June 11, 2012

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• Seven required performance standards

• Student academic progress must be a “substantive” portion of the teacher evaluation

• Rating for each standard and one summative rating for the entire evaluation

From: Virginia Guidelines for Uniform Performance Standards and

Evaluation Criteria for Teachers, July 1, 2011

Sponsors:

Richard Moniuszko, Deputy Superintendent and Phyllis Pajardo, Assistant Superintendent, Human Resources

Project Managers:

Leslie Butz, Assistant Superintendent, Cluster VI Denny Berry, Director, Cluster VI

Teachers (19):

Jean Arntz Bonner – Liberty Middle (English) Cheryl Binkley, Stuart High (English) Kelly Bresnahan, Marshall High (Special Education Cat B) Pam Cherry, Groveton Elementary (Grades 4-6) Jennifer Chou-Silverio, Dogwood Elementary (Grade 3) Mary Kay Downes, Past President, Association of Fairfax Professional Educators Dana Garcia, Coates Elementary (ESOL) Steve Greenburg, President, Fairfax Federation of Classroom Teachers

Teachers (19) continued

Gina Griffin-Evans, South County Secondary (Mathematics) Lizel Gonzalez, Rose Hill Elementary (Spanish Immersion) Michael Hairston, President, Fairfax Education Association Ellen Keyser, Aldrin Elementary (Kindergarten) Carla Okouchi, Hybla Valley Elementary (Music) Michael Parker, Sunrise Valley Elementary (GT) Valeria Porter, Foundations Alternative Raylene Robinson, Luther Jackson Middle (Special Ed. LD) Kanwaljit Sachdeva, Robinson Secondary (Chemistry) Jamie Sawatzky, Rocky Run Middle (Social Studies and FCPS Teacher of the Year)

Judy Wang, Kings Park Elementary (Pre-K)

continued

Principals (7);

John Banbury, Principal, Oakton High School Jamey Chianetta, Principal, Halley ES David Goldfarb, Principal, Fairfax High School Jennifer Knox, Assistant Principal, West Springfield HS Arlene Randall, Principal, Cooper Middle School Sal Rivera, Principal, Flint Hill ES Shane Wolfe, Principal, Baileys ES

Departments and Clusters (7):

John Adams, Instructional Services (Art) Terri Breeden, Assistant Superintendent, PLA Amy Granahan, CTE, Instructional Services Ellen Mukai, Program Manager, Best Practices for Teaching and Learning Sam Newman, Director, Employee Performance and Development Peter Noonan, Assistant Superintendent, Instructional Services Marty Smith, Assistant Superintendent, Cluster I

Parents/Community (2)

Luke Chung, President, FMS Software Solutions Ramona Morrow, President, FCCPTA

FCPS Teacher Evaluation Work Group

Create a process that would focus on continuous teacher growth and regular feedback

Promote self-growth through goal setting and action research

Provide for differentiation: novice vs. veteran teachers

Support collaborative teacher teams

I. Professional knowledge,

II. Instructional planning,

III. Instructional delivery,

IV. Assessment of and for learning,

V. Learning environment,

VI. Professionalism

VII. Student academic progress.

For each standard, key elements are defined.

The key elements are designed to further clarify

what we deem most important in FCPS about

each standard.

FCPS Key Elements:

The teacher…

Communicates learning goals clearly and checks regularly for student understanding.

Selects, evaluates, integrates, and refines a variety of teaching strategies, delivery methods, and resources.

Differentiates instruction to meet the needs of all students.

Accesses and integrates resources to support student learning.

Collaborates with colleagues within and across content areas and grade levels.

For each of the first six standards, a teacher

evaluation matrix was developed that describes

a teacher performance as:

Highly effective

Effective

Developing/needs improvement

Ineffective

Highly Effective Effective Developing/Needs

Improvement

Ineffective

Continually presents material clearly and explicitly, with well-chosen examples and vivid and appropriate examples.

Uses clear explanations, appropriate language, and good examples to present materials.

Sometimes uses language and explanations that are fuzzy, confusing, inappropriate, or inaccurate.

Often presents material in a confusing way, using language that is inappropriate.

Anticipates student misconceptions and confusions and develops multiple strategies to overcome them in order to reach learning goals.

Anticipates misconceptions that students might have and plans to address them in order to reach learning goals.

Considers one or two ways that students might become confused with the content.

Proceeds without considering misconceptions that students might have about the material.

Based on research of Kim Marshall, Jon Saphier, Robert Marzano, Charlotte Danielson, and James Stronge

Highly Effective Effectives Developing/Needs

Improvement

Ineffective

Successfully reaches all students by skillfully differentiating and scaffolding.

Differentiates and scaffolds instruction to accommodate the most students’ learning needs.

Attempts to accommodate student learning needs but with mixed results.

Fails to differentiate instruction for students.

Uses coherence, lesson momentum, and seamless transitions to get the most out of every minute.

Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.

Sometimes losesteaching time due to lack of clarity, interruptions, and inefficient transitions.

Loses a great deal of instructional time because of confusion, interruptions, and ragged transitions.

Based on research of Kim Marshall, Jon Saphier, Robert Marzano, Charlotte Danielson, and James Stronge

Highly Effective Effective Developing/Needs

Improvement

Ineffective

Keeps all students challenged and highly involved in focused work in which they are active learners and problem-solvers.

Has students actively think about, discuss, and use the ideas and skills taught.

Attempts to keep students actively involved, but some students are disengaged.

Does not attempt to keep students actively involved and relies heavily on lectures, textbooks, and worksheets.

Poses a range of questions designed to challenge students that results in thoughtful, genuine discussion among all students.

Poses a range of questions designed to promote student discussions, successfully engaging most students in that discussion.

Uses questions that seem to involve answers determined in advance by the teacher and in which only involve some students in discussion.

Uses low level questions that often require single, correct answers with a few students dominating discussion.

Based on research of Kim Marshall, Jon Saphier, Robert Marzano, Charlotte Danielson, and James Stronge

Strategic and SpecificAligned with school-wide goal and focused on specific students

MeasurableQuantitative, observable, consistent measure for grade level

AttainableDoable yet inspiring

Result-orientedIdentifies specific outcomes or targets for student achievement

Time-boundEstablishes a sense of priority or urgency for goal attainment

For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the DRA assessment.

SMART Goal:

In the current school year, all of my sixth-grade students will improve on each of the Presidential Fitness subtests by an average of 20%.

SMART Goal:

In the current school year, all of my students will show measurable growth in art. At least 80% of my students will meet or exceed the benchmark for the art assessment which measures visual communication, art history, judgment and criticism, and aesthetics.

SMART Goal:

For the current school year, all of my students will demonstrate measurable growth in the skills and knowledge of IB World History as determined by a comparison of pretest and posttest scores. At least 75% of all students will demonstrate the skills and knowledge sufficient to predict a 4 on the IB examination, as determined by a comparison of the pretest and posttest scores.

SMART Goal:

For the current school year, 100% of my students will make measurable progress on both expository and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% will score 4 points or better on the persuasive writing sample.

Perc

enta

ge o

f S

tudents

Receiv

ing a

4 o

r bett

er

AP scores

AP enrollment

Grades - C and above

Common assessments (pre/post)

End of year portfolio

Student reflections (Elem. Art)

DRA

MRA

K-MRA

Monthly and/or quarterly e-Cart assessments

Grade level and/or team common assessments

SOL Summary

Student surveys, pre and post

• Grade 5 Global Awareness Project

• Industry Certification Exams

• Benchmark ratings

• Festival performance ratings (music)• Lab skills checklists• Student developed goals• Performance tasks• School Improvement goals• Write stories, captions, headlines that

follow national journalism standards

• Design spreads following national protocols

• MYP/IB scores• Student growth percentile

Virginia Student Growth Percentile (SGP) has limited usefulness in FCPS

NCLB Waiver Request◦ “…school divisions must implement performance

and evaluation standards for teachers and principals approved last year by the Virginia Board of Education. Under the standards, 40 per cent of a teacher’s or principal’s evaluation must be based on student academic progress.”

Develop Teacher Handbook, Business Rules

and Training Materials

Teacher Orientation (all teachers)

Teacher Training (those to be evaluated)

Administrator Training

Select Implementation Team and Budget

Develop and implement communication plan

Assess IT requirements and HR management

system

Collect Teacher Evaluation data for reporting

to VDOE fall 2013

Develop a companion evaluation for school

counselors, media specialists, and other

resource teachers