNACCEPTABLE DEVELOPING/NEEDS IMPROVEMENT PROFICIENT EXEMPLARY
COMPLIANCE WITH POLICIES AND REGULATIONS
Teacher does not comply with
school and district policies,
regulations and procedures, even
when frequent direction and
reminders are provided.
Teacher complies minimally with
school and district policies,
regulations and procedures. Often
needs reminders and direction.
Teacher complies fully with school
and district policies, regulations and
procedures.
Teacher complies fully with school and district
policies, regulations and procedures; and
supports others in doing so as needed.
CONTINUOUS GROWTH
Teacher participates in professional
growth activities when required to
do so. Teacher resists or ignores
feedback on teaching. Does not
assess instruction, or misjudges its
effectiveness.
Teacher participates in professional
growth activities to a limited extent.
Teacher accepts feedback on
teaching, but does not typically
transfer it into practice. Teacher
assesses instruction when prompted
to do so.
Teacher takes advantage of
opportunities for professional growth.
Teacher welcomes and is receptive to
feedback, and often transfers
professional learning into classroom
practice. Teacher is reflective in
assessing instruction.
Teacher seeks our professional growth through
structured staff development activities and
individual reading-research. Teacher seeks out
feedback, transfers professional learning into
practice, and is highly reflective in assessing
instruction.
JUDGMENT Teacher’s decisions are made with
little or no rationale, are self-
serving, or reflect convenience
over professional considerations.
Teacher’s decisions are based on
limited though genuinely professional
considerations.
Teacher’s decisions are grounded in
solid reasoning, driven by the best
interests of students, and reflective of
high standards of professional
judgment. Teacher uses care in
making difficult decisions as well as in
dress, behavior, and communication
Teacher’s decisions are grounded in solid
reasoning, driven by the best interests of
students, and reflective of high standards of
professional judgment. Teacher is sought out
by others for advice in making difficult
decisions. Behaviors related to dress,
professional interactions, and communications
are considered to be a model to others.
INTEGRITY Teacher displays lapses in
upholding standards of fairness,
honesty, or respect. Does not
demonstrate advocacy or care for
students.
Teacher is fair, respectful, and honest
in dealing with colleagues, students,
and the public. Teacher’s advocacy
and care for students may be
inconsistent or minimal.
Teacher holds high standards of
fairness and respect, and is honest with
colleagues, students, and the public.
Actively serves, cares for, and
advocates for students and works to be
sure that all students have
opportunities to succeed.
Teacher holds high standards of fairness,
honesty and respect. Is proactive in serving,
caring for and advocating for students. Works
to change attitudes and practices that negatively
impact students, especially those who may be
underserved.
COLLABORATION Teacher is isolated from or
uncooperative with colleagues.
Communication with families may
be insufficient or inappropriate.
Teacher avoids participation a
professional culture of inquiry.
Teacher maintains the level of
cooperation needed to fulfill required
duties, and implements procedures
for communicating with families.
The teacher becomes involved in the
school’s culture of professional
inquiry when invited to do so.
Teacher’s relationships at school and
with families are characterized by
mutual support, cooperation,
timeliness and preparedness. Teacher
actively participates in a culture of
professional inquiry.
Teacher takes initiative in promoting
collaboration in the school, with colleagues and
families. Teacher assumes leadership among
faculty and takes a significant role in
facilitating a culture of professional inquiry.
CONTRIBUTIONS Teacher’s relationships with
colleagues are negative or self-
serving. Teacher resists
opportunities to be involved in the
school community. Teacher avoids
participation in school events and
district projects.
Teacher participates in school events
and school and district projects when
specifically asked. Teacher must be
encouraged to engage in collegial
relationships.
The teacher provides contributions to
creating a learning community that
supports and respects its members.
Teacher consistently participates in
school events and district projects,
demonstrating initiative toward
meeting common goals.
Teacher efforts move beyond required
classroom duties to sufficient contributions
toward school initiatives and events, as well as,
district projects. The teacher assumes a
leadership role in at least some aspect of the
school or district program.
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Performance Standard Appraisal: Professionalism
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2
PROFICIENT - 3 Proficient is the expected level of performance.
EXEMPLARY - 4
The teacher demonstrates inflexibility, a reluctance and/or disregard toward school policy, and rarely takes advantage of professional growth opportunities.
The teacher inconsistently practices or attends professional growth opportunities with occasional application in the classroom.
The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.
In addition to meeting the standard, the teacher continually engages in high level personal/professional growth and application of skills, and contributes to the development of others and the well-being of the school.
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Standard 7: Student Academic Progress – The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
UNACCEPTABLE DEVELOPING/NEEDS IMPROVEMENT PROFICIENT EXEMPLARY
CONTENT DATA Less than 2 on Growth Calculator
2.0 – 2.9 on Growth Calculator
3.0 – 3.9 on Growth Calculator. 4.0 or more on Growth Calculator
STUDENT ACHIEVEMENT GOALS
Less than or equal to 50% of students met or exceeded the goal
Greater than 50% of students met or exceeded goal 21% Did not meet the goal
80% or more students met or exceeded goal Less than 20% did not meet the goal
50% or more exceeded goal 40% or more met goal Less than 10% did not meet the goal
21st CENTURY GOALS
0% - 49% met the goal
50% - 69% met the goal 70% - 94% met the goal 95% - 100% met the goal
Performance Standard Appraisal: Student Academic Progress
UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2 PROFICIENT - 3 Proficient is the expected level of performance.
EXEMPLARY - 4
The work of the teacher does not achieve acceptable student academic progress.
The work of the teacher results in student academic progress that does not meet the established standard and/or is not achieved with all populations taught by the teacher.
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
In addition to meeting the standard, the work of the teacher results in a high level of student achievement with all populations of learners.
Acknowledgements Our school division is rich with talented and dedicated personnel. Everyday teachers, administrators, and staff work hard to improve academic student achievement, create inviting learning environments, and touch the lives of children in our schools.
This past year many of your colleagues worked to create a “new” teacher evaluation process. This new model is a combination of our previous evaluation system and the newly recommended plan for Teacher Evaluation from the Commonwealth of Virginia. These talented individuals represented teachers and administrators from every school. Through their diverse experiences, expertise and backgrounds they incorporated the very best of both plans to create the new Waynesboro Teacher Performance Plan. The result of their work represents an amazing effort to enhance the opportunity for professional growth for teachers and increase student achievement.
As a division, we are fortunate that so many individuals and perspectives were included in creating this new evaluation model. Please join me in thanking them for their commitment to this process and their hard work!
-Robin G. Crowder, Ed.D.
Superintendent
Waynesboro Public Schools
Teacher Performance Plan Workgroups
Teacher Evaluation Model Vermell Grant, Group Leader Assistant Superintendent Renae Deffenbaugh Principal Westwood Hills Elementary School Bobbie Gardner 1
st Grade Westwood Hills Elementary School
Mary Meade Biology Waynesboro High School Margaret Morris Art William Perry Elementary School Jessica Smith Special Ed Berkeley Glenn Elementary School Melissa Tolley Science Kate Collins Middle School Lisa Wade Reading Specialist Wenonah Elementary School Ann Miller Coordinator of Elementary Instruction & Literacy
Student Growth Model Sue Wright, Group Leader Director of Instruction Dr. Curtis Barker Mathematics/Physics Waynesboro High School Donald Blanchard ESL Waynesboro High School Beth Crickenberger 1
st Grade William Perry Elementary School
Amanda Chambers Guidance Kate Collins Middle School Susan Driskill 1
st Grade Wenonah Elementary School
Steven Eckstrom Assistant Principal William Perry Elementary School Angela Eutsler Reading Specialist Westwood Hills Elementary School Carroll “CJ” Hill English Kate Collins Middle School Diane Lundstrom 5
th Grade Berkeley Glenn Elementary School
Paula Sherrill Foreign Language Waynesboro High School Paula Smiley Special Education Kate Collins Middle School Tim Wion Earth Science Waynesboro High School Ryan Wylie Physical Education Westwood Hills Elementary School Melissa Jordan Intervention Specialist/Coach Kate Collins Middle School India Harris Coordinator Testing & Secondary Instruction Dr. Margaret VanHuss Director of Student Services A special thank you to Mr. Jody Lohr, Director of Technology, for the creation of electronic forms and a database system to manage recordkeeping and documentation.
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References Danielson, Charlotte (2007). Enhancing professional practice: a framework for teaching – 2
nd ed.: Alexandria, VA:
Association for Supervision and Curriculum Development.
Strong, J. H., & Hindman, J. L. (2006). The teacher quality index: a protocol for teacher selection: Alexandria, VA:
Association for Supervision and Curriculum Development. Strong, J. H., & Grant, L. W. (2009). Student achievement goal setting: Using data to improve teaching and learning.
Larchmont, NY: Eye on Education Strong, J. H., Ward, T. J., Tucker, P. D., & Grant, L. W. (in press). Teacher quality and student learning: What do good
teachers do? Teacher Education Journal. Tucker, P. D. & Stronge, J. H. (2005). Linking teacher evaluation and student achievement. Alexandria, VA: Association
for Supervision and Curriculum Development. Virginia Association of School Superintendents (2011-2012). Training materials – Virginia’s Teacher Evaluation System Virginia Department of Education. (October 2010 Draft). Guidelines for Uniform Performance Standards and Evaluation
Criteria for Teachers. Richmond, VA: Author. The Waynesboro Public Schools does not discriminate on the basis of race, sex, color, national origin, religion, age, political affiliation, veteran status, or against otherwise qualified persons with disabilities in its programs and activities.
Approved by Waynesboro School Board
June 2012
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