1. Fairfax County Teacher Performance Evaluation System

2. Norms
Support each other in the learning process Monitor our progress Attend fully Respect each others’ view points Take time to reflect Remember our purpose

3. Outcomes Participants will understand: The reasons for the changes
The Teacher Evaluation Process and Overview of the Handbook
An in depth look at Standard 7: Student & Student Goal Setting

4. Why is change necessary?

5. Three Primary Drivers National Mandates – NCLB and State Waivers
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, paragraph

6. Three Primary Drivers
Connections Between Student Success, Teacher Improvement, and Teacher Evaluation
“Teachers have the greatest impact on student success.”
“Without capable highly effective teachers, in America’s classrooms, no educational reform effort can possibly succeed.”
“ Moreover, without highly quality evaluation systems, we cannot know if we have quality teachers.”
(Quotes from forward of FCPS Teacher Evaluation
Handbook, Dr. James H. Strong , August 2012)

7. Virginia and NCLB Reform
Virginia requests waiver from US Department of Education
Key to VDOE request
Implement a New evaluation process that would include rigorous new content standards and assessments to close achievement gaps
FCPS Teacher Evaluation Task Force Formed September 2011 to June 2012

8. Virginia and NCLB Reform
June 29, 2012 – DOE Waiver: Virginia school divisions will no longer have to meet the arbitrary and unrealistic NCLB benchmarks or AYP
VDOE Mandate - Effective July 1, 2012
All school systems are to implement a new teacher evaluation process – containing seven standards, with Standard 7 - Student Progress weighted 40%

9. “In FCPS all schools will build professional learning communities that employ best practices to raise the bar and close achievement gaps.
All educators will use the Program of Studies to ensure all students reach their full potential with an expectation that students will read on grade level and graduate on time.”
-Jack D. Dale

11. Aligning the VDOE Mandate with the FCPS Expectation
Teacher Evaluation Task Force goal to comply with state mandate and customize a new FCPS Teacher Evaluation Program
Development of a NEW Teacher Evaluation Program Handbook
Creation of Teacher Evaluation Training Plan
(16,000 teachers and 600+ evaluators)

12. Training Plan

13. Primary Purpose of the FCPS’s Teacher Performance Evaluation Program
“To help both teachers and their evaluators collect more comprehensive and accurate assessment data for rating teacher effectiveness and, then to support quality teaching everyday in every classroom.” (Quote from forward of FCPS Teacher Performance Evaluation Handbook, Dr. James H. Strong,
August 2012)

14. Take a look at the Crosswalk
Now take a look at the crosswalk. Turn and talk about differences. Are any of your fears alleviated?

15. What are the changes? Seven standards instead of five
Standard 7 is Student Academic Progress
Matrices are used to rate the teacher
Four rating levels, as opposed to three
A minimum of one formal and three informal/mini-observations
In addition to the goal-setting conference and documentation log, evaluators are required to collect a minimum of four data sources
Final evaluation conference between the evaluator and teacher is required for teachers in their summative evaluation year

16. Cheers and Fears

17. Glossary

18. Break

19. Teacher Performance Standards
1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
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.
3. Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
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.
5. Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
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
7. Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

20. Main Components Performance Standard 1: Professional Knowledge
Enhancing Teacher Quality: Questioning
Main Components
Performance Standard
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.
Key Elements
Examples may include, but are not limited to:
The teacher:
1.1 Demonstrates a comprehensive understanding of subject content and curriculum standards.
1.2 Demonstrates knowledge of best practices.
1.3 Knows how to differentiate to make subject content relevant, challenging, and meaningful for all students.
1.4 Establishes instructional goals that demonstrate an accurate knowledge of students and assigned subject content.
Key Elements
TQR Teacher Quality Resources, LLC (c) 2005

21. Performance Matrix for Professional Knowledge
Highly Effective
Effective
Developing OR Needs Improvement
Ineffective
Is expert in the subject area and has an understanding of current research in child development and how students learn.
Knows the subject matter well and has a good grasp of child development and how students learn.
Is somewhat familiar with the subject and has a few ideas of ways students develop and learn.
Has little familiarity with the subject matter and few ideas on how to teach it and how students learn.
Designs highly relevant lessons that will challenge and motivate all students and highly engage active learning.
Designs lessons that are relevant, motivating, and likely to engage students in active learning.
Plans lessons that will catch some students’ interest and perhaps get a discussion going.
Plans lessons with very little likelihood of motivating or involving students.
Designs lessons that break down complex tasks and address all learning needs, styles, and interests.
Designs lessons that target several learning needs, styles, and interests.
Plans lessons with some thought about how to accommodate student needs.
Plans lessons with no differentiation.
Projects high expectations and determination and convinces all students that they will master the material.
Conveys to students: This is important, you can do it, and I’m not going to give up on you.
Tells students that the subject matter is important and they need to work hard.
Gives up on some students.
Actively embeds a “growth” mindset so that students take risks, learn from mistakes, and understand that effective effort leads to achievement.
Conveys to students that effective effort, not innate ability, is the key.
Doesn’t counteract student misconceptions about innate ability.
Communicates a “fixed” mindset about ability: some students have it, some don’t.
Continually grabs student interest and makes connections to prior knowledge, experience, and reading.
Activates student prior knowledge and hooks their interest in each unit and lesson.
Is only sometimes successful in making the subject interesting and relating it to things students already know.
Rarely hooks student interest or makes connections to their lives.

22. Underline Key Terms in the Rating Scale
Category
Description
Definition
Highly Effective
The teacher maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard.
Sustains high performance over period of time
Behaviors have strong positive impact on learners and school climate
Serves as role model to others
Effective
The teacher meets the standard in a manner that is consistent with the school’s mission and goals.
Meets the requirements contained in job description as expressed in evaluation criteria
Behaviors have positive impact on learners and school climate
Willing to learn and apply new skills
Developing OR Needs Improvement
The teacher often performs below the established standard or in a manner that is inconsistent with the school’s missions and goals.
Requires support in meeting the standards
Results in less than quality work performance
Leads to areas for teacher improvement being jointly identified and planned between teacher and evaluator
Ineffective
The teacher consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals.
Results in minimal student learning
May result in employee not being recommended for continued employment

23. Student Academic Progress 40%
Summative Ratings
Teacher Evaluation 100%
Teacher Practice %
Student Academic Progress 40%
Student achievement goal setting
Other measures of student academic progress
Standards 1-6
Standard 7

24. The first six standards impact student progress
VII. Student Academic Progress
I. Professional Knowledge
II. Instructional Planning
III. Instructional Delivery
IV. Assessment of and for Student Learning
V. Learning Environment
VI. Professionalism

25. Turn and Talk
How do you see the connection or impact of Standards 1- 6 on Standard 7?

26. Questions

27. Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

28. Standard 7: Student Academic Progress
Key Elements
Examples may include, but are not limited to:
The teacher:
7.1 In collaboration with the evaluator, uses multiple measures of student learning to set goals that are strategic and specific, measurable, attainable, results-oriented, time-bound, and have rigor.
7.2 In collaboration with the evaluator, reflects on student progress over time, using documented evidence to demonstrate student growth, adjust practice, and meet goals.

29. Standard 7: Matrix Highly Effective Effective Developing OR
Needs Improvement
Ineffective
Generates high level of student academic progress with all populations of learners
Generates appropriate level of student academic progress with all populations of learners
Generates appropriate level of student academic progress with only some populations of learners
Generates low level of student academic progress
At least ninety percent of students meet and/or exceed SMARTR goal
At least eighty percent of students meet and/or exceed SMARTR goal
At least fifty percent of students meet and/or exceed SMARTR goal
Less than fifty percent of students meet and/or exceed SMARTR goal

30. Standard 7: Student Academic Progress
Include multiple measures of student academic progress
Include Student Growth Percentiles (SGPs) when available and appropriate (Not being used in FCPS for )
Use student achievement goal setting or other measures of student progress
Account for 40% of the Teacher’s Summative Performance Evaluation
Source: Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers

31. What are the Purposes of Student Achievement Goal Setting?
Focus on student results
Explicitly connect teaching and learning
Improve instructional practices and teacher performance
Tool for school improvement

32. Student Achievement Goal Setting
Student Achievement Goal Setting used for both teachers of tested and non-tested grades and subjects
Percentage of Standard 7 weight is 40%
Appropriate measures of academic progress are determined
During first month of school, all teachers will work collaboratively with grade level or content team to create a SMARTR goal. Each teacher will fine-tune the goal to reflect the needs of their respective learners The goal will be approved by evaluator by the end of October
Midyear review of student progress goal and modify strategies with administrator (summative evaluation year only)
End-of-year review of goal attainment (all teachers)
Quality of the goals and their attainment provide an important data source for evaluation

33. What is the Student Achievement Goal Setting Process?
Step 4: Monitor student progress through ongoing formative assessment
Step 3: Create and implement teaching and learning strategies
Step 5:
Determine whether the students achieved the goal
Step 2:
Create specific learning goals based on pre- assessment
Step 1:
Determine needs

34. What Makes Goals SMARTR?
Strategic & Specific
Measureable
Attainable
Results-Oriented
Time-bound
Rigorous

35. Aligned with the school-wide goal and focused on specific students
STRATEGIC & SPECIFIC
Aligned with the school-wide goal and focused on specific students

36. MEASURABLE
Qualitative, quantitative, observable, consistent measure for grade level or content area

37. ATTAINABLE
Doable, yet challenging

38. RESULTS-ORIENTED
Identifies specific outcomes or targets for student achievement

39. TIMEBOUND
Establishes a sense of priority or urgency for goal attainment

40. RIGOROUS
Has an appropriate level of rigor to demonstrate mastery of learning objective

41. Goldilocks Principle

42. Progress (Growth) vs. Achievement Goals
Students will score 50%
greater on the
post-test than on the
pre-test. OR
Students will increase
their performance by 1
performance level on
the rubric.
ACHIEVEMENT
80% of students will
achieve a score of 80% or
higher.

43. Benefits and Challenges
What are the benefits and challenges to measuring progress?
What are the benefits and challenges to measuring achievement?

44. Progress Benefits: Takes into account the diversity of learners
Shows growth even when students haven’t made a particular cut score
Challenges:
Requires more time to document
If enough progress is made, students will never achieve at high levels

45. Achievement Benefits:
Ensures that all students are receiving a high level of education
Students need prerequisite knowledge before moving to the next level
Challenges:
Not all students start in the same place
Not all students learn at the same rates

46. Handbook Overview

47. Lunch

48. Questions

49. What is the Student Achievement Goal Setting Process?
Step 4: Monitor student progress through ongoing formative assessment
Step 3: Create and implement teaching and learning strategies
Step 5:
Determine whether the students achieved the goal
Step 2:
Create specific learning goals based on pre- assessment
Step 1:
Determine needs

50. Individual Teacher Goal
SIP CT
Individual Teacher Goal

51. Sample Goal Setting for Student Progress Form
I. Setting (Describe the population and special learning circumstances)
II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data)
III. Baseline Data (What is shown by the current data?)
Data attached
IV. Goal Statement (Describe what you want learners/program to accomplish)
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy
Evidence
Target Date
Abbreviated for training purposes

52. Professional’s Name: Teacher H
Worksite Yourtown High School Job Title: English Teacher School Year
I. Setting (Describe the population and special learning circumstances)
This goal is based on one of my English Grade 10 classes which has 30 students. Five of the students qualify for special services and have IEPs.
II. Content/Subject/Field Area (The area/topic addressed is based on learner achievement, data analysis, or observational data)
I will focus on essay writing. Our school is focusing on increasing writing scores. Over the past three years, the percent passing has been 74 percent 78 percent, and 81 percent. We are seeing a positive trend in writing and will continue to focus on this area.
III. Baseline Data (What does the current data show?)
I administered a writing prompt at the beginning of the year and used a four-point rubric to score the responses, scoring both according to critical element and holistically. The data indicate that six students scored at performance level 1, 11 students scored at performance level 2, ten students scored at performance level 3, and three students scored at performance level 4.
 Data attached
IV. Goal Statement (Describe what you want learners/program to accomplish)
For the current school year, 100 percent of my students will make measurable progress in writing. Students scoring at a “1” will increase by two performance levels. Students scoring at a “2” or “3” will increase by one performance level. Students scoring at a “4” will maintain high performance.
V. Means for Attaining Goal (Activities used to accomplish the goal)
Strategy
Measurable By
Target Date
Use modified pacing to attend to student needs.
Copies of modified pacing
Ongoing (September– May)
Use frequent formative assessment with students to provide feedback and modify instruction.
Lesson Plans
Copies of teacher-made formative assessments
Ongoing (September – May)
Incorporate focused instruction in key content areas as prescribed by the State Standards of Learning.

53. Sample SMARTR Goal
By the end of the school year, each student will make measurable progress in the target language acquisition based on the 4th grade benchmark on the FCPS Jr. Performance Guidelines.
Students currently scoring almost meets expectations will increase their level of performance to meet expectations, while students who are currently meeting expectations will increase their level of performance to exceeds expectations.
In order to measure meaningful gains along the target language acquisition continuum for students who currently exceed expectations, the 5th grade benchmark will be used to measure their progress. At least 25% of the students who are currently scoring exceeds expectations will be able to exceed expectations on the 5th grade benchmark.

54. Sample SMARTR Goal
Strategic & Specific: Focuses on language acquisition skills
Measurable: Measured by a benchmark assessment
Attainable: Tiered goal so that all students make progress
Results-Oriented: Based on results of an assessment
Time-bound: By the end of the school year
Rigorous: The goal challenges all students

55. Examining Goals Each group will have one goal
Determine whether it is SMARTR and underline each of the components
If the goal could be improved, rewrite it
A good goal statement is one that is…
Strategic & Specific
Measurable
Attainable
Results-Oriented
Time-bound
Rigorous

56. One Example
By March, all students will make measureable progress in the area of written expression and usage and mechanics. For each reporting category, using the school developed rubric, all students will improve, at least one point within each reporting category;
Students with a score point of 1 will increase to a score point of 3.
Students with a score point of 2 will increase to a score point of 3.
Students with a score point of 3 will increase to a score point of 4.
Students with a score point of 4 will maintain high performance.
Students with a score point of 4 in both reporting categories will begin writing in another genre.

57. Share Out

58. Break
1:45-2:00

59. Your Turn!
Craft a SMARTR goal that would fit the data given on the next slide.

60. Your Data: Social Studies Dept
Your Data: Social Studies Dept.-Developed Assessment of Source Document Analysis, 4 point scale
Students
Primary Sources
Secondary Sources
Student A 4
Student B 3
Student C
Student D 2
Student E 1
Student F
Student G
Student H
Student I
Student J
Student K
Student L

61. Sample Goal Setting for Student Progress Form
I. Setting (Describe the population and special learning circumstances)
II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data)
III. Baseline Data (What is shown by the current data?)
Data attached
IV. Goal Statement (Describe what you want learners/program to accomplish)
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy
Evidence
Target Date
Abbreviated for training purposes

62. Peer Review Exchange SMARTR goals with another group.
Review using the same underlining process we used before.
Refer to the SMARTR Goal
Worksheet.

63. * * * Now Posted * * * NEW FCPS Teacher Evaluation Program Handbook

64. Suggested Timeline- First 60 Days
Date
Items
Prior to first meeting
Module 1 Overview
By September 7
Introduce goal setting using Power Point provided and share school improvement goal and timelines of process
By September 21
CLTs meet to discuss focus for goal and pre-assessment to use (may need to create pre-assessment or identify one in place)
By October 5
Administer pre-assessment
By October 12
Set Goal
Share data results in CLT teams
Set goals as a team and refine goals as individual teachers to reflect your student population
Decide on strategies as a team and/or individually
By October 19
Meet in CT with administrator
By October 24
Submit goal for approval to administrator
By October 31
Evaluator approves goal

65. Homework-Goal Setting for Student Progress form
I. Setting (Describe the population and special learning circumstances)
II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data)
III. Baseline Data (What is shown by the current data?)
Data attached
IV. Goal Statement (Describe what you want learners/program to accomplish)
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy
Evidence
Target Date
Abbreviated for training purposes

66. Handbook Overview

67. Growth and Development Team Supporting Teacher Evaluation
We value your questions, input, and completed Goal Setting for Student Progress form.

68. Questions

69. Exit ticket