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Fairfax County Teacher Performance Evaluation System

Fairfax County Teacher Performance Evaluation System. Norms. S upport each other in the learning process M onitor our progress A ttend fully R espect each others’ view points T ake time to reflect R emember our purpose. Outcomes. Participants will understand: The reasons for the changes

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Fairfax County Teacher Performance Evaluation System

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  1. Fairfax CountyTeacher Performance Evaluation System

  2. Norms Support each other in the learning process Monitor our progress Attend fully Respect each others’ view points Take time to reflect Remember our purpose

  3. Outcomes Participants will understand: • The reasons for the changes • The Teacher Evaluation Process and Overview of the Handbook • An in depth look at Standard 7: Student & Student Goal Setting

  4. Why is change necessary?

  5. Three Primary Drivers • National Mandates – NCLB and State Waivers • Code of Virginia School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge. Article 2, paragraph 22.1-295

  6. Three Primary Drivers • Connections Between Student Success, Teacher Improvement, and Teacher Evaluation “Teachers have the greatest impact on student success.” “Without capable highly effective teachers, in America’s classrooms, no educational reform effort can possibly succeed.” “ Moreover, without highly quality evaluation systems, we cannot know if we have quality teachers.” (Quotes from forward of FCPS Teacher Evaluation Handbook, Dr. James H. Strong , August 2012)

  7. Virginia and NCLB Reform • Virginia requests waiver from US Department of Education • Key to VDOE request Implement a New evaluation process that would include rigorous new content standards and assessments to close achievement gaps • FCPS Teacher Evaluation Task Force Formed September 2011 to June 2012

  8. Virginia and NCLB Reform • June 29, 2012 – DOE Waiver: Virginia school divisions will no longer have to meet the arbitrary and unrealistic NCLB benchmarks or AYP • VDOE Mandate - Effective July 1, 2012 All school systems are to implement a new teacher evaluation process – containing seven standards, with Standard 7 - Student Progress weighted 40%

  9. “In FCPS all schools will build professional learning communities that employ best practices to raise the bar and close achievement gaps. All educators will use the Program of Studies to ensure all students reach their full potential with an expectation that students will read on grade level and graduate on time.” -Jack D. Dale 8.8.12

  10. Aligning the VDOE Mandate with the FCPS Expectation • Teacher Evaluation Task Force - - - goal to comply with state mandate and customize a new FCPS Teacher Evaluation Program • Development of a NEW Teacher Evaluation Program Handbook • Creation of Teacher Evaluation Training Plan (16,000 teachers and 600+ evaluators)

  11. Training Plan

  12. Primary Purpose of the FCPS’sTeacher Performance Evaluation Program “To help both teachers and their evaluators collect more comprehensive and accurate assessment data for rating teacher effectiveness and, then to support quality teaching everyday in every classroom.” (Quote from forward of FCPS Teacher Performance Evaluation Handbook, Dr. James H. Strong, August 2012)

  13. Take a look at the Crosswalk

  14. What are the changes? • Seven standards instead of five • Standard 7 is Student Academic Progress • Matrices are used to rate the teacher • Four rating levels, as opposed to three • A minimum of one formal and three informal/mini-observations • In addition to the goal-setting conference and documentation log, evaluators are required to collect a minimum of four data sources • Final evaluation conference between the evaluator and teacher is required for teachers in their summative evaluation year

  15. Cheers and Fears

  16. Glossary

  17. Break

  18. Teacher Performance Standards

  19. Main Components Performance Standard Key Elements

  20. Performance Matrix Performance Matrix for Professional Knowledge

  21. Underline Key Terms in the Rating Scale

  22. Summative Ratings Standards 1-6 Standard 7

  23. The first six standards impact student progress

  24. Turn and Talk How do you see the connection or impact of Standards 1- 6 on Standard 7?

  25. Questions

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

  27. Standard 7: Student Academic Progress Key Elements Examples may include, but are not limited to: The teacher: • 7.1 In collaboration with the evaluator, uses multiple measures of student learning to set goals that are strategic and specific, measurable, attainable, results-oriented, time-bound, and have rigor. • 7.2 In collaboration with the evaluator, reflects on student progress over time, using documented evidence to demonstrate student growth, adjust practice, and meet goals.

  28. Standard 7: Matrix

  29. Standard 7: Student Academic Progress • Include multiple measures of student academic progress • Include Student Growth Percentiles (SGPs) when available and appropriate (Not being used in FCPS for 2012-13) • Use student achievement goal setting or other measures of student progress • Account for 40% of the Teacher’s Summative Performance Evaluation Source: 2011 Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers

  30. What are the Purposes ofStudent Achievement Goal Setting? • Focus on student results • Explicitly connect teaching and learning • Improve instructional practices and teacher performance • Tool for school improvement

  31. Student Achievement Goal Setting • Student Achievement Goal Setting used for both teachers of tested and non-tested grades and subjects • Percentage of Standard 7 weight is 40% • Appropriate measures of academic progress are determined • During first month of school, all teachers will work collaboratively with grade level or content team to create a SMARTR goal. Each teacher will fine-tune the goal to reflect the needs of their respective learners The goal will be approved by evaluator by the end of October • Midyear review of student progress goal and modify strategies with administrator (summative evaluation year only) • End-of-year review of goal attainment (all teachers) • Quality of the goals and their attainment provide an important data source for evaluation

  32. Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment What is the Student Achievement Goal Setting Process? Step 5: Determine whether the students achieved the goal Step 2: Create specific learning goals based on pre-assessment Step 1: Determine needs

  33. What Makes Goals SMARTR? • Strategic & Specific • Measureable • Attainable • Results-Oriented • Time-bound • Rigorous

  34. STRATEGIC & SPECIFIC Aligned with the school-wide goal and focused on specific students

  35. MEASURABLE Qualitative, quantitative, observable, consistent measure for grade level or content area

  36. ATTAINABLE Doable, yet challenging

  37. RESULTS-ORIENTED Identifies specific outcomes or targets for student achievement

  38. TIMEBOUND Establishes a sense of priority or urgency for goal attainment

  39. RIGOROUS Has an appropriate level of rigor to demonstrate mastery of learning objective

  40. Goldilocks Principle

  41. Progress (Growth) vs. Achievement Goals PROGRESS Students will score 50% greater on the post-test than on the pre-test. OR Students will increase their performance by 1 performance level on the rubric. ACHIEVEMENT 80% of students will achieve a score of 80% or higher.

  42. Benefits and Challenges • What are the benefits and challenges to measuring progress? • What are the benefits and challenges to measuring achievement?

  43. Progress Benefits: • Takes into account the diversity of learners • Shows growth even when students haven’t made a particular cut score Challenges: • Requires more time to document • If enough progress is made, students will never achieve at high levels

  44. Achievement Benefits: • Ensures that all students are receiving a high level of education • Students need prerequisite knowledge before moving to the next level Challenges: • Not all students start in the same place • Not all students learn at the same rates

  45. Handbook Overview

  46. Lunch

  47. Questions

  48. Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment What is the Student Achievement Goal Setting Process? Step 5: Determine whether the students achieved the goal Step 2: Create specific learning goals based on pre-assessment Step 1: Determine needs

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