1. Richmond Public Schools Overview for teachers and administrators
Teacher Performance Evaluation System: An Overview for School Administrators
Richmond Public Schools
Overview for teachers and administrators
Mr. Abe Jeffers and Dr. Anthony Leonard
Assistant Superintendents of Schools

2. Desired Outcome
Participants will become familiar with the RPS Teacher Performance Evaluation System
As a means to support the overall goal of our Teacher Evaluation program’s goal of promoting continuous growth and development, today’s overview will:
-Provide a deeper understanding of the key features of the RPS Teacher Performance Evaluation System (TPES), and how the system strengthens and refines teaching, which increases student learning.

3. Pre-Assessment Question Answer Who is on summative evaluation?
Minimally, how many times will every teacher be formally observed?
Name the four rating levels
What do the letters stand for in SMART?
What determines the teachers summative rating?
All certificated personnel.
Once
Unacceptable; Dev/Needs improvement; Proficient; Exemplary
Specific; Measurable; Attainable; Relevant; Time-Bound
The sum of scores earned for each of the seven standards

4. Nuts and Bolts of the Teacher Evaluation Process
Seven standards
Standard 7 is Student Academic Progress
Matrices are used to rate the teacher
Four rating levels
SMART Goals matter
Review one at a time. Reference handbook where ever possible.

5. Nuts and Bolts of the Teacher Evaluation Process (cont’d.)
Observations – representative sampling of performance
Goal Setting for Student Progress form
Documentation Log
Other Relevant Data
Administrators are required to collect data during the summative evaluation year
Observations are a required data source (See handbook for types of observations)- data sources: informal/mini/walkthrough
Complete the goal setting form-reviewed and approved by the evaluator (at Goal Setting Conference)
Documentation Log-1-3 Artifacts per Standard to be considered effective
Final evaluation conference between the evaluator and teacher is required for teachers in their summative evaluation year

6. Why do we Evaluate?
The goal is to support the continuous growth and development of each teacher by monitoring, analyzing, and applying pertinent data compiled within a system of meaningful feedback.
(Quote from RPS Teacher Performance Evaluation Handbook, Dr. James H. Stronge, August 2012)

7. Teacher Standards
Standard 1: Professional Knowledge Standard 2: Instructional Planning Standard 3: Instructional Delivery Standard 4: Assessment of and for Student Learning Standard 5: Learning Environment Standard 6: Professionalism Standard 7: Student Academic Progress

8. 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.
This activity is a review of the Standards.
Activity- Name that Standard? State one of the key element and have the participants determine which Standard it matches (repeat for all Standards). Match standard to language. Refer to the online Handbook, if needed.

9. Main Components: Standards and Indicators Example
Standard 6 Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include, but are not limited to:
6.1 Collaborates and communicates effectively within the school community to promote students’ well-being and success.
Adheres to federal and state laws, school policies and ethical guidelines.
6.3 Incorporates learning from professional growth opportunities into instructional practice.
6.4 Sets goals for improvement of knowledge and skills.
6.5 Engages in activities outside the classroom intended for school and student enhancement.
6.6 Works in a collegial and collaborative manner with administrators, other school personnel, and the community.
6.7 Builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students’ progress.
6.8 Serves as a contributing member of the school’s professional learning community through collaboration with teaching colleagues.
6.9 Demonstrates consistent mastery of standard oral and written English in all communication.
This is an example of the Standard 6 with the accompanying key elements.

10. Main Components: Matrix Example
Exemplary*
Proficient
Proficient is the expected level of performance.
Developing/Needs Improvement
Unacceptable
In addition to meeting the standard, the teacher continually engages in high level personal/professional growth and application of skills, and contributes to the development of others and the well-being of the school.
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.
The teacher inconsistently practices or attends professional growth opportunities with occasional application in the classroom.
The teacher demonstrates inflexibility, a reluctance and/or disregard toward school policy, and rarely takes advantage of professional growth opportunities.
Proficient is the expected level of performance for ALL teachers.
There is a matrix for each standard in the handbook.
Overall points are assigned to indicate the teacher’s ability to meet the standard, not the indicators.
Exemplary: 4 points
Proficient: 3 points
Developing/Needs Improvement: 2 points
Unacceptable: 1 point
Developing vs. Needs Improvement Ratings:
Developing can be used only for new teachers in their first three years. It could also be used for continuing contract teachers who are in their first year of teaching a new content area or grade. Anyone outside of these categories mentioned will receive a Needs Improvement rating if his/her performance supports this rating.

11. Activity for Professional Improvement
Timeline
Activity for Professional Improvement
This document is for internal use only to provide a rigorous timeline to ensure we meet all deadlines in the evaluation process. These guidelines, dates, or actions do not supersede Virginia Law or School Board Policy.
Task or Document
By October 15
Establish agreed upon student progress goal (For your teachers, please do not use SOL measures for SMART goals as that is not appropriate). Make a copy of the signed document and let the teacher keep the original (they will need it at the midyear).
Goal Setting for Student Progress Form
Before the end of the 1st Quarter
First Formal Observation of all probationary teachers must be completed and documented. Provide objective and actionable feedback.
Observation Form
Before the end of the 1st Semester
Second Formal Observation of all probationary teachers and Formal observation of all continuing contract teachers must be completed and documented.
If a performance improvement plan (PIP) is needed as a result of accumulated documentation, create and implement the PIP at this time (if you have not already done so) in order to provide enough time for the improvement process.
Any placement of a teacher on a PIP must be reviewed and approved by the assistant superintendent. Once the plan is approved, the assistant superintendent will then submit the documentation to the Department of Human Resources.
Performance Improvement Plan Template (if required)
Before end of the 1st Semester
Summary of Student Survey Feedback (all probationary and continuing contract teachers) should be received. This survey instrument is included in the TPES Handbook and you are not entitled to the results of the survey, only the summary of results.
Student Surveys and Student Survey Summary Form
By February 15
Conduct mid-year review conference for all teachers using the Interim Performance Report form. Focus on facts and objective data: nothing subjective.
Conduct mid-year review of student progress goal (all probationary and continuing contract teachers) and sign off on the appropriate form (this should be the same form from the goal setting conference in the fall). Make a copy of the midyear and allow the teacher to keep the original.
Note: if you are considering placing a teacher on an improvement plan at this time or a later date this academic year, you should not expect the outcome of that PIP to impact a recommendation for non-renewal for this academic year.
Teacher Documentation Log
Interim Performance Report
By March 15
Third and final required Formal Observation of probationary teachers should be completed and documented.
Decisions should be made about proceeding with a recommendation for non-renewal at this time. If you have not already done so, reach out to your assistant superintendent to review documentation.
By April 15
Notification of recommendation of non-renewal is due to Human Resources from the assistant superintendent(s).
Teacher(s) is (are) notified by the principal of the recommendation for non-renewal.
Note: recommendations for non-renewal after this date would only proceed due to substantive infractions of employment.
By May 15
Submission of end-of-year review of student progress goal; goal conference final meeting. (this should be the same form from the goal setting conference in the fall and the mid-year review of the goal). Make a copy of the midyear and allow the teacher to keep the original.
Review documentation log and all teacher provided evidence
Exit any PIP(s)
End of Year Review: by June 15
End of year evaluation (all probationary and continuing contract teachers) complete. Be sure to use the rubric and properly add up the points determining the final evaluation rating.
Teacher Performance Report
By June 30
Submission of all Teacher Performance Reports to Human Resources
Timeline- Beginning of Year
Review evaluation process with all staff
Self-assessment/goal-setting conference:
Teacher completes Self Assessment, reviews available baseline data and determines needs, discuss goal ideas, creates SMART goal & sets expectations for Documentation Log
Determine data sources to be used
Evaluator approves student
progress goal
Ongoing Data Collection
Teachers may administer the student survey.
Evaluators collect data throughout the year (observations must be completed)
Teacher collect data:
SMART Goal
Documentation Log
Other Measures of Student Progress
Midyear assessment conference:
Review student progress goal, Documentation Log, and performance
Evaluator and teacher review the previously identified data sources and determine which still need to be collected and mutually identify due dates
Timeline-End of year
All teachers submit end-of-year review of student progress goal
During their summative evaluation year, teachers submit Documentation Log
By June 30, Summative evaluation report and conference completed and sent to HR

12. Critical to Success:
Teachers and administrators review the standards, key elements, and matrices
Set and maintain clear expectations
Adhere to all timelines and procedures as outlined in the TPES Handbook
Provide clear feedback and document
Establish a shared understanding of what meeting standards means before obtaining a shared understanding on exceeding standards.
Consistency among administrative teams depends on shared understanding. Conversations are critical.
Engaging in dialogue with ongoing small groups of teachers works best.
Be sure to explain the differences between exemplary and proficient

13. What are some possible data sources that you could use for the different standards?
Have teachers discuss at their table groups for about 5 minutes.

14. Data Sources Formal Informal Walkthrough Observations
This slide shows the possible data sources and some of the details pertaining to these sources.
All observations of teachers should have written feedback
An observation can be a formal observation with written feedback and a post-conference
The use of mini/informal, formal, or both observation formats provides the evaluator with flexibility
in documenting the teacher’s performance and meeting the expectations
for completing four data sources.

15. Formal Observations… Probationary Continuing Contract
First formal must have pre-conference (use form)
Must be observed at least 3x: 2x in first semester; last prior to 3/15
Minimum of thirty minutes
Post conference within 5 business days with written feedback
Use the Formal Classroom Observation Form
First formal must have pre-conference (use form)
Must be observed at least 1x prior to 3/15
Minimum of thirty minutes
Post conference within 5 business days with written feedback
Use the Formal Classroom Observation Form

16. Informal Observations…
Intended for more frequent and specific information on both instructional and non- instructional routines throughout the cycle
Short classroom visits, faculty meetings, professional development
Focused on specific and factual descriptions of performance
Feedback must be provided – verbally or written (written is what matters)

17. Walkthrough Observations…
Brief (up to fifteen minutes) visits to classrooms
Ideal for focused observations to monitor what is expected
Written and specific feedback

18. Data Sources Documentation Log One to three artifacts per Standard
Required for all teachers
You can require items
Must be reviewed at least once, may be electronic, owned by teacher
Student Opinion Surveys
Recommended for teachers in grades 1-12; summary only in documentation log
Survey samples are included in Evaluation manual
Goal Setting for Student Progress
SMART Goal
Reviewed at Midyear and End-of-Year
Documentation Log
A minimum of one and no more than three artifacts supporting each standard (summative and formative evaluation years)
Documentation is discussed at the goal-setting conference
Documentation reviewed at midyear conference
Completed documentation presented to evaluator prior to their preparation of summative evaluation report
Student Opinion Surveys
Goal Setting
Appropriate measures of academic progress are determined
Teachers can work collaboratively with grade level or content team to create a SMART goal. However, an individual teacher’s goal must reflect the unique needs of the students in the classroom.
Midyear review of student progress goal and modify strategies with administrator
End-of-year review of goal attainment (all teachers)

19. Specific Measureable Attainable Relevant Time-bound
What Makes Goals SMART?
Specific
Measureable
Attainable
Relevant
Time-bound
What are the components of a SMART Goal?
Strategic and Specific –Aligned with the school-wide goals and focused on specific learning needs of all students
Measurable – Qualitative, observable, consistent measure for grade level
Attainable -Doable yet challenging
Results Oriented - Identifies specific outcomes or targets for student progress
Time-bound – Establishes a sense of priority or urgency for goal attainment

20. Goal Setting for Student Progress
ARDT, MAP, PALS….
make explicit the connection between teaching and learning,
make instructional decisions based upon student data,
provide a tool for school improvement,
increase the effectiveness of instruction via continuous professional growth,
focus attention on student results, and ultimately
increase student achievement!

21. Teacher Improvement… Evaluation is for improvement. Always.
Evidence must always be tied to a standard: be purposeful, specific, and objective
Set clear expectations and follow up accordingly
Our students’ learning – our students’ future – is dependent on high quality teachers

22. “An assistant principal may evaluate teachers; however, the principal has the ultimate responsibility for ensuring that TPES is executed faithfully and effectively in the school.” - RPS TPES Handbook p. 26

23. Two Options to formalize teacher improvement…
Support Dialogue
Performance Improvement Plan
P of Handbook

24. ….and finally Use appropriate/approved RPS forms/documents
Follow/meet/exceed established timelines
Communicate frequently with Human Resources and your Assistant Superintendent
Review evaluation information carefully with your teachers and all certificated personnel
P of Handbook