Albemarle County Public Schools Teacher Performance Appraisal 2011-2012 Plan for Tenured Teachers

Albemarle County Public SchoolsUPDATEDTeacher Performance Appraisal2012-2013 Plan for Tenured TeachersAn Overview for the Faculty and Staff ofWestern Albemarle High School

"What teachers know and can do makes the most difference in what children learn." Linda Darling-Hammond

"What teachers know and can do makes the most difference in what children learn." ~ Linda Darling-HammondThree Core BeliefsTeachers have a profound impact on student achievement.Professional Growth is essential to developing and maintaining both content and pedagogical knowledge and skills.Professional Relationships enhance commitment to continuous improvement and professional growth.The TPA PROCESS WILLEnhance the implementation of the curricula.Guide professional development for teachers.Provide focus for coaching and mentoring programs for teachers.

Why the Changes?GS 115C-295.1 requires the Commission to review and propose standards for Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers (PDF) approved by the Virginia Board of Education on April 28, 2011, effective July 1, 2012.Its time for an update! The TPA was piloted in Albemarle County during the 2004-2005 Academic Year.Components of the RevisionAn overall update and revision to the document based on feedback and current technology and practices: for example, ISTE NETST standards.Updating the document to reflect current division strategic goals and priorities.Incorporating 5 levels of performance on the final appraisal.Incorporating student feedback and student growth.

What is Similar?TPA process applies to tenured and non-tenured teachersClassroom observations (continued learning walks and full period)Goal setting (tighter focus on student growth & achievement)Feedback

What is Different?Performance Rating ScaleThe Seventh Domain Student Academic ProgressStudent SurveysTimelineEnd of the Year Final Appraisal9Performance Rating ScaleUnacceptableThe teacher consistently performs below the established standard or in a manner that is inconsistent with the schools mission and goals.Needs ImprovementThe teacher often performs below the established standard or in a manner that is inconsistent with the schools mission and goals. AppliesImplies that the teacher works at an emerging stage in the identified area. Able to teach independently; internalizes and easily applies what has been learned about teaching. IntegratesImplies that the teacher works with an advanced degree of competence that sets the standard for the profession. A level of development in which teachers are fully skilled, confident and able to integrate complex elements of instruction, curriculum and professional development into practice. The integrating teacher moves beyond the classroom in her teaching, collegial relationships, and professional growth and is often a leader among peers. InnovatesImplies that the teacher works at a level that demonstrates a deep understanding and serves as a model for practice. Consistently innovating and creating in all areas of teaching and professional development; a leader in the school, the district and the community. The teacher contributes to the broader educational community through staff development, classroom-based research and articles in professional journals. 99Seven Domains of the TPAKnowledge of StudentsKnowledge of ContentPlanning, Delivery, and Assessment of InstructionSafe, Effective Learning EnvironmentCommunication and CollaborationProfessionalismStudent Academic Progress (Only New One)Student SurveysStudent Surveys are mandatory during the second quarter for all non-tenured teachers and in year FIVE for a tenured teacher.It is OPTIONAL to share the results of your student survey with your administrator.High School Student SurveyOpen Ended QuestionsWhat would you tell another student about your experience in this class?What would you tell another student about your teacher?

Effort QuestionsCompared to my other courses, my effort in this course was: Above Average, Average, Below AverageMy attention to this course was: Above Average, Average, Below Average

More Student Survey QuestionsThe choices for this section are strongly agree, agree, neutral, disagree, strongly disagree

The objectives for this course were clearly explainedCoursework is related to other subjects or the real worldI am given opportunities to demonstrate my learning in a variety ofwaysHomework assigned is relevant to the classI am given opportunities to evaluate my own learningMy teacher helps me reach high expectationsMy teacher shows respect to all studentsMy teacher encourages students to think for themselvesMy teacher is knowledgeable about his/her subject areaMy teacher grades my work in a reasonable amount of timeMy teacher makes sure class time is used for learningMy teacher is interested in and enthusiastic about teaching thiscourseI can talk to my teacher about this class

Timeline ChangesBy the last school day in JanuaryAll non-tenured teachers and tenured teachers in their recertification year must complete the student survey.By the end of the second full week in March, both non-tenured and tenured teachers should have a trend meeting and goal progress review.Final Appraisal and all TPA documents must be done for all by the first school day of June.Final AppraisalUnder Each Domain the teacher will be scored as listed:

Domain Rating (and Score): Innovates (4) Integrates (4) Applies (3) Needs Improvement (2) Unacceptable (1)Final AppraisalKnowledge of Students = 10%Knowledge of Content = 10%Planning, Delivery, and Assessment of Instruction = 10%Safe, Effective Learning Environment = 10%Communication and Collaboration = 10%Professionalism = 10%Student Academic Progress= 40%

THE 7th DOMAINStudent Academic Progress measures will be determined at the principal/teacher levelTeachers will elect to have 1 or 2 student academic progress goals that will be used to calculate the 40% of their overall appraisal score

GOAL SETTINGEach teacher will work with the principal to develop one or two goals directly relating to the Student Academic Progress Domain

In addition, each teacher may develop a Professional Learning Goal that will relate directly to a specific key element, the domain from which that key element is derived, or the Professionalism domain

GOAL SETTINGBoth goal types, Student Academic Progress Domain Goals and the Professional Learning Goal, will utilize the SMART Goal format :

Strategic

Measurable

Achievable

Results-oriented

Time-bound

Performance IndicatorsEach growth goal will involve pre- and post- assessments of an element of the Lifelong Learner Standards / Competencies and align to a larger SIP or Professional Learning Community (PLC) goalNo longer is a test score the goal. The goal must be attached to a skill that the student hopes to master. The assessment work done to collect evidence of goal attainment will support and inform the Divisions on-going work to develop a balanced assessment system that aligns with the Framework for Quality Learning

Sample Student Academic Performance GoalsThe student will self-edit writing for correct grammar, capitalization, punctuation, spelling, and paragraphing. Baseline writing sample will be given by September 15 and subsequent benchmark assessments in January and April will show fewer mistakes.The student will become proficient at setting up and solving word problems. Baseline assessment will be given by September 30 and subsequent benchmark assessments consisting of problems of a similar nature will show greater proficiency.Sample Student Academic Performance GoalsThe student will be able to conduct an investigation regarding any scientific topic using the scientific method. The baseline assessment will be given by September 12 and subsequent benchmark assessments in January and April will show a deeper understanding of the scientific method based on the rubric.The student will be able to compare and contrast two political candidates in a well-written essay. The baseline assessment will be given by September 29 and subsequent benchmark assessments in January and April will score higher on the class rubric. Full TPA ExpectationsThe 12 - 13 TPA will include but not be limited to the following activities:

Teacher Self-AssessmentGoal Setting/Review MeetingsStudent Surveys in Year 5 (or non-tenured)Learning Walks/Full ObservationsProfessional Presentations

Note: This plan will involve all tenured teachers. A parallel plan will address the growth and evaluation of non-tenured personnel.

Five Year Recertification Cycle forContinuing Contract TeachersYear 1 -Self-assessment and goal settingYear 2 -Reflection or self-assessment and goal setting.Year 3 -Reflection or self-assessment and goal setting.Year 4 -Self-assessment and goal settingYear 5 -Reflection or self-assessment and goal setting. Student Surveys are done in 2nd Quarter.

Minimum Annual Expectations5 Learning Walks per semesterTwo trend data meetings per year (first by the end of the second full week in March and second by the first school day of June)Full period observation(s) with pre-observation and post observation conference(s) if desired by the teacher or administratorFinal Performance Appraisal to include goal progress, reflection, and self-assessment by the first school day in June.Update professional development activitiesRecertification Cycle ExpectationsMeet all annual expectationsReview professional development activities and recertification requirements during Year 3Complete One or More of the following as agreed upon with the supervisora.work sampleb.professional presentationc.article in professional journal

Procedures for Addressing PerformanceProblems for Tenured TeachersThe administrator reviews performance standards and indicators as well as all pertinent data with teacher. A short-term plan for improvement is developed and communicated both in a conference and in writing (recommended by the first school day in December.)If satisfactory improvement is not noted with respect to a short-term plan, a Performance Improvement Plan is developed.Note that a recommendation to dismiss must be made by the first school day in march, and any egregious act may lead to immediate dismissalTeacher Self-AssessmentTeachers rate themselves as applies standards, integrates standards, or innovates using standards on 19 standards that are described using several key elements given in a rubric.These self-assessments are used to discuss an individualized professional development plan that the teacher and the supervisor will agree to implement. The self-assessment does not become a part of the teachers personnel folder.Levels of Teacher DevelopmentApplying Able to teach independently; internalizes & easily applies what has been learned about teaching.Integrating A level of development in which teachers are fully skilled, confident, and able to integrate complex elements of instruction, curriculum, and professional development into practice. The integrating teacher moves beyond the classroom in teaching, collegial relationships, and professional growth and is often a leader among peers.Innovating Consistently innovating & creating in all areas of teaching and professional development; a leader in the school, the district, and the community. The teacher contributes to the broader educational community through staff development, classroom-based research, and articles in professional journals.In other wordsAPPLIES - Implies that the teacher works at an independent stage in the identified area.INTEGRATES - Implies that the teacher works with an advanced degree of competence that sets the standard for the profession.INNOVATES - Implies that the teacher works at a level that demonstrates a deep understanding and serves as a model for practice.Learning WalksWhy?The Learning Walk strategy is a researched-based tool that allows schools to improve student achievement, generate data on learning, focus school-improvement efforts, and begin discussions about improving classroom practices. The process gathers selected data in an effort to focus on reflective group analysis of curriculum alignment, levels of thinking, qualities of student work, learner engagement, and relationship to the Framework for Quality Learning.Learning Walk What is it?A Learning Walk is a 4 minute snapshot of your class by your supervisor. The goal will be for the administrator to get into each tenured teachers classroom for at least one Learning-Walk every 2 to 3 weeks.Administrators will record the context of the observation. Is it in the beginning, middle, or end of class? What is the general delivery system? Learning Walks What is being observed?The CurriculumHas the objective been clearly communicated to learners? Are students clear on what they will know, understand, and be able to do as a result of this lesson?Is the objective aligned to grade-level standards?What is the predominant thinking level in the classroom?Learning Walks What is being observed?The LessonWhat strategies are impacting learning?What strategies are predominant and which are supporting?Learning Walks What is being observed?The StudentsHow are the students involved in assessment? Is there evidence of differentiation?Is there evidence of respect and caring?Is there evidence of social interaction, active engagement, and self-motivation?Is there evidence of a positive learning environment?Learning Walks What is being observed?The WorkDoes the student work incorporate engaging qualities?Personal Response, Clear/Modeled Expectations, Emotional/Intellectual Safety, Affiliation, Affirmation, Choice, Novelty & Variety, Authenticity.What is the engagement level of the classroom?Engaged, On-Task, Off-TaskLearning Walks What is being observed?Key Elements of the Framework for Quality LearningLifelong Learner StandardsConceptsUnderstandingsEssential Questions

WAHS WALKSLearning Walks 20082009 20092010 2010-2011 2011-2012 756 705 675 691Is the objective aligned to grade-level standards?2008 - 2009 Yes 99%2009 2010 Yes 99%2010 2011 Yes 100%2011 2012 Yes 100%Has the objective been communicated?2008 2009 Yes 98%2009 2010 Yes 97% 2010 2011 Yes 96% 2011 - 2012 Yes 98%What is the predominant Thinking Level? 2009 2010 2011 2012Low (Knowledge-Comprehension) 24% 21% 22% 22%Middle (Application-Analysis) 58% 56% 54% 55%High (Synthesis-Evaluation) 18% 22% 24% 23%

WAHS WALKS 08-09 09-10 10-11 11-12Learning Walks 756 705 675 691

What were the predominantInstructional strategies? Teacher Directed Lecture? 18% 19% 11% 11%Discussion/Discourse 12% 12% 16% 14%Group Work 12% 16% 15% 14%Guided Practice 11% 22% 25% 24%Independent Practice 6% 19% 21% 26% WAHS WALKS 08-09 09-10 10-11 11-12What is the engagement levelof the class? Engaged 33% 38% 40% 46%On Task 67% 62% 60% 53%Off Task 0% 0% 0% 1%

How is engagement measured? WAHS WALKSLearning with others (affiliation)Clear Modeled Expectations (knows what success looks like)Personal Response (more than one right answer)Emotional Intellectual Safety (free to take risks)Sense of Audience (affirmation)Authenticity (work has meaning and significance to the student)Choice (student has meaningful options)Novelty & Variety (experiences are unusual or unexpected)WAHS WALKSWere the elements of the FQL present?What are concepts? A mental construct or organizing idea that categorizes a variety of examples. Although the examples may differ in context, they have common attributes. Symmetry, for example, is a concept that is exemplified by many different examples, but all examples display the attribute of balance. Concepts are timeless, universal, abstract, and broad.Concepts observed in Learning Walks.

2008-2009 2009-20102010-2011 2011-12 68% 68% 68%74%

WAHS WALKSWere the elements of the FQL present?What are Enduring Understandings?Broad generalizations and principles that connect two or more concepts in a statement of relationships. Ex.Increased responsibility allows for greater freedom. Because musical tastes vary, some peoples noise is another persons music.

Enduring Understandings observed in Learning Walks.2008-2009 2009-20102010-2011 2011-2012 31% 25% 19%27%

WAHS WALKSWere the elements of the FQL present?What are Essential Questions?Questions that are developed in order to engage student learning. Essential Questions are directly tied to Essential Understandings.Ex. From To Kill a MockingbirdWhat is courage? What is justice? What does it mean to grow-up? What makes someone a good parent? What does it mean to be an individual in society?Essential Questions observed in Learning Walks 2009-20102010-2011 2011-2012 10% 7% 7%

WAHS WALKSWere the elements of the FQL present?

What are the Lifelong Learner Standards?1. Plan and conduct research;.2. Gather, organize, and analyze data, evaluate processes andproducts; and draw conclusions;3.Think analytically, critically, and creatively to pursue new ideas,acquire new knowledge, and make decisions;4. Understand and apply principles of logic and reasoning; develop,evaluate, and defend arguments;5. Seek, recognize and understand systems, patterns, themes, andinteractions;6. Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems;WAHS WALKS7. Acquire and use precise language to clearly communicate ideas,knowledge, and processes;8. Explore and express ideas and opinions using multiple media, thearts, and technology;9. Demonstrate ethical behavior and respect for diversity through dailyactions and decision making;10. Participate fully in civic life, and act on democratic ideals within thecontext of community and global interdependence;11. Understand and follow a physically active lifestyle that promotesgood health and wellness; and,12. Apply habits of mind and metacognitive strategies to plan, monitor,and evaluate ones own work.Elements of Lifelong-learner Standards observed inLearning Walks.2008-20092009-20102010-2011 2011-2012 71% 74% 80%73%Timeline for 2012-2013 TPAfor Tenured TeachersBy the last school day in August Administrative Team conducts a faculty meeting with all tenured teachers to review the following:1. TPA (whole process)2. Self-Assessment Tool3. Learning Walks and Summary Meetings4. Goals Conferences & Student Academic Progress GoalsBy the last school day in September teachers will meet individually with administrative supervisor to review syllabus, curriculum map, Student Academic Progress Goal(s), and self-assessment.

Timeline for 2011-2012 TPABy End of 1st Semester At least 5 Learning Walks will be completed. Student Surveys for teachers in Year 5 complete.By the end of second full week of school in March the teacher will meet with his/her supervisor to have a Learning Walk trend meeting as well as discuss progress on professional development goals.By the first school day of May At least 5 Learning Walks and a trend conversation (may be between May 1 and June1) an additional formal observation with pre- and post- conferences may occur at the request of the teacher or administrator.By the first school day of June, Final Evaluation Meeting should be complete and all paperwork forwarded to Human Resources.

Non-Tenured TeachersThe next eight slides refer to the differences in the Non-Tenured Teacher Performance Appraisal. Non-Tenured Timeline By the last school day in August Administrative Team conducts a faculty meeting with all tenured teachers to review the following:1. TPA (whole process)2. Self-Assessment Tool3. Walk-Throughs and Summary Meetings4. Goals Conferences & S.M.A.R.T goalsBy the last school day in September teachers will meet individually with administrative supervisor to review syllabus, curriculum map, SMART goal(s), and self-assessment.

50Non-Tenured Timeline By the last school day in October Full Period Observation pre-conference, observation, and post-conference.By the first school day in December At least 5 Learning Walks will be done. Trend data may be discussed.By Winter Break Mid-year review completed for all non-tenured teachers. Any non-tenured teacher who is in at least the 3rd year of teaching experience may have the third observation requirement waived if all required areas of performance are satisfactory according to the mid-year review.By the end of the second full week of school in February 2nd round unannounced observation and post conference for all non-tenured teachers will be complete. Evidence of goals progress and unit plan documentation is submitted to the administrator.51Non-Tenured Timeline By the first school day in June Final Conference must be held and final evaluation form sent to Human Resources. Teacher must be told job status for next year.52Non-Tenured Power StandardsNon-tenured teachers will be evaluated on all standards each year, however, POWER STANDARDS have been identified for year 1 and year 2 that must meet standards in order to avoid a plan of assistance or a performance improvement procedure.53Addressing Performance Problems for Non-Tenured TeachersBy the first school day of December, non-tenured teachers are responsible for demonstrating performance at the applies level on the identified power standards or the improvement procedure will be initiated. Teachers in their tenure year are responsible for demonstrating applies performance on all standards.

1.When a performance deficiency is identified by an administrator, a procedure will be undertaken which will include all of the following:a. Meeting with Administrator to review deficienciesb Written performance improvement procedure

2.One of the following actions must be taken and communicated to the teacher by the end of the second full week of school in February:a. Improvement is noted and teacher continues employmentb. Some improvement noted, but not to the desired level (not 3rd year)c. Improvement does not meet expectations, non-renewal recommended by March 1.

3.An egregious act may lead to immediate dismissal54Full Period ObservationsPre-Observation- Come prepared with a copy of your lesson plan for the agreed upon class. If possible, include a copy or explanation of the assessment tool that will be used to evaluate student success. (Example: The next test or quiz). It would also be helpful to let me know any specific requests you may have for me to observe. Observation -The agreed upon class.Post-Observation - Come prepared to discuss how you think the lesson met your objectives. Was there anything you would have done differently?55Second Semester Full ObservationsSecond semester full observations will be unannounced and include only a post conference.56Tenure Year Work SampleFQL Sample Unit (Select or develop)Classroom Profile (learning profiles , how you responded, the results of your response)Strategies for collaboration with colleagues and parents.Work completed on Teacher Collaborative TeamsPersonalized Student Learning Plans57An Emphasis on GrowthThe TPA is a GROWTH BASED MODEL designed to meet the needs of those teachers who are doing well in Albemarle County Public Schools. This model attempts to provide more opportunities to elevate the discussion regarding the best practices in education as well as the needs of the individual teacher in the professional development process.