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A QUALITY TEACHING STAFF IS OUR MOST VALUABLE RESOURCE FOR

ENSURING STUDENT SUCCESS

Revision 8-22-2016

Teacher Performance Plan

2

WAYNESBORO PUBLIC SCHOOLS

TEACHER PERFORMANCE PLAN

The Waynesboro School Board, administrators, and community recognize that a quality teaching staff is our most valuable resource for ensuring student success. The skill and care teachers bring to our classrooms each day is the largest factor in determining what students learn, how they conduct themselves, and in large part, what kind of people they grow up to be.

Our commitment to quality teaching calls us to set high standards for teacher performance, provide resources and training for professional growth, and use a model for teacher performance evaluation that focuses on the following objectives:

• Implementing a performance evaluation system that supports a positive working environment

featuring communication between the teacher and evaluator that promotes continuous professional growth and improved student outcomes.

• Promoting self-growth through a variety of opportunities such as goal setting, reflection, action research, and professional development plans that contribute to instructional effectiveness and overall professional performance.

• Providing timely, constructive feedback to teachers to improve the quality of instruction and ensure accountability for classroom performance and teacher effectiveness.

• Supporting teacher induction and staff development.

• Supporting collaborative teams and processes that contribute to successful achievement of goals and objectives defined in the school division's “Blueprint for Excellence”.

The Virginia Board of Education approved two documents on April 28, 2011 to be used by all school divisions in the state as a framework for their teacher evaluation systems. The documents include:

• Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers • Virginia Standards for the Professional Practice of Teachers

(Reference: www.doe.virginia.gov)

During the 2011-2012 school year, the Waynesboro Public Schools Teacher Assessment Plan was revised to comply with Virginia Guidelines and Standards beginning July 1, 2012. The revision process included the following:

• Aligning the new VDOE Standards with the WPS Teacher Assessment Rubric • Weighting the standards • Applying a summative score • Identifying measures for Student Academic Progress

This plan has been developed using input from staff, administrators, current research on the critical elements of effective teaching, and feedback from experts in the Commonwealth. It also incorporates recommendations from the Teacher Evaluation Model for the State of Virginia and materials adapted from teacher evaluation handbooks, research, and publications developed and copyrighted [2010] by James H. Stronge.

The first year of implementation, 2012-2013, will include a process for further review and plan for clarifying the new standards, the criteria, the teacher performance rubric, and the evaluation process, including the tools and instruments to be used. Staff development activities for both teachers and administrators will focus on these specific components of the plan, as well as developing an understanding of the standards and criteria for assessing teacher performance and establishing a framework that promotes professional growth.

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TEACHER PERFORMANCE STANDARDS

The Waynesboro Public Schools Teacher Performance Plan incorporates VDOE approved new guidelines for seven performance standards. These performance standards refer to the expectations for professional performance.

• Professional Knowledge: The teacher demonstrates an understanding of the

curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

• 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.

• Instructional Delivery: The teacher effectively engages students in learning by using a

variety of instructional strategies in order to meet individual learning needs. • 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.

• Learning Environment: The teacher uses resources, routines, and procedures to

provide a respectful, positive, safe, student-centered environment that is conducive to learning.

• 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.

• Student Academic Progress: The work of the teacher results in acceptable,

measurable, and appropriate student academic progress.

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TEACHER PERFORMANCE RUBRIC

Overview of Teacher Performance Rubric

In order to provide feedback and assessment that is valid, fair, and reliable, expectations and opportunities for growth must be articulated clearly. This is the rationale for the development of a rubric describing levels of performance in each of the standards. The rubric, when used as it is intended, serves dual purposes. First, it provides consistent language, which describes what the standards look like when implemented in classrooms. This increases the likelihood that conversations about teacher performance are based on a shared understanding of the expectations. Second, the rubric provides teachers with a framework for professional growth, with each column describing developmental levels of performance.

Teaching requires a complex set of skills and occurs in an environment that is constantly changing. For these and other reasons, it would be uncommon for any teacher to perform at the same level on all seven standards. The use of four developmental levels (unacceptable, developing/needs improvement, proficient, exemplary) provides an overall picture of teacher performance. At the same time, these levels allow the evaluator to indicate a teacher’s strengths as well as areas for further development.

PERFORMACE RATINGS

Unacceptable The teacher consistently performs below the established standard or in a manner that is inconsistent with the school’s mission and goals.

Developing/ Needs Improvement

The teacher often performs below the established standard or in a manner that is inconsistent with the school’s mission and goals.

Proficient The teacher meets the standard in a manner that is consistent with the school’s mission and goals.

Exemplary The teacher performing at this level maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. This rating is reserved for performance that is truly exemplary and done in a manner that exemplifies the school’s mission and goals.

With the rating of Developing OR Needs Improvement it may be necessary to delineate the difference between a novice and the expected performance level of an experienced teacher. Our school division recognizes that educators in their first years of teaching are still developing their understanding of curriculum content and pedagogy. Likewise, there is recognition that time is often needed for a novice teacher to develop content knowledge following a change in grade level or content assignment. The building administrator will document and offer clarification of this rating as Developing in order to distinguish between the progress of a novice teacher and the teacher who has been working a grade level or content for more than one year but who performs inconsistently in a standard with their performance being less than quality work. Under these circumstances, Needs Improvement might best define their rating on that standard.

The entire performance rubric is included in this document.

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RUBRIC OVERVIEW

Rubrics for each standard include specific observable teacher and/or student behaviors or actions that are evidence of a teacher’s performance at a specific level related to a particular component. Within each rubric, the standards are defined through Key Area Indicators:

• Professional Knowledge Content Curriculum Alignment Use of Resources and Technology • Instructional Planning Instruction and Assessment Student Needs Expectations for Learning and Achievement • Instructional Delivery Communicating Using Strategies Effectively Student Engagement • Assessment of and for Student Learning Questioning Assessing Learning Monitoring Student Progress • Professionalism Compliance with Policies and Regulations Continuous Growth Judgment Integrity Collaboration Contributions • Learning Environment Respect and Rapport Learning Focus Expectation of Behavior Positive Discipline Smooth Routines Knowledge of Students’ Interests and Cultural Heritage • Student Academic Progress

Content Driven Data Student Achievement Goals/Artifacts 21st Century Skills

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DOCUMENTING PERFORMANCE

The teacher’s performance is assessed by building administrators through periodic feedback and evidence provided based on the criteria in the rubric. Teachers will set annual goals related to student achievement as outlined in this plan. Their progress toward meeting these goals is a component of performance documentation.

Throughout the school year, administrators will gather evidence of teacher performance primarily through a combination of classroom observations, “walk-throughs”, and informal observations. Post-observation conferences are required for each classroom observation and walk-through/informal observations will be accompanied by written feedback. The pre-observation conference is optional. Additional classroom observations, other than those required by the plan, may be conducted at the discretion of the administrator or by the request of the teacher.

Evidence of teacher performance and progress towards goals will be provided by the teacher (for example, copies of assessment information, lesson plans, parent newsletters, or student projects). Additional supporting evidence may also be obtained during informal observations in non-classroom settings. Informal observations are intended to provide more frequent information on a wider variety of contributions made by the teacher, such as parent conferences, team meetings, or school activities.

The summative evaluation includes evidence and feedback on each of the seven standards. All documentation of observations and other evidence is reviewed and summarized for the completion of a summative evaluation.

The timeline and components of the teacher performance plan include the following:

PLAN COMPONENTS

Student Pre/Post Tests Annually - All teachers as designated within the Teacher Performance Plan

Goal Setting for Student Progress

Annually - All probationary and continuing contract teachers

21st Century Skill Assessment

Annually – through the school improvement process

All probationary and continuing contract teachers

Classroom Observations

Probationary teachers Annually

1st year teachers to Waynesboro

Teachers in 1st – 5th year in Waynesboro

Continuing Contract teachers assigned to Cycle 1

Teachers with Continuing Contract status (after 5

th consecutive year contracted with WPS)

Teachers on Performance Improvement Plans (as outlined)

Walk-Through/Informal Observations

Probationary teachers Continuing Contract teachers

2 per year with written documentation

Teacher Documentation/Artifacts

Used to provide evidence of meeting selected goals or performance standards. Collected annually by teachers.

Summative Evaluation All probationary teachers annually (in Years 1, 2, 3, & 5)

Continuing contract teachers once every 3 years (unless assigned to a Performance Improvement Plan or reassigned for consecutive years to Cycle 1)

*See the Performance Plan Review Cycle for additional information regarding frequency and number of classroom observations and walk-throughs. Updated August 22, 2016

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Performance Plan Component Timeline (Dates indicate completion of conferences with administrators) Goal Setting for Student Progress 21st Century Skill Pretest Completed

By September 10th Secondary Semester Classes

By October 15th All Year-long Classes

By November 10th PreK & Kindergarten Classes

OR 1st

workday immediately following the above dates

PERFORMANCE PLAN REVIEW CYCLE

Teacher Employment Status

Performance Plan Components* Performance Review Cycle

First-Year Teachers 2 Classroom Observations 2 Walk-through Observations Summative

Year 1 (Or as assigned by Building Administrator

during probationary period Years 1-5)

Probationary Teachers 1 Classroom Observation (Announced or Unannounced) 2 Walk-through Observations Summative

Years 2 & 3

Probationary Teachers 2 Walk-through Observations Standard 4 Standard 6 Standard 7 Partial Review

Year 4

Probationary Teachers 1 Classroom Observation (Announced or Unannounced) 2 Walk-through Observations Summative

Year 5 (Following year - Continuing Contract Cycle 2)

Continuing Contract Teachers Cycle 1

1 Classroom Observation (Announced or Unannounced) 2 Walk-through Observations Summative

As assigned by Building Administrator

Continuing Contract Teachers Cycle 2

2 Walk-through Observations Standard 4 Standard 6 Standard 7 Partial Review

As assigned by Building Administrator

Teachers on Performance Improvement Plan

2 Classroom Observations (Announced or Unannounced) 2 Walk-through Observations Summative

As recommended by the Performance Improvement Plan Team or Building

Administrator

*Observation and Walk-through Components indicate the minimum number to be performed in each cycle or level of employment status.

Teachers employed by local school boards who have achieved continuing contract status shall complete the full evaluation cycle with summative once every three years or more often as deemed necessary by the principal. Any teacher who has achieved continuing contract status who receives a Standard rating of Needs Improvement or Unacceptable during the partial review (Cycle 2) shall be placed on the full evaluation cycle or on a Performance Improvement Plan.

Updated August 22, 2016

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Student academic progress is required as a significant component of teacher evaluation. As recommended by the Virginia Department of Education, the student growth component of our Teacher Performance Plan is 40% of the teacher’s evaluation. Multiple measures of student academic progress will be used in making decisions about an individual teacher’s performance.

Teachers will demonstrate student growth in two or three areas: Content Driven Data, Student Achievement Goals, and 21st Century Skills identified by individual school improvement plans.

Student Growth Documentation 40% Total

Content Driven Data– Almost every teacher will administer a pretest at the beginning of the course/year and a posttest at the end. Elementary classroom teachers will demonstrate student growth in the areas of reading, math, and writing. Secondary classroom teachers and all special education teachers will demonstrate student growth in their assigned subject area and/or IEP goals. Administrators will monitor pre/post test data to ensure alignment with SOL pass rates and student growth data.

20%

Student Achievement Goals – The specialist teachers for PE, Music, Art; Guidance Counselors, Instructional Coaches, English Language Learner teachers, Reading Specialists, Talented and Gifted (TAG), Media Specialists, and Middle School Exploratory Teachers will use student assessment data sources or pre/post tests to determine student achievement goals (long and/or short range) which will serve as evidence to demonstrate student growth. These teachers may use applicable pre/post tests, as well as other measures or data sources (ex: attendance records, behavior records) to determine student growth or improvement in areas related to student performance, school improvement goals, content area, or program objectives.

10% or 30%

21st Century Skills – Each school has a school improvement plan that includes a 21st Century Skill focus. Through the school improvement process, the staff of each school will determine the focus for its school and its assessment of the student attainment of the 21st Century Skills. Teachers will be evaluated independently on their students’ progress/attainment of the identified 21st Century Goal.

10%

Measuring Student Growth in Content Data

Virginia’s requirement that student growth be included in teacher evaluation adds a new dimension to the teacher evaluation process. Of course, the question immediately arises as to “How much have students learned and what amount of learning should be expected?” The research literature is actually fairly silent about these questions. It became necessary to ask the question from the viewpoint of science – “How would we measure the change in any other aspect of students?” The usual method of determining growth (or any form of change) would be to establish a baseline in the beginning, typically by pre-test. Then at the end, administer the same (or equivalent) assessment and compare the differences. This makes the assessments, teacher designed and approved, critical to the process.

We have worked to create a teacher developed, scientific method of measuring student growth through the use of the “Growth Calculator”. This tool has been developed to allow teachers to quickly perform the mathematical and statistical analysis to determine the amount of change between students’ pre-test and post-test performance. Attempts have been made to highlight the most critical elements for its use – where to enter the student scores and where to find the measure of student growth. However, the details of the calculation have not been hidden from those wanting to see them. Estimates on what is a typically expected amount of student growth have been made based upon SOL test results, benchmark testing, and classroom data. These estimates, along with the entire measurement process, will be actively monitored as we move forward with this process during the implementation year.

-Curtis Barker, Ed.D.

Waynesboro High School Teacher

Student Growth Workgroup

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21st

Century Skills Focus Each school, through its school improvement plan, will select one area of 21st Century Skills focus. The teachers will commit to instructing students in the development of this 21st Century Skill focus within their classrooms. Teachers will also develop an assessment tool to be used for two purposes:

To provide information to the school improvement team for guiding this process;

To assess student growth in the 21st Century Skill focus area for use in the teacher’s evaluation.

Mission Statement

…to instill these essential skills

within each of our students.

Through our leadership we will create

a community of learners who model:

Creativity/ Innovation

Critical Thinking/ Problem Solving

Communication/ Collaboration

Persistence,

Constructive Meaning, Entrepreneurialism

Effective oral, written,

and nonverbal exchange of ideas and information

Agility, Adaptability, Initiative, Global

Awareness, Metacognition,

Intra/Inter-dependency

Self-Assessment, Increased Reflection,

Goal Setting, Assessing and Analyzing Data

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Sample Forms and Documentation Teacher Documentation of Student Growth

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STUDENT ACHIEVEMENT GOAL-SETTING FORM 1

Teacher’s Name:

School: Grade: School Year: -

I. Setting – Optional (Describe the population and special learning circumstances: General education, resources, co-teach, paraprofessional support, etc.)

II. Content/Subject Area – Optional (The area/topic address based on learner achievement, data analysis, or observational data)

III. Baseline Data (What the current data shows)

IV. Goal Statement (Describe what you want learners/program to accomplish)

Short Term Goal

Measured By Target Completion Met/ (Evidence) Date Not Met

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V. Means for Attaining Goal (Activities used to accomplish the goal)

Strategy

Measurable By (Evidence)

Target Completion Date

Met/ Not Met

Not Met – Provide Artifacts

VI. Mid-Year Review (Describe goal progress and other relevant data)

Review Conducted on: (date) Initials: Teacher Administrator Data attached

VII. End-of-Year Data Results (Accomplishments at the end of the year)

Measurable By (Evidence) Data attached

Met/Not Met

Not Met – Provide Artifacts Strategies used and data demonstrate appropriate Student Growth Yes No Teacher’s Signature Date Administrator’s Signature Date

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STUDENT-ACHIEVEMENT GOAL-SETTING FORM 2

Date Baseline Data Goal Outcome

Summary of Student Progress:

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STUDENT ACHIEVEMENT GOAL-SETTING FORM 3

Teacher’s Name: Position: Date:

School: School Year: - Administrator:

I. Setting (Describe the population and special learning circumstances:

II.Content Area (The area/topic address based on learner achievement, data analysis, or observational data)

III. Baseline Data (What does the current data show?)

IV. Goal Statement (Describe what you want students to accomplish)

V. Strategies (Activities used to accomplish the goal/Include evidence and target date)

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VI. Interim Assessment - OPTIONAL

(Describe goal progress and other relevant data)

VII. Student Growth and Achievement (Accomplishments at the end of the year)

_____ has met their goal for the school year _____ has not met their goal _____ has met their goal for the school year _____ has not met their goal _____ has met their goal for the school year _____ has not met their goal _____ has met their goal for the school year _____ has not met their goal

VIII. Additional Information Initial Review Teacher’s Signature: _________________________________ Date: _______________________ (Sections I-V) Evaluator’s Signature: ________________________________ Date: _______________________ Interim Review Teacher’s Signature: _________________________________ Date: _______________________ (Optional review of Section VI)

Evaluator’s Signature: ________________________________ Date: _______________________ Final Review Teacher’s Signature: _________________________________ Date: _______________________ (Sections I-VII) Evaluator’s Signature: ________________________________ Date: _______________________

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STUDENT GROWTH DATA - WRITING

Teacher Name ______________________________ School ____________________________________ Class/Grade _________________________

Guidelines: **Note – Growth Calculated on Below Level Students Only

4 Exemplary = 90% of below level students moved to on or above level

3 Proficient = 70% or more of below level students moved up one level

2 Needs Improvement = 50 – 69% of below level students moved up one level

1 Unsatisfactory = 0 –49% of below level students moved up one level

Writing Ratings Significantly Below Level

Below Level On Level Above Level

1 2 3 4

Fall Prompt # of Students By Level

Spring Prompt # of Students By Level

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STUDENT GROWTH DATA – READING (PALS)

Teacher Name ______________________________ School ____________________________________ Class/Grade _________________________

Guidelines: **Note – Growth Calculated on Below Level Students Only

4 Exemplary = 90% of below level students moved to on or above level

3 Proficient = 70% or more of below level students moved up one level

2 Needs Improvement = 50 – 69% of below level students moved up one level

1 Unsatisfactory = 0 –49% of below level students moved up one level

Student Results Significantly Below Level

Below Level On Level Above Level

1 2 3 4

Fall Pretest # of Students By Level

Spring Post test # of Students By Level

Standard 7 - Teacher Worksheet

Print Growth Calculator with every child’s name – Highlight those you took out in the fall & spring AND had a SMART Goal on. Highlight in a different

color any student removed in the spring for any other reason (i.e. Student was not at WW in spring, etc.). This will help us determine Smart Goal data. We

will use this info to determine the Standard 7 score. You will also need to provide evidence of Smart Goal success. Place an asterisk (*) beside all fall scores

in Reading & Writing below or significantly below. Of that group, total the # of students moving 1 or more levels UP. This data will be used on Data Sheet

final scores.

Reading/Pals Writing Math Notes:

Student Name Pre-test score (1-4) &

Guided Reader Level

Post Test score

(1-4) & Guided Reader

Level

Pre-test scores Post Test scores Pre-test Post Test

Growth Calculator Reading score_______ / # of students removed ______

Growth Calculator Writing score_______ / # of students removed ______

Growth Calculator Math score_______ / # of students removed ______

Reading and Writing Scores – 1, 2, 3, or 4

PALS Ratings Significantly

Below Level

1

Below Level

2

On Level

3

Above Level

4

Kindergarten 0-27 28-80 81-91 92-102

1st Grade A, B, C D, E, F, G H, I J and above

2nd Grade D, E, F, G, H, I J, K, L M N and above

3rd grade M N,O P Q and above

4th grade

P Q,R S T and above

5th grade S T,U V W and above

The use of this form is optional per evaluator.

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Data Sheet for Column 1 Final Scores:

This is a summary of your “Column 1” Data. There is the opportunity for teacher and administrator to decide if there should be a score that “overrides”

the actual Growth Calculator. If this is the case, please be prepared (with data) to justify why an override should occur.

Growth

Calculator

(Math) : _______

How many students

were removed from

the Math Growth

Calculator?

_______

Student Growth Data – PALS:

PALS Reading Level Start of

Year

End of

Year

Students Significantly Below level

Students Below Grade Level

Students On Grade Level

Students Above Grade Level (TOTAL STUDENTS: ______)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Students who began the year at “Below” or “Significantly below”,

who moved one (or more) level after the

End-of-Year PALS: _____ / ______ = _______ %

____ Need 70% for “Proficient” = 3 points`

____ Need 50%-69% for “Needs Improvement” = 2 points

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

90% of below level students who moved to “on” or “above” at the

End-of-Year PALS Testing: ______ / ______ = _______ %

____ Need 90% for “Exemplary” = 4 points

Student Growth Data – Writing K - 5

How many students were removed from the Writing Data?

________

Writing Prompt Scores Pre-Test Post-Test

Students who scored a 1




(TOTAL STUDENTS:

______)

- - - - - - - - - - - - - - - - - - - - - -

Students who began the year at “Below” or “Significantly

Below”, who moved one (or more) level after the

Post-Test: ______ / ______ = _______ %

____ Need 70% for “Proficient” = 3 points

____ Need 50%-69% for “Needs Improvement” = 2 points

- - - - - - - - - - - - - - - - - - - - - -

90% of below level students who moved to “on” or “above”

at the End-of-Year Writing

Prompt: ______ / ______ = _______ %

____ Need 90% for “Exemplary” = 4 points


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Smart Goals – Column 2 Summary Report CLASSROOM TEACHERS

This document will summarize the Smart Goal work you have done through the year. You will be asked to “show evidence” of all growth. We

will use this data to determine the “Column 2 score” of your Standard 7. You may have multiple goals for one student. Please list each goal

individually. And, this chart is ONLY for students who were taken out of your Growth Calculator group.

Student Names Subject Total Number of Goals Did they E(xceed), M(et) or

(N)ot Met their goal?

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M

R W M E M N

TOTALS

Exemplary: 90% Met + Exceeded goal Proficient: 80% Met or Exceeded Goal (less than 20% did not meet) Needs Improvement: 51%-79% Met Goal, (21%-50% did not meet) AND 50% or more (of class) Exceeded Goal Unsatisfactory: 0%-50% Met Goal, (51% or more did not meet)


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Smart Goals – Column 2 Summary Report SPECIALS TEACHERS

This document is for Specials teachers who have class-wide Smart Goals. It may be that there is more than one list, if you chose a grade level.

Feel free to copy this page, and bring back multiple charts.

Student Score: Did they E(xceed), M(et) or

(N)ot Met their goal?

E M N

TOTALS

Class Chosen: ______________________________ Grade: _________

Class Goal:

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Exemplary: 90% Met or Exceeded goal

AND 50% or more (of class) Exceeded Goal

Proficient: 80% or more Met or Exceeded Goal

(less than 20% did not meet)

Needs Improvement: 51%-79% Met Goal, (21%-49% did not meet)

Unsatisfactory: 0%-50% Met Goal, (50% or more did not meet)


21st Century Goal Data – Column 3 Data ALL TEACHERS

The whole school committed to _______________________ as our 21

st Century Goal. Each grade level set criteria for __________________ success.

Number of Students in your class:

Number of students who “Passed” the _____________________ Post-test assessment:

Percentage:

Unacceptable 0% - 49% pass rate

Developing/Needs Improvement 50% - 69% pass rate

Proficient 70% - 94% pass rate

Exemplary 95% - 100% pass rate


WAYNESBORO PUBLIC SCHOOLS Student Academic Progress

Standard 7 Performance Rating

Content Driven Data Student Achievement Goals 21st Century Skills

Guidelines 4.0 Exemplary 3.0-3.9 Proficient 2.0-2.9 Needs Improvement <2.0 Unsatisfactory

Notes Math Reading Writing X

C_D_D =

Total

Guidelines 4 4.0 – Exemplary – 50% +

Exceeded goal, 40% Met goal 3 3.0 - 3.9 Proficient – 80% + Met

or exceeded goal, <20% Did not meet goal

2 Needs Improvement - >50% Met or exceeded goal, 21% - 49% Did not meet goal

1 Unsatisfactory - <=5% Met or exceeded goal, >50% Did not meet goal

Notes X

S_A_G =

Total

Guidelines 4 – Exemplary – 95% - 100% Met Goal 3 – Proficient – 70% - 94% Met Goal 2 – Needs Improvement – 50% - 69%

Met Goal 1 – Unsatisfactory – 0% - 49% Met Goal

Notes X

21st Century =

Total

( C_D_D + S_A_G + 21st Century ) / 4 = Standard 7 Total Total Total Performance Rating

Full Partial

School Year

Teacher

Type

Evaluation

Cycle

Ave

Score or

Over

-ride

0 Weight

1 Weight Weight

Student

Achievement

Goal Score

21st Century

Goal Score

0 0

0

24





Notes

C_D_D =

Total






Notes X

S_A_G =

Total

Guidelines 4– Exemplary – 95% - 100% Met

Goal 3 – Proficient – 70% - 94% Met

Goal 2 – Needs Improvement – 50% -

69% Met Goal 1 – Unsatisfactory – 0% - 49% Met

Goal

Notes X

21st Century =

Total


Full Partial

School Year

Teacher

Type

1 Weight Weight

Student

Achievement

Goal Score

21st Century

Goal Score

0 0

0

25





Notes Data Set 1 Data Set 2 Data Set 3

Data Set 4 Data Set 5 Data Set 6

Data Set 7

X

C_D_D =

Total






Notes X

S_A_G =

Total

Guidelines 4 – Exemplary – 95% - 100% Met

Goal 3 – Proficient – 70% - 94% Met Goal 2 – Needs Improvement – 50% - 69%

Met Goal 1 – Unsatisfactory – 0% - 49% Met

Goal Notes

X

21st Century =

Total


Full Partial

School Year

Teacher

Type

Evaluation

Cycle

Ave

Score or Over

-ride

0 Weight

1 Weight Weight

Student

Achievement

Goal Score

21st Century

Goal Score

0 0

0

26





Notes Class 1 Class 2 Class 3

Class 4 Class 5 Class 6

Class 7

X

C_D_D =

Total






Notes X

S_A_G =

Total

Guidelines 4– Exemplary – 95% - 100% Met Goal 3 – Proficient – 70% - 94% Met Goal 2 – Needs Improvement – 50% - 69%

Met Goal 1 – Unsatisfactory – 0% - 49% Met

Goal

Notes X

21st Century =

Total


Full Partial

School Year

Teacher

Type

Evaluation

Cycle

Ave

Score or

Over

-ride

0 Weight

1 Weight Weight

Student

Achievement

Goal Score

21st Century

Goal Score

0 0

0

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SUMMATIVE EVALUATION FLOW CHART

Determine what data forms you need.

Elementary Teacher

Elem. Specialist/ Secondary Music/

Exploratory Teachers

Secondary Teacher

Special Ed./ Reading Specialist/

ELL

Instructional Coach/Guidance

Scores for Standards 1 - 6

X

X

X

X

X

Growth Calculator

X

X

X

Writing Student Growth Calculator

X

X

(English)

X

(English)

Student Achievement Goal Setting Form

X

X

X

X

X

Standard 7 Summary

X

X

X

X

X

Final Summative Rating Form

X

X

X

X

X

What additional/artifacts do you have to present?

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RATING TEACHER PERFORMANCE

Administrators make decisions about performance of the seven performance standards based on all available evidence. After collecting information through observations, walk-throughs, goal setting, other relevant sources, including evidence the teacher offers, the evaluator rates a teacher’s performance for the summative evaluation. Therefore, the summative evaluation will represent where the “preponderance of evidence” exists, based on various data sources. During the summative evaluation, the four-level rating scale is applied to evaluate performance on all teacher expectations. The results of the evaluation are discussed with the teacher at a summative evaluation conference. The performance rubrics guide evaluators in assessing how well a standard is performed. They are intended to increase reliability among evaluators and to help teachers to focus on ways to enhance their teaching practice. The rating of “Proficient” is the expected level of performance.

Documentation Overview

Standard Evidence

Standard 1 Professional Knowledge Documentation and Observation

Standard 2 Instructional Planning Documentation and Observation

Standard 3 Instructional Delivery Observation

Standard 4 Assessment of/for Learning Documentation and Observation

Standard 5 Learning Environment Documentation and Observation

Standard 6 Professionalism Documentation and Observation

Standard 7 Student Academic Progress Documentation/Artifacts

Standard Weighting

Teacher Performance Standard Percentage Contribution to the Summative Rating

Standard 1 10%

Standard 2 10%

Standard 3 10%

Standard 4 10%

Standard 5 10%

Standard 6 10%

Standard 7 40%

29

Summative Evaluation Performance Rating

Performance Rating Quantified Performance Rating

Unacceptable 1

Developing/Needs Improvement 2

Proficient 3

Exemplary 4

In addition to receiving a diagnostic rating for each of the seven performance standards, the employee will receive a single summative evaluation rating at the conclusion of the evaluation cycle. This summative rating will reflect an overall evaluation rating for the employee. The intent is not to replace the diagnostic value of the seven performance standards; rather it is to provide an overall rating of the employee’s performance. NOTE: The rating developing/needs improvement helps to define the performance of a novice teacher. Waynesboro Public Schools recognizes that new teachers are developing their skill set and understanding of their role and responsibilities. Therefore, a Developing rating MAY be considered for use with new teachers in this category. If the teacher performs inconsistently in a standard or whose performance is less than quality work, a rating of Needs Improvement will define their rating on that standard. A clear distinction between developing/needs improvement should be evident in the comments written in the formal observation or summative forms to distinguish between the progress of the novice teacher and teacher performance not meeting the standard. The overall summative rating will be judged to be “Exemplary,” “Proficient,” “Developing/Needs Improvement,” or “Unacceptable.”

Overall Rating Total Points

Unacceptable 10-19

Developing/Needs Improvement 20-25

Proficient 26-34

Exemplary 35-40

Regardless of overall total points earned: 1. If the employee has an “Unacceptable” rating in two or more of the seven performance standards, the

individual will receive an overall performance rating “Unacceptable.”

2. If the employee has three or more “Developing/Needs Improvement” ratings from among the seven performance standards, this will result in an overall “Developing/Needs Improvement” or “Unacceptable” unless, defined by the building administrator to be “Developing” at the novice level.

3. An employee receiving one or more standards ratings of “Developing/Needs Improvement” or “Unacceptable” may be recommended for placement on a Performance Improvement Plan unless, defined by the building administrator to be “Developing” at the novice level.

30

PERFORMANCE IMPROVEMENT PLAN If a teacher’s performance does not meet the expectations established by the school division, the teacher may be placed on a Performance Improvement plan. Description of Performance Improvement Plan: The Performance Improvement Plan is designed to support a teacher in addressing areas of concern through targeted supervision and additional resources. Employees not meeting the expected level of proficient performance in one or more of the division’s seven standards will be recommended for placement on a Performance Improvement Plan. The purpose of the Performance Improvement process is to provide targeted support aimed at the goal of improved performance. A teacher may be assigned to the Performance Improvement Plan at any time. In many cases, this assignment occurs as a result of a series of observations in which the teacher’s performance is at an Unacceptable and/or Developing/Needs Improvement levels. A teacher may also be assigned to the Performance Improvement Plan based at any point during the year, upon the building administrator’s determination that the teacher is in immediate need of assistance, to provide for the best interests of students and/or the school. Steps in the Performance Improvement Plan: 1. The building administrator confers with the teacher and gives written notification of placement on the

Performance Improvement Plan. Written notification is also provided regarding which standards and criteria are not being met.

2. The teacher may appeal the decision, but must do so within five (5) working days to the Assistant

Superintendent. 3. A Performance Improvement team comprised of the building administrator, a central office administrator,

and an additional team member meets to discuss areas of concern and to formulate a Plan of Assistance. Components of this plan are: a time frame in which the performance standard(s) is/are to be met, the assistance or resources that will be provided, a description of how progress will be monitored, and evidence that will be used to determine whether the standard(s) has/have been met by the end of the time frame.

4. The Performance Improvement team meets with the teacher to finalize the Plan of Assistance. 5. The Performance Improvement team meets to review evidence and evaluate progress, and makes a

determination as to whether the applicable standards have been met. 6. The Performance Improvement team meets and reviews the evidence with the teacher. 7. The building administrator meets with the teacher to inform him or her of continued assignment on the

Performance Plan, or of alternative interventions that may be needed. A copy of the building administrator’s report is provided to the teacher.

31

Forms and Documentation Teacher Performance Plan

32


Pre-Observation Conference Record (Optional)

Directions: The administrator and teacher should meet at least one day prior to the formal observation to plan for the classroom visit. Topics to be discussed include:

Teacher’s Name School Date

The teacher is: Probationary

Continuing Contract Observer’s Name

Topics to be discussed include:

Time, location, and duration of observation

The teacher’s goals for this lesson

Particular areas of interest or concern that the observer should note

Particular components of the Teacher Performance Rubric that the observer should note

Pre-conference notes:

Administrator’s Name Signature Date

Teacher’s Name Signature Date

Copies to Administrator and Employee

33


Classroom Observation Form

Directions: This form is to be used for probationary teachers and teachers with continuing contract status. Observers should use the form to provide feedback to teachers about the observation.

STANDARD 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual needs.

Comments:

STANDARD 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. Comments:

School Year:

Teachers First and Last Name

Observer’s Name

Date Observed Time Observed

Teacher Type The teacher is: o Probationary

o Continuing Contract

Evaluation Type o Full o Partial

Communicating

Using Strategies Effectively

Student Engagement

Questioning

Monitoring Student

Progress

Assessing Learning

34

STANDARD 5: Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Comments:

Respect and

Rapport

Learning Focus

Expectation of Behavior

Positive Discipline

Smooth Routines

Knowledge of Students Interest

and Cultural Heritage

35


Record of Observation Feedback

STANDARD 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experience. Comments: STANDARD 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. Comments:

Teacher’s First/Last

Name School

Year:

Content

Curriculum

Alignment

Use of

Resources and

Technology

Instruction

and

Assessment

Student

Needs

Expectations

for Learning

and

Achievement

36

STANDARD 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. Comment: STANDARD 7. Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Comments:

Content

Data

Student

Achievement

Goals

21st Century

Goals

Compliance

with Policies

and

Regulations

Continuous

Growth

Integrity

Contributions

Judgment

Collaboration

37

Additional Comments Teacher First and Last Name Teacher’s Signature Date Observer’s Name Observer’s Signature Date Some standards may not be documented in a single observation. Evidence can be drawn from formal observations, informal observations, documentation log review, and other appropriate sources. Evaluators use this form to document the feedback given a teacher during the course of the evaluation cycle. This form should be maintained by the evaluator during the course of the evaluation cycle. This report is shared at a meeting with the teacher or a Post Observation Conference.

38

WAYNESBORO PUBLIC SCHOOLS Walk-through/Informal Classroom Visits

Directions: Evaluators use this form to document the informal observations of the teacher. Some standards may not be documented in a single observation. A copy of this form will be given to the teacher.

1. PROFESSIONAL KNOWLEDGE

Integrates key content elements and facilitates students’ use of higher level thinking skills

Addresses appropriate curriculum standards

Demonstrates ability to link present content with past and future learning

Demonstrates an accurate knowledge of the subject area(s) taught

Communicates clearly

Demonstrates skills relevant to the subject area(s) taught

Bases instruction on goals that reflect high expectations

Demonstrates an understanding of the knowledge of content/student development

SPECIFIC EXAMPLES:

2. INSTRUCTIONAL PLANNING

Uses student learning data to guide planning

Plans time for realistic pacing

Plans for differentiated instruction

Aligns lesson objectives to curriculum and student needs

Develops appropriate long- and short-range plans and adapts plans

SPECIFIC EXAMPLES:

3. INSTRUCTIONAL DELIVERY

Engages students

Builds on prior knowledge

Differentiates instruction

Reinforces learning goals

Uses a variety of strategies/resources

Uses instructional technology

Communicates clearly

SPECIFIC EXAMPLES:

4. ASSESSMENT OF AND FOR STUDENT LEARNING

Uses pre-assessment data

Involves students in setting learning goals

Uses valid, appropriate assessments

Aligns assessments with standards

Uses a variety of assessment strategies

Uses assessment tools for formative/summative purposes Gives constructive feedback

SPECIFIC EXAMPLES:

5. LEARING ENVIRONMENT

Arranges the classroom to maximize learning and provides a safe environment

Establishes clear expectations

Maximizes instruction/minimal disruption

Establishes a climate of trust/teamwork

Promotes cultural sensitivity/respects diversity

Listens and pays attention to students’ needs and responses

Maximizes instructional learning time by working with students individually and in groups

SPECIFIC EXAMPLES:

Teacher’s First/Last Name

Name

School Year:

Observer’s Name

Setting

Date of Walk-Through

Time of Walk-Through

39

6. PROFESSIONALISM

Collaborates/communicates effectively

Adheres to laws/policies/ethics

Incorporates professional development learning

Incorporates learning from professional growth activities

Sets goals for improvement

Activities outside classroom

Builds positive relationship with parents

Contributes to professional learning community

Demonstrates mastery of standard oral and written English

SPECIFIC EXAMPLES:

7. STUDENT ACADEMIC PROGRESS

Sets student achievement goals

Documents progress

Provides evidence of goal attainment

Develops interim learning targets

SPECIFIC EXAMPLES:

Comments:

Observer’s Signature

40


Teacher Summative Performance Report

Teacher: School:

Grade/Subject: School Year: -

Administrator’s Name:

Teacher’s Contract Status: Probationary Continuing Contract

Documentation Reviewed: Teacher Documentation Log Goal Setting Form Observation Form

Other

Directions: Evaluators use this form at the end of the school year to provide probationary teachers and continuing contract teachers in

their summative year with an assessment of performance. The teacher should receive a copy of the form. The signed form is submitted to

the site administrator within 10 calendar days of the summative evaluation meeting.

Performance Standard 1: Professional Knowledge

UNACCEPTABLE - 1

DEVELOPING/NEEDS IMPROVEMENT - 2

PROFICIENT - 3 Proficient is the expected

level of performance.

EXEMPLARY - 4

The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students.

The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice.

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum.

Comments:

Performance Standard 2: Instructional Planning

UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2



EXEMPLARY - 4

The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data.

The teacher inconsistently uses the school’s curriculum, effective strategies, resources, and data in planning to meet the needs of all students.

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.

In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students.

Comments:

41

Performance Standard 3: Instructional Delivery




EXEMPLARY - 4

The teacher’s instruction inadequately addresses students’ learning needs.

The teacher inconsistently uses instructional strategies that meet individual learning needs.

The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

In addition to meeting the standard, the teacher optimizes students’ opportunity to learn by engaging them in higher order thinking and/or enhanced performance skills.

Comments:

Performance Standard 4: Assessment of and for Student Learning




EXEMPLARY - 4

The teacher uses and inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on student academic progress in a timely manner.

The teacher uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction.

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.

In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress.

Comments:

Performance Standard 5: Learning Environment




EXEMPLARY - 4

The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards.

The teacher is inconsistent in using resources, routines, and procedures and in providing a respectful, positive, safe, student-centered environment.

The teacher using resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

In addition to meeting the standard, the teacher creates a dynamic learning environment that maximizes learning opportunities and minimizes disruptions within an environment in which students self-monitor behavior.

Comments:

42

Performance Standard 6: Professionalism


PROFICIENT - 3 Proficient is the expected level

of performance.

EXEMPLARY - 4

The teacher demonstrates inflexibility, a reluctance and/or disregard toward school policy, and rarely takes advantage of professional growth opportunities.

The teacher inconsistently practices or attends professional growth opportunities with occasional application in the classroom.

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.

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.

Comments:

Performance Standard 7: Student Academic Progress


PROFICIENT - 3 Proficient is the expected level

of performance.

EXEMPLARY - 4

The work of the teacher does not achieve acceptable student academic progress.

The work of the teacher results in student academic progress that does not meet the established standard and/or is not achieved with all populations taught by the teacher.

The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

In addition to meeting the standard, the work of the teacher results in a high level of student achievement with all populations of learners.

Comments:

Performance Rating Weight Standard 1: Professional Knowledge * =

Standard 2: Instructional Planning * =

Standard 3: Instructional Delivery * =

Standard 4: Assessment of Learning * =

Standard 5: Learning Environment * =

Standard 6: Professionalism * =

Standard 7: Student Academic Progress * =

Total Summative Rating

1 0

0 1

1

1

1

1

1

0

0

0

0

0

0

43

Standard 1: Professional Knowledge =

Standard 2: Instructional Planning =

Standard 3: Instructional Delivery =

Standard 4: Assessment of Learning =

Standard 5: Learning Environment =

Standard 6: Professionalism =

Standard 7: Student Academic Progress =

Total Summative Rating

Recommended for continued employment.

Recommended for placement on a Performance Improvement Plan.

(One or more standards of either “Developing/Needs Improvement” or “Unacceptable”)

Recommended for Dismissal/Non-renewal.

(The teacher has failed to make progress on a Performance Improvement Plan, or the teacher consistently performs below the

established standards, or in a manner that is inconsistent with the school’s mission and goals.)

Additional Comments:

Teacher’s Name Teacher’s Signature Date

Administrator’s Name Administrator’s Signature Date

0

0

0

0

0

0

0

Points Scale Total Points Overall Rating

35-40 Exemplary

26-34 Proficient

20-25 Developing/Needs Improving

10-19 Unacceptable

Regardless of overall total points earned:

*Three or more developing/needs improvement ratings on

Individual performance standards will result in an overall rating

of Developing/Needs Improvement or Unacceptable

*One unacceptable rating on any performance standard will

result in an overall rating of unacceptable.

0

OVERALL EVALAUTION SUMMARY:

UNACCEPTABLE DEVELOPING/NEEDS IMPROVEMENT PROFICIENT EXEMPLARY

Teacher’s signature denotes receipt of the

summative evaluation, not necessarily

agreement with the contents of the form.

44


Performance Improvement Plan Form (Required for a Teacher Placed on a Remediation Plan of Action)

Teacher ____________________________________ School _____________________________ Grade/Subject ______________________________ School Year ________________________ Standard(s) and criteria not met: Assistance, strategies, and/or resources to be used in meeting the standard(s): Evidence that will be used to determine the standard(s) has/have been met: Timeline:

Assistance Team Members Names Signature Date


45


Results of Improvement Plan Form (Required for a Teacher Placed on a Remediation Plan of Action)

TEACHER: ________________________________ SCHOOL: _________________________ GRADE/SUBJECT: _________________________ SCHOOL YEAR: ________ - ___________ Report of results of plan of assistance: Recommendations:

Assistance Team Members Names Signature Date


Page 1 of 2

46

Final recommendation based on outcome of Improvement Plan:

The performance deficiencies have been satisfactorily corrected: The teacher is no longer on a Performance

Improvement Plan.

The deficiencies were not corrected:

Teacher Name _______________________________________________________________________________

Teacher’s Signature _______________________________________________ Date _____________ Signature denotes the review occurred, not necessarily agreement with the final recommendations

Administrator’s Name ____________________________________________________________________________

Administrator’s Signature __________________________________________ Date _____________

Copies to Administrator, Employee and Personnel Office

Page 2 of 2

RUBRIC

Teacher Performance Plan

Waynesboro Public Schools Teacher Performance Rubric

Waynesboro Public Schools Teacher Performance Rubric is aligned with the Virginia Uniform Performance Standards for Teachers. This rubric incorporates these standards with observable behaviors (or evidence) that indicate the teacher is meeting expectations for the following performance standards:

Standard 1: Professional Knowledge – The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by

providing relevant learning experiences.


CONTENT

Teacher has limited

understanding of the content.

Makes content errors or does

not correct errors made by

students.

Teacher is familiar with the

content. May not fully understand

the relationships among concepts

or connections to other disciplines.

Teacher has solid understanding of the

standards and content. Knows how

concepts are related to each other and

to other disciplines. Is able to ask and

answer detailed, higher-level

questions.

Teacher consistently demonstrates strong content background.

Using this knowledge to integrate concepts in the discipline to

each other, other disciplines, and students’ background

knowledge. Is able to ask and answer detailed, higher-level

questions that enhance instruction and student learning.

CURRICULUM ALIGNMENT

Teacher’s plans may reflect

topics or general themes from

the curriculum, but are not

specifically aligned to

approved curriculum

documents or pacing guides.

Teacher is familiar with

curriculum documents and pacing

guides; uses them as a starting

point for planning. Alignment may

be loose or be confined to lower-

level objectives.

Teacher aligns plans to approved


guides. Analyzes essential knowledge

and skills, and matches plans to the

level of thinking indicated.

Teacher has a detailed understanding of essential knowledge

and skills, and aligns instruction to them. Plans indicate a

focus on higher-level thinking.

USE OF RESOURCES AND TECHNOLOGY

Teacher is unaware of a

range of available resources.

Plans rely on few resources

and reflect little integration

of technology.

Teacher has awareness of the

range of resources available in the

school, but does not seek to

identify other outside resources.

Plans reflect a narrow range of

technology use.

Teacher has knowledge of available

learning resources in and outside the

school. Special projects and activities

integrate technology and a wide range

of resources.

Teacher has extensive knowledge of a wide variety of learning

resources and materials, including those that are technology

and community-based. Plans consistently reflect integration of

these resources.

Performance Standard Appraisal: Professional Knowledge


PROFICIENT - 3 Proficient is the expected level of

performance.

EXEMPLARY - 4

The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students.

The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice.

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum.

49

Standard 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.


INSTRUCTION AND ASSESSMENT

Teacher does not prepare plans,

or prepares plans that are not

adequately organized to guide

instruction. Instructional

approaches or assessment

models do not advance student

learning.

Teacher prepares organized plans,

reflecting a limited range of teaching

techniques and assessment models.

Some practices may be unsuitable to

the content or the students.

Teacher aligns plans to approved


guides. Analyzes essential knowledge

and skills, and create plans that will

facilitate students’ use of higher level

thinking skills.

Teacher has a detailed understanding of essential

knowledge and skills, and aligns instruction to

them. Plans indicate a focus on higher-level

thinking.

STUDENT NEEDS

Teacher’s plans typically

reflect instruction that is the

same for all students regardless

of their learning needs.

Teacher’s plans occasionally reflect

strategies for addressing the needs of

individual students and small groups.

Teacher’s plans are prepared. Plans

include a variety of effective teaching

and assessment methods arranged in a

logical structure and sequence. Plans

time realistically for pacing, content

mastery, and transitions. Teacher plans

are differentiated to meet the needs of

the individual learner.

Teacher’s plans rely on a wide variety of research-

based methods, embedded in interesting, well-

designed lessons. Lesson design links content to

the lives, needs and interests of students.

EXPECTATIONS FOR LEARNING AND ACHIEVEMENT

Medium to low expectations

for student achievement are the

norm with high expectations

for learning reserved for only a

few students.

High expectations for learning are

reserved for those students thought to

have a natural aptitude with limited

strategies to address struggling

students.

The teacher demonstrates a high regard

for varied student abilities. Instructional

goals and activities convey high

expectations for student achievement

while incorporating strategies to ensure

student success and provide support for

those who have difficulty learning.

The teacher systematically designs lessons to

include effective approaches for students who

need help, using an extensive repertoire of

strategies and soliciting additional resources from

the school. The teacher conveys high

expectations for learning by all students. Students

assume responsibility for their learning.

Performance Standard Appraisal: Instructional Planning


PROFICIENT - 3 Proficient is the expected level of performance.

EXEMPLARY - 4

The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data.

The teacher inconsistently uses the school’s curriculum, effective strategies, resources, and data in planning to meet the needs of all students.

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.

In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students.

50

Standard 3: Instructional Delivery – The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual needs.


COMMUNICATING Teacher does not explain the

lesson’s purpose. Directions

and procedures are unclear

or incomplete. Explanations

of content do not make sense

to students.

Teacher attempts to explain the lesson’s

purpose, with limited success. Directions

and procedures may be confusing and

require repeated clarification. Content

explanations are uneven, confusing, or dry.

Teacher helps students understand the

purpose of the lesson. Directions and

procedures are communicated clearly.

Explanations of content are appropriate

and connect with students’ experience.

Teacher assures that students understand the

purpose of the lesson and the learning goals.

Directions and procedures are clear, anticipating

possible student misunderstandings.

Explanations of content are interesting and

connect with students’ experience.

USING STRATEGIES EFFECTIVELY

Teacher appears unaware of

a variety of instructional

strategies, or may choose

strategies that are not

suitable to the content and

goals of the lesson.

Teacher implements strategies that lend

themselves to the content and learning

objectives, but may have little variety or

research base or not be implemented

appropriately.

Teacher effectively implements a

variety of instructional models and

strategies with chosen content. Keeping

learning objectives and student

needs/interests in mind. Teacher is

aware of and often uses research-based

strategies and relevant technology.

Teacher employs a variety of instructional

models and differentiated strategies, which are

chosen with content, learning objectives, and

student needs/interests as guides. Teacher uses

rigorous strategies that have a strong research

base and integrates the use of relevant

technology to enhance learning.

STUDENT ENGAGEMENT

Learning activities or

resources are inappropriate

for students’ age or

background, or the lesson

has no clear structure.

Students are not engaged.

Some students are engaged, while others

are not. Teacher does not use

differentiation techniques or other

strategies aimed at student engagement,

and may respond to lack of engagement

primarily as a discipline issue.

Most students are engaged in learning

activities. Teacher applies

differentiation techniques and other

strategies as needed to focus and interest

students. Students are held accountable

for demonstrating learning.

All students are engaged in learning activities.

Teacher routinely employs differentiation

techniques, grouping strategies, student choice,

lesson pacing with the creative use of resources

and other strategies aimed at engaging students.

Students are able to identify learning goals and

have assume responsibility for time management

and attaining those goals.

Performance Standards Appraisal: Instructional Delivery



EXEMPLARY - 4

The teacher’s instruction inadequately addresses students’ learning needs.

The teacher inconsistently uses instructional strategies that meet individual learning needs.

The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

In addition to meeting the standard, the teacher optimizes students’ opportunity to learn by engaging them in higher order thinking and/or enhanced performance skills.

51

Standard 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.


QUESTIONING

Teacher’s questions are

generally of low quality, with

little cognitive challenge.

Questions are not used to

structure discussion, but are

consistently focused on

recitation.

Teacher’s questions vary in quality

and may be asked in rapid

succession, providing uneven

support for quality discussion.

Teacher does not appear to have

planned key questions in advance.

Teacher’s questions are varied, high

in quality, and planned to match

lesson goals. Students generate

questions when prompted to do so.

Students are given adequate time to

respond.

Teacher and students ask and respond to a variety of

high-quality questions. Teacher questions prompt

genuine discussion, thinking, and exchange of ideas.

Questions match lesson goals.

ASSESSING LEARNING

Teacher monitors progress

inconsistently. Feedback may

be of poor quality or not

provided in a timely manner.

Teacher monitors the progress of the

class as a whole, and provides

feedback only in the form of grades.

Classroom assessments are used to

monitor performance. Assessment

data informs instructional decisions.

Teacher monitors the progress of

instructional groups and provides

corrective feedback. Varied

classroom assessments are used to

document learning. Assessment data

informs instructional decisions.

Teacher monitors the progress of individuals and provides

goal-oriented feedback. Assessments document learning

at a range of levels and in varied formats. Data is used to

set learning goals and drive instructional decisions.

MONITORING STUDENT PROGRESS

Teacher’s records are

incomplete or in disarray,

resulting in errors and

confusion. Teacher provides

minimal information to

parents and does not respond

or responds insensitively to

parent concerns about

students progress.

Teacher’s records are adequate, but

they require frequent monitoring to

avoid error. Teacher adherers to the

school’s required procedures for

communicating to parents.

Responses to parent concerns are

minimal.

The teacher’s system for maintaining

information on student progress in

learning is effective. Teacher

communicates with parents about

students’ progress on a regular basis

and is available as needed to respond

to parent concerns. Uses available

data to measure student progress and

identify areas of strength and

weakness.

Teacher’s system for maintaining information on student

progress in learning is fully effective and easily

communicated to others. Students understand

information related to their progress and can interpret and

contribute to the record keeping process. Teacher

consistently uses available data to measure student

progress and identify areas of strength and weakness.

Frequently provides information to parents, using

samples of data and student progress. Response to parent

concerns is handled with sensitivity.

Performance Standard Appraisal: Assessment of and for Student Learning



EXEMPLARY - 4

The teacher uses and inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on student academic progress in a timely manner.

The teacher uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction.

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.

In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress.

52

Standard 5: Learning Environment – The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is

conductive to learning.


RESPECT AND RAPPORT

Teacher interaction with at least

some students is negative,

demeaning, sarcastic, or

inappropriate. Student

interactions with the teacher

and/or each other exhibit

disrespect or conflict.

Teacher interactions with students are

generally appropriate but sometimes

reflect inconsistency or favoritism.

Students show minimal respect for the

teacher. Teacher may allow or accept

disrespectful treatment of peers by

students.

Teacher and student interactions are

friendly, demonstrating general

caring and respect. Students are

typically polite and respectful

towards each other. Students feel

physically and emotionally safe.

Teacher interactions with students reflect

genuine respect and caring. Students in the

classroom show respect to the teacher and each

other, and are supportive and helpful to one

another. Students feel physically and

emotionally safe and exhibit support and

encouragement to others.

LEARNING FOCUS Teacher conveys an apathetic or

negative attitude towards the

work, perhaps suggesting to

students that it is not valuable.

Teacher communicates the importance

of the work, and manages time so that it

is not wasted. Students generally

complete work, but with little

commitment to its quality.

Teacher emphasizes a learning focus

by conveying genuine enthusiasm for

the content and by maximizing the

productive use of instructional time.

Teacher and students demonstrate that they

value the importance of learning through use of

time, initiative, effort, and pride in quality

work.

EXPECTATION OF BEHAVIOR

Student work and/or conduct

indicates low or unclear

expectations, teacher is

inconsistent in communicating or

reinforcing expectations.

Teacher sets modest expectations for

student work and/or conduct.

Expectations may be unclear, or

inconsistently reinforced.

Teacher sets high expectations for

conduct and is consistent in

reinforcing these expectations.

Teacher stresses student

responsibility for meeting

expectations.

Teacher sets high expectations for all students.

Expectations are communicated clearly,

modeled, and reinforced frequently. Students

assume responsibility for meeting behavioral

expectations.

POSITIVE DISCIPLINE

Teacher may be unaware of what

students are doing. Response to

misbehavior is inconsistent,

disrespectful, or ineffective.

Teacher is generally aware of student

behavior, but rarely uses preventive

strategies. Disciplines students

appropriately.

Teacher monitors and corrects

behavior as necessary without undue

disruption of the lesson. Disciplines

students appropriately when

necessary, with dignity and respect.

Teacher monitors and corrects behavior in a

respectful, proactive manner. When necessary,

disciplines students with dignity and respect,

using strategies that focus on a learning

opportunities that foster future behavior

success.

SMOOTH ROUTINES Routines and transitions may be

disorganized, chaotic, or result in

significant loss of instructional

time. Students have no clearly

defined roles in managing

materials or routine tasks.

Routines and transitions are generally

organized and occur with some loss of

instructional time. Students need direct

supervision in managing materials and

routine tasks.

Routines and transitions are well-

organized and occur smoothly with

little loss of instructional time.

Students carry out assigned roles in

managing materials and routine tasks.

Routines and transitions are well-organized,

efficient, and seamless. Students assume age-

appropriate levels of responsibility for

managing materials and routine tasks.

KNOWLEDGE OF STUDENTS’ INTEREST AND CULTURAL HERITAGE

Teacher demonstrates little or no

understanding of students’

backgrounds, cultures, skills,

language proficiency, interests,

and special needs, and does not

seek such understanding.

Teacher indicates the importance of

understanding the students’

backgrounds, cultures, skills, language

proficiency, interest, and special needs,

and attains this knowledge for the class

as a whole.

The teacher purposefully seeks

knowledge from several sources of

students’ backgrounds, cultures,

skills, language proficiency, interests,

and special needs, and attains this

knowledge for groups of students and

incorporates this knowledge in lesson

planning.

Teacher persistently applies knowledge from a

variety of sources, of individual students’ levels

of development, their backgrounds, cultures,

skills, language proficiency, interests, and

special needs in order to incorporate strategies

for meeting these learning needs into lesson

plans.

53

Performance Standard Appraisal: Learning Environment



EXEMPLARY - 4

The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards.

The teacher is inconsistent in using resources, routines, and procedures and in providing a respectful, positive, safe, student-centered environment.

The teacher using resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

In addition to meeting the standard, the teacher creates a dynamic learning environment that maximizes learning opportunities and minimizes disruptions within an environment in which students self-monitor behavior.

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Standard 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.


COMPLIANCE WITH POLICIES AND REGULATIONS

Teacher does not comply with

school and district policies,

regulations and procedures, even

when frequent direction and

reminders are provided.

Teacher complies minimally with

school and district policies,

regulations and procedures. Often

needs reminders and direction.

Teacher complies fully with school

and district policies, regulations and

procedures.

Teacher complies fully with school and district

policies, regulations and procedures; and

supports others in doing so as needed.

CONTINUOUS GROWTH

Teacher participates in professional

growth activities when required to

do so. Teacher resists or ignores

feedback on teaching. Does not

assess instruction, or misjudges its

effectiveness.

Teacher participates in professional

growth activities to a limited extent.

Teacher accepts feedback on

teaching, but does not typically

transfer it into practice. Teacher

assesses instruction when prompted

to do so.

Teacher takes advantage of

opportunities for professional growth.

Teacher welcomes and is receptive to

feedback, and often transfers

professional learning into classroom

practice. Teacher is reflective in

assessing instruction.

Teacher seeks our professional growth through

structured staff development activities and

individual reading-research. Teacher seeks out

feedback, transfers professional learning into

practice, and is highly reflective in assessing

instruction.

JUDGMENT Teacher’s decisions are made with

little or no rationale, are self-

serving, or reflect convenience

over professional considerations.

Teacher’s decisions are based on

limited though genuinely professional

considerations.

Teacher’s decisions are grounded in

solid reasoning, driven by the best

interests of students, and reflective of

high standards of professional

judgment. Teacher uses care in

making difficult decisions as well as in

dress, behavior, and communication

Teacher’s decisions are grounded in solid

reasoning, driven by the best interests of

students, and reflective of high standards of

professional judgment. Teacher is sought out

by others for advice in making difficult

decisions. Behaviors related to dress,

professional interactions, and communications

are considered to be a model to others.

INTEGRITY Teacher displays lapses in

upholding standards of fairness,

honesty, or respect. Does not

demonstrate advocacy or care for

students.

Teacher is fair, respectful, and honest

in dealing with colleagues, students,

and the public. Teacher’s advocacy

and care for students may be

inconsistent or minimal.

Teacher holds high standards of

fairness and respect, and is honest with

colleagues, students, and the public.

Actively serves, cares for, and

advocates for students and works to be

sure that all students have

opportunities to succeed.

Teacher holds high standards of fairness,

honesty and respect. Is proactive in serving,

caring for and advocating for students. Works

to change attitudes and practices that negatively

impact students, especially those who may be

underserved.

COLLABORATION Teacher is isolated from or

uncooperative with colleagues.

Communication with families may

be insufficient or inappropriate.

Teacher avoids participation a

professional culture of inquiry.

Teacher maintains the level of

cooperation needed to fulfill required

duties, and implements procedures

for communicating with families.

The teacher becomes involved in the

school’s culture of professional

inquiry when invited to do so.

Teacher’s relationships at school and

with families are characterized by

mutual support, cooperation,

timeliness and preparedness. Teacher

actively participates in a culture of

professional inquiry.

Teacher takes initiative in promoting

collaboration in the school, with colleagues and

families. Teacher assumes leadership among

faculty and takes a significant role in

facilitating a culture of professional inquiry.

CONTRIBUTIONS Teacher’s relationships with

colleagues are negative or self-

serving. Teacher resists

opportunities to be involved in the

school community. Teacher avoids

participation in school events and

district projects.

Teacher participates in school events

and school and district projects when

specifically asked. Teacher must be

encouraged to engage in collegial

relationships.

The teacher provides contributions to

creating a learning community that

supports and respects its members.

Teacher consistently participates in

school events and district projects,

demonstrating initiative toward

meeting common goals.

Teacher efforts move beyond required

classroom duties to sufficient contributions

toward school initiatives and events, as well as,

district projects. The teacher assumes a

leadership role in at least some aspect of the

school or district program.

55

Performance Standard Appraisal: Professionalism



EXEMPLARY - 4

The teacher demonstrates inflexibility, a reluctance and/or disregard toward school policy, and rarely takes advantage of professional growth opportunities.

The teacher inconsistently practices or attends professional growth opportunities with occasional application in the classroom.

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.

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.

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Standard 7: Student Academic Progress – The work of the teacher results in acceptable, measurable, and appropriate student academic progress.


CONTENT DATA Less than 2 on Growth Calculator

2.0 – 2.9 on Growth Calculator

3.0 – 3.9 on Growth Calculator. 4.0 or more on Growth Calculator

STUDENT ACHIEVEMENT GOALS

Less than or equal to 50% of students met or exceeded the goal

Greater than 50% of students met or exceeded goal 21% Did not meet the goal

80% or more students met or exceeded goal Less than 20% did not meet the goal

50% or more exceeded goal 40% or more met goal Less than 10% did not meet the goal

21st CENTURY GOALS

0% - 49% met the goal

50% - 69% met the goal 70% - 94% met the goal 95% - 100% met the goal

Performance Standard Appraisal: Student Academic Progress

UNACCEPTABLE - 1 DEVELOPING/NEEDS IMPROVEMENT - 2 PROFICIENT - 3 Proficient is the expected level of performance.

EXEMPLARY - 4

The work of the teacher does not achieve acceptable student academic progress.

The work of the teacher results in student academic progress that does not meet the established standard and/or is not achieved with all populations taught by the teacher.

The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

In addition to meeting the standard, the work of the teacher results in a high level of student achievement with all populations of learners.

Acknowledgements Our school division is rich with talented and dedicated personnel. Everyday teachers, administrators, and staff work hard to improve academic student achievement, create inviting learning environments, and touch the lives of children in our schools.

This past year many of your colleagues worked to create a “new” teacher evaluation process. This new model is a combination of our previous evaluation system and the newly recommended plan for Teacher Evaluation from the Commonwealth of Virginia. These talented individuals represented teachers and administrators from every school. Through their diverse experiences, expertise and backgrounds they incorporated the very best of both plans to create the new Waynesboro Teacher Performance Plan. The result of their work represents an amazing effort to enhance the opportunity for professional growth for teachers and increase student achievement.

As a division, we are fortunate that so many individuals and perspectives were included in creating this new evaluation model. Please join me in thanking them for their commitment to this process and their hard work!

- Jeffrey Cassell, Ed.D.

Superintendent

Waynesboro Public Schools

Teacher Performance Plan Workgroups

Teacher Evaluation Model Vermell Grant, Group Leader Assistant Superintendent Renae Deffenbaugh Principal Westwood Hills Elementary School Bobbie Gardner 1

st Grade Westwood Hills Elementary School

Mary Meade Biology Waynesboro High School Margaret Morris Art William Perry Elementary School Jessica Smith Special Ed Berkeley Glenn Elementary School Melissa Tolley Science Kate Collins Middle School Lisa Wade Reading Specialist Wenonah Elementary School Ann Miller Coordinator of Elementary Instruction & Literacy

Student Growth Model Sue Wright, Group Leader Director of Instruction Dr. Curtis Barker Mathematics/Physics Waynesboro High School Donald Blanchard ESL Waynesboro High School Beth Crickenberger 1

st Grade William Perry Elementary School

Amanda Chambers Guidance Kate Collins Middle School Susan Driskill 1

st Grade Wenonah Elementary School

Steven Eckstrom Assistant Principal William Perry Elementary School Angela Eutsler Reading Specialist Westwood Hills Elementary School Carroll “CJ” Hill English Kate Collins Middle School Diane Lundstrom 5

th Grade Berkeley Glenn Elementary School

Paula Sherrill Foreign Language Waynesboro High School Paula Smiley Special Education Kate Collins Middle School Tim Wion Earth Science Waynesboro High School Ryan Wylie Physical Education Westwood Hills Elementary School Melissa Jordan Intervention Specialist/Coach Kate Collins Middle School India Harris Coordinator Testing & Secondary Instruction Dr. Margaret VanHuss Director of Student Services A special thank you to Mr. Jody Lohr, Director of Technology, for the creation of electronic forms and a database system to manage recordkeeping and documentation.

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References Danielson, Charlotte (2007). Enhancing professional practice: a framework for teaching – 2

nd ed.: Alexandria, VA:

Association for Supervision and Curriculum Development.

Strong, J. H., & Hindman, J. L. (2006). The teacher quality index: a protocol for teacher selection: Alexandria, VA:

Association for Supervision and Curriculum Development. Strong, J. H., & Grant, L. W. (2009). Student achievement goal setting: Using data to improve teaching and learning.

Larchmont, NY: Eye on Education Strong, J. H., Ward, T. J., Tucker, P. D., & Grant, L. W. (in press). Teacher quality and student learning: What do good

teachers do? Teacher Education Journal. Tucker, P. D. & Stronge, J. H. (2005). Linking teacher evaluation and student achievement. Alexandria, VA: Association

for Supervision and Curriculum Development. Virginia Association of School Superintendents (2011-2012). Training materials – Virginia’s Teacher Evaluation System Virginia Department of Education. (October 2010 Draft). Guidelines for Uniform Performance Standards and Evaluation

Criteria for Teachers. Richmond, VA: Author. The Waynesboro Public Schools does not discriminate on the basis of race, sex, color, national origin, religion, age, political affiliation, veteran status, or against otherwise qualified persons with disabilities in its programs and activities.

Approved by Waynesboro School Board

June 2012