1. NEW TEACHER EVALUATION PROCESS CONNECTING TEACHER PERFORMANCE to ACADEMIC PROGRESS

2. Why Connect Academic Progress to Teacher Performance?  Teacher Quality is the greatest in- school factor affecting student achievement.  The role of a teacher requires a performance evaluation system that acknowledges the complexities of the job.

3. Why Connect Academic Progress to Teacher Performance?  Teachers have a challenging task in meeting the educational needs of an educationally diverse population, and good evaluation is necessary to provide teachers with the support, recognition, and guidance they need to sustain and improve their efforts.

4. REQUIREMENT by the 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,§22.1-295

5. VALUE OF TEACHER EVALUATION IMPROVE INSTRUCTION SCHOOLWIDE ASSESS THE EFFECTIVENESS OF CLASSROOM TEACHERS IDENTIFY AREAS IN NEED OF IMPROVEMENT and AREAS OF STRENGTHS MAKE PROFESSIONAL DEVELOPMENT MORE INDIVIDUALIZED

6. TEACHER EVALUATION INSTRUMENT  Charlottesville City Schools has a teacher evaluation instrument in place that targets the following strands: 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: Communication and Advocacy Standard 7: Professionalism Standard 8: Student Academic Progress

7. HOW DO WE MEASURE STUDENT ACADEMIC PROGRESS? Why not use the Standards of Learning?

8. WHAT MEASURES DO WE USE TO DETERMINE STUDENT ACADEMIC PROGRESS? 30% of our Teachers Provide instruction for SOL Content Areas 70% of our Teachers Provide instruction outside of SOL Content Areas

9. WHERE ARE WE NOW?

10. Teacher Evaluation Review Committee  Who is Involved: Teachers and Administrators from the following areas: General Education Classroom Teachers PreK - 8 Special Education Classroom Teachers PreK- 12 Math, Science, Social Science, English Art, Music, Vocational, Foreign Languages, Health & Physical Education

11. Teacher Evaluation Review Committee Our Goal: To determine multiple measures and data sources to be used in determining Student Academic Progress

12. Why Multiple Measures & Data Sources?  Provides for a comprehensive and authentic performance portrait of the teacher’s work  Provides comprehensive and accurate feedback on teacher performance  Can be used for both probationary and continuing contract teachers  Are required by VA Code and recommended by the Teacher Evaluation Guidelines

13. Multiple Measures  Goal 1: Strategy I: Objective 1.1.1 of our Strategic Plan states: By August 2014, CCS will establish one performance or project- based assessment as part of the common curriculum for each grade level and/or course. Each assessment will incorporate a sequence of higher-level thinking, problem-solving, collaboration, and multimedia skills appropriate to the grade level. Rubrics will be developed for scoring Project Based Learning, which will be available to serve as an assessment for both the 30% Content Areas and the 70% Non-content Areas.

14. Next Steps…….  Develop measures and data sources to be used to determine student academic progress  Train teachers to write (SMART) Goals to better connect teaching and learning  Implement New Evaluation Methods July 1, 2012