Message from the Superintendent 04

Albemarle County Public Schools Teacher Performance Appraisal Tenured Teachers • Knowledge of Students • Knowledge of Content • Planning, Delivery, and Assessment of Instruction • Safe, Effective Learning Environment • Communication and Collaboration • Professionalism

"What teachers know and can do makes the most difference in what children learn." ~ Linda Darling-Hammond

June 2006 Table of Contents

Message from the Superintendent...... 04 2005-09 Strategic Plan...... 05 Framework for Quality Learning Lifelong Learning Standards...... 06 Vision and Core Beliefs...... 08 Connecting the Teacher Performance Appraisal, Framework for Quality Learning, Professional Learning Community Model and the Division’s Strategic Plan………………………………………………………………… ……09 Teacher Performance Appraisal Development Process and Key Concepts………………………………………… …10 Differentiated Supervision: The Performance Appraisal Supervision Continuum...... 11 Multiple Data Sources...... 14 Documenting and Analyzing Student Learning...... 15 Procedures for Implementation of the Teacher Performance Appraisal/Tenured Teacher Timeline...... 16 5-year Recertification Cycle for Continuing Contract Teachers………………………………………………………… 17 Procedures for Addressing Performance Problems for Tenured Teachers...... …..20 How Teachers Matter………………………………….………………………………………………………………………22

Appendix A - Performance Rubrics and Self-Assessment

A1 Performance Domains and Standards...... 24 A2 Performance Rubrics...... 26 A3 External Professional Standards...... 43 A4 Teacher Self-Assessment...... 44 A5 Self-Assessment Summary ...... 45

Appendix B – Professional Growth Goals

B1 Support Material for Teacher Professional Development Goals ...... 46 B2 Teacher Goals ...... 47 B3 Goal Progress Review (Optional)...... 48

Appendix C – Differentiated Supervision and Continuous Feedback

C1 Categories of Instructional Strategies (Marzano)……………………………………………………………………. 49 C2 Classroom Walk-Throughs: A Reflective Practice Model That Guides Classroom Visits...... 50

June 2006 2 C3 Bloom’s Taxonomy...... 54 C4 Instructional Strategies for Classroom Walk-Throughs...... 57 C5 Student Engagement and the Classroom Walk-Through Model ………………………………………………… 58 C6 Classroom Walk-Through Trend Data Summary ...... 59 C7 Performance Data Collection Form – Checklist...... 61 C8 Performance Data Collection Form – Narrative...... 65 C9 Final Performance Appraisal ...... 67 C10 Performance Improvement Plan………………………………………………………………………………………. 70

Appendix D - Virginia Department of Education References and Bibliography

D1 Virginia Department of Education References regarding No Child Left Behind – Electronic References to Letters from Jo Lynn DeMary, former Superintendent of Public Instruction, Superintendent’s Memo No.4 – January 9, 2004, Superintendent’s Memo No. 49 – March 5, 2005, Superintendent’s Memo No. 53 – March 4, 2005, and Virginia Licensure Renewal Manual Reference...... 72 D2 Bibliography...... 73

June 2006 3 Message from the Superintendent

Dear Colleagues:

Thank you for your professional contributions to Albemarle County Public Schools! Teaching is a learner's profession. As educators, our commitment to learning defines our potential to improve professional capability in the rigor of our knowledge, in the relevance of our practice, and in the relationships we build with students, parents and colleagues. Professional growth has always been a hallmark of teachers who believe they make a difference in the lives of students, whether in the first or thirty-first year of experience. Through professional growth, we hone our pedagogical skill-sets, deepen our knowledge and understanding of both content and students, and maintain focus on the ethical standards that represent the professional behaviors we value in ourselves and others. Three core beliefs about teaching and learning ground our work:

 Teachers have a profound impact on student achievement.

 Professional growth is essential to developing and maintaining both content knowledge and pedagogical skills.

 Professional relationships enhance continuous improvement and professional growth. In your work as a tenured teacher in Albemarle County Public Schools, I expect you to demonstrate an abiding commitment to modeling the best that can be offered to our young people. In turn, our Board and I commit to you that we will support your work to do so. We believe that the Teacher Performance Appraisal model engages you in a systematic, inquiry-based professional growth process designed to support your individual growth and development over time. This structure supports a culture of professional learners committed to meeting the educational needs of all students. The appraisal model recognizes the expertise you bring to our classrooms while simultaneously honoring that lifelong learning is a hallmark of all professions, especially within the field of education. The strengths and experiences you bring to your work with our students will be valued and even further developed through your engagement in the Teacher Performance Appraisal process. The components of the appraisal process are designed to provide opportunities for self-assessment, professional reflection, results orientation to goal-setting and access to ongoing classroom walkthrough and formal observational data that informs targeted improvements in practice. The Domains, Standards, and Key Elements of the Teacher Performance Appraisal model adopted by the Albemarle County School Board represent best practices derived from current educational research. Together, these constitute professional expectations for all teachers in the Division, regardless of assignment. Throughout your career, your commitment to growth and development determines the path you take to apply, integrate, and innovate the professional knowledge and skill-sets that support your efficacy, and that are clearly defined in the appraisal model. Standards within these domains outline key elements to communicate clear expectations for professional growth. Recognizing that teachers vary in their professional expertise, teacher performance is assessed along a descriptive continuum of practices in the appraisal model. During your tenure in our schools, we want you to strategically focus your growth efforts so that you have opportunities to improve as a practitioner and to share your expertise with peers, especially our novice educators. In doing so, we believe that your contributions to the profession will be representative of our Division’s core mission to establish a community of learners and learning, through rigor, relevance, and relationships, one student at a time.

Sincerely,

June 2006 4 Pamela Moran Superintendent

June 2006 5 Albemarle County Public Schools 2005-09 Strategic Plan

Through the professional growth and development of each educator who works with students, our organization develops the capacity to realize the vision and goals set forth below. Our mission focuses each of us to ensure that each student:

 is challenged to work to their potential,  engages in meaningful learning, and  develops positive relationships with other students and us.

VISION:

All learners believe in their power to embrace learning, to excel, and to own their future.

Mission:

The Albemarle County School Public Schools’ core purpose is to establish a community of learners and learning, through rigor, relevance, and relationships, one student at a time.

Goals:

GOAL 1- Prepare all students to succeed as members of a global community and in a global economy.

GOAL 2- Eliminate the Achievement Gap

GOAL 3- Recruit, retain and develop a diverse cadre of the highest quality teaching personnel, staff, and administrators

GOAL 4- Achieve recognition as a world class educational system

GOAL 5- Establish efficient systems for development, allocation and alignment of resources to support the Division’s vision, mission, and goals

June 2006 6 Framework for Quality Learning Lifelong Learning Standards

The professional learning community model engages teachers in systemic discussion, analysis and actions essential to ongoing learning support for each student we serve. The Lifelong Learning Standards delineate the expected long-term learning outcomes associated with the Framework for Quality Learning, standards that extend student learning well beyond that which can be measured through selected-response testing models. Through the Teacher Performance Appraisal process, professional work to continuously improve our knowledge of students, content, and pedagogical strategies leads to classrooms in which the Lifelong Learning Standards are used to center high expectations for all.

We have adopted the Lifelong Learning Standards because we know that for our students to achieve success in a global community and economy, they must acquire the knowledge, skills, and habits of mind that will prepare them for a lifetime of learning, including the capability to:

 plan and conduct research;

 gather, organize, and analyze data, evaluate processes and products; and draw conclusions;

 think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and make decisions;

 understand and apply principles of logic and reasoning; develop, evaluate, and defend arguments;

 seek, recognize and understand systems, patterns, themes, and interactions;

 apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems;

 acquire and use precise language to clearly communicate ideas, knowledge, and processes;

 explore and express ideas and opinions using multiple media, the arts, and technology;

 demonstrate ethical behavior and respect for diversity through daily actions and decision making;

 participate fully in civic life, and act on democratic ideals within the context of community and global interdependence;

 understand and follow a physically active lifestyle that promotes good health and wellness; and,

 apply habits of mind and metacognitive strategies to plan, monitor, and evaluate one’s own work.

June 2006 7 Thanks to the following TPA committee members:

Bruce Benson, Executive Director Steve Braintwain, Retired Principal Debbie Collins, Assistant Director Vicki Crews Miller, Principal Sue Davies, Assistant Principal Greg Domecq, Associate Principal Jamie Endahl, Assistant Director Linda Ferguson, Former Principal Ginny Forman, Teacher John Gray, Human Resources Andy Grider, Principal Steele Howen, Executive Director Kevin Hughes, Former Employee DeeDee Jones, Principal Ashby Kindler, Principal Larry Lawwill, Human Resources Karen Marcus, Principal Laurel McClurken, Teacher Pam Moran, Superintendent Lisa Molinaro, Teacher Rona Pavlo, Teacher Pam Tucker, University of Virginia Don Vale Principal Trudy Clemons Becky Fisher Assistant Director Pat Harder Teacher

Also thanks to Kathy Sublette for editing and Nancy Lam for preparing the document for publication.

June 2006 8 Albemarle County Public Schools

Teacher Performance Appraisal

Albemarle County Public Schools Vision

Mission of the Teacher Performance Appraisal

Albemarle County Public Schools’ Teacher Performance Appraisal provides a systematic structure to build and ensure a culture of professional learners committed to meeting the educational needs of all students.

Core Beliefs About Teacher Performance Appraisal

Albemarle County Public Schools’ Teacher Performance Appraisal system is grounded on three core beliefs about teaching and learning: . Teachers have a profound impact on student achievement; . Professional growth is essential to developing and maintaining both content knowledge and pedagogical knowledge and skills; and . Professional relationships enhance commitment to continuous improvement and professional growth

June 2006 9 Connecting the Teacher Performance Appraisal, Framework for Quality Learning, Professional Learning Community Model, and the Division’s Strategic Plan

…educators transform professional learning into action “when they read, write, observe, use various thinking strategies, listen, speak, and practice new behaviors in ways that deepen understanding, affect beliefs, produce new habits of mind and behavior, and are combined in ways that alter practice. Such professional learning produces complex, intelligent behavior in all teachers and leaders and continuously enhances their professional judgment.” (Dennis Sparks, 2004) What teachers know about teaching, learning, their students, their content, and the decisions they make on a daily basis are the greatest factors in determining how well students learn and to what extent that learning occurs. When teachers work in collaboration through structures and systems indicative of a Professional Learning Community, teachers are more likely to engage in authentic professional learning, resulting in higher levels of learning for all students. Collaborative inquiry, analysis, and reflection are Figure 1 central to quality professional learning among Albemarle County educators. Implementation of the Framework for Quality Learning Model will only occur through the commitment of all educators to professional growth that produces deep understanding, transforms mental models, and produces a continuous stream of goal- focused actions (Dennis Sparks, 2004). Sparks challenges educators with three requests –

 Elaborate what you are learning in various ways (deep understanding)

 Examine your assumptions and beliefs (transformational learning)

 Ask: What’s the next action? (translate knowledge into action) The curricular, assessment, and instructional models defined and described in the Framework for Quality Learning link to the Domains, Standards, and Key Elements in the Teacher Performance Appraisal. Albemarle County educators attempt to create professional learning contexts that cause teachers to apply the best available knowledge and skills within and across schools. By creating opportunities for teachers to connect with one another in meaningful ways through structures that support development of Professional Learning Communities, teachers begin to work together to clarify questions posed by Richard & Rebecca DuFour and Robert Eaker –

 What is it we want all students to learn?

 How will we know when each student has mastered the essential learning?

 How will we respond when a student experiences initial difficulty in learning?

 How will we deepen the learning for students who have already mastered essential knowledge and skills? June 2006 10 Meaningful and varied formats for teachers to center their conversations with one another around student learning extends their capacity to create, communicate, organize, and act on knowledge about teaching and learning (David Perkins, 2004). Just as young people learn in different ways, so do educators learn in different professional formats that serve various purposes (Susan Loucks-Horsley, 2000). The Albemarle County Public Schools Teacher Performance Appraisal acknowledges that, in order to be successful, educators must work within a culture of professional learners committed to meeting the educational needs of all students. As such, three core beliefs about teaching and learning are foundational to the Teacher Performance Appraisal system: • Teachers have a profound impact on student achievement. • Professional growth is essential to developing and maintaining both content knowledge and pedagogical skills. • Professional relationships enhance continuous improvement and professional growth. Teacher Performance Appraisal Development Process

During the 2003-04 school year, the Superintendent charged a committee of teachers and administrators with revising the teacher evaluation plan. This committee researched best practices and wrote a draft of the plan to include the rubrics.

During the 2004-05 school year, all division administrators participated in over one-hundred hours of training and practice team observations. Principals also periodically discussed the process with participating teachers to gather further information. The School Board approved the concept of using the Teacher Performance Appraisal plan in 2005-06 with all staff in the division based on feedback and recommendations from practice team teachers and administrators. In 2005-06, a partial implementation of the revised plan occurred, informing professional development opportunities for all teachers and administrators. Using a combination of qualitative and quantitative methodology, Department of Assessment and Information Services staff will continue a longitudinal process of collecting and analyzing formative feedback from teachers and administrators to inform the Teacher Performance Appraisal system. Data will continue to be collected and analyzed to assure the impact of the Teacher Performance Appraisal on student learning. Key Concepts of the Teacher Performance Appraisal

The Teacher Performance Appraisal is built upon several key concepts: . Self-assessment is fundamental to reflective practice that informs on-going professional growth . Professional growth goals are directly related to student outcomes . Differentiated supervision is determined by multiple sources of data and reflective conversations . Effective feedback is on-going and occurs through collaboration based on multiple sources of data.

June 2006 11 Self-Assessment

Self-assessment is fundamental to reflective practice that informs on-going professional growth. The Teacher Performance Appraisal includes performance rubrics designed to guide self-assessment and reflection based on professional practice. The Teacher Performance Appraisal is based on six domains of teaching: knowledge of students; knowledge of content; planning, delivery and assessment of instruction; safe, effective learning environment; communication and collaboration; and, professionalism. Each of the domains is comprised of standards that outline foundations and expectations for high-quality teaching and learning. These domains reflect current Virginia Department of Education Standards and Evaluation Criteria for Teachers. Each of the standards is divided into a number of key elements in order to communicate clear expectations for professional practice within the standard. Recognizing that teachers vary in their professional expertise based on training and professional experience, teacher performance is assessed on a continuum ranging from Applies to Integrates to Innovates. Teachers working on these ranges meet the county-wide expectations for acceptable performance. Teachers performing below the Applies level enter into a performance improvement procedure.

Applies: Implies that the teacher works at an emerging stage in the identified area Integrates: Implies that the teacher works with an advanced degree of competence that sets the standard for the profession Innovates: Implies that the teacher works at a level that demonstrates a deep understanding and serves as a model for practice

Professional Growth Goals

Professional growth goals are directly related to student outcomes. The Teacher Performance Appraisal utilizes a SMART Goal structure as a specific tool to sustain the efforts of continuous improvement. The SMART Goal process requires that we monitor and adjust our actions as needed in the service of student outcomes such as habits of mind, higher order thinking, and academic achievement.

Differentiated Supervision: The Performance Appraisal Supervision Continuum

Differentiated supervision is determined by multiple sources of data and reflective conversations. Teachers bring varied levels of expertise to their work with students, regardless of their experience levels. Teachers’ reflection on their own knowledge and instructional practice - guided by research-based rubrics that describe a continuum of best practices - is central to the formative Teacher Performance Appraisal process. Through goal-setting conferences, tenured teachers work collaboratively with principals to establish growth goals and to identify strategies to meet those goals. Principal-teacher interaction, as well as the principal’s supervisory approach, is adjusted along the Performance Appraisal Supervision Continuum as new formative information or data becomes available during the process.

June 2006 12 At the final performance appraisal meeting, the teacher and principal reflect on and discuss growth and goal attainment. The principal and teacher once again determine the supervisory approach that will guide interaction with the teacher for the next year’s appraisal cycle.

June 2006 13 Figure 2

 Collaborative/Teacher Determined: The principal functions as a facilitator in this approach that fosters interaction through which the teacher reflects, draws conclusions, and constructs or develops his or her own ideas. Outcomes should result from the teacher’s autonomous decisions, but the teacher may use peers as key “critical friends” to support the growth process. This approach works best with experienced, knowledgeable teachers or those less experienced teachers who are self- directed and well on their way to developing expert practices.

 Collaborative Balanced/Principal and Teacher Determined: This model extends from shared decision-making and works best with teachers who are shifting from Applies to Integrates practice. Through reflective interaction, the principal encourages the teacher to develop his or her own ideas to maximize ownership while using brainstorming and problem solving to determine mutually accepted next steps. Disagreement may occur through the principal’s fostering of challenge and risk taking by the teacher.

 Directed Information/Principal Directed: This approach is used primarily with a teacher who must develop the knowledge, expertise, or confidence essential for collaborative discourse. This teacher seeks advice or needs directions from a principal who can provide expert information and experienced guidance. In this model the principal will initiate suggestions and propose alternatives then encourage the teacher to revise, refine, or innovate with his or her own ideas.

 Directed Control/Performance Improvement Plan: The principal makes decisions and tells the teacher how to proceed. This model is suited to performance improvement plan, in which a teacher needs focused direction from the principal regarding areas that require improvement.

June 2006 14 Effective Feedback/Multiple Data Sources

Effective feedback is on-going and occurs through collaboration. Teaching is a complex endeavor. Attempting to capture the essence of one's performance as a teacher through a single source of data is ineffective at best. By establishing multiple sources of data about one's performance as a teacher, we hope to better inform the teacher appraisal process through collaborative inquiry, analysis, and reflection around a variety of performance indicators. The collection of data from these multiple sources informs the recursive feedback process that leads to next steps for continuous improvement.

Data Source Description

Self-assessment is an important foundation for the discussion of performance appraisal, the writing of professional goals, and professional development. It provides an opportunity for teachers to define the Self-Assessment areas in which they perceive themselves to have strengths and those areas in which they would like to focus efforts to grow and develop. Goals result in an explicit plan to increase student learning. Documentation supports the Results-Driven Goals accomplishment of professional goals. Observations can be announced or unannounced, but the observer should have some understanding of the context for the observation, usually through a pre-conference or conversation, and there should be prompt feedback about the observation during a review conference. It is equally important to Observations consider the various roles assumed outside the classroom that also contribute to overall performance. Therefore, observations of performance should include other aspects of the teacher’s responsibilities such as his or her performance in meetings, work with colleagues, and writings. The Classroom Walk-Through is a brief classroom visit that is highly focused on key elements and followed by a reflective dialogue or trend meeting between the teacher and observer. Briefer visits encourage more frequent samplings of classroom dynamics over time, which provides a reliable Classroom Walk-Throughs measure of teaching and learning, instructional strategies, learner engagement and learning environment. A particular emphasis of the Walk-Through is an audit of the alignment of teaching objectives and learning expectations, curriculum-based and grade-level targets (appropriately based on Bloom’s Taxonomy), text and/or materials. Teachers may elect to demonstrate goal attainment over time through a body of evidence. Choices Work Samples include a work sample review, a professional presentation to colleagues, a conference presentation or a published article.

June 2006 15 Documenting and Analyzing Student Learning

Assessing progress towards goals requires analyzing multiple sources of data over time. The Teacher Performance Appraisal sets the expectation for teachers to use multiple sources of data as they assess personal progress towards professional growth goals as well as when they assess student understanding of content, process, and skill standards.

Documenting Student Learning  Achievement gain of all students and relevant student subgroups in individual subject areas as measured by pre- and post- measures of skills and knowledge  Pre and post assessments  Writing samples  Diagnostic assessments and literacy/math portfolios (writing samples, math journals etc.)  Other forms of assessment measures including selected responses, constructed responses, and performance assessments

Analysis of Student Learning  Percent or number of students meeting performance standards in specified skill areas such as oral language or reading literature for a given grade level  Analysis of SOL trend data  Analysis of data from Professional Learning Community common assessments  Analysis of grade distribution  Percent of Students taking or Percent of Students attaining a 3 or better on an AP exam  Percentage or number of total students or relevant subgroups meeting performance standards  Case study analysis  On-going anecdotal notes

Analysis of Environmental Factors Affecting Student Learning  Changes in attitude as measured by surveys of students and parents  Change in percent of average daily attendance for total students and relevant student subgroups  Change in percent of discipline referrals for total students and relevant student subgroups

June 2006 16 Procedures for Implementation of the Teacher Performance Appraisal

Tenured Teacher Timeline

The following appraisal steps are minimum requirements for the formal appraisal process. Additional conferences, reflective questions, Classroom Walk-Throughs, trend meetings or formal observations may occur.

August Review plan with teachers.

Teachers complete self-assessment and have goal setting/professional development conference with principal By September 30 or designee. Discussion of syllabus, pacing guides and/or curriculum map(s) occurs at this meeting. At least 5 Classroom Walk-Throughs with 2 reflective By end of 1st semester questions will be done. Trend data may be discussed.

Tenured teachers discuss progress towards goals and By March 15 trend data as appropriate with principal or designee.

At least 5 Classroom Walk-Throughs with 2 reflective By May 1 questions and a trend data conversation or a formal observation with pre- and post-conference occurs. Final appraisal is completed, and appraisal is sent to Human Resources. Discussion includes progress towards May 1 – June 1 goals and goals for the coming year. Trend data is discussed where appropriate.

June 2006 17 Five-Year Recertification Cycle for Continuing Contract Teachers

Year 1 Self-assessment Goal setting

Year 2 Reflection or self-assessment Goal setting

Year 3 Reflection or self-assessment Goal setting

Year 4 Self-assessment Goal setting

Year 5 Reflection or self-assessment (Recertification Goal setting Year)

Minimum Annual Expectations:

 5 Classroom Walk-Throughs per semester  Two trend data meetings per year, at least one by March 15  Full period observation(s) with pre-observation and post-observation conference(s), if desired by the teacher or administrator  Final performance appraisal to include goal progress, reflection and self-assessment by June 1  Update professional development activities

Minimum Recertification Cycle Expectations:

 Meet all annual expectations  Complete review of documented professional development activities and recertification requirements (recommended to occur in the fall of Year 3)  Complete one or more of the following as agreed upon with the supervisor (to be documented on the final appraisal form): June 2006 18 1. Work sample review with the supervisor (see Guidelines for Work Sample Elements). 2. Conduct and document a professional presentation to colleagues (see Guidelines for a Professional Presentation) aligned with the Framework for Quality Learning. 3. Conduct and document a conference presentation (Making Connections, state-level, etc.), aligned with the Framework for Quality Learning. 4. Publish an article aligned with the Framework for Quality Learning.

Guidelines for Work Sample Elements Reflecting Rigor, Relevance, and Relationships

All work samples include the following elements: 1. Framework for Quality Learning sample unit Select or develop a Framework for Quality Learning unit to support student learning Teach the Framework for Quality Learning unit using: Related learning plans Related pre-assessments, formative assessments, and summative assessments Collect and analyze assessment results and document examples of assessment-based instructional decisions as well as examples of feedback to students Construct a teacher reflection about the selected unit (what worked, what didn’t, and how to improve) 2. Classroom profile for each class (addressing student readiness, interest and learning profile abilities and needs, your responses to these characteristics, and assessment of the effectiveness of your responses to affect student achievement) 3. Strategies for collaboration with colleagues and parents 4. Reflection and examples of work completed through the Professional Learning Community. This work may be the same as the Framework for Quality Learning sample unit 5. Use and development of common assessments, including collaboratively determining what is to be assessed 6. Use and development of personalized student learning plans 7. Other work samples reflecting rigor, relevance and relationships

Guidelines for a Professional Presentation

During each recertification cycle, continuing contract teachers may make a presentation to a group of colleagues as part of the Teacher Performance Appraisal process. The teacher will address selected domains sharing his/her best work and experiences in each.

The teacher is responsible for convening a committee to attend the presentation. The committee will include the supervising administrator, one teacher from the grade-level (elementary & middle) or department (high school), and one teacher from outside of the grade-level or department.

June 2006 19 Guiding questions for the professional presentation are as follows: Knowledge of Students  How do you learn about your students?  What kinds of things do you look for?  Once you find out about these things, what do you do with the information?

Knowledge of Content  How do you remain current in your content area?  How do you use the enduring and essential understandings of your content area to develop lessons and units?  How do you provide authentic learning opportunities for your students?

Planning, Delivery, and Assessment of Instruction  How do you plan?  How do you develop your curriculum map?  What is the role of objectives in your instruction?  What is your best unit plan?  How do you differentiate?  What happens when students don’t do well?  What instructional strategies do you favor? Why?  How do you integrate technology?

Safe, Effective Learning Environment  What do you do to encourage classroom community?  What are your behavioral expectations and how are they communicated?  What are some of your classroom management plans that work?

Communication and Collaboration  How do you communicate with parents?  How do you collaborate with colleagues?

Professionalism  What workshops/classes have you attended in the last certification period that you have found to be worthwhile?  What books or articles have you read that have influenced your instruction?  How has the TPA self-evaluation and goal-setting process influenced your instruction?

June 2006 20  How do you contribute to your school community?

Procedures for Addressing Performance Problems for Tenured Teachers

The primary purpose of the Teacher Performance Appraisal system is to enhance the growth of the teacher as a professional. The minimum expectation is that a teacher performs consistently at the Applies level or higher as articulated in the Teacher Performance Appraisal rubrics. Persistent performance problems demand a principal-directed plan of intervention and support and may impact future employment.

Tenured teachers are responsible for demonstrating at least Applies level performance on all of the standards. If a tenured teacher does not meet the Applies level of performance in the opinion of the principal or designee and supported by data, a procedure for improvement must be initiated. When a performance problem is identified by the principal/designee and supported by data, the principal/designee makes a decision regarding how to proceed: Performance Improvement Notification, Performance Improvement Plan, or immediate dismissal.

Improvement Plan Procedures:

Performance Improvement Notification: The principal/designee reviews performance standards and indicators as well as all pertinent data with the teacher. A short-term plan for improvement is developed and communicated in a conference and in writing. If improvement is not noted with respect to the short-term plan, a Performance Improvement Plan is developed. The Performance Improvement Plan notes that performance is below the Applies level for a given standard and necessary documentation is provided.

Performance Improvement Plan: The principal/designee writes a Performance Improvement Plan and communicates it to the teacher in a conference and in writing. Review of progress occurs throughout the duration of the plan as specified in the plan. Copies of all observation reports and other written documentation become part of the official personnel file in the Human Resources Department. The completion of an improvement plan is evaluated based on the criteria established in the plan. Following this evaluation, the principal makes a decision:  To cycle back into the Teacher Performance Appraisal process; or,  To continue the Performance Improvement Plan and seek further improvement; or,  To recommend dismissal, (a Performance Improvement Plan and other supporting documentation must be in place). The recommendation to dismiss must be made by March 1. June 2006 21  An egregious act may lead to immediate dismissal.

If a Performance Improvement Plan is carried over to the following school year, no salary increase will be received until the plan is successfully completed. Upon successful completion of a Performance Improvement Plan, any salary increase that would have been received would only be applied to the contracted days remaining in the school calendar.

June 2006 22 How Teachers Matter

Every now and then, as poet Seamus Heaney said, “hope and history rhyme.” We don’t know whether this is really such a time, but we are convinced that schools could with reasonable effort make them rhyme. It takes a whole village to raise one child, but it takes a system to raise every child.” (Michael Fullen, Peter Hill, and Carmel Crévola, 2006) The Albemarle County Public Schools Teacher Performance Appraisal acknowledges that, in order to be successful, educators must work within a culture of professional learners committed to meeting the educational needs of all students. As such, three core beliefs about teaching and learning are foundational to the Teacher Performance Appraisal system:

 Teachers have a profound impact on student achievement.

 Professional growth is essential to developing and maintaining both content knowledge and pedagogical skills.

 Professional relationships enhance continuous improvement and professional growth.

Albemarle County Public Schools Vision

June 2006 23 Appendices

Appendix A - Performance Rubrics and Self-Assessment

A1 Performance Domains and Standards...... 24 A2 Performance Rubrics...... 26 A3 External Professional Standards...... 43 A4 Teacher Self-Assessment...... 44 A5 Self-Assessment Summary ...... 45

Appendix B – Professional Growth Goals

B1 Support Material for Teacher Professional Development Goals ...... 46 B2 Teacher Goals ...... 47 B3 Goal Progress Review (Optional)...... 48

Appendix C – Differentiated Supervision and Continuous Feedback

C1 Categories of Instructional Strategies (Marzano)……………………………………………………………………. 49 C2 Classroom Walk-Throughs: A Reflective Practice Model That Guides Classroom Visits...... 50 C3 Bloom’s Taxonomy...... 54 C4 Instructional Strategies for Classroom Walk-Throughs...... 57 C5 Student Engagement and the Classroom Walk-Through Model ………………………………………………… 58 C6 Classroom Walk-Through Trend Data Summary ...... 59 C7 Performance Data Collection Form – Checklist...... 61 C8 Performance Data Collection Form – Narrative...... 65 C9 Final Performance Appraisal ...... 67 C10 Performance Improvement Plan………………………………………………………………………………………. 70

Appendix D - Virginia Department of Education References and Bibliography

D1 Virginia Department of Education References regarding No Child Left Behind – Electronic References to Letters from Jo Lynn DeMary, former Superintendent of Public Instruction, Superintendent’s Memo No.4 – January 9, 2004, Superintendent’s Memo No. 49 – March 5, 2005, Superintendent’s Memo No. 53 – March 4, 2005, and Virginia Licensure Renewal Manual Reference...... 72 D2 Bibliography...... 73 June 2006 24 (A-1) Performance Domains and Standards

Knowledge of Students a. Provides learning opportunities that support students’ learning style and intellectual, social, and personal development.

Knowledge of Content a. Effectively articulates the central concepts and understandings of the discipline(s). b. Communicates content knowledge and processes used by adults working in the discipline(s).

Planning, Delivery, and Assessment of Instruction a. Develops and implements yearlong plans for instruction that reflect division curriculum and SOL. b. Teaches to planned objectives on a daily basis. c. Uses appropriate instructional strategies to promote student learning. d. Differentiates instruction in response to student differences, eliminating gaps in achievement. e. Uses comprehensive materials, technology, and resources to promote the development of critical thinking, problem solving, and performance skills. f. Sets high standards for student work. g. Assesses student achievement and monitors learning in the classroom, adjusting instruction accordingly.

Safe, Effective Learning Environment a. Creates an atmosphere of mutual respect and caring to foster a positive learning climate that encourages social interaction, active engagement in learning, and self-motivation. b. Sets standards for classroom behavior and follows through consistently. c. Applies classroom procedures to maximize academic learning time. d. Establishes and maintains a safe environment for students at all times.

Communication and Collaboration a. Maintains effective communication and works collaboratively with students, parents, colleagues, administration, and community to promote student success.

Professionalism a. Models professional and ethical standards as well as personal integrity in all interactions. b. Participates in meaningful and continuous professional growth including self-evaluation. c. Contributes to the school community.

June 2006 25 Rubrics Key:

Levels of teacher development that represents what a teacher should know and be able to do.

Applying Able to teach independently; internalizes & easily applies what has been learned about teaching. Integrating A level of development in which teachers are fully skilled, confident and able to integrate complex elements of instruction, curriculum and professional development into practice. The integrating teacher moves beyond the classroom in her teaching, collegial relationships, and professional growth and is often a leader among peers. Innovating Consistently innovating & creating in all areas of teaching and professional development; a leader in the school, the district and the community. The teacher contributes to the broader educational community through staff development, classroom-based research and articles in professional journals.

June 2006 26 (A-2) Performance Rubrics

Domain: Knowledge of Students

Standard a: Provides learning opportunities that support students’ learning styles and intellectual, social, and personal development. Meets Expectations Key Element Applies Integrates Innovates Learning Styles Demonstrates some knowledge of multiple Demonstrates wide knowledge of multiple learning Provides a variety of assignments and tasks learning styles and provides some variety of styles and provides a variety of assignments and aligned to multiple learning styles; provides assignments and tasks. tasks. students with choice of assignments and tasks. Cognitive Displays knowledge of typical developmental Displays knowledge of developmental Displays knowledge of typical developmental Development characteristics of age group; attempts to characteristics of age group, as well as exceptions characteristics of age group, exceptions to the make connections to students’ prior to general patterns; connects learning to students’ patterns and the extent to which each student experiences and interests. prior knowledge, experiences, and interests. follows those patterns; creates environment in which students are encouraged to make and share connections to their prior knowledge, experiences, and interests. Culture Acknowledges classroom diversity; attempts Acknowledges and respects classroom diversity; Acknowledges and respects classroom diversity; to connect learning to a variety of cultures. consistently connects learning to a variety of connects learning to a variety of cultures and cultures. motivates students to continue exploring connections independently; fosters an inclusive learning environment. Learning Dialogue States purpose for learning; connects content Provides choices in products and student Provides choices in student products and to student; emphasizes concepts; is aware of grouping; contracts with students for outcomes; collaboration; contracts with students for and answers questions related to educational allows some student freedom; engages students in outcomes; serves as facilitator for classroom and career opportunities for students for personal and academic goal setting; works with inquiry; ensures that all students engage in academic and personal goal setting. students in recognizing career and educational personal and academic goal setting; guides and opportunities and planning. provides opportunities for student choice in career and educational planning. Empowers students to own and understand connections between daily choices and future options. Social Needs Structures social time that encourages Uses large and small grouping to allow for social Uses large and small grouping to allow for social student responsibility for self. development, requiring student responsibility for development; integrates learning as a need- self. fulfilling social activity in and of itself; creates an environment in which students take initiative socially and academically for self.

June 2006 27 Standard a: Provides learning opportunities that support students’ learning styles and intellectual, social, and personal development. Meets Expectations Key Element Applies Integrates Innovates Individualized Seeks and applies initial information Seeks and applies initial information regarding all Seeks and applies initial information regarding all Plans regarding all individualized learning plans individualized learning plans (PLP, 504, IEP, etc.) individualized learning plans (PLP, 504, IEP, etc.) (Personalized Learning Plans (PLP), 504, from student records and maintains knowledge from student records and maintains knowledge Individualized Educational Plan (IEP), etc.) about student records, SBIT chair, 504 about student records, SBIT chair, 504 coordinator, from student records, School-based coordinator, and special education regarding and special education regarding formal, Intervention Team (SBIT) chair, 504 formal, individualized learning plans. Works individualized learning plans. Works coordinator, and special education regarding collaboratively with staff to integrate individualized collaboratively with staff to integrate individualized formal, individualized learning plans and plans and adapt instruction to meet the needs of plans and adapt instruction to meet the needs of consults with appropriate staff as needed. individual students, advocates for students who individual students, advocates for students who have individualized learning plans with all staff to have individualized learning plans with all staff to provide appropriate supports, and seeks feedback provide appropriate supports, and seeks feedback regarding effectiveness of interventions. regarding effectiveness of interventions. Initiates Responds to requests regarding referral and and participates actively in the referral and identification processes. identification processes and assists others in this process as well.

June 2006 28 Domain: Knowledge of Content

Standard a: Effectively articulates the central concepts and understandings of the discipline(s). Meets Expectations Key Element Applies Integrates Innovates Standards Knows national, state, and local Knows national, state, and local standards; Knows national, state, and local standards; standards and constructs lessons aligns multiple standards within content area aligns multiple standards within content area accordingly. and constructs lessons accordingly; and constructs lessons accordingly; communicates standards as expectations to communicates standards as expectations to students. students; understands and articulates connections among standards. Concepts Identifies and articulates central concepts Identifies, articulates, and integrates central Identifies and articulates central concepts of the of discipline(s) to students. concepts of discipline(s); constructs lessons discipline(s); structures lessons and activities centered on central concepts. around central concepts; makes concept connections to other disciplines. Understandings Identifies and articulates enduring and Identifies and articulates enduring and Identifies and articulates enduring and essential essential understandings within concepts. essential understandings within concepts; understandings within concepts; constructs constructs lessons around desired lessons around desired understandings; uses understandings. student-centered strategies to develop desired understandings. Enthusiasm Conveys some enthusiasm for the Conveys genuine enthusiasm for the subject. Conveys high degree of enthusiasm, reflected in subject. students’ active participation, curiosity, and attention to detail. Standard b: Communicates content knowledge and processes used by adults working in the discipline(s). Meets Expectations Key Element Applies Integrates Innovates Habits of Mind Articulates core skills and thinking of an Articulates core skills and thinking of an adult Articulates core skills and thinking of an adult adult working in the content area. working in the discipline; relates classroom working in the discipline; designs and assignments to these skills and thought implements classroom lessons that require processes and encourages their development. students to demonstrate similar skills and thinking. Authentic Opportunities to Occasionally provides opportunities to Provides regular opportunities for students to Provides multiple authentic models and regular Practice apply knowledge and skills within the apply knowledge and skills within the context opportunities for students to apply knowledge context of authentic problem solving. of authentic problem solving. and skills in the context of authentic problem solving; provides student choice in selection of problem solving; facilitates students’ initiation of further investigation.

June 2006 29 Domain: Planning, Delivery, and Assessment of Instruction

Standard a: Develops and implements yearlong plans for instruction that reflect division curriculum and SOL. Meets Expectations Key Element Applies Integrates Innovates Objectives and Implements state, division, and school Implements state, division, and school Implements state, division, and school objectives; Mapping objectives; outlines general content; uses objectives; outlines general content; develops outlines general content; develops appropriate curriculum maps and pacing guides that and implements appropriate curriculum maps curriculum maps and pacing guides that identify identify concepts and understandings. and pacing guides that identify concepts and concepts and understandings and revises as understandings, revising as needed. needed based on student achievement. Curriculum Uses the division curriculum and Virginia Uses the division curriculum and Virginia SOL Uses the division curriculum and Virginia SOL to SOL to design instruction around to design instruction; uses Virginia curriculum design instruction; uses Virginia curriculum concepts and enduring understandings. documents to further develop and refine documents to further develop and refine instruction; instruction; frequently uses the division’s consistently uses the division’s curriculum curriculum framework to design unit and framework for each unit of instruction using lesson plans using essential questions to essential questions to frame instruction providing frame instruction providing some opportunities students with many opportunities for inquiry, for inquiry, analysis, and reflection. analysis, and reflection; goes beyond the division curriculum and SOL to using student interest to identify further topics for study. Standard b: Teaches to planned objectives on a daily basis. Meets Expectations Key Element Applies Integrates Innovates Lesson Plans Constructs daily lesson plans based Constructs daily lesson plans specifying Constructs daily lesson plans specifying on curriculum maps and pacing objectives and concepts to be covered objectives and concepts to be covered based guides, specifying objectives to be based on curriculum maps, pacing on curriculum and pacing guides, and current covered; clearly articulates objectives guides, and current student performance student performance data that reflect progress to students. data that reflect progress toward yearlong toward yearlong goals and address individual goals; students understand and articulate student needs; students understand and objectives; sequences activities in a articulate objectives; sequences activities in a logical order, requiring students to use logical order, building on prior experiences and progressively higher thinking skills; requiring students to use progressively higher lessons organized around key concepts thinking skills; lessons organized around key and essential questions. concepts and essential questions.

Domain: Planning, Delivery, and Assessment of Instruction

June 2006 30 Standard b: Teaches to planned objectives on a daily basis. Meets Expectations Key Element Applies Integrates Innovates Presentation Includes some variety of instructional Consistently includes a variety of strategies Consistently includes a variety of strategies and strategies in the presentation of content. and instructional models in the presentation of instructional models in the presentation of content, content. connecting to students’ knowledge and experience; reflects on the effectiveness of strategies and models as evidenced by student achievement. Lesson Adjustment Attempts to adjust lessons based on student Adjusts lessons to meet the needs of students Automatically and intuitively makes adjustments to interaction with the content material. based on student interaction with the content lessons to meet the needs of students based on material. student interaction with the content material. Standard c: Uses appropriate instructional strategies that promote student learning Meets Expectations Key Element Applies Integrates Innovates Learning Activities Conducts learning activities that are relevant to Conducts learning activities that are relevant Conducts learning activities that are connected instructional goals and individual needs of to instructional goals and individual needs of and highly relevant to instructional goals and students. Most activities are connected to students; progression of activities in a unit is individual needs of students; activities progress concepts and reflect academic standards; smooth, with activities that are connected to smoothly and coherently, producing a unified unit actively engages students in the learning concepts and reflect academic standards; of instruction that supports concepts and reflects process in many cases. actively engages students in the learning academic standards; actively engages students in process. the learning process. Reflects best practice in the field. Independent Practice Assigns independent practice activities that are Assigns independent practice activities that Assigns independent practice activities that are related to objectives; practice activities result in are clearly aligned to standards with the clearly aligned to standards with the student as students’ progress toward standards. student as worker and the teacher as worker and the teacher as facilitator; choices facilitator; activities result in student progress available to students based on student interest toward standards. and students’ progress toward and beyond standards. Instructional Groups Use of instructional groups is suitable to the Use of instructional groups is varied as Use of instructional groups is varied as appropriate instructional goals, providing some variety. appropriate to the needs of students; tasks for to the needs of students; tasks for groups are well groups are well organized; students organized; there is evidence of student choice in occasionally pick their own work groups. selecting different patterns of instructional groups; time use is flexible in response to student needs.

Standard c: Uses appropriate instructional strategies that promote student learning Meets Expectations Key Element Applies Integrates Innovates Lesson And Unit Designs lessons or units that have Designs lessons or units that have clearly defined Designs lesson or units that have clear structure; Structure recognizable structure; most time structure around which activities are organized; time allows for different pathways according to student allocations are reasonable. allocations are reasonable, flexible, and allow for needs and allows for student reflection; time student reflection and development of conceptual allocations are reasonable, flexible, and allow for understanding. student reflection and development of conceptual understanding. Professional Attempts to use research-based Implements lessons that reflect recent professional Implements lessons that reflect recent professional Research instructional strategies. research and best practice. research and best practice; action research is used to plan and adjust lessons.

Standard d: Differentiates instruction in response to student differences, eliminating gaps in achievement. Meets Expectations Key Element Applies Integrates Innovates Plans and Carries Developing an understanding of Differentiates content using major concepts; Differentiates content using major concepts, Out Varied differentiation of content; process variety of materials and support mechanisms generalizations, and essential understandings; a Approaches to strategies vary based on teacher are used; process strategies vary in response variety of materials and support mechanisms are Content, Process, perception; class works as a whole on to student needs; process tasks are varied by used; organizes content around major concepts and Product. most materials; attempts to vary product complexity and student interest; varies pace of and generalizations; process strategies vary in assignments. study based on learning needs; product response to student needs; activities extend assignments provide opportunities for major concepts and generalizations; higher-order students to solve real and relevant problems; tasks are assigned to all learners where they are product assignments differ based on individual asked to apply knowledge to new situations; or group readiness and learning needs; a varies tasks by complexity, student interest, and range of alternatives exists; provides learning profile; varies pace of study – exempts opportunities for students to self-evaluate students from material already mastered; product based on specific criteria, goals and rubrics. assignments provide opportunities for students to solve real and relevant problems; product assignments differ based on individual or group readiness, learning needs and interest; product assignments balance structure and choice; product assignments have students apply key understandings and skills of the content; allows for a wide range of product alternatives; varies homework assignments; provides opportunities for students to self-evaluate based on specific criteria, goals, and rubrics. Learning Experiences Attempts to use a learning profile Uses a variety of learning profile inventories; Plans based on student differences; teacher are Based on Student inventory; attempts to assess student learning experiences are focused on essential displays knowledge of each student’s skills, Readiness, Interest readiness; attempts to identify and understandings; pathways for learning vary interest, and learning profile; uses a variety of or Learning Profile. incorporate student interests. according to student readiness, interest and learning profile inventories; there is evidence of a learning profile. balance of student choice in selecting pathways for learning; teacher is primarily a coordinator of time, space, and activities; learning experiences are focused on essential understandings; pathways for learning vary according to student readiness, interest, and learning profile. Uses Multiple Data Develops and administers assessments Assessment data is collected continuously, Assessment data is collected continuously, using Sources to Inform based on clear learning objectives; using a variety of formats; instructional a variety of formats and analyzed to provide Instruction instructional interventions are planned interventions are planned based on formative insights in to student learning and future based on student performance data. student performance data and in consultation assessments. In consultation with colleagues, with colleagues. assessments are adjusted to show students’ conceptual understanding of the content.

Standard e: Uses comprehensive materials, technology, and resources that promote the development of critical thinking, problem solving, and performance skills. Meets Expectations Key Element Applies Integrates Innovates Teaching and Has awareness of and makes use of Is fully aware of and makes use of multiple Is fully aware of and makes use of school and Student Resources resources available through the school or resources available through the school or division division resources and actively seeks a wide division. Adheres to school and Division to meet individual needs of students including variety of materials to enhance instruction in order budget standards and procedures. Plans for instructional materials and assistance. Use of to meet the needs of students. Seeks out the work of paraprofessionals and volunteers funds is planned to support student learning. additional funding that includes grants and as appropriate. Seeks volunteer support, provides training, and business partnerships. Monitors and adjusts the articulates expectations for paraprofessionals and work of paraprofessionals and volunteers as volunteers, monitors the work of paraprofessionals appropriate. and volunteers as appropriate. Use of Materials Uses some variety of instructional materials; Uses a variety of instructional materials; materials Uses a wide variety of instructional materials; and Resources materials and resources selected support and resources support instructional goals engaging students make material contributions to the instructional goals; selected materials are students in meaningful learning; teacher uses a representation of content; materials and resources engaging and support critical thinking and variety of instructional materials to help target support instructional goals and engage students in problem solving. instruction to student learning needs; material meaningful learning; there is evidence of student choices encourage the academic curiosity and participation in selecting or adapting materials; critical thinking of students as well as guide the teacher uses a variety of instructional materials to development of problem solving skills, independent help target instruction to student learning needs; thinking, and performance assessments. material choices encourage the academic curiosity and critical thinking of students as well as guide the development of problem solving skills, independent thinking, and performance assessments through student inquiry, analysis, and reflection. Technology Uses technology to support student-centered Integrates technology for a variety of purposes; Integrates technology for a wide variety of teaching and learning including critical provides extensive, appropriate learning purposes; provides extensive, appropriate learning thinking, problem solving, and performance. opportunities that apply technology; uses opportunities that apply technology in inventive technology for communication and demonstration; ways; uses technology for communication and students use technology in support of student-led demonstration; uses a wide variety of technology inquiry, communication, and publication. to support diverse learner needs; students use technology in support of student-led inquiry, communication, and publication.

Standard f: Sets high standards for student work. Meets Expectations Key Element Applies Integrates Innovates Rigor Attempts to apply rigorous standards with Consistently applies rigorous standards to all Consistently applies rigorous standards and high expectation for student success. students with high expectations for their success. expectations for student success in all learning activities; communicates expectations on a personal level with individual students as necessary. Opportunity Gives students opportunities to demonstrate Gives students multiple opportunities to Gives students many opportunities to demonstrate their ability to produce high-quality work demonstrate their ability to produce high-quality their ability to produce high-quality work involving involving issues, problems, and essential work involving issues, problems, and essential authentic issues, problems, and essential questions related to unit of study. questions related to unit of study. questions related to unit of study.

Standard g: Assesses student achievement and monitors learning in the classroom, adjusting instruction accordingly. Meets Expectations Key Element Applies Integrates Innovates Monitors Student Checks for understanding during a Uses written, oral, and performance Uses written, verbal, and performance assessments to Progress lesson; assesses student progress assessments to gauge student learning during determine what students know, understand, and are periodically throughout units of lessons; uses assessments to guide able to do based on specific course objectives and instruction. instruction and monitor progress. standards during lessons; frequently uses and can articulate how pre-assessments, formative, and summative assessments are used to determine student progress and inform instruction. Provides Provides oral and written feedback to Provides oral and written feedback to students Provides all students constant feedback to guide their Corrective students; returns papers and projects to in a timely manner; corrective and reinforcing learning and progress based on course objectives and Feedback students in timely manner. feedback is provided frequently to ensure that standards; creates multiple opportunities for students to all students have met course and State receive feedback including feedback from the teacher standards; students have the opportunity to and peers; students have the opportunity to compare compare teacher and peer feedback using teacher and peer rubric-based feedback; students self- rubrics. assess using rubrics. Alignment of Aligns assessment with instructional Aligns assessment with instructional Aligns assessment with instructional goals, both in Assessment goals. goals, both in content and in process; content and in process; uses assessment to assessment allows for the demonstration redefine instructional goals and increase the rigor of student thought process in addition to of the curriculum; assessment allows for the the presentation of knowledge and demonstration of student thought process in requires the application of the learning to addition to the presentation of knowledge; requires relevant situations; teacher pre-assesses the application of the learning to relevant to determine level of student situations; assessments are aligned with individual understanding and need. student needs. Clarity of Communicates assessment criteria and Clearly communicates assessment criteria and Clearly communicates assessment criteria and Assessment standards to students. standards to all students including applicable standards to students including applicable scoring scoring rubrics. rubrics; students have opportunities to articulate expectations.

June 2006 36 Domain: Safe, Effective Learning Environment

Standard a: Creates an atmosphere of mutual respect and caring to foster a positive learning climate that encourages social interaction, active engagement, and self-motivation. Meets Expectations Key Element Applies Integrates Innovates Encourages Provides some opportunities for students to Provides many opportunities for students to work Encourages student cooperation and team effort; student work together and discuss instructional topics. together; considers student’s choice in working with provides criteria for student self-assessment of group involvement/ materials and partners; provides opportunities for work; includes student input in determining lesson Participation student input about content to be studied. design and content; students express ideas and take academic risks. Evidence of trust, Uses positive tone and manner with students Interacts with students with care, compassion, and Interacts with students with compassion and care and dignity, and respect and colleagues; student interactions are polite understanding; student interactions are polite and understanding; considers individual student needs in for all and respectful. respectful. instructional planning; student interactions are polite and respectful. Recognizes and Recognizes and praises student achievement Consistently recognizes student achievement in the Consistently recognizes student achievement in the praises in the classroom. classroom, praising student progress at all levels; classroom, praising student progress at all levels; achievements of praise specifies accomplishment and rewards praise specifies accomplishment and rewards students attainment of stated goals and objectives. attainment of stated goals and objectives; recognizes both team and individual successes. Classroom Acknowledges student comments concerning Structures time for student discussion in the Encourages discourse; uses democratic process as community the classroom; establishes classroom policies classroom; uses democratic process as appropriate; guides the development of respectful and procedures. appropriate; uses dialogue to create classroom expression; participates as partner with students; structure. uses dialogue to create classroom structure; creates shared vision of respect.

Standard b: Sets standards for classroom behavior and follows through consistently. Meets Expectations Key Element Applies Integrates Innovates Expectations Establishes expectations for student behavior Establishes expectations for student behavior that Establishes expectations for student behavior with for most situations and communicates to are agreed upon by students and teacher; student participation; classroom community accepts students and parents; most students seem to expectations are communicated to students and mutually agreed upon expectations; expectations understand expectations, adhering to the parents; expectations are clear to all students, are clear to all students, adhering to the ACPS ACPS Student Rights and Responsibilities adhering to the ACPS Student Rights and Student Rights and Responsibilities Handbook; Handbook. Responsibilities Handbook; respectful behavior is expectations are communicated to parents; evident; individual behavior contracts are respectful behavior is evident; individual behavior implemented as necessary. contracts are implemented as necessary. Monitoring and Is aware of student behavior and is able to Analyzes student behaviors and instructional Subtle and preventative systematic structures are responding monitor and work privately with the student to settings, monitors and adjusts based on individual in place that cause students to monitor their adjust behavior as needed. needs; works with students to develop proactive behavior and self-adjust as needed. strategies.

Standard c: Applies classroom procedures to maximize academic learning time. Meets Expectations Key Element Applies Integrates Innovates Management of Organizes tasks for group work. Organizes tasks for groups and individuals; groups Organizes tasks for groups such that groups work Instructional are managed so that students are engaged at all independently and are productively engaged at all Groups times. times, with students assuming responsibility for productivity. Transitions Follows expected start and stop times Follows expected start and stop times according to Follows expected start and stop times according to according to school schedule; allows for school schedule; transitions occur in quick, orderly school schedule; students are partners in transition time between activities; classroom fashion with small groups of students moving in managing transitions, have “leadership roles” in procedures are defined. progression; students have some responsibility for assuring smooth transitions, and are well practiced managing transitions; students have a role that is in the expectations and procedures; classroom part of the classroom routine; routine is known by routines are known by all students. all students. Non-Instructional Implements systems for performing non- Implements effective systems for performing non- Implements efficient, effective systems for Duties instructional duties that are efficient, resulting instructional duties with students assuming some performing non-instructional duties that allow in little loss of instructional time. responsibility with minimal loss of instructional time. students to remain focused on instruction; students assuming some responsibility for efficient operation resulting in minimal loss of instructional time. Materials and Establishes routines for handling materials Establishes routines for handling materials and Establishes routines for handling materials and Supplies and supplies. supplies smoothly with little loss of instructional supplies that are seamless, with students assuming time. some responsibility for efficient operation. Standard d: Establishes and maintains a safe environment for students at all times. Meets Expectations Key Element Applies Integrates Innovates Safety Routines Establishes safety routines that are known by Establishes safety routines that are known by Establishes safety routines that are known and students and practiced efficiently (e.g., fire, students and practiced efficiently with safety practiced with safety equipment readily available; use of chemicals in science); safety equipment readily available; students are aware of teacher has prepared students so that students equipment is available. their roles. assume leadership roles when necessary. Classroom Maintains a classroom that is safe, organized, Maintains a classroom that is safe, conducive to Maintains a classroom that is safe, conducive to Organization and conducive to learning. learning, and organized for a variety of learning learning, and organized for a variety of learning experiences. experiences; students assume responsibility for maintaining organization of classroom.

June 2006 39 Domain: Communication and Collaboration

Standard a: Maintains effective communication and works collaboratively with students, parents, colleagues, administration, and community to promote student success. Meets Expectations Key Element Applies Integrates Innovates Written Uses written communication that is Uses written communication that is appropriate Uses written communication that is appropriate and Communication appropriate and grammatically correct; written and grammatically correct; invites parents to visit grammatically correct; communicates clear and communication is clear and consistent; or participate in classroom activities; invites consistent expectations for learning and behavior; participates in school scheduled community groups to participate in school invites parents and community members to participate communication requirements such as parent activities; addresses problems/conflicts in a in school activities; actively engages community conferences, report cards, and newsletters; professional manner; maintains accurate records involvement; addresses problems/conflicts in a addresses problems/conflicts in a professional and consistently communicates progress to professional manner; checks for student and parent manner; maintains accurate records and students and parents; responds to administration understanding of written communication; maintains communicates progress to student and parent; requests for information in a timely manner. accurate records and consistently communicates responds to administration requests for progress to students and parents; responds to information in a timely manner. administration requests for information in a timely manner. Oral Uses oral communication that is appropriate Uses oral communication that is appropriate and Uses oral communication that is appropriate and Communication and grammatically correct; responds to grammatically correct; invites parents to visit or grammatically correct; solicits administration feedback administration requests for information in a participate in classroom activities; makes about a variety of school issues; reaches out, listens to, timely manner. reasonable provisions to make self available to and educates parents about student progress and helps students and parents as needed for education- put information into perspective; develops rapport and related concerns; addresses problems/conflicts gains trust; encourages student expression and creates in a professional manner; invites community opportunity for listening; engages students in self- groups to participate in school activities; monitoring of feedback; models and sets expectations responds to administration requests for for good communication skills; sensitive to diverse information in a timely manner; contributes to background and special needs of the family and culture; decisions; shares observations and ideas. responds to administration requests for information in a timely manner; contributes to decisions; shares observations and ideas. Timeliness Responds to requests for information in a Regularly provides information regarding Proactively provides information regarding progress to timely manner; updates records regularly progress to students and parents; informs students and parents; informs community of classroom meeting established deadlines. community of classroom events; updates and school events; updates records regularly, meeting records regularly, meeting established established deadlines. deadlines. Technology Uses a variety of appropriate technologies to Uses a variety of appropriate technologies to Uses a wide variety of appropriate technologies to communicate. communicate and work collaboratively. communicate, work collaboratively, and promote classroom success to parents and the community. Collaboration Establishes a positive working relationship; Establishes a positive working relationship; Establishes a positive working relationship; interacts to interacts to gather resources; seeks out interacts to gather resources; seeks out gather resources; seeks out feedback; works with feedback. feedback; works with colleagues to plan colleagues to plan instruction and solve problems; instruction and solve problems. provides leadership and contributes to learning of others.

June 2006 40 Domain: Professionalism

Standard a: Models professionalism and ethical standards as well as personal integrity in all interactions. Meets Expectations Key Element Applies Integrates Innovates Professionalism Maintains a professional demeanor and Maintains a professional demeanor and Maintains a professional demeanor and appearance; represents school program appearance; advocates for the school program appearance; represents the school program favorably. favorably in the community; seeks to increase favorably in the community without avoiding the knowledge and use of best instructional practices. needs for improvement; is viewed as a leader or role model within the school community and the division in the knowledge and use of best instructional practices. Ethical Standards Relates to colleagues, parents, and others in Relates to colleagues, parents, and others in an Relates to colleagues, parents, and others in an an ethical and professional manner; ethical and professional manner; is a resource for ethical and professional manner; is a model for addresses concerns and problems; deals with other colleagues and parents; plays an active and other teachers and parents in addressing difficult confidential information in a professional constructive role in resolving concerns and concerns in a tactful manner, placing the needs of manner. problems for teachers; deals with confidential the student first; deals with confidential information information in a professional manner. in a professional manner. Professional Accepts responsibility for the success of all Accepts responsibility for student success; Accepts responsibility for student success; Responsibility students. demonstrates efficacy and commitment to the demonstrates efficacy and commitment to the learning of all students. learning of all students; persists in seeking effective approaches for students who need help; uses an extensive repertoire of strategies and solicits additional resources from school and division. Professional Identifies and articulates appropriate Identifies, articulates, and integrates appropriate Identifies and articulates appropriate professional Standards * professional standards. professional standards. standards; structures work around central concepts addressed in professional standards.

* External professional standards exist for all educators based on job assignments and school roles. These standards include but are not limited to National Council for Teachers of English, National Council for Teachers of Mathematics, American Library Association, etc. Please refer to the standards in the appendix for the appropriate professional standards for each area. (Page37)

Standard b: Participates in meaningful and continuous professional growth including self-evaluation. Meets Expectations Key Element Applies Integrates Innovates Identifies Need for Engages in some professional development Seeks out opportunities for professional growth; Seeks out opportunities for professional growth and Continued directly related to student learning; recognizes recognizes the purpose and sees the need for uses research-based best practices in Development the purpose/need for professional growth in professional development; recognizes the the classroom; recognizes the purpose/need for meeting the needs of all learners. purpose/need for professional development professional development independently; sees independently; sees professional development as professional development as an integrated piece of an integrated piece of his/her professional practice. his/her profession; develops a personal vision for ones’ own teaching practices; seeks professional development to become more focused and to develop a deeper sense of purpose and meaning in their own teaching and learning.

Engages in Self- Reflects on teaching practice and is open to Engages in reflection and problem solving to meet Independently seeks out information through Evaluation new ideas based on student learning. the needs of all learners; self-reflects on teaching research, conferences, curriculum specialists, etc. and student outcomes; identifies priorities for and immediately applies this new knowledge to professional growth based on student learning. his/her teaching.

Participates in Maintains collaborative relationships with Supports and works collaboratively with Supports and works collaboratively with colleagues Community of colleagues; participates in team-oriented colleagues; engagement in collaborative activities in a leadership role; can identify/recognize Learners tasks where cooperation is necessary for task results in mutual learning, articulates the purpose situations when and where collaboration with completion and engages in interactions with and outcome of his/her collaboration, uses others will not only enhance his/her own learning other professionals, which result in learning; feedback to modify instructional practices; actively but also has the capacity to improve student works cooperatively with colleagues to participates in school-wide committees and performance; collaborations are broadened to identify/support target area(s) for school or functions; seeks out opportunities to coach and include diverse resources such as research division improvement. share best practices with colleagues (e.g., findings, community resources, outside specialists professional study groups, peer coaching). etc.; solicits and uses feedback to modify instructional practices; shares insights and experiences resulting from professional growth activities with colleagues; assumes formal role in providing leadership and training for colleagues ( e.g., professional study groups, peer coaching). Participates in the Knows key points of the Professional Consistently collaborates to reflect on the Models reflection on and implementation of the Work of a Learning Community model and meets with implementation of the Professional Learning Professional Learning Community model to Professional colleagues on a regular basis to discuss and Community model to improve professional practice improve professional practice across the school Learning modify instructional practice to eliminate all across the team and ensure mastery of content for and ensure mastery of content for all students Community (PLC) gaps in student achievement. all students within the team. within the school.

Standard b: Participates in meaningful and continuous professional growth including self-evaluation. Meets Expectations Key Element Applies Integrates Innovates Researches Best Displays basic pedagogical understanding of Uses accepted best practices within the discipline; Searches for best practices within the discipline; Practices issues involved in student learning; may seeks out knowledge regarding new developments maintains a high-level of personal knowledge observe other classes; seeks some feedback and techniques; applies this knowledge to improve regarding new developments and techniques; from others. his/her instructional practices and overall student routinely applies this knowledge to improve his/her outcomes with support from colleagues; may own instructional practices and overall student observe other classes to inform practice; outcomes; observes other classes, and invites participates in planning and sharing with others at others to observe his/her classroom in order to get the school, district, or state level. additional feedback regarding instruction; participates and leads in planning and sharing with others at the school, district or state level. Standard: c. Contributes to the school community. Meets Expectations Key Element Applies Integrates Innovates School Goals Has knowledge of school goals. Provides input to school improvement process. Provides leadership in the school improvement process. School Activities Participates in some activities (e.g., PTO, Participates in many activities, assuming some Organizes and provides leadership for school Parent Nights, Extended Activities). leadership. activities. School Committees Serves as requested. Seeks opportunities to serve on school Initiates ideas; leads at school level; participates at committees; takes active role in planning. division level.

June 2006 43 (A-3) External Professional Standards

Professional standards are intended to inform teachers and administrators as they plan for curriculum, assessment, and instruction within the context of a discipline or field of expertise. The following organizations suggest content specific professional standards that teachers and administrators can use to inform goal setting and construct evidence-based feedback:

ART http://www.naea-reston.org/pdf/6stand.pdf BUSINESS EDUCATION http://www.nbea.org/curriculum/bes.html CAREER AND TECHNICAL EDUCATION http://www.acteonline.org/ ENGLISH http://www.ncte.org/about/over/standards ESOL http://www.tesol.org/s_tesol/seccss.asp?CID=86&DID=1556 GIFTED http://www.nagc.org/index.aspx?id=546 GUIDANCE COUNSELORS http://www.schoolcounselor.org/content.asp?contentid=173 HISTORY http://www.nche.net/BAHC.pdf LIBRARY/MEDIA http://www.ala.org/ala/proftools/standguides/standardsguidelines.htm MATH http://www.nctm.org/standards/ MUSIC http://www.menc.org/publication/books/standards.htm HEALTH http://www.aahperd.org/aahe/pdf_files/standards.pdf PHYSICAL EDUCATION http://www.aahperd.org/NASPE/template.cfm?template=publications- nationalstandards.html READING http://www.reading.org/resources/issues/reports/professional_standards.html SCIENCE http://www.nsta.org/standards SOCIAL STUDIES http://www.socialstudies.org/standards/teachers/ SPECIAL EDUCATION http://www.cec.sped.org/Content/NavigationMenu/ ProfessionalDevelopment/ProfessionalStandards/ Red_book_5th_edition.pdf WORLD LANGUAGES http://www.actfl.org/i4a/pages/index.cfm?pageid=3324

Professional Standards for All Educators Guidelines for Uniform Performance Standards - http://www.pen.k12.va.us/VDOE/newvdoe/evaluation.pdf National Board for Professional Teaching Standards - http://www.nbpts.org/ National Educational Technology Standards for Teachers (NETS*T) - http://cnets.iste.org/teachers/t_stands.html Technology Standards for Instructional Personnel (TSIP) - http://www.pen.k12.va.us/VDOE/Compliance/TeacherED/tech.html

June 2006 44 (A-4) Teacher Self-Assessment Self-assessment is fundamental to reflective practice that informs on-going professional growth. The self-assessment is intended to inform your conversation with your principal; you may reference the completed self-assessment or you may choose to share the completed self-assessment with your principal. Using the Performance Rubrics as a guide, decide which descriptor below best aligns with your current practice and place an X along the continuum.

Teacher:______School:______Conference Date: ______

Meeting Standards Domains and Standards Key Words Reflective of Applies Integrates Innovates Current Practice Knowledge of Students a. Provides learning opportunities that support students’ learning style and intellectual, social, and personal development. Knowledge of Content a. Effectively articulates the central concepts and understandings of the discipline(s). b. Communicates content knowledge and processes used by adults working in the discipline(s). Planning, Delivery, and Assessment of Instruction a. Develops and implements yearlong plans for instruction that reflect division curriculum and SOL (blueprints). b. Teaches to planned objectives on a daily basis. c. Uses appropriate instructional strategies to promote student learning. d. Differentiates instruction in response to student differences, eliminating gaps in achievement. e. Uses comprehensive materials, technology, and resources to promote the development of critical thinking, problem solving, and performance skills f. Sets high standards for student work. g. Assesses student achievement and monitors learning in the classroom, adjusting instruction accordingly. Safe, Effective Learning Environment a. Creates an atmosphere of mutual respect and caring to foster a positive learning climate that encourages social interaction, active engagement and self-motivation. b. Sets standards for classroom behavior and follows through consistently. c. Applies classroom procedures to maximize academic learning time. d. Establishes and maintains a safe environment for students at all times. Communication and Collaboration a. Maintains effective communication and works collaboratively with students, parents, colleagues, administration, and community to promote student success. Professionalism a. Models professional and ethical standards as well as personal integrity in all interactions. b. Participates in meaningful and continuous professional growth including self-evaluation. c. Contributes to the school community.

June 2006 45 (A-5) Self-Assessment Summary

Teacher School Grade/Subject Date ______

Strengths Domain Areas for Growth

Knowledge of Students

Knowledge of Content

Planning, Delivery, and Assessment of Instruction

Safe, Effective, Learning Environment

Communication and Collaboration

Professionalism

June 2006 46 (B-1) Support Material for Teacher Professional Development Goals

Professional growth goals are directly related to student outcomes. The Teacher Performance Appraisal utilizes a SMART Goal structure as a specific tool to sustain the efforts of continuous improvement. The SMART Goal process requires that we monitor and adjust our actions as needed in the service of student outcomes such as habits of mind, higher order thinking, and academic achievement.

 Commitment to SMART Goals implementation results in an explicit plan to increase student learning. Smart Goals are:  Strategic - Will working towards this goal provide a return on investment that connects to broader goals (team, school improvement, Division, etc.)? Strategic implies that the goal is clearly articulated and specific.  Measurable - How will you see that change occurred? What concrete criteria will you use to measure change?  Achievable - How far will this goal stretch you? Is it too far? Is it far enough?  Results-oriented - What will your working towards this goal result in for students? How will your goal increase student achievement?  Time-bound - What deadlines and milestones exist for this goal? When will this goal be completed?

In a continuous improvement model, teachers regularly document and monitor their progress towards SMART Goals. Goals are expanded upon and adjusted as part of an on-going, collaborative professional growth model through professional development and reflective dialog with the principal and colleagues.

Assessing progress towards goals requires analyzing multiple sources of data over time. The Teacher Performance Appraisal sets the expectation for teachers to use multiple sources of data as they assess personal progress towards professional growth goals as well as when they assess student understanding of content, process, and skill standards.

June 2006 47 (B-2) Teacher Goals

Teacher

Grade/Subject Principal or Designee

School School Year

. Strategic - Will working towards this goal provide a return on investment that connects to broader goals (team, SIP, Division, etc.)? Strategic implies that the goal is clearly articulated and specific. . Measurable - How will you see that change occurred? What concrete criteria will you use to measure change? . Achievable - How far will this goal stretch you? Is it too far? Is it far enough? . Results-oriented – How will your work toward this goal affect student learning? How will your goal increase student achievement? . Time-bound - What deadlines and milestones exist for this goal? When will this goal be completed?

SMART Goal:

Principal or Designee Signature Date Teacher Signature Date

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ End-of-Year Data/Results and Next Steps

Principal or Designee Signature Date Teacher Signature Date

COPIES: PRINCIPAL TEACHER OBSRVER June 2006 48 (B-3) Goal Progress Review (Optional)

Teacher Date

Subject School

Collaborator Position

Summarize progress to date based on the data sources agreed upon at the beginning of the school year and discussion of progress on goals.

June 2006 49 (C-1) Categories of Instructional Strategies (Marzano)

In Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, Robert Marzano (2001) and his colleagues identify nine high-yield instructional strategies through a meta-analytic study of over 100 independent studies. Marzano and his colleagues found that these nine strategies have the greatest positive effect on student achievement for all students, in all subject areas, at all grade levels, especially when strategically matched to the specific type of knowledge being sought. Therefore, these strategies should be incorporated into lessons in the Unit Plan Framework. Marzano’s nine high-yield instructional strategies are summarized in the table that follows:

Strategy Research Says: Students should compare, classify, and create metaphors, analogies, and graphic Identifying similarities and differences representations. Students should learn to delete unnecessary information, substitute some information, keep Summarizing and note taking some information, write and rewrite, and analyze information. Teachers should reward based on standards of performance and use symbolic recognition Reinforcing effort and providing recognition rather than tangible rewards. Teachers should vary the amount of homework based on student grade level (less at the Homework and practice elementary level, more at the secondary level), keep parent involvement in homework to a minimum, state purpose, and, if assigned, should be commented on. Students should create graphic representations, models, mental pictures, drawings, Nonlinguistic representations pictographs, and participate in kinesthetic activity in order to assimilate knowledge. Teachers should limit use of ability groups, keep groups small, apply strategy consistently and Cooperative learning systematically but not overuse. Teachers should create specific but flexible goals, allowing some student choice. Teacher Setting objectives and providing feedback feedback should be corrective, timely, and specific to a criterion. Students should generate, explain, test and defend hypotheses using both inductive and Generating and testing hypothesis deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making. Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Questions, cues, and advance organizers Advance organizers should focus on what is important and are more useful with information that is not well organized.

June 2006 50 (C-2) Classroom Walk-Throughs: A Reflective Practice Model That Guides Classroom Visits

Overview of the Classroom Walk-Through Model

Using the Classroom Walk-Through (CWT) system, observers collect specific data that provides a series of snapshots of the teaching and learning process. CWTs are brief, often lasting no more than four minutes. The focus of a CWT is on student work and teacher responses in the context of teaching and learning.

Over time, the observer collects data on seven specific components supported by research related to student learning. This information provides the observer with the opportunity to pose reflective questions that engage the teacher in thinking about beliefs, goals, practices, and instructional decision making. Promoting reflective practice will result in several benefits for all educators:

 building trust in the reflective practice process itself;  inspiring teacher-driven research through the self-reflection focus;  informing dialogue about teaching and learning between the principal and teacher;  expanding capacity for analyzing thoughts, actions, beliefs, and emotions;  enhancing dialogue about teaching and learning within a professional learning community;  fostering self-monitoring of professional growth; and,  creating a school-wide climate of inquiry and research.

In the formative performance appraisal process, observers use the CWT model to collect observation data as a basis for posing periodic reflective questions as well as for sharing trend data periodically. Principals will conduct a minimum of five CWTs each semester.

Components of the Classroom Walk-Through Model

Component 1: Teaching to an Objective and Learning Expectations Key TPA domains include Knowledge of Content (page 27), and Planning, Delivery, and Assessment of Instruction (page 28);

The observer looks for evidence that students understand the objective of the lesson. This might include unobtrusively asking some students what they are learning and why. The observer also seeks to determine that the objective connects to state standards and local curriculum objectives.

Component 2: Target of Lesson to Grade Level and Course Expectations Key TPA domains include Knowledge of Content (page 27), and Planning, Delivery, and Assessment of Instruction (page 28);

June 2006 51 The observer looks for evidence that students’ work represents the grade level curricular objectives and presents a level of rigor to challenge but not frustrate students.

Component 3: Bloom’s Taxonomy Key TPA domains include Knowledge of Content (page 27), and Planning, Delivery, and Assessment of Instruction (page 28);

The observer notes the level(s) of learning in which students are engaged. Benjamin Bloom defined a taxonomy of cognition with six components: knowledge, comprehension, application, analysis, synthesis, and evaluation. The observer would expect to observe students working within all six levels over time. The levels can be observed through student responses to teacher questions, samples of student work posted in the classroom, work students are completing in class, work in groups as well as individually, class discussions, samples of assessments, etc. Students can think, work, and respond across the taxonomial range in a given lesson as well as in a complete unit of instruction, but a single Walk-Through will only capture a “snapshot” of the taxonomy. (See page 53 for an overview of Bloom’s Taxonomy.)

Component 4: Text and Resource Materials In Use Key TPA domains include Knowledge of Students (page 25), and Planning, Delivery, and Assessment of Instruction (page 28);

The observer looks for how students and the teacher use available resources to set learning in motion. Instructional resources should be grade and content appropriate while acknowledging students’ developmental and instructional needs. Resources may include print materials, manipulatives, audio-visual media and technology.

Component 5: Instructional Strategies Key TPA domains include Knowledge of Students (page 25), and Knowledge of Content (page 27), and Planning, Delivery, and Assessment of Instruction (page 28), and Safe, Effective Learning Environment (page 35);

The observer looks for instructional practices with specific focus on the research-based, high-yield strategies identified by Robert Marzano. In addition, the observer will look for evidence of students’ learning as a result of other instructional strategies the teacher employs. (page 48 for an overview of Instructional Strategies from Marzano.)

Component 6: Learner Engagement Key TPA domains include Knowledge of Students (page 25), and Knowledge of Content (page 27), and Planning, Delivery, and Assessment of Instruction (page 28), and Safe, Effective Learning Environment (page 35);

The observer looks for the level of learner engagement as articulated by Phil Schlechty. (page 57 for an overview of Schlechty’s Theory of Engagement.)

June 2006 52 Component 7: Survey of the Learning Environment Key TPA domains include Knowledge of Students (page 25), and Planning, Delivery, and Assessment of Instruction (page 28), and Safe, Effective Learning Environment (page 35);

The observer “walks the walls” of the classroom looking for examples of student work and other items related to the current unit(s) of learning. Samples of exemplary work to model expectations and scoring guides/rubrics are prominently posted, so that students are visually reminded of learning targets. Classroom behavioral “agreements” may be posted and these behavioral expectations match observable evidence of a safe and orderly atmosphere and learning environment.

Component 8: Analysis of Information Collected The observer checks for alignment of teaching and learning by analyzing the data collected in the CWT or across several CWTs. The observer thinks through these questions before, during, or after the CWT:

 Do students demonstrate what the teacher expects them to know, understand, and be able to do?  Is the work aligned with expectations for the grade level or course?  Where along the Bloom’s Taxonomy continuum are students learning?  Are the materials/resources appropriate to the developmental and content/grade levels of instruction?  What instructional strategies did I observe? How did students respond to these strategies?  Were most students engaged in the work most of the time?  What did I notice about the learning environment and atmosphere?  Do I pose a reflective question now or gather more observation snapshots before I do?

Component 9: Reflection with Teacher After the observer determines that a reflective question or trend conference makes sense given the observation data, the observer identifies the area for reflective focus.

Reflective Questions: Effective reflective questions are open-ended, non-judgmental, grounded in a single focus, posed in the present or future tense, and invite teacher reflection. Reflective questions may result in no interaction, limited interaction, a conference or an ongoing discussion between observer and teacher.

Example of reflective questions:

 “Building on today’s learning, where do you want to go next?”  “What would you change about today’s lesson? This unit?”  “During your instruction, how do you determine when to move from lower-order questions that require lower-order thinking to those requiring higher-order thinking?’ June 2006 53  “How do you decide groupings of students for specific learning activities?”  “As you plan your instruction, what informs your decisions about the kinds of assessment that you choose/construct?”

Trend Data Conference: The observer will share data and engage in reflective dialogue with the teacher. The purpose is to engage the teacher in inquiry, analysis, and reflection.

June 2006 54 (C-3) Bloom’s Taxonomy

I. Knowledge Benjamin Bloom defined a taxonomy of cognition with six components – knowledge, II. Comprehension comprehension, application, analysis, synthesis, and evaluation. The observer would expect III. Application to observe students working within all six levels over time. The levels can be observed through IV. Analysis student responses to teacher questions, samples of student work posted in the classroom, V. Synthesis work students are completing in class, work in groups as well as individually, class VI. Evaluation discussions, samples of assessments, etc. Students can think, work, and respond across the taxonomial range in a given lesson as well as in a complete unit of instruction, but a single Walk-Through will only capture a “snapshot” of the taxonomy.

(Bloom’s Lower Level)

I. Knowledge (drawing out factual answers, testing recall and recognition) Recall of appropriate, previously learned information, terminology, specific facts:

who where describe identify which one what how define enumerate what is the best one why match choose label how much when select omit list what does it mean

II. Comprehension (translating, interpreting and extrapolating) Understanding the meaning of informational materials:

state in your own words classify which are facts what does this mean cite is this the same as give an example infer select the best definition condense this paragraph show what would happen if state in one word indicate explain what is happening what part doesn't fit tell explain what is meant what expectations are there translate read the graph, table what are they saying select this represents what seems to be match is it valid that what seems likely explain show in a graph, table which statements support represent demonstrate what restrictions would you add June 2006 55 (Bloom’s Middle Level)

III. Application (to situations that are new, unfamiliar, or have a new slant for students):

Use previously learned information in new and concrete situations to solve problems that have single or best answers: predict what would happen if explain use choose the best statements that apply select transfer judge the effects determine produce what would result develop solve tell how, when, where, why discover teach tell how much change there would be collect inform tell what would happen compute relate identify the results of establish predict

IV. Analysis (breaking down into parts, forms):

Identifying motives or causes, making inferences, finding evidence to support generalizations: distinguish break down what is the function of identify correlate what's fact, opinion what assumptions diagram what statement is relevant what motive is there differentiate related to, extraneous to, not applicable what conclusions distinguish what does author believe, assume make a distinction prioritize state the point of view of what is the premise separate what ideas justify conclusion what ideas apply subdivide the least essential statements are what literary form is used illustrate what inconsistencies, fallacies what's the main idea, theme outline what's the relationship between

V. Synthesis (combining elements into a pattern not clearly there before) Applying prior knowledge and skills to produce something new:

create how would you test make up develop initiate tell propose an alternative compose adapt integrate make solve the following formulate categorize collaborate do how else would you plan generate rearrange choose design state a rule incorporate adapt June 2006 56 VI. Evaluation (according to some set of criteria, and state why) Judging the value of something:

appraise critique what fallacies, consistencies, inconsistencies appear criticize decide find the errors defend compare justify contrast conclude support judge interpret which is more important, moral, better, logical, valid, appropriate

June 2006 57 (C-4) Instructional Strategies for Classroom Walk-Throughs Source: Learning 24/7 Following are generic instructional practices to be considered while conducting Classroom Walk-Throughs: Active participation Story mapping Use of rubrics Activity centers Drill and practice Learning centers Peer coaching/tutoring Student demonstrations to class Use of technology Organization of class Feedback to student Lecture/presentations Addressing Special Needs students Student projects Use of visuals (overhead projector, easel pads, white board, etc.) Pneumonic device Field trips Metacognition Addressing student learning styles Student use of planners Modeling Portfolios Formative assessment Use of walls to extend learning Advance organizers Student worksheets Monitoring and adjusting Posting/explaining objectives Grouping students Using higher level thinking skills Anticipatory set Students making predictions Use of rubrics Praise/recognition Story mapping Learning centers Benchmark assessment Drill and practice Use of technology Probing questions Student demonstrations to class Lecture/presentations Checking for understanding Feedback to student Use of visuals (overhead projector, easel pads, white board, etc.) Provide flexible time on assessments Student projects Shadowing Classroom routine/management Field trips Direct Instruction QAR -Question and Response Displaying student work Small Group Instruction Comparing similarities and differences Guest speakers Literature Circles Questioning strategies Summary/Closure Use of Media/videos Concept attainment Guided practice Connect to prior knowledge/learning Sustained Silent Reading (SSR) Call out Considering Multiple Intelligence Hands-on activities Cooperative Learning Timed reading Cueing students Homework Quiet time/rest time Transition Generating and testing hypotheses Identify key words for students Reciprocal teaching Use audiotape of readings Giving students examples Independent practice Re-focus students to learning Use of advanced organizers Graphic organizers Individual work Dealing with student error Use of manipulatives Differentiating instruction Jig Saw KWL -Know, Want to Know, Learn

June 2006 58 (C-5) Student Engagement and the Classroom Walk-Through Model

"The business of schools is providing students with work they find engaging and from which they learn those things considered by parents and other adults to be important. That is, schools provide students with knowledge work." (Schlechty, 2000)

The Classroom Walk-Through model includes various elements of Phil Schlechty’s work that relate the characteristics of the work that teachers ask of students and the level of student engagement in the work. Schlechty’s work is built on the premise that student learning is linked to student engagement and includes the following elements:  Level of Engagement – Engagement, Strategic Compliance, Ritual Compliance, Retreatism, Rebellion  Design Qualities of Context - Content and Substance, Organization of Knowledge, Protection from Adverse Consequences for Initial Failures, Clear and Compelling Product Standards  Design Qualities of Choice - Product Focus, Affiliation, Novelty and Variety, Choice, Authenticity

Schlechty sees the primary work of teachers as developing tasks and experiences that engage students in learning significant content, processes, and skills. Teachers can do this by attending to the Design Qualities of Context and the Design Qualities of Choice. These elements are consistent with the Teacher Performance Appraisal rubrics and the Framework for Quality Learning and directly connect to components of the Professional Learning Community model and the Division’s Strategic Plan.

For more information on the work of Phil Schlechty, visit http://www.schlechtycenter.org/psc/philosophy.asp.

June 2006 59 (C-6) Classroom Walk-Through Trend Data Summary

Teacher Number of Visits Department Date of Conference School Semester Principal or Designee Position INDICATORS SUMMARY

Teaching Objective

Target

Taxonomy

Text/Materials

Instructional Strategies

Learner Engagement

Learning Environment

June 2006 60 Additional Comments:

______Teacher Signature* Principal or Designee Signature

______Date Date

* Teacher's signature does not imply agreement with the observations, but only that the observations have been discussed and a copy received by the teacher. Teacher may attach a statement.

COPIES: TEACHER PRINCIPAL OBSERVER

June 2006 61 (C-7) Performance Data Collection Form - Checklist

Teacher Date of Visit Subject Period/Block School Time - Principal or Designee Position EVIDENCE OF PERFORMANCE STANDARDS Domain: Knowledge of Students a. Standard: Provides learning opportunities that support students’ learning styles and intellectual, social, and personal development. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement Domain: Knowledge of Content a. Standard: Effectively articulates the central concepts and understandings of the discipline(s). ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement b. Standard: Communicates content knowledge and processes used by adults working in the discipline(s). ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement Domain: Planning, Delivery, and Assessment of Instruction a. Standard: Develops and implements yearlong plans for instruction that reflect division curriculum and SOLs. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement b. Standard: Teaches to planned objectives on a daily basis. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement

June 2006 62 c. Standard: Uses appropriate instructional strategies that promote student learning. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement d. Standard: Differentiates instruction in response to student differences, eliminating gaps in achievement. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement e. Standard: Uses comprehensive materials, technology, and resources that promote the development of critical thinking, problem solving, and performance skills. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement f. Standard: Sets high standards for student work. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement g. Standard: Assesses student achievement and monitors learning in the classroom, adjusting instruction accordingly. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement Domain: Safe, Effective Learning Environment a. Standard: Creates an atmosphere of mutual respect and caring to foster a positive learning climate that encourages social interaction, active engagement, and self-motivation. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement

June 2006 63 b. Standard: Sets standards for classroom behavior and follows through consistently. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement c. Standard: Applies classroom procedures to maximize academic learning time. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement d. Standard: Establishes and maintains a safe environment for students at all times. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement Domain: Communication and Collaboration a. Standard: Maintains effective communication and works collaboratively with students, parents, colleagues, administration, and community to promote student success. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement Domain: Professionalism a. Standard: Models professionalism and ethical standards as well as personal integrity in all interactions. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement b. Standard: Participates in meaningful and continuous professional growth, including self-evaluation. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement

June 2006 64 c. Standard: Contributes to the school community. ______Observed Evidence: ______Not Observed ______N/A ______Needs Improvement

GENERAL COMMENTS ON TEACHER'S PERFORMANCE: (Attach sheet if necessary)

TEACHER'S COMMENTS: (Attach sheet if necessary)

______Teacher Signature* Principal or Designee Signature ______Date of Signature Date of Signature

*Teacher's signature does not imply agreement with the observation, but only that the observation has been discussed and a copy received by the teacher. If checked, see attached statement 

June 2006 65 (C-8) Performance Data Collection Form - Narrative

Teacher Date of Visit Subject Period/Block School Time - Principal or Designee Position

EVIDENCE OF PERFORMANCE STANDARDS Knowledge of Students

Knowledge of Content

Planning, Delivery, and Assessment of Instruction

Safe, Effective Learning Environment

June 2006 66 Communication and Collaboration

Professionalism

GENERAL COMMENTS ON TEACHER'S PERFORMANCE: (Attach sheet if necessary)

TEACHER'S COMMENTS: (Attach sheet if necessary)

______Teacher Signature* Principal or Designee Signature ______Date of Signature Date of Signature

*Teacher's signature does not imply agreement with the observation, but only that the observation has been discussed and a copy received by the teacher.

If checked, see attached statement 

June 2006 67 (C-9) Final Performance Appraisal – (Must be completed by June 1)

Teacher Social Security - - School Specific Assignment Area Principal or Designee Conference Date

DIRECTIONS: The Final Performance Appraisal is based on the total performance of the teacher with the approved teacher performance standards as a basis for making judgments. Please complete each section in the checklist and the evidence in a narrative format, noting the performance indicators and behavioral examples exhibited by the teacher as well as any data collected during the school year. Teachers may attach comments to the appraisal and their comments, along with the appraisal, will become part of the official personnel file.

APPRAISAL FOR SCHOOL YEAR ______- ______Recertification Year -

DATE EVIDENCE WAS SUBMITTED OR DATE OF MEETING:

Self-Assessment Professional Goals Teacher Presentation of Work Samples ______Formal observation Trend Meetings / Other (please specify) ______Classroom Walk-Throughs ______

DOES NOT MEET MEETS STANDARDS STANDARDS Knowledge of Students a. Provides learning opportunities that support students’ learning styles and intellectual, social and personal development. Knowledge of Content a. Effectively articulates the central concepts and understandings of the discipline(s). b. Communicates content knowledge and processes used by adults working in the discipline(s). Planning, Delivery and Assessment of Instruction a. Develops and implements yearlong plans for instruction that reflect division curriculum and SOLs. b. Teaches to planned objectives on a daily basis. c. Uses appropriate instructional strategies to promote student learning. d. Differentiates instruction in response to student differences, eliminating gaps in achievement. e. Uses comprehensive materials, technology, and resources to promote the development of critical thinking, problem solving, and performance skills. f. Sets high standards for student work. g. Assesses student achievement and monitors learning in the classroom, adjusting instruction accordingly.

June 2006 68 DOES NOT MEET MEETS STANDARDS STANDARDS Safe and Effective Learning Environment a. Creates an atmosphere of mutual respect and caring to foster a positive learning climate that encourages social interaction, active engagement in learning, and self-motivation. b. Sets standards for classroom behavior and follows through consistently. c. Applies classroom procedures to maximize academic learning time. d. Establishes and maintains a safe environment for students at all times. Communication and Collaboration a. Maintains effective communication and works collaboratively with students, parents, colleagues, administration, and community to promote student success. Professionalism a. Models professional and ethical standards as well as personal integrity in all interactions. b. Participates in meaningful and continuous professional growth, including self-evaluation. c. Contributes to the school community.

Students in this teachers class(es) have shown academic growth during this school year? (Page XX) Yes No

Evidence and Statement of Progress toward SMART goals and general comments:

June 2006 69 RECOMMENDATIONS: Continue Employment on Teacher Performance Appraisal Next Cycle year

Begin Procedure to Address Performance Problem Plan for Improvement is Attached

1. (A) Total number of days taken this year (excluding professional/personal leave or long-term illness)? (B) Total number of days taken for professional leave? 2. Meets county acceptable attendance policy? ______

TEACHER COMMENTS: (Attach sheet if necessary)

______Teacher Signature * Principal or Designee Signature

______Date of Signature Date of Signature

* Teacher’s signature does not imply agreement with the appraisal but If checked, see attached statement

only that the appraisal has been discussed and a copy received by the teacher.

Meets highly qualified teacher requirements if applicable.

Send copy to Human Resources by June 15

COPIES: HUMAN RESOURCES PRINCIPAL TEACHER June 2006 70 June 2006 71 (C-10) Performance Improvement Plan

Teacher Social Security # School Specific Assignment Area(s) Plan Year: Conference Date Background Information Date of Plan Completion ______(Years of previous experience, past performance appraisals, and other pertinent information) ____ Directions: Complete one Performance Improvement Plan form for each performance standard that does not meet the minimum acceptable level of performance from the appraisal form. Performance Domain of Deficiency Specific Standard/Key Element Identified ____Knowledge of Students ____Knowledge of Content ____Planning, Delivery, and Assessment of Instruction ____Safe, Effective Learning Environment ____Communication and Collaboration ____Professionalism Plan of Assistance: State purpose of plan, identify role of principal/designee, give directive to be followed and state the action that will occur if plan is not satisfactorily accomplished.

Program to be Followed: Specific expectations, activities and resources for the teacher, as well as, assistance offered to the teacher while on the plan.

Monitoring System: Measurement of progress on plan to include procedures, duration, timelines, and patterns of observations and conferences.

Final Appraisal of Plan: Appraisal method/date and written evidence of plan completion.

The performance standard identified in the improvement plan was: ____Not Accomplished ____ Partially Accomplished ____ Fully Accomplished June 2006 72 Teacher Comments:

Principal/Designee Comments:

Developed Plan ______Teacher Signature* Date Principal or Designee Signature Date Completed Plan______Teacher Signature* Date Principal or Designee Signature Date

*Teacher's signature does not imply agreement with the observation, but only that the observation has been discussed and a copy received by the teacher.

Copies: Developed Plan: Human Resources Principal Teacher Completed Plan: Human Resources Principal Teacher

June 2006 73 (D-1) - Virginia Department of Education References

Virginia's Proposed High Objective Uniform State Standard of Evaluation (HOUSSE) for Experienced Teachers (http://www.pen.k12.va.us/VDOE/suptsmemos/2004/inf004.html)

A Technical Assistance Workshop on Completing the 2005-2006 Applications for Federal Funds Under the No Child Left Behind Act of 2001 (NCLB)( http://www.pen.k12.va.us/VDOE/suptsmemos/2005/inf049.html)

Highly Qualified Special Education Teachers (http://www.pen.k12.va.us/VDOE/suptsmemos/2005/inf053.html)

Virginia Licensure Renewal Manual (http://www.pen.k12.va.us/VDOE/Compliance/TeacherED/remanual.pdf)

June 2006 74 (D-2) Bibliography

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