principal exemplary teacher exemplary exceptions to student growth

Performance Evaluation

Principal ExemplaryTeacher Exemplary

Exceptions to Student Growth

Principal Exemplary Evidence

Teacher Exemplary Evidence

Final Evaluation Rubrics

Exceptions to Student Growth

Topics for Review and Discussion

The evidence listed under each Professional Standard serves as a sample. This is a transition year, and as we work through this process for the first time, feedback will be gathered to refine the list and process. It is important to work with your appropriate supervisor to determine the quality and quantity of evidence needed to receive exemplary status. Standard 1: Instructional Leadership Improvement in performance of gap groups as related to SOL, discipline, and/or other indicators Improvement in identified areas of need based on formal survey results, such as district/school

surveys, community priorities workshops, parent input sessions, etc. Extended networking within feeder school pattern to align curriculum and instruction based on

best practice, in combination with analyzing performance data and facilitating the adjustment of instruction accordingly

Contributions to professional knowledge through participation in writing, research, teaching, presenting, mentoring, etc.

REB nomination or other award related to student achievement or school improvement Consistent growth in 21st Century Reflective Friends data Participation/leadership on division committees such as Henrico 21, curriculum writing, priority

workshops, strategic planning, etc. Creating and leading division staff development in data analysis and/or instructional practices


Standard 2: School Climate

Create or implement an innovative school-wide program that leads to improved student discipline data

Initiate multiple opportunities for community involvement that lead to improved school climate; share ideas and results with other schools

Comprehensive recognition program with data tracking analysis Implement student focus groups or advisory groups to improve

school climate Weekly data review to identify trends among students, teachers,

and specific behaviors School climate survey development, with action plan, measures

for growth, and progress monitoring


Standard 3: Human Resources Management

Development of school retention plan, with action steps, measurable goals, and periodic monitoring

Expanded teacher mentorship program Peer observation program development and implementation Expanded professional development plan for the school and

individual professionals Documented service as mentor to teacher leaders/Associate &

Assistant principals Creation of school specific teacher self-assessment and outcome

action plan steps Curriculum specialist and/or other resource personnel collaboration

plan which includes measurable outcomes


Standard 4: Organizational Management

Evidence of a timeline and process that represents stakeholders' voices and also honors the greater school needs as identified through school improvement plan, including a perfect audit

Seeks and receives outside funds to enhance school programs Evidence of a 360 review of procedures, processes, and reflections

that lead to effective organizational management Evidence of reflection on procedures that go above and beyond the

expected number/frequency/scope of the evaluation process and their impact on student learning

Development of safety programs beyond division expectations Evidence of collaboration/partnerships with local enforcement

officials


Standard 5: Communication and Community Relations

Consistently exceeds minimum expectations for instructional feedback

Reflection and use of 360 review to develop community relation goals and outcomes

Comprehensive, monitored plan for weekly communication with all stakeholders which is tailored to specific groups

Active participation/leadership in county-wide community organizations

Initiating staff survey and developing plan with measurable outcomes

Creation of innovative program that can be shared


Standard 6: Professionalism

Seeking a Doctoral Degree Regional or statewide committee participant/leader Publication in Educational Journal Presentation at state or national conferences Assisting with implementation of a school initiative

in another school Serving as Adjunct Professor Documentation of service as principal mentor Evidence of working through difficult situations


There is no set number of bullets per standard that each person must achieve – the focus should be around the quality of the evidence rather than the quantity

There is supervisor subjectivity. For example, one person could write an easy grant and win it. Another might write a pain staking grant and not win, yet that person may have put in more work and effort

Looking at a totality of a 3 year window

Exemplary Evidence – Reminders

The evidence listed under each Professional Standard serves as a sample. This is a transition year, and as we work through this process for the first time, feedback will be gathered to refine the list and process. It is important to work with your appropriate supervisor to determine the quality and quantity of evidence needed to receive exemplary status. Standard One: Professional Knowledge Active participation in professional cohort – National Board Certified, Teacher

Leadership Cohort, etc. Leadership role in a professional educational organization Presentations at educational related conferences and division professional

development Service as teacher mentor while maintaining a log of documentation and

demonstrated reflection of interactions Participation on curriculum and assessment committees at the state and local

level Writing and/or receiving grants in accordance with HCPS policies and procedures


Standard Two: Instructional Planning

Collaboration with curriculum specialist while maintaining a log of meetings, conversations, and/or planning strategies and outcomes to be shared

Service on a materials review committee Participation on school sponsored teams to include, but not

limited to, School Improvement, Academic Achievement Team, TAC or RTI which meet to analyze data to drive instructional planning

Artifacts providing consistent evidence of differentiated instruction

Collaboration log to record sessions and outcomes with exceptional education and/or itinerant teachers


Standard Three: Instructional Delivery

Creation of curriculum units vetted by specialist for division sharing

Participation in Peer Observation and Feedback sessions with documentation including log of times, who was observed and the reflection/feedback provided

High quality Henrico 21 lesson plan submitted at the county level

Artifacts showing consistent differentiation of instruction for varied learning styles and levels


Standard Four: Assessment of and for Student Learning

Portfolio of student work samples highlighting various types of formative and summative assessments aligned with content and cognitive level outlined in the curriculum standard(s)

Documentation with rubrics for student self-evaluation, progress monitoring and goal setting

Demonstrated attributes of a reflective practitioner to include self evaluation with regard to instruction and assessment

Consistent, documented, two-way communication with students, parents, and staff about student progress and plans for growth

Evidence of regular and consistent analysis of assessment data at the student level to drive planning and instruction for differentiated learning


Standard Five: Learning Environment

Active engagement and participation on the school discipline, safety, awards, or coalition committees and leadership in sharing outcomes

Creation of successful classroom management procedures and behavior strategies to be shared

Participation in Peer Observation and Feedback sessions with a learning environment focus with documentation including log of times, who was observed and reflection/feedback provided

Classroom climate survey development and periodic analysis of classroom data with an action plan initiated for area(s) of growth

Portfolio of classroom evidence of a positive classroom learning environment to include items such as classroom management & behavior plan, discipline data, student survey data, notes from parents, attendance at student extra-curricular activities, etc.


Standard Six: Professionalism

Evidence of participation in the total school program Communication log identifying productive

collaboration with parent, colleagues, and community

Portfolio of meaningful learning activities and impact on professional practice/student learning

Demonstrating a professional demeanor in all aspects of communication and behavior to students, parents, co-workers and community members


The rubric below is to be used with Performance Standards 1 - 6

4 Exemplary - Exceeds the requirements contained in the performance standard

3 Proficient - Meets the requirements contained in the performance standard

2 Needs Improvement - Inconsistently meets the requirements contained in the

performance standard

1 Unacceptable -Does not meet the requirements contained in the performance

standard

Principal Evaluation Rubric

Rubric to be used with Performance Standard 7: 8 Exemplary - Meets or exceeds the identified goal

6 Proficient - Shows improvement toward the identified goal

4 Needs Improvement - Maintains status on the identified goal

but does not show improvement

2 Unacceptable - Progress toward goal is less than baseline

data/score

Principal Evaluation Rubric

Scoring ScenariosMust be proficient in all areas before exemplary evidence can be considered.

Standards Scenario 1 Scenario 2 Scenario 3 Scenario 4

Standard 1 6pts 6pts 4pts 4pts







TOTAL 80 = ProficientMust make both

student measures to be exemplary

94=ExemplaryDoes not have to be exemplary in all to be overall exemplary

80=ProficientProficient with growth

measures met

60=Needs ImprovementNot proficient if

growth measure is not met

Teacher Evaluation Rubric (Exemplary 92–100; Proficient 80–91; Needs Improvement 70-69; Unacceptable 69-below. 6 pts = E, 4 pts = P, 2 pts = NI, 0

– U)

Principals submitted the number of students not showing growth, alternative assessments accepted, and possible exceptions.

After reviewing the information collected from this transition year, a list was compiled for group discussion.

Student Growth Measures

Acceptable Alternatives SOL Scores Teacher–made Assessments Report Card Grades Intervention Progress Trend Data Meeting the Standard Error of Measurement for one point RTI growth IEP Goal Measurements Running Records Benchmark Assessments PAL Quick Checks Portfolio of Student Work Samples Student Project The goal is for all students to show some growth for the year. These alternatives provide opportunities to measure growth when the selected measure fails to meet this standard.


ExceptionsIn a small number of cases, exceptions are granted. Numbers by content and teacher should be carefully monitored to provide intervention and support where needed. Acceptable Exceptions: Absent During Testing Window Excessive Absences (definition of excessive) Documented Behavior Issues Enrollment Date Documented Mental Health Issue In the Evaluation Process


Not Acceptable Exceptions:

Behavioral Issues without clear explanation Student not on Medication Lack of Parent Support Exceptional Education Student Homeless


principal exemplary teacher exemplary exceptions to student growth

Documents

school improvement plan

school programs evidence

feeder school pattern

student growth slide

greater school needs

innovative schoolwide

professional development

performance data