ReportandRecommendationsJanuary 24, 2011

Teacher EvaluationWork Group 1.0

West Virginia Board of education

2010-11

Priscilla M. Haden, PresidentJenny N. Phillips, Vice PresidentRobert W. Dunlevy, Secretary

Michael I. Green, MemberBurma Hatfield, Member

Lowell E. Johnson, MemberL. Wade Linger Jr., MemberGayle C. Manchin, MemberWilliam M. White, Member

Brian E. Noland, Ex OfficioChancellor

West Virginia Higher Education Policy Commission

James L. Skidmore, Ex OfficioChancellor

West Virginia Council for Community and Technical College Education

Jorea M. Marple, Ed.D., Ex OfficioState Superintendent of Schools

West Virginia Department of Education

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Work Group 1.0Membership

Name School/County Affiliation/Organization

Katrina AndrewsVirtual School/Technology Education Teacher

Ritchie County Middle School

Dr. Marsha BailesStaff Development Director

RESA IV

Nikki BaileyTechAcademic Coach

Holden, Hugh Dingess, Justice South Man and Verdunville Grade Schools, Logan County

WV Professional Educators

Dr. Dixie BillhiemerCEO

West Virginia Center for Professional Development (WVCPD)

Sam BrunettArt Teacher, Executive Board Member

Morgantown High School, Monongalia County

AFT-WV

Christine CampbellLanguage Arts Teacher, Executive Board Member

Marlinton Middle School, Pocahontas County

AFT-WV

Deborah ChapmanFamily/Consumer Sciences Teacher

Huntington High School,Cabell County

WVEA

Teresa CunninghamSpecial Education Teacher, Executive Board Member

Hurricane High School,Putnam County

AFT-WV

Dr. Cindy DanielAssistant Superintendent

Putnam County Schools

Richard DuleeCounselor

Alderson Elementary,Greenbrier County

WVEA

Debra ElmoreElementary Teacher, Executive Board Member

Ansted Elementary School,Fayette County

AFT-WV

Ed EvansTechnology Integration Specialist

McDowell County WVEA

Fred FarrisMathematics Teacher

Independence Middle School,Raleigh County

WVEA

Debbie FerriEnglish Teacher

Collins Middle School,Fayette County

WVEA

Dr. Ann GaudinoAssistant Professor

West Liberty University

Judy HalePresident

AFT-WV

Marie HamrickCounselor

Independence Middle School,Raleigh County

WVEA

Dave HaneyExecutive Director

WVEA

Lynn HurtDirector of Middle Schools

Wayne County

Rosemary JenkinsDirector of Field Services

AFT-WV

Dale LeePresident

WVEA

Cathy MarinoAssociate Director

WV Professional Educators

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Work Group 1.0Membership(cont’d)

Name School/County Affiliation/Organization

Greg MerrittTitle 1 Teacher, President

Wood County Wood County AFT

Terry NelsonPrincipal

Midland Elementary School,Randolph County

Dr. Howard O’CullExecutive Director

WV School Board Association

Emily PapadopoulosDirector, Principal Programs

WVCPD

Cynthia PhillipsSpecial Education Teacher, Vice President

Capital High School,Kanawha County

AFT-WV

Eileen PolingGifted Teacher

Tucker County WVEA

Wendy ReddGifted Teacher

Wood County WVEA

Libby SurfaceElementary Teacher, Executive Board Member

Madison Elementary School,Wood County

WV Professional Educators

Barbara WhitecottonSuperintendent

Hardy County Schools

Technical Assistance Liaisons

Jeannine BranchStandards Specialist

Appalachia Regional Comprehensive Center at Edvantia (ARCC)

Dr. Karen HuffmanAssociate Director

Appalachia Regional Comprehensive Center at Edvantia (ARCC)

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Work Group 1.0Membership(cont’d)

West Virginia Department Liaisons

Barbara AshcraftCoordinator

Office of School Improvement

Michele BlattAssistant Director

Office of School Improvement

Keith BurdetteExecutive Director

Office of Human Resources

Suzette CookCoordinator

Office of Title I

Dr. Amelia CourtsAssistant Superintendent

Division of Educator Quality and System Support

Dr. Karen DaviesCoordinator

Office of Title I

Lee EbersoleTeacher Quality Coordinator

Office of Professional Preparation

Robert HagermanAssistant Director

Office of Professional Preparation

Lisa HedrickTeacher Quality Coordinator

Office of Professional Preparation

Nate HixsonAssistant Director

Office of Research

Laura KiserCoordinator

Office of Professional Preparation

Kenny MolesCoordinator

Office of Title I

Donna PedutoAssistant Director

Office of School Improvement

Jan StanleyExecutive Director

Office of Title I

Dr. Erin SullivanCoordinator

Office of Title I

Lori WigginsExecutive Director

Office of Professional Preparation

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Work Group 1.0Meeting Dates and Summaries

August 12-13, 2010At this meeting, Work Group participants discussed a definition of teacher effectiveness in relation to evolving federal and state priorities. Dr. Laura Goe, with the National Comprehensive Center for Teacher Quality, presented current research related to teacher effectiveness. Work Group members considered the various purposes of evaluating teachers and how different measures may be appropriate. A preliminary analysis of the population of teachers who would be evaluated was conducted. Finally, an alignment of measures with the West Virginia Professional Teaching Standards was begun.

September 22-23, 2010Dr. Paine addressed the group, sharing his perspective of teacher evaluation in West Virginia that included insights gained from recent conversations with individuals at national meetings. A historical overview of the genesis of the West Virginia Professional Teaching Standards and the work of the Teacher Evaluation Executive Committee was shared with the group. A multi-year timeline for the development and deployment of a new evaluation system was presented. The Work Group began the process of identifying Critical Standard Elements, those essential concepts that would be reflected in the evaluation process, from the West Virginia Professional Teaching Standards.

October 26-27, 2010The presentation made by Dr. Linda Darling-Hammond, the Charles E. Ducommon Professor of Education at Stanford University, to the Teacher Evaluation Executive Committee was shared with the Work Group. The Work Group reviewed the work from the September 22nd and 23rd meeting related to the Critical Standard Elements and began to construct rubrics for each of the four performance levels for each of the Critical Standard Elements.

November 4-5, 2010The Work Group reviewed the work from the October 26th and 27th meeting related to the Critical Standard Elements and the rubrics for each of the four performance levels for each of the Critical Standard Elements. The Work Group identified potential measures for each of the Critical Standard Elements.

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Standard 1 – Curriculum and Planning

1. The teacher demonstrates a deep and extensive knowledge of the subject matter.2. The teacher designs standards-driven instruction using state-approved curricula.3. The teacher uses a balanced assessment approach to guide student learning.

Standard 2 – The Learner and the Learning Environment

4. The teacher respects the unique characteristics of learners by developing and implementing appropriate learning activities.

5. The teacher establishes and maintains a safe and appropriate learning environment.6. The teacher establishes and maintains a learner-centered culture.

Standard 3 – Teaching

7. The teacher utilizes a variety of research-based instructional strategies.8. The teacher creates a climate which motivates and engages students in learning,

problem solving and collaboration.9. The teacher adjusts instruction based on a variety of assessments and student responses.

Standard 4 – Professional Responsibilities for Self-Renewal

10. The teacher engages in professional development that guides continuous examination and improvement of professional practice.

11. The teacher actively engages in collaborative learning opportunities with colleagues.

Standard 5 – Professional Responsibilities for School and Community

12. The teacher participates in school-wide collaborative efforts to support the success of all students.

13. The teacher works with parents, guardians, families and community entities to support student learning and well-being.

14. The teacher promotes practices and policies that improve school environment and student learning.

15. The teacher demonstrates professional conduct as defined by state law and district policy.

Each of the five West Virginia Professional Standards is represented by critical standard elements. Critical standard elements establish the necessary knowledge and actions for effective teaching. They define the essence of expert teaching so that it can be readily identified and meaningfully evaluated. It is the intent of critical standard elements to allow both evaluators and teachers to focus on the most crucial factors that are the foundation of a fair and valid teacher evaluation system.

Work Group 1.0Critical Standard Elements

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Work Group 1.0Assurances

The Teacher Evaluation Task Force Executive Committee, in its charge to the Work Group, affirmed that the educator evaluation system should:

•Encourage continuous growth and improvement over time.• Identify quality professional development based on individual needs.•Provide a linkage to mentoring that is part of a larger system of induction.•Ensure high-quality instruction focused on increasing student achievement.•Set high standards for performance for both veteran and new educators.•Provide a framework to inform all educators about strengths and weaknesses in performance. •Provide a system that recognizes educators for distinguished levels of performance.•Address persistent unsatisfactory performance.•Provide a common language for discussion among educators and supervisors around performance.•Provide assurance that evaluator bias is minimized.•Provide a mechanism for the evaluation system itself to be evaluated. •Be sustainable, manageable, and effective.

The Teacher Evaluation Work Group members mutually agree that:

•The critical standard elements accurately reflect the West Virginia Professional Teaching Standards.•The critical standard elements collectively represent what a 21st century teacher should know and be able

to do. •Multiple measures should be used to evaluate teacher performance.•Clear guidance is necessary in determining measures and identifying evidence.•Evidence for performance measures should already be part of teachers’ instructional repertoire—not

created solely for evaluation.•Critical standard elements, rubrics and measures should be field-tested by a cross-section of schools of

different sizes at all levels, including both School Improvement Grant and Exemplary, to ensure validity and objectivity.

•The primary purpose of teacher evaluation is to support instruction to maximize student learning.•Expectations for accomplished teacher performance must be supported by the evaluation system, e.g., the

principal’s role must be clearly defined and evaluated as well as the system itself and its layers of support and resources.

•Funding, including costs for professional development for all stakeholders, should be allocated for implementation of the revised evaluation system.

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The Teacher Evaluation Work Group recommends that the next Work Group 2.0 consider that:

•Educator evaluation should be constructive and collaborative for all stakeholders.•Educator evaluation should provide feedback to support professional growth and development.•Educator evaluation supports improvement in instruction and learning.•Educator evaluation rubrics and measures must continue to reflect that teacher performance affects

student learning.•Participation by principals in the Work Group should be increased. •Best practices by the West Virginia Center for Professional Development’s Evaluation Leadership Institute

should be incorporated into evaluator training.•Educator evaluation should ensure that Distinguished performance is not limited by resources.•Time constraints affect the system as a whole.•Expert, research-based review of rubrics and measures is required to ensure validity and fit.•Other evaluation models, including those with nonsupervisory evaluators, should be consulted for

coherence.

Work Group 1.0Recommendations

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Work Group 1.0Critical Standard Element Rubric Development

Rubrics help ensure a fair evaluation system that minimizes evaluator bias while defining effective educator performance. Multiple measures will provide evidence to support determining performance levels. The rubrics recognize the teacher’s accomplishments as well as signal opportunities for continued growth and development within the profession.

While Teacher Evaluation Work Group 2.0 will continue to develop the critical standard element rubrics and bring them to completion in their final form, Work Group 1.0 has agreed upon the following definitions for the Performance Levels within the rubrics:

1. Distinguished performance describes master teachers who contribute to the professional learning of others. They know how to engage students to be highly responsible for their own learning.

2. Accomplished performance designates experienced educators who have mastered the work of teaching while improving their practice and serving as a resource to the professional community.

3. Emerging performance typically represents student teachers or those who are new to the profession who understand concepts and attempt to implement essential elements albeit unsuccessfully at times.

4. Unsatisfactory performance requires intervention to meet licensing standards. Teachers who perform at the unsatisfactory level do not yet appear to understand concepts or implement their essential elements successfully.

Levels of Performance

Notes

Jorea M. Marple, Ed.D.State Superintendent of Schools