1. 1 SESSION 1 using The New Performance Standards and New VDOE Requirements 8.20.12

2. 2  Teachers will understand that effective teaching makes more of a difference than anything we’ve tried in education.  Teachers will understand that the new Professional Growth System will use multiple data sources in providing feedback to improve teaching and learning.  Teachers will become familiar with six data sources that will be used in the new PGS.

3. Expectations Performance 3

4. 4 Why do we have schools? Teaching & learning Supporting teaching & learning 4

5. 1998 by The Education Trust, Inc. Teachers matter 5

6. 6 Attempts to improve student achievement School reform Curriculum reform School choice Charter schools Reducing class size Years of experience Teaching degrees Teacher effectiveness improves student achievement more

7. 7 Essential Strategies for High Achievement EXPERT INSTRUCTION: Skillful Teacher, Differentiated Instruction, RTI, and Engaging Students INSTRUCTIONAL LEADERSHIP: School Improvement Plans, OAT/TAG, and Professional Growth System PROFESSIONAL LEARNING COMMUNITIES: Developing Common Assessments and Curriculum Maps, Collaboration, and Data Analysis Stafford County Public Schools HIGH ACHIEVEMENT

8. Teacher quality is the greatest in-school factor affecting student achievement. One of the ultimate outcomes of the educational enterprise is student achievement. (Are the students learning?) 8

9. 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 [emphasis added] and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge. Article 2, §22.1-295 9

10. 1.Professional Knowledge 2.Instructional Planning 3.Instructional Delivery 4.Assessment of and for Student Learning 5.Learning Environment 6.Professionalism 7.Student Academic Progress 10

11. Professional Knowledge Instructional Planning Instructional Delivery Professionalism Learning Environment Assessment Student Academic Progress 11

12. 12 1. Having knowledge of the content, students, and curriculum 2. Planning instruction that meets student needs and curricular requirements 3. Offering appropriate and engaging instruction 4. Assessing student work 5. Providing a safe and secure learning environment 6. Demonstrating professionalism 7. Increasing student achievement

13. Student Progress Informal Observations Formal Observation Student Surveys Self Evaluation Documentation Logs Other 13

14. 14 FormalObservations

15. 15 Observe 3 to 4 classes per year (.4% of performance) Classroom responsibilities only Subject to evaluator bias Focus on process of teaching versus outcomes Inspector model of evaluation

16. Formal Observations Directly focused on teacher performance standards May include review of teacher artifacts or student data Announced or unannounced Specified duration (i.e., 30-45 minutes, full lesson) Occur throughout the year Evaluator completes observation form Evaluator provides feedback during review conference 16

17. Formal Observations and Evaluation Cycle 17 Probationary TeachersContinuing Contract Teachers Formal Observations: Year 1: 3 times Year 2: 2 times Year 3: 1 time Formal Observations: Every 3 years Summative Evaluation: Every year for 3 years Summative Evaluation: Every 3 rd year Interim Evaluation: Year 1 and Year 2

18. 18 Student Surveys

19. Primary Grade Survey Sample Example: I like to eat pizza.  1. My teacher listens to me.  2. My teacher gives me help when I need it.  3. I enjoy school.  19

20. Secondary Grades Survey Sample Strongly Disagree Neutral Agree Strongly Agree Example: I like listening to music.12345 In this class, my teacher... 1. gives clear instructions.12345 2. treats everyone fairly.12345 3. is available for help outside of class time.12345 4. clearly states the objectives for the lesson.12345 5. asks me sometimes if I enjoyed the the class, and if something could be changed to make the lesson more enjoyable, engaging, or meaningful. 12345 Teacher A 5th Teacher’s NameSchool YearClass Period 20

21. 21 DocumentationLogs

22. 22 Lesson plans Curriculum maps Assessments Student Surveys Self-Evaluation Professional learning records Measures of Academic Progress 22

23. Documentation Logs Collection of work that demonstrates the teacher’s professional competence in regard to meeting performance standards – teacher’s voice in evaluation Complement classroom observation Analysis and reflection should be included Property of teacher; reviewed by evaluator Help to clarify instructional relationship between lesson plans, student work, and assessments Documentation logs are similar to portfolios, but are typically more concise and confined to specific artifacts 23

24. ACTIVITY: Documentation Log Standard 5: Learning Environment Activity NameTeacher Comments (Optional) 24

25. EXAMPLE: Documentation Log Standard 5: Learning Environment Activity NameTeacher Comments (Optional) Diagram of Classroom Arrangement Shows different arrangements associated with different types of activities. Bullying Presentation At the conclusion of the bullying presentation, the class participated in a role-playing exercise. Classroom Rules Includes reflection on rationale for rules and how I reinforce them. Classroom Procedures Practiced frequently during the first few weeks of school; revisited throughout the year. Student Survey Summary Students rated clear instructions as high, but objectives as low. 25

26. 26 Student Progress Student progress goal setting (SMART goals) Student growth percentile (SGP) Other measures of student progress

27. Data Collection Procedure Form(s)EvaluatorTeacher Informal Observations Informal Classroom Observation Form Formal Observations Formal Classroom Observation Form Student Surveys Student Survey Forms Student Survey Summary Document Logs Table of Contents Self-Evaluation Teacher Self-Evaluation Form Measures of Academic Progress Goal Setting for Academic Progress Form Reviews/ approves Selects/ develops 27

28. Data Collection Procedure Form(s)EvaluatorTeacher Informal Observations Informal Classroom Observation Form Formal Observations Formal Classroom Observation Form Student Surveys Student Survey Forms Student Survey Summary Document Logs Table of Contents Self-Evaluation Teacher Self-Evaluation Form Measures of Academic Progress Goal Setting for Academic Progress Form Reviews/ approves Selects/ develops 28

29. 29 Formal Observation Other Documentation Summative Evaluation

30. 30 Professional Knowledge Instructional Planning Instructional Delivery Assessment Learning Environment Professionalism Student Academic Progress

31. Professional Knowledge Instructional Planning Instructional Delivery Professionalism Learning Environment Assessment Student Academic Progress 31

32. 32 End of SESSION 1 using The New Performance Standards and New VDOE Requirements