1. An Overview for the Faculty and Staff of Western Albemarle High School

2. "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-Hammond

3. Three Core Beliefs Teachers 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.

4. The TPA PROCESS WILL… Enhance the implementation of the curricula. Guide professional development for teachers. Provide focus for coaching and mentoring programs for teachers.

5. 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.Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers It’s time for an update! The TPA was piloted in Albemarle County during the 2004-2005 Academic Year.

6. Components of the Revision An overall update and revision to the document based on feedback and current technology and practices: for example, ISTE NETST standards.NETST 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.

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

8. What is Different? Performance Rating Scale The Seventh Domain “Student Academic Progress” Student Surveys Timeline End of the Year Final Appraisal

9. 9 Performance Rating Scale Unacceptable The teacher consistently performs below the established standard or in a manner that is inconsistent with the school’s mission and goals. Needs Improvement The teacher often performs below the established standard or in a manner that is inconsistent with the school’s mission and goals. Applies Implies 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. Integrates Implies 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.

10. Seven Domains of the TPA Knowledge of Students Knowledge of Content Planning, Delivery, and Assessment of Instruction Safe, Effective Learning Environment Communication and Collaboration Professionalism Student Academic Progress (Only New One)

11. Student Surveys Student 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.

12. High School Student Survey Open Ended Questions What would you tell another student about your experience in this class? What would you tell another student about your teacher? Effort Questions Compared to my other courses, my effort in this course was: Above Average, Average, Below Average My attention to this course was: Above Average, Average, Below Average

13. More Student Survey Questions The choices for this section are strongly agree, agree, neutral, disagree, strongly disagree The objectives for this course were clearly explained Coursework is related to other subjects or the real world I am given opportunities to demonstrate my learning in a variety of ways Homework assigned is relevant to the class I am given opportunities to evaluate my own learning My teacher helps me reach high expectations My teacher shows respect to all students My teacher encourages students to think for themselves My teacher is knowledgeable about his/her subject area My teacher grades my work in a reasonable amount of time My teacher makes sure class time is used for learning My teacher is interested in and enthusiastic about teaching this course I can talk to my teacher about this class

14. Timeline Changes By the last school day in January…All 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.

15. Final Appraisal Under Each Domain the teacher will be scored as listed: Domain Rating (and Score): Innovates (4) Integrates (4) Applies (3) Needs Improvement (2) Unacceptable (1)

16. Final Appraisal Knowledge 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%

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

18. GOAL SETTING Student Academic Progress DomainEach teacher will work with the principal to develop one or two goals directly relating to the Student Academic Progress Domain Professional Learning GoalIn 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

19. GOAL SETTING Both 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

20. Performance Indicators Each 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) goal No 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 Division’s on- going work to develop a balanced assessment system that aligns with the Framework for Quality Learning

21. Sample Student Academic Performance Goals The 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.

22. Sample Student Academic Performance Goals The 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.

23. Full TPA Expectations The 12 - 13 TPA will include but not be limited to the following activities: 1.Teacher Self-Assessment 2.Goal Setting/Review Meetings 3.Student Surveys in Year 5 (or non-tenured) 4.Learning Walks/Full Observations 5.Professional Presentations Note: This plan will involve all tenured teachers. A parallel plan will address the growth and evaluation of non- tenured personnel.

24. Five Year Recertification Cycle for Continuing Contract Teachers Year 1 -Self-assessment and goal setting Year 2 -Reflection or self-assessment and goal setting. Year 3 -Reflection or self-assessment and goal setting. Year 4 -Self-assessment and goal setting Year 5 -Reflection or self-assessment and goal setting. Student Surveys are done in 2 nd Quarter.

25. Minimum Annual Expectations 5 Learning Walks per semester Two 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 administrator Final Performance Appraisal to include goal progress, reflection, and self-assessment by the first school day in June. Update professional development activities

26. Recertification Cycle Expectations Meet all annual expectations Review professional development activities and recertification requirements during Year 3 Complete One or More of the following as agreed upon with the supervisor a.work sample b.professional presentation c.article in professional journal

27. Procedures for Addressing Performance Problems for Tenured Teachers The 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 dismissal

28. Teacher Self-Assessment Teachers 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 teacher’s personnel folder.

29. Levels of Teacher Development Applying Applying – Able to teach independently; internalizes & easily applies what has been learned about teaching. Integrating 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 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.

30. In other words… APPLIES APPLIES - Implies that the teacher works at an independent stage in the identified area. INTEGRATES INTEGRATES - Implies that the teacher works with an advanced degree of competence that sets the standard for the profession. INNOVATES INNOVATES - Implies that the teacher works at a level that demonstrates a deep understanding and serves as a model for practice.

31. Learning Walks Why? 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.

32. 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 teacher’s 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?

33. Learning Walks – What is being observed? The Curriculum Has 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?

34. Learning Walks – What is being observed? The Lesson What strategies are impacting learning? What strategies are predominant and which are supporting?

35. Learning Walks – What is being observed? The Students How 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?

36. Learning Walks – What is being observed? The Work Does 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-Task

37. Learning Walks – What is being observed? Key Elements of the Framework for Quality Learning Lifelong Learner Standards Concepts Understandings Essential Questions

38. WAHS WALKS Learning Walks 2008–2009 2009–2010 2010-2011 2011-2012 756 705 675 691 Is 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 2012 2009 2010 2011 2012 Low (Knowledge-Comprehension) 24% 21% 22% 22% Middle (Application-Analysis) 58% 56% 54% 55% High (Synthesis-Evaluation) 18% 22% 24% 23%

39. WAHS WALKS 08-09 09-10 10-11 11-12 Learning Walks 756 705 675 691 What were the predominant Instructional 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%

40. WAHS WALKS 08-09 09-10 10-11 11-12 What is the engagement level of the class? Engaged 33% 38% 40% 46% On Task 67% 62% 60% 53% Off Task 0% 0% 0% 1% How is engagement measured?

41. WAHS WALKS Learning with others Learning with others (affiliation) Clear Modeled Expectations Clear Modeled Expectations (knows what success looks like) Personal Response Personal Response (more than one right answer) Emotional Intellectual Safety Emotional Intellectual Safety (free to take risks) Sense of Audience Sense of Audience (affirmation) Authenticity Authenticity (work has meaning and significance to the student) Choice Choice (student has meaningful options) Novelty & Variety Novelty & Variety (experiences are unusual or unexpected)

42. WAHS WALKS Were 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%

43. WAHS WALKS Were 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 people’s noise is another person’s music. Enduring Understandings observed in Learning Walks. 2008-2009 2009-20102010-2011 2011-2012 31% 25% 19%27%

44. WAHS WALKS Were 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 Mockingbird What 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%

45. WAHS WALKS Were 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 and products; 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, and interactions; 6. Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems;

46. WAHS WALKS 7. Acquire and use precise language to clearly communicate ideas, knowledge, and processes; 8. Explore and express ideas and opinions using multiple media, the arts, and technology; 9. Demonstrate ethical behavior and respect for diversity through daily actions and decision making; 10. Participate fully in civic life, and act on democratic ideals within the context of community and global interdependence; 11. Understand and follow a physically active lifestyle that promotes good health and wellness; and, 12. Apply habits of mind and metacognitive strategies to plan, monitor, and evaluate one’s own work. Elements of Lifelong-learner Standards observed in Learning Walks. 2008-20092009-20102010-2011 2011-2012 71% 74% 80%73%

47. Timeline for 2012-2013 TPA for Tenured Teachers 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 Tool 3. Learning Walks and Summary Meetings 4. Goals Conferences & Student Academic Progress Goals By 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.

48. Timeline for 2011-2012 TPA By End of 1 st 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.

49. Non-Tenured Teachers The next eight slides refer to the differences in the Non-Tenured Teacher Performance Appraisal.

50. 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 Tool 3. Walk-Throughs and Summary Meetings 4. Goals Conferences & S.M.A.R.T goals By the last school day in September teachers will meet individually with administrative supervisor to review syllabus, curriculum map, SMART goal(s), and self-assessment.

51. Non-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 2 nd 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.

52. Non-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.

53. Non-Tenured Power Standards Non-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.

54. Addressing Performance Problems for Non-Tenured Teachers By 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 deficiencies b 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 employment b. Some improvement noted, but not to the desired level (not 3 rd year) c. Improvement does not meet expectations, non-renewal recommended by March 1. 3.An egregious act may lead to immediate dismissal

55. Full Period Observations Pre-Observation Pre-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 Observation -The agreed upon class. Post-Observation Post-Observation - Come prepared to discuss how you think the lesson met your objectives. Was there anything you would have done differently?

56. Second Semester Full Observations Second semester full observations will be unannounced and include only a post conference.

57. Tenure Year Work Sample FQL 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 Teams Personalized Student Learning Plans

58. An Emphasis on Growth GROWTH BASED MODEL The 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.