Fairfax CountyTeacher Performance Evaluation System

Norms

Support each other in the learning process

Monitor our progress

Attend fully

Respect each others’ view points

Take time to reflect

Remember our purpose

Outcomes

Participants will understand:• The reasons for the changes• The Teacher Evaluation Process and Overview

of the Handbook• An in depth look at Standard 7: Student &

Student Goal Setting

4

Why is change necessary?

Three Primary Drivers

1. National Mandates – NCLB and State Waivers2. Code of Virginia School boards shall develop a procedure

for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge.

Article 2, paragraph 22.1-295

Three Primary Drivers3. Connections Between Student Success,

Teacher Improvement, and Teacher Evaluation“Teachers have the greatest impact on student success.”

“Without capable highly effective teachers, in America’s classrooms, no educational reform effort can possibly succeed.”

“ Moreover, without highly quality evaluation systems, we cannot know if we have quality teachers.” (Quotes from forward of FCPS Teacher Evaluation

Handbook, Dr. James H. Strong , August 2012)

Virginia and NCLB Reform• Virginia requests waiver from US Department

of Education • Key to VDOE request

Implement a New evaluation process that would include rigorous new content standards and assessments to close achievement gaps

• FCPS Teacher Evaluation Task Force Formed September 2011 to June 2012

Virginia and NCLB Reform

• June 29, 2012 – DOE Waiver: Virginia school divisions will no longer have to meet the arbitrary and unrealistic NCLB benchmarks or AYP

• VDOE Mandate - Effective July 1, 2012

All school systems are to implement a new teacher evaluation process – containing seven standards, with Standard 7 - Student Progress weighted 40%

“In FCPS all schools will build professional learning communities that employ best practices to raise the bar and close achievement gaps.

All educators will use the Program of Studies to ensure all students reach their full potential with an expectation that students will read on grade level and graduate on time.”

-Jack D. Dale 8.8.12

Aligning the VDOE Mandate with the FCPS Expectation

• Teacher Evaluation Task Force - - - goal to comply with state mandate and customize a new FCPS Teacher Evaluation Program

• Development of a NEW Teacher Evaluation Program Handbook

• Creation of Teacher Evaluation Training Plan

(16,000 teachers and 600+ evaluators)

Training Plan

Primary Purpose of the FCPS’sTeacher Performance Evaluation Program

“To help both teachers and their evaluators collect more comprehensive and accurate assessment data for rating teacher effectiveness and, then to support quality teaching everyday in every classroom.” (Quote from forward of FCPS Teacher Performance

Evaluation Handbook, Dr. James H. Strong,

August 2012)

Take a look at the Crosswalk

What are the changes?What are the changes?

• Seven standards instead of five• Standard 7 is Student Academic Progress• Matrices are used to rate the teacher• Four rating levels, as opposed to three• A minimum of one formal and three informal/mini-

observations• In addition to the goal-setting conference and

documentation log, evaluators are required to collect a minimum of four data sources

• Final evaluation conference between the evaluator and teacher is required for teachers in their summative evaluation year

15

Cheers and Fears

16

Glossary

Break

Teacher Performance Standards

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

2. 2. Instructional PlanningThe teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.

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

4. 4. Assessment of and for Student LearningThe teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.

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

6. 6. Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning

7. 7. Student Academic ProgressThe work of the teacher results in acceptable, measurable, and appropriate student academic progress.

Main Components

Key ElementsExamples may include, but are not limited to:

The teacher: 1.1 Demonstrates a comprehensive understanding of subject content and curriculum standards.1.2 Demonstrates knowledge of best practices.1.3 Knows how to differentiate to make subject content relevant, challenging, and meaningful for all students.1.4 Establishes instructional goals that demonstrate an accurate knowledge of students and assigned subject content.

Performance Standard 1: Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

Performance Standard

Key Elements

Performance Matrix for Professional Knowledge

Highly Effective Effective Developing OR Needs Improvement Ineffective

Is expert in the subject area and has an understanding of current research in child development and how students learn.

Knows the subject matter well and has a good grasp of child development and how students learn.

Is somewhat familiar with the subject and has a few ideas of ways students develop and learn.

Has little familiarity with the subject matter and few ideas on how to teach it and how students learn.

Designs highly relevant lessons that will challenge and motivate all students and highly engage active learning.

Designs lessons that are relevant, motivating, and likely to engage students in active learning.

Plans lessons that will catch some students’ interest and perhaps get a discussion going.

Plans lessons with very little likelihood of motivating or involving students.

Designs lessons that break down complex tasks and address all learning needs, styles, and interests.

Designs lessons that target several learning needs, styles, and interests.

Plans lessons with some thought about how to accommodate student needs.

Plans lessons with no differentiation.

Projects high expectations and determination and convinces all students that they will master the material.

Conveys to students: This is important, you can do it, and I’m not going to give up on you.

Tells students that the subject matter is important and they need to work hard.

Gives up on some students.

Actively embeds a “growth” mindset so that students take risks, learn from mistakes, and understand that effective effort leads to achievement.

Conveys to students that effective effort, not innate ability, is the key.

Doesn’t counteract student misconceptions about innate ability.

Communicates a “fixed” mindset about ability: some students have it, some don’t.

Continually grabs student interest and makes connections to prior knowledge, experience, and reading.

Activates student prior knowledge and hooks their interest in each unit and lesson.

Is only sometimes successful in making the subject interesting and relating it to things students already know.

Rarely hooks student interest or makes connections to their lives.

Performance Matrix

Underline Key Terms in the Rating Scale

Highly Effective

The teacher maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard.

• Sustains high performance over period of time• Behaviors have strong positive impact on

learners and school climate• Serves as role model to others

CategoryCategory DescriptionDescription DefinitionDefinition

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

• Meets the requirements contained in job description as expressed in evaluation criteria

• Behaviors have positive impact on learners and school climate

• Willing to learn and apply new skills

Developing OR Needs Improvement

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

• Requires support in meeting the standards• Results in less than quality work performance• Leads to areas for teacher improvement being

jointly identified and planned between teacher and evaluator

Ineffective The teacher consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals.

• Results in minimal student learning• May result in employee not being

recommended for continued employment

Summative Ratings

Standards 1-6 Standard 7

The first six standards impact student progressThe first six standards impact student progress

Turn and Talk

How do you see the connection or impact of Standards 1- 6 on

Standard 7?

Questions

Standard 7: Student Academic Progress

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

Standard 7: Student Academic Progress

Key Elements

Examples may include, but are not limited to:

The teacher:•7.1 In collaboration with the evaluator, uses multiple measures of student learning to set goals that are strategic and specific, measurable, attainable, results-oriented, time-bound, and have rigor.•7.2 In collaboration with the evaluator, reflects on student progress over time, using documented evidence to demonstrate student growth, adjust practice, and meet goals.

Standard 7: Matrix

Highly Effective Effective Developing OR Needs Improvement Ineffective

Generates high level of student academic progress with all populations of learners

Generates appropriate level of student academic progress with all populations of learners

Generates appropriate level of student academic progress with only some populations of learners

Generates low level of student academic progress

At least ninety percent of students meet and/or exceed SMARTR goal

At least eighty percent of students meet and/or exceed SMARTR goal

At least fifty percent of students meet and/or exceed SMARTR goal

Less than fifty percent of students meet and/or exceed SMARTR goal

Standard 7: Student Academic Progress

– Include multiple measures of student academic progress

– Include Student Growth Percentiles (SGPs) when available and appropriate (Not being used in FCPS for 2012-13)

– Use student achievement goal setting or other measures of student progress

– Account for 40% of the Teacher’s Summative Performance Evaluation

Source: 2011 Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers

What are the Purposes ofStudent Achievement Goal Setting?

Focus on student results

Explicitly connect teaching and learning

Improve instructional practices and teacher performance

Tool for school improvement

Student Achievement Goal Setting• Student Achievement Goal Setting used for both teachers of tested and

non-tested grades and subjects

• Percentage of Standard 7 weight is 40%

• Appropriate measures of academic progress are determined

• During first month of school, all teachers will work collaboratively with grade level or content team to create a SMARTR goal. Each teacher will fine-tune the goal to reflect the needs of their respective learners The goal will be approved by evaluator by the end of October

• Midyear review of student progress goal and modify strategies with administrator (summative evaluation year only)

• End-of-year review of goal attainment (all teachers)• Quality of the goals and their attainment provide an important data source

for evaluation

What is the Student Achievement Goal Setting Process?

Step 1:

Determine needs

Step 2:

Create specific

learning goals based on pre-assessment

Step 5:

Determine whether the

students achieved the

goal

What Makes Goals SMARTR?

• Strategic & Specific• Measureable• Attainable• Results-Oriented• Time-bound• Rigorous

STRATEGIC & SPECIFIC

Aligned with the school-wide goal and focused on specific students

MEASURABLEQualitative, quantitative, observable, consistent measure for grade level or content area

ATTAINABLEDoable, yet challenging

RESULTS-ORIENTEDIdentifies specific outcomes or targets for student achievement

TIMEBOUND

Establishes a sense of priority or urgency for goal attainment

RIGOROUSHas an appropriate level of rigor to demonstrate mastery of learning objective

Goldilocks Principle

Progress (Growth) vs. Achievement Goals

PROGRESSStudents will score 50%

greater on the

post-test than on the

pre-test.

OR

Students will increase

their performance by 1

performance level on

the rubric.

ACHIEVEMENT80% of students will

achieve a score of 80% or

higher.

Benefits and Challenges

• What are the benefits and challenges to measuring progress?

• What are the benefits and challenges to measuring achievement?

Progress

Benefits: • Takes into account the diversity of learners• Shows growth even when students haven’t

made a particular cut score

Challenges:• Requires more time to document• If enough progress is made, students will never

achieve at high levels

Achievement

Benefits: • Ensures that all students are receiving a high

level of education• Students need prerequisite knowledge before

moving to the next level

Challenges:• Not all students start in the same place• Not all students learn at the same rates

Handbook Overview

Lunch

47

Questions

What is the Student Achievement Goal Setting Process?

Step 1:

Determine needs

Step 2:

Create specific

learning goals based on pre-assessment

Step 5:

Determine whether the

students achieved the

goal

Sample Goal Setting for Student Progress Form

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

 

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

   

III. Baseline Data (What is shown by the current data?)

   Data attached

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

    

V. Means for Attaining Goal (Strategies used to accomplish the goal) Strategy Evidence Target Date

   

Abbreviated for training purposes

Professional’s Name: Teacher HWorksite Yourtown High School Job Title: English Teacher School Year 2012- 13

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

This goal is based on one of my English Grade 10 classes which has 30 students. Five of the students qualify for special services and have IEPs.

II. Content/Subject/Field Area (The area/topic addressed is based on learner achievement, data analysis, or observational data)

I will focus on essay writing. Our school is focusing on increasing writing scores. Over the past three years, the percent passing has been 74 percent 78 percent, and 81 percent. We are seeing a positive trend in writing and will continue to focus on this area.

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

I administered a writing prompt at the beginning of the year and used a four-point rubric to score the responses, scoring both according to critical element and holistically. The data indicate that six students scored at performance level 1, 11 students scored at performance level 2, ten students scored at performance level 3, and three students scored at performance level 4. Data attached

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

For the current school year, 100 percent of my students will make measurable progress in writing. Students scoring at a “1” will increase by two performance levels. Students scoring at a “2” or “3” will increase by one performance level. Students scoring at a “4” will maintain high performance.

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

Strategy Measurable By Target Date

Use modified pacing to attend to student needs.

Copies of modified pacing Ongoing (September– May)

Use frequent formative assessment with students to provide feedback and modify instruction.

Lesson PlansCopies of teacher-made formative assessments

Ongoing (September – May)

Incorporate focused instruction in key content areas as prescribed by the State Standards of Learning.

Lesson Plans Ongoing (September – May)

Sample SMARTR Goal

By the end of the school year, each student will make measurable progress in the target language acquisition based on the 4 th grade benchmark on the FCPS Jr. Performance Guidelines.

Students currently scoring almost meets expectations will increase their level of performance to meet expectations, while students who are currently meeting expectations will increase their level of performance to exceeds expectations.

In order to measure meaningful gains along the target language acquisition continuum for students who currently exceed expectations, the 5th grade benchmark will be used to measure their progress. At least 25% of the students who are currently scoring exceeds expectations will be able to exceed expectations on the 5th grade benchmark.

Sample SMARTR Goal

Strategic & Specific: Focuses on language acquisition skillsMeasurable: Measured by a benchmark assessmentAttainable: Tiered goal so that all students make progressResults-Oriented: Based on results of an assessmentTime-bound: By the end of the school yearRigorous: The goal challenges all students

Examining Goals

• Each group will have one goal

• Determine whether it is SMARTR and underline each of the components

• If the goal could be improved, rewrite it

A good goal statement is one that is…

Strategic & Specific

Measurable

Attainable

Results-Oriented

Time-bound

Rigorous

One Example

• By March, all students will make measureable progress in the area of written expression and usage and mechanics. For each reporting category, using the school developed rubric, all students will improve, at least one point within each reporting category;

– Students with a score point of 1 will increase to a score point of 3. – Students with a score point of 2 will increase to a score point of 3.– Students with a score point of 3 will increase to a score point of 4.– Students with a score point of 4 will maintain high performance.– Students with a score point of 4 in both reporting categories will

begin writing in another genre.

Share Out

Break

Your Turn!• Craft a SMARTR goal that would fit the data

given on the next slide.

Your Data: Social Studies Dept.-Developed Assessment of Source Document Analysis, 4 point scale

Students Primary Sources Secondary Sources

Student A 4 4

Student B 3 4

Student C 4 3

Student D 4 2

Student E 2 1

Student F 2 3

Student G 1 2

Student H 4 4

Student I 2 1

Student J 4 4

Student K 3 2

Student L 3 3

Sample Goal Setting for Student Progress Form

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

 

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

   

III. Baseline Data (What is shown by the current data?)

   Data attached

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

    

V. Means for Attaining Goal (Strategies used to accomplish the goal) Strategy Evidence Target Date

   

Abbreviated for training purposes

Peer Review• Exchange SMARTR goals with another group.

• Review using the same underlining process we used before.

• Refer to the SMARTR Goal

Worksheet.

* * * Now Posted * * *

NEW FCPS Teacher Evaluation Program Handbook

http://www.fcps.edu/hr/epd/evaluations/teacher/PDF/TeacherHB2012-13.pdf

Suggested Timeline- First 60 DaysSuggested Timeline- First 60 Days

Date ItemsPrior to first meeting Module 1 Overview

By September 7 Introduce goal setting using Power Point provided and share school improvement goal and timelines of process

By September 21 CLTs meet to discuss focus for goal and pre-assessment to use (may need to create pre-assessment or identify one in place)

By October 5 Administer pre-assessment

By October 12 Set GoalShare data results in CLT teams Set goals as a team and refine goals as individual teachers to reflect your student populationDecide on strategies as a team and/or individually

By October 19 Meet in CT with administrator

By October 24 Submit goal for approval to administrator

By October 31 Evaluator approves goal

Homework-Goal Setting for Student Progress form

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

 

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

   

III. Baseline Data (What is shown by the current data?)

   Data attached

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

    

V. Means for Attaining Goal (Strategies used to accomplish the goal) Strategy Evidence Target Date

   

Abbreviated for training purposes

Handbook Overview

Growth and Development TeamSupporting Teacher Evaluation

teacher_eval_team@fcps.edu

We value your questions, input, and completed Goal Setting for Student Progress form.

Questions

Exit ticket