5Three 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
6Three Primary DriversConnections 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 EvaluationHandbook, Dr. James H. Strong , August 2012)
7Virginia and NCLB Reform Virginia requests waiver from US Department of EducationKey to VDOE requestImplement a New evaluation process that would include rigorous new content standards and assessments to close achievement gapsFCPS Teacher Evaluation Task Force Formed September 2011 to June 2012
8Virginia and NCLB Reform June 29, 2012 – DOE Waiver: Virginia school divisions will no longer have to meet the arbitrary and unrealistic NCLB benchmarks or AYPVDOE Mandate - Effective July 1, 2012All 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
11Aligning the VDOE Mandate with the FCPS Expectation Teacher Evaluation Task Force goal to comply with state mandate and customize a new FCPS Teacher Evaluation ProgramDevelopment of a NEW Teacher Evaluation Program HandbookCreation of Teacher Evaluation Training Plan(16,000 teachers and 600+ evaluators)
13Primary 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)
14Take a look at the Crosswalk Now take a look at the crosswalk. Turn and talk about differences. Are any of your fears alleviated?
15What are the changes? Seven standards instead of five Standard 7 is Student Academic ProgressMatrices are used to rate the teacherFour rating levels, as opposed to threeA minimum of one formal and three informal/mini-observationsIn addition to the goal-setting conference and documentation log, evaluators are required to collect a minimum of four data sourcesFinal evaluation conference between the evaluator and teacher is required for teachers in their summative evaluation year
19Teacher Performance Standards 1. Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.2. Instructional PlanningThe 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 DeliveryThe 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 LearningThe 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 EnvironmentThe teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.6. ProfessionalismThe teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning7. Student Academic ProgressThe work of the teacher results in acceptable, measurable, and appropriate student academic progress.
20Main Components Performance Standard 1: Professional Knowledge Enhancing Teacher Quality: QuestioningMain ComponentsPerformance StandardPerformance Standard 1: Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.Key ElementsExamples 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 ElementsTQR Teacher Quality Resources, LLC (c) 2005
21Performance Matrix for Professional Knowledge Highly EffectiveEffectiveDeveloping OR Needs ImprovementIneffectiveIs 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.
22Underline Key Terms in the Rating Scale CategoryDescriptionDefinitionHighly EffectiveThe teacher maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard.Sustains high performance over period of timeBehaviors have strong positive impact on learners and school climateServes as role model to othersEffectiveThe 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 criteriaBehaviors have positive impact on learners and school climateWilling to learn and apply new skillsDeveloping OR Needs ImprovementThe 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 standardsResults in less than quality work performanceLeads to areas for teacher improvement being jointly identified and planned between teacher and evaluatorIneffectiveThe 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 learningMay result in employee not being recommended for continued employment
24The first six standards impact student progress VII. Student Academic ProgressI. Professional KnowledgeII. Instructional PlanningIII. Instructional DeliveryIV. Assessment of and for Student LearningV. Learning EnvironmentVI. Professionalism
25Turn and TalkHow do you see the connection or impact of Standards 1- 6 on Standard 7?
27Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
28Standard 7: Student Academic Progress Key ElementsExamples 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.
29Standard 7: Matrix Highly Effective Effective Developing OR Needs ImprovementIneffectiveGenerates high level of student academic progress with all populations of learnersGenerates appropriate level of student academic progress with all populations of learnersGenerates appropriate level of student academic progress with only some populations of learnersGenerates low level of student academic progressAt least ninety percent of students meet and/or exceed SMARTR goalAt least eighty percent of students meet and/or exceed SMARTR goalAt least fifty percent of students meet and/or exceed SMARTR goalLess than fifty percent of students meet and/or exceed SMARTR goal
30Standard 7: Student Academic Progress Include multiple measures of student academic progressInclude Student Growth Percentiles (SGPs) when available and appropriate (Not being used in FCPS for )Use student achievement goal setting or other measures of student progressAccount for 40% of the Teacher’s Summative Performance EvaluationSource: Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers
31What are the Purposes of Student Achievement Goal Setting? Focus on student resultsExplicitly connect teaching and learningImprove instructional practices and teacher performanceTool for school improvement
32Student Achievement Goal Setting Student Achievement Goal Setting used for both teachers of tested and non-tested grades and subjectsPercentage of Standard 7 weight is 40%Appropriate measures of academic progress are determinedDuring 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 OctoberMidyear 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
33What is the Student Achievement Goal Setting Process? Step 4: Monitor student progress through ongoing formative assessmentStep 3: Create and implement teaching and learning strategiesStep 5:Determine whether the students achieved the goalStep 2:Create specific learning goals based on pre- assessmentStep 1:Determine needs
34What Makes Goals SMARTR? Strategic & SpecificMeasureableAttainableResults-OrientedTime-boundRigorous
35Aligned with the school-wide goal and focused on specific students STRATEGIC & SPECIFICAligned with the school-wide goal and focused on specific students
36MEASURABLEQualitative, quantitative, observable, consistent measure for grade level or content area
42Progress (Growth) vs. Achievement Goals Students will score 50%greater on thepost-test than on thepre-test.ORStudents will increasetheir performance by 1performance level onthe rubric.ACHIEVEMENT80% of students willachieve a score of 80% orhigher.
43Benefits and Challenges What are the benefits and challenges to measuring progress?What are the benefits and challenges to measuring achievement?
44Progress Benefits: Takes into account the diversity of learners Shows growth even when students haven’t made a particular cut scoreChallenges:Requires more time to documentIf enough progress is made, students will never achieve at high levels
45Achievement Benefits: Ensures that all students are receiving a high level of educationStudents need prerequisite knowledge before moving to the next levelChallenges:Not all students start in the same placeNot all students learn at the same rates
49What is the Student Achievement Goal Setting Process? Step 4: Monitor student progress through ongoing formative assessmentStep 3: Create and implement teaching and learning strategiesStep 5:Determine whether the students achieved the goalStep 2:Create specific learning goals based on pre- assessmentStep 1:Determine needs
51Sample 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 attachedIV. Goal Statement (Describe what you want learners/program to accomplish)V. Means for Attaining Goal (Strategies used to accomplish the goal)StrategyEvidenceTarget DateAbbreviated for training purposes
52Professional’s Name: Teacher H Worksite Yourtown High School Job Title: English Teacher School YearI. 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 attachedIV. 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)StrategyMeasurable ByTarget DateUse modified pacing to attend to student needs.Copies of modified pacingOngoing (September– May)Use frequent formative assessment with students to provide feedback and modify instruction.Lesson PlansCopies of teacher-made formative assessmentsOngoing (September – May)Incorporate focused instruction in key content areas as prescribed by the State Standards of Learning.
53Sample SMARTR GoalBy 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.
54Sample SMARTR GoalStrategic & Specific: Focuses on language acquisition skillsMeasurable: Measured by a benchmark assessmentAttainable: Tiered goal so that all students make progressResults-Oriented: Based on results of an assessmentTime-bound: By the end of the school yearRigorous: The goal challenges all students
55Examining Goals Each group will have one goal Determine whether it is SMARTR and underline each of the componentsIf the goal could be improved, rewrite itA good goal statement is one that is…Strategic & SpecificMeasurableAttainableResults-OrientedTime-boundRigorous
56One ExampleBy 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.
59Your Turn!Craft a SMARTR goal that would fit the data given on the next slide.
60Your Data: Social Studies Dept Your Data: Social Studies Dept.-Developed Assessment of Source Document Analysis, 4 point scaleStudentsPrimary SourcesSecondary SourcesStudent A4Student B3Student CStudent D2Student E1Student FStudent GStudent HStudent IStudent JStudent KStudent L
61Sample 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 attachedIV. Goal Statement (Describe what you want learners/program to accomplish)V. Means for Attaining Goal (Strategies used to accomplish the goal)StrategyEvidenceTarget DateAbbreviated for training purposes
62Peer Review Exchange SMARTR goals with another group. Review using the same underlining process we used before.Refer to the SMARTR GoalWorksheet.
63* * * Now Posted * * * NEW FCPS Teacher Evaluation Program Handbook
64Suggested Timeline- First 60 Days DateItemsPrior to first meetingModule 1 OverviewBy September 7Introduce goal setting using Power Point provided and share school improvement goal and timelines of processBy September 21CLTs meet to discuss focus for goal and pre-assessment to use (may need to create pre-assessment or identify one in place)By October 5Administer pre-assessmentBy October 12Set GoalShare data results in CLT teamsSet goals as a team and refine goals as individual teachers to reflect your student populationDecide on strategies as a team and/or individuallyBy October 19Meet in CT with administratorBy October 24Submit goal for approval to administratorBy October 31Evaluator approves goal
65Homework-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 attachedIV. Goal Statement (Describe what you want learners/program to accomplish)V. Means for Attaining Goal (Strategies used to accomplish the goal)StrategyEvidenceTarget DateAbbreviated for training purposes