microsoft powerpoint - updated presentation1[1] · web viewshare responsibility for evaluation...

Microsoft PowerPoint - Updated Presentation1[1]

Click on “Human Resources” in the top menu.

Locate Teacher Performance

Evaluation System (TPES)

Primary Purposes of the Evaluation

System

· Improve student achievement by providing highquality instruction in each classroom.

· Contribute to the successful achievement of the goals and objectives defined in the school division’s Strategic Plan

· Provide a basis for instructional improvement through productive teacher appraisal and professional growth

· Share responsibility for evaluation between the teacher and the evaluator(s) in a collaborative process that promotes formative assessment, continuous feedback, self‐growth, instructional effectiveness, and improvement of overall job performance

High Quality Instruction

Henry County Public Schools will produce globally competitive students.

High Quality Professionals

Henry County Public Schools will be directed by 21st century professionals.

Safe and Orderly Schools

Henry County Public Schools’ students will be healthy, responsible, and engaged in positive relationships.

Innovative and Cutting‐Edge Technology

Henry County Public Schools will encourage the application of technology to enhance instruction and promote innovation.

Effective and Efficient Resource Management

Henry County Public Schools will be governed and supported by 21st century systems.

Family and Community Engagement

Henry County Public Schools will engage families and the community to ensure open communication and opportunities for student success.

The Guideline’s Organization

· Part I: Introduction and Process

· Part II: Performance Standards

· Part III: Forms and Logs

QuestionQuestion 1:1:

WhatWhat is is the the basis basis of of the the teacher’s teacher’s evaluation?evaluation?

Teacher Responsibilities: Two Tiers

Performance standards

Performance standards

PerformancePerformance indicatorsindicators

Virginia’s 2012

Uniform

Performance

Standards

Performance Standards

1. Professional Knowledge – 10 %

2. Instructional Planning – 10 %

3. Instructional Delivery – 10 %

4. Assessment of and for Student Learning –

10 %

5. Learning Environment – 10 %

6. Professionalism – 10 %

7. Student Academic Progress – 40 %

Teacher Performance Standard 1: Professional Knowledge

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

Sample Indicators for Performance

Standard 1: Professional Knowledge

· Integrates key content elements and facilitates students’ use of higher level thinking skills

· Addresses appropriate curriculum standards

· Bases instruction on goals that reflect high expectations

Teacher Performance Standard 2: Instructional Planning

· The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.

Sample Indicators for Standard 2: Instructional Planning

· Uses student learning data to guide planning

· Plans for differentiated instruction

· Develops appropriate long‐and short‐range plans and adapts plans

Teacher Performance Standard 3: Instructional Delivery

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

Sample Indicators for Standard 3:

Instructional Planning

· Engages students

· Uses preassement data to build on students prior knowledge and skills

· Uses a variety of strategies/resources

· Integrates technology into instruction

Teacher Performance Standard 4:

Assessment of and for Student Learning

· The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.


Assessment of and for Student

Learning

· Uses pre‐assessment data

· Involves students in setting learning goals

· Provides frequent and constructive feedback

· Uses assessment tools for formative /summative purposes

Teacher Performance Standard 5: Learning Environment

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

Sample Indicators for Standard 5: Learning Environment

· Establishes clear expectations

· Maximizes instruction/minimal disruption

· Promotes cultural sensitivity/respects diversity

Teacher Performance Standard 6: Professionalism

· The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.


Professionalism

· Adheres to laws, policies and professional ethics

· Incorporates learning from professional growth activities

· Builds positive relationship with parents through frequent communication

Teacher Performance Standard 7: Student Academic Progress

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

Performance Indicators Examples for Standard 7: Student Academic Progress

Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data. Documents the progress of each student throughout the year.

Provides evidence that achievement goals have been met, including the state‐provided growth measure when available as well as other multiple measures of student growth.

Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.

Question 2:

Question 2:

How will teacher performance

How will teacher performance be documented? be documented?

Multiple Data Sources

REQUIRED by The

Code of Virginia

Recommended in 2011

Guidelines – Required by

HCPS

Observations

Student Surveys

Measures of Academic

Progress such as (Student

Growth Percentiles, Pre-Post Assessments,

Industry Certification, Advanced Placement

Exams, PALS and AimsWeb)

Documentation Logs

Multiple Data Points for Student

Data Collection Procedure

Form(s)

Evaluator

Teacher

Informal

Observations

Informal Classroom Observation Form

Formal Observations

Formal Classroom Observation

Form

Student Surveys

Student Survey Forms (1‐2, 3‐5, 68, 9‐12)

Student Survey Summary

Document Logs

Table of Contents

Measures of

Academic Progress

Goal Setting for Academic Progress Form

Reviews/ approves

Selects/ develops

Data Collection Procedures

Your Evaluation

Observations

· Intended to provide information on a wide variety of contributions made by teachers in the classroom or to the school community as a whole.

· May take a variety of forms

· Formal observation

· Informal observation

· Walk-through observation

· May occur in a variety of settings

· Classroom environment

· Non-classroom environment

Formal Observations

· Directly focused on teacher performance standards

· May include review of teacher artifacts or student data

· Announced or unannounced

· Specified duration (i.e., 30-45 minutes, full lesson)

· Occur throughout the year

· Evaluator completes observation form

· Evaluator provides feedback during post conference

Informal Observations

· Provide more frequent information on wide variety of teacher contributions

· Classroom and non-classroom settings

· Less structured than formal observations

· No specified duration

· Occur throughout the year

· Evaluator completes observation form; provides copy to teacher

Walk-Through Observations

· Provide a means to document and assess practices and trends throughout a school

· Typically brief (7 -10 minutes) visits in multiple classrooms

Student Surveys

· Surveys provide students’ perceptions of teacher performance

· Surveys assist teachers in setting goals for continuous improvement (formative evaluation)

· Surveys should be age appropriate

· Surveys are anonymous

· Survey responses seen only by individual teacher

· Survey summary form included in documentation logs

Primary Grade Survey Sample

· Example: I like to eat pizza.

·

· 1. My teacher listens to me.

·

· 2. My teacher gives me help when I need it.

·

Documentation Logs

· Collection of work that demonstrates the teacher’s professional competence in regard to meeting performance standards – teacher’s voice in evaluation

· Complement classroom observation

· Analysis and reflection should be included

· Property of teacher; reviewed by evaluator

· Help to clarify instructional relationship between lesson plans, student work, and assessments

· Documentation logs are similar to portfolios, but are typically more concise and confined to specific artifacts

(certain items are required as referenced in the online handbook)

Example of Documentation Log

Teacher Documentation Log Cover Sheet Example on: Instructional Planning Standard

· Required Item:

– Evidence of using data about student learning to guide planning and instruction

· Examples of Evidence:

– Can Include:

Differentiation in lesson planning and practice

Analysis of classroom assessment

Data driven curriculum revision work; Examples:

Sample lesson or unit plan

Course syllabus

Intervention plan

Substitute lesson plan

Annotated learning objectives

Question 3:

Question 3:

How Will Teacher Performance Be

WhatConnected are the toMethods Student Academic to Use for

Connecting TeacherProgress? Performance to Student Academic Progress?

Requirement by the

Code of Virginia

· “School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge.”

Article 2, §22.1‐295

Connecting Teacher Performance to Academic Progress

· Student academic progress should be a significant component of the evaluation.

· The Guidelines recommend that student academic progress account for 40 percent of an individual’s summative evaluation. Measures of Academic Progress

· Student learning, as determined by multiple measures of student academic progress, accounts for a total of 40 percent of the evaluation.

Teacher

Application of Student

Growth Percentiles

(SGPs)

% of Evaluation Based on Other Student Academic

Progress Measures

(TIER 1) Teachers of Reading and Math for whom SGPs are available (Grades 4-8) (Up to

Algebra I)

SGP = Student Growth Profile

20% of total evaluation may be based on median growth percentile when certain criteria are met

20% to 40% of the total evaluation may be based on other growth measures determined collaboratively during the goal setting process

(TIER 2)Teachers who support reading and math for whom SGPs are available

When aligned to individual or school‐wide goals, no more than 20% of total evaluation may be based on median growth percentile when certain criteria are met

20% to 40% of total evaluation based on measures of student academic progress other than SGPs, determined collaboratively during the goal setting process

(TIER 3)Teachers who have no direct or indirect role in teaching reading or mathematics in grades where

SGPs are available

N/A

40% of total evaluation based on measures of student academic progress other than SGPs, determined collaboratively during the goal setting process

Teacher Performance Evaluation System

Student Achievement

Measures

StudentStudent Growth Growth Percentile Percentile Model

Model

Instructional Personnel

Application of student growth percentiles

Other growth measures

TIER 1: Teachers of reading and mathematics for whom student growth percentiles are available (48 English/Math Classes. All teachers will develop one performance goal for the 2012/2013 school year and two performance goals for every year thereafter for student progress. The goals and their attainment constitute an important data source for evaluation.

20 % of the total evaluation may be based on median growth percentile when:

•Data from at least 40 students are available. Possibly from multiple years;

•Data from students are representative of students taught; and

•Data from at least two years are available; three years should be reviewed whenever possible

20% to 40% of the total evaluation may be based on other growth measures.

•Quantitative measures already available in the school that are validated and provide measures of growth (as opposed to absolute achievement) should be given priority.

•Teacher goal setting should incorporate student data from valid achievement measures whenever possible (Sample

Assessment Measures for

Elementary Teachers – PALS STAR assessments, teacher‐developed common assessments, performance assessments, IEP goal areas)




TIER 2: Teachers who support instruction in reading and mathematics for whom student growth percentiles are available. All teachers will develop one performance goal for the 2012/2013 school year and two performance goals for every year thereafter for student progress. The goals and their attainment constitute an important data source for evaluation.

When aligned to individual or schoolwide goals, no more than 20% of the total evaluation could be based on median growth percentiles at the appropriate level of aggregation, (a specific group of students, gradelevel, or school level).

•Decisions about the application of student growth percentiles for support teachers must be made locally.

•Depending on school‐wide goals, it is possible that all instructional personnel in a school are considered support teachers.

20% or 40% of the total evaluation based on growth measures other than the SGP, depending on the application of student growth percentiles.

•Quantitative measures already available in the school that are validated and provide valid measure of growth (as opposed to absolute achievement) should be given priority in evaluation.

•Teacher goal setting should incorporate student data from valid achievement measures whenever possible (Sample Assessment

Measures for Middle Level Teachers – STAR, Benchmark district‐wide assessments, teacher developed assessments , IEP goal areas, standardized measurements, student performance in district and regional competitions, Presidential Fitness tests, performance assessments using valid rubrics).

•To the extent practical, teachers should have at least two valid measures of growth included in the evaluation.




TIER 3: Teachers who have no direct or indirect role in teaching reading or mathematics in grades where SGPs are available. All teachers will develop one performance goal for the 2012/2013 school year and two performance goals for every year thereafter for student progress. The goals and their attainment constitute an important data source for evaluation.

Not Applicable

40% of the total evaluation based on growth measures other than the SGP. •Quantitative measures already available in the school that are validated and provide valid measures of growth (as opposed to absolute achievement) should be given priority in evaluation.

•Teacher goal setting should incorporate student data from valid achievement measures whenever possible . Sample Assessment Measures for High School Teachers – Benchmark Assessments, AP exams,

IEP goal areas, Industry certifications,

Presidential fitness tests,

•To the extent practical, teacher should have at least two valid measures of growth included in the evaluation.

Student

Achievement

Goal

Setting

Step

4

•

Monitor

Student

Progress

Student

Achievement

Goal

Setting

•

1

What are the purposes of Student Achievement Goal Setting?

Focus on student results

Explicitly connect teaching and learning

Improve instructional practices and teacher / education specialist performance Tool for school improvement

Writing

a

SMART

Goal

Polly Nomial 8th Grade Math Teacher

Example Using Test Data

Goal Statement

For the 2009/10 school year, all of my students will demonstrate Measurable growth in mathematics. At least 80% of my students will meet or exceed the benchmark of 50th percentile or above on the percentile rank distribution for STAR.

Baseline, Mid‐Year, and End of Year Data Percentile Rank Distribution of Students on the STAR Mathematics Assessment

Example of Goal Setting for Student Academic Progress:

Subject/Grade: 10th grade Biology

•Goal Statement (Describe what you want learners/program to accomplish):

For the current school year, 100% of my students will make measureable progress in each of the four areas related to scientific investigation. Each student will improve by one performance level on each of the four areas. Furthermore, 40 out of 48 (83%) will score at proficient on each area. Students scoring a 4 will enhance their abilities through more complex scientific investigations.

Example of Goal Setting for Student Progress:

Subject/Grade: Music PK-5


By the end of the year, 80% (n=65) all of the 3rd grade students will read traditional music notation and use the alto xylophone to play a 10-bar pentatonic melody containing quarter and eighth note rhythms and rests with 80% accuracy (18/23 correct pitches an 18/24 correct rhythms).

Example of Goal Setting for Student Progress:

Subject/Grade: Middle School Math


All students will make measurable progress in Math 6. Eighty-five percent of the students (20) will attain a score of 75% or better on the sixth grade math post-test.

Concept Model: Connecting Student Achievement to Teacher Evaluation

Ending Achievement Level

–Beginning Level

____________________________

=Gain Score

Improving Performance

Outstanding Teachers

=

Student Results

Question 3:

HowQuestion will teacher 4:

Howperformance will Teacher bePerformance rated?

be Rated?

Evaluating Performance

Exemplary

Proficient

Developing/Needs Improvement

Unacceptable

Definitions of Terms Used in Rating

Scale

Category

Description

Exemplary (35‐40)

The teacher maintains performance, accomplishments, and behaviors that considerably surpass the established standard.

Proficient (26‐34)

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

Developing/ Needs Improvement (20‐25)

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

Unacceptable – (10‐19)

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

Overall Rating

The overall summative rating will be judged to be “exemplary,” “proficient,” “developing/needs improvement,” or “unacceptable.”

•If the teacher has an “unacceptable” rating on one or more of the seven performance standards, the individual will receive an overall performance rating of either “developing/needs improvement” or “unacceptable.”

•If the teacher has three or more “developing/needs improvement” ratings from among the seven performance standards, the individual may be rated “unacceptable.”

Sample Performance Appraisal Rubric

· Standard I: Professional Knowledge

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

Exemplary

Proficient

Proficient is the expected level of performance

Developing/Needs Improvement

Unacceptable

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

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

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

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

Summative Rating

· Summative ratings should apply the rating for each of the seven performance expectations, with the most significant weight given to Standard 7 - Student Academic Progress.

· Virginia Department of Education recommends the following guidelines for summative ratings:

· Weight each of the first six standards equally at 10 percent each

· Weight Standard 7 – Student Academic Progress at 40 percent

Example of Weighted Calculations for Teacher Performance Evaluations

Teacher

Performance Standard

Performance Rating

Quantified

Performance Rating

Percentage contribution to the summative rating

Weighted

Contribution=

(quantified performance rating

* Percentage

Contribution)

Standard 1

Proficient

3

10%

3

Standard 2

Proficient

3

10%

3

Standard 3

Proficient

3

10%

3

Standard 4

Proficient

3

10%

3

Standard 5

Proficient

3

10%

3

Standard 6

Exemplary

4

10%

4

Standard 7

Proficient

3

40%

12

Summative

Rating (sum of weighted

contributions)

31 (Proficient )

VSBA Policy Changes

· GCG . . . April 15 is changed to June 15 for notice of nonrenewal to probationary teachers

· Continuing Contract Teachers date is changed to June 15

TPES Design Team Presentation

Timeline

· May 29 – 3:15 p.m. RA/DME at DME

· May 30 – 3:15 p.m. STE/CCE at STE

· May 31 – 1:30 – 3:00 p.m. AE/MTO at MTO

· June 1

8:30 – 10:00 – FCM

10:30 – 12:00 – CP/JRE at JRE

1:30 – 3:00 – SE/CE at CE • June 4

8:30 – 10:00 – MVH

10:30 – 12:00 – LPM

1:30 – 3:00 – BHS/CCL at BHS

Teacher evaluation is about helping, not hitting!

Windshield Check

CLEAR – “I get it!”

BUGS – “I get it for the most part, but I still have a few questions.”

MUD – “I still don’t get it.”