0. Virginia School Boards Association Annual Convention
November 17, 2011

1. Background: Code of Virginia
§ :5 Standard 5. Quality of classroom instruction and educational leadership. …B. Consistent with the finding that leadership is essential for the advancement of public education in the Commonwealth, teacher, administrator, and superintendent evaluations shall be consistent with the performance objectives included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents….

2. Background: Code of Virginia
§ Employment of teachers. …C. 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….

3. Board of Education Approval
On April 28, 2011, the Board of Education approved the revised guidance documents, Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers and the Virginia Standards for the Professional Practice of Teachers.
Effective Date: July 1, 2012 [School boards and divisions are authorized to implement the guidelines and standards prior to July 1, 2012.]

4. Teacher Evaluation Work Group
Representatives:
(Teachers, Principals, Superintendents, and Associations)
Virginia Association of Elementary School Principals
Virginia Association of Secondary School Principals
Virginia Association of School Superintendents
Virginia Education Association
Virginia School Boards Association
School Division Human Resources
Higher Education
Virginia Parent Teacher Association
Expert Consultants
Department of Education Staff Members

5. Guidance Documents
The work group completed a comprehensive study of teacher evaluation systems and recommended the revised guidance documents to the Board of Education.

6. Uniform Performance Standards and Evaluation Criteria for Teachers
The Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers provide an evaluation model that may be used as presented or used as the basis for school division system development. Divisions are required to incorporate the new performance standards into teacher evaluations by July 1, 2012.
[Note: The 2000 Guidelines relating to principals and superintendents will remain in effect until those sections are revised in the future.]

7. What is the basis of the teachers’ evaluation?
What is the basis for the revised Guidelines and revised recommendations for evaluating teachers?

8. Job-relevant Performance Standards
Answer:
Job-relevant Performance Standards
Clearly defined professional responsibilities constitute the foundation of the teacher performance standards.
A fair and comprehensive evaluation system provides sufficient detail and accuracy so that both teachers and evaluators (i.e., principal, supervisor) reasonably understand the job expectations.

9. What are Performance Standards?
The criteria expected when teachers perform their major duties.
Performance standards define the criteria expected when teachers perform their major duties.
For all teachers, there are seven performance standards.

10. Performance Standards
Virginia Uniform
Performance Standards
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
6. Assessment of and for Student Learning
5. Learning Environment
4. Professionalism
7. Student
Acad emic Prog ress
These seven standards refer to the major duties performed by teachers.
The first six standards are found in many systems, including both the InTASC and National Board Standards.
Virginia added standard seven to emphasize the critical importance of student academic progress.

11. Performance Standards
Virginia Uniform
Performance Standards
1. Professional Knowledge: The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
2. Instructional Planning: The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.
3. Instructional Delivery: The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
4. Assessment of and for Student Learning: The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.
Each standard has the criteria of expected performance in that area.

12. Performance Standards
Virginia Uniform
Performance Standards
5. Learning Environment: The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
6. Professionalism: The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.
7. Student Academic Progress: The work of the teacher results in acceptable, measurable, and appropriate student academic
progress.
Each standard has the criteria of expected performance in that area.

13. Performance Standards and Evaluation Criteria for Teachers: Two Tiers
Virginia Uniform
Performance Standards and Evaluation Criteria for Teachers: Two Tiers
Performance Standard
  Performance Indicator
Performance Indicator
The expectations for professional performance are defined using a two-tiered approach--performance standards and performance indicators. 7

14. What are Performance Indicators?
Examples of observable, tangible behavior that indicate the degree to which teachers are meeting each teaching standard
Describing behavior helps teachers and their evaluators clarify performance levels and job expectations.
Performance indicators are provided as examples of the types of performance that will occur if a standard is being fulfilled.
Teachers are not expected to demonstrate each performance indicator, as all performance indicators may not be applicable to a particular work assignment.
Note: The list of performance indicators is not exhaustive, and they are not intended to be prescriptive.

15. Performance Standards
Virginia Uniform
Performance Standards
Professional Knowledge
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
Instructional Planning
2.1
2.2
2.3
2.4
2.5
Instructional Delivery
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Assessment of and for Student Learning
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Learning Environment
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
Professionalism
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
Student Academic Progress
7.1
7.2
7.3
7.4
Performance ratings are NOT made at the performance indicator level, but at the performance standard level.
It is important to document a teacher’s performance on each standard with evidence generated from multiple performance indicators.

16. Teacher Performance Standard 1: Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
The italicized sentence identifies the performance expected of teachers in regard to professional knowledge. 10

17. Performance Indicators Examples for Standard 1: Professional Knowledge
Effectively addresses appropriate curriculum standards.
Integrates key content elements and facilitates students’ use of higher level thinking skills in instruction.
Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications.
Demonstrates an accurate knowledge of the subject matter.
Demonstrates skills relevant to the subject area(s) taught.
Bases instruction on goals that reflect high expectations and an understanding of the subject.
Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group.
Communicates clearly and checks for understanding.
Note: Only Samples!
These performance indicators provide examples of the types of performance related to professional knowledge that may occur if the standard is being fulfilled.

18. Teacher Performance Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
The italicized sentence identifies the performance expected of teachers in regard to student academic progress.

19. Performance Indicators Examples for Standard 7:
Student Academic Progress
Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data.
Documents the progress of each student throughout the year.
Provides evidence that achievement goals have been met, including the state-provided growth measure when available as well as other multiple measures of student growth.
Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.
Note: Only Samples!
These performance indicators provide examples of the types of performance related to student academic progress that may occur if the standard is being fulfilled.

20. How will teacher performance be documented?
The role of a teacher requires a performance evaluation system that acknowledges the complexities of the job.
Multiple data sources provide for a comprehensive and authentic “performance portrait” of the teacher’s work.

21. Multiple Data Sources REQUIRED by The Code of Virginia
RECOMMENDED in 2011 Guidelines
Observations
Student Surveys
Measures of Academic Progress
Portfolios/Document Logs
Self-Evaluation
Multiple data sources are needed to capture the full range of responsibilities of a teacher.
The Code of Virginia requires two sources of data to be used in student achievement: Observations and Measures of Academic Progress
Virginia Department of Education recommends other data sources that can improve the objectivity of teacher evaluation systems. These include student surveys, portfolios/document logs, and self-evaluation.

22. Data Collection Procedures
Form(s)
Evaluator
Teacher
Informal Observations
Informal Classroom Observation Form 
Formal Observations
Formal Classroom Observation Form
Student Surveys
Student Survey Forms (1-2, 3-5, 6-8, 9-12)
Student Survey Summary
Portfolios/Document Logs
Table of Contents
Self-Evaluation
Teacher Self-Evaluation Form
Measures of Academic Progress
Goal Setting for Academic Progress Form
Reviews/approves
Selects/develops
Data collection procedures are a shared responsibility between the evaluator and the teacher.

23. How will teacher performance be rated?
For an evaluation system to be meaningful, it must provide its users with relevant and timely feedback.
To facilitate this, evaluators should conduct both interim and summative evaluations of teachers.
Summative evaluation ratings are based on behaviorally-anchored performance rubrics.

24. Summative Evaluation Comes at end of evaluation cycle
- One year for probationary teachers
- Three years for continuing contract teachers
Assessment of performance quality
Ratings for each standard based on multiple data sources
Performance standards and indicators provide description of well-defined teacher expectations
Four point rating scale
Performance rubric for every standard
Assessment of performance quality occurs only at the summative evaluation stage, which comes at the end of the evaluation cycle (i.e., one-year for probationary teachers, three years for Continuing Contract teachers).
The ratings for each performance standard are based on multiple sources of information and are completed only after pertinent data from all sources are reviewed.
The integration of data provides the evidence used to determine the performance ratings for the summative evaluations for all teachers.

25. Definitions of Terms Used in Rating Scale
Category
Description
Exemplary
The teacher maintains performance, accomplishments, and behaviors that considerably surpass the established standard.
Proficient
The teacher meets the standard in a manner that is consistent with the school’s mission and goals.
Developing/ Needs Improvement
The teacher often performs below the established standard or in a manner that is inconsistent with the school’s mission and goals.
Unacceptable
The teacher consistently performs below the established standard or in a manner that is inconsistent with the school’s mission and goals.
The rating scale provides a description of four levels of how well the standards (i.e., duties) are performed on a continuum from “exemplary” to “unacceptable.”
The use of the scale enables evaluators to acknowledge effective performance (i.e., “exemplary” and “proficient”) and provides two levels of feedback for teachers not meeting expectations (i.e., “needs improvement” and “unacceptable”).
PLEASE NOTE: Ratings are applied to the seven teacher performance standards, not to performance indicators.

26. Sample Performance Appraisal Rubric Developing/Needs Improvement
Standard I: Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Exemplary
Proficient
Proficient is the expected level of performance.
Developing/Needs Improvement
Unacceptable
In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum.
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice.
The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students.
Teachers who are exemplary often serve as role models and/or teacher leaders.
Please note: The rating of “proficient” is the expected level of performance. Additionally, the recommended performance rubrics presented here may be modified at the discretion of school division decision makers.

27. Summative Rating
Summative ratings should apply the rating for each of the seven performance expectations, with the most significant weight given to Standard 7 - student academic progress.
Virginia Department of Education recommends the following guidelines for summative ratings:
Weight each of the first six standards equally at 10 percent each
Weight Standard 7 – Student Academic Progress at 40 percent
Evaluators make judgments about performance of the seven teacher standards based on all available evidence.
After collecting information gathered through observation, goal setting, student performance measures, and other appropriate information sources, the evaluator applies the four-level rating scale to evaluate a teacher’s performance on all teacher expectations for the summative evaluation.
Therefore, the summative evaluation represents where the “preponderance of evidence” exists, based on various data sources. The results of the evaluation must be discussed with the teacher at a summative evaluation conference.
 Summative evaluations should be completed in compliance with the Code of Virginia and school division policy.
For teachers with continuing contract status, evaluations take place at the end of the defined evaluation cycle. However, if a teacher with continuing contract status is not meeting expectations (at any point in the cycle) or is fulfilling a performance improvement plan, the evaluation cycle will vary. Summative evaluation for teachers with continuing contract status is based on all applicable data collected during the evaluation cycle.

28. Example of Weighted Calculations for Teacher Performance Evaluations
Teacher Performance Standard
Performance Rating
Quantified Performance Rating
Percentage contribution to the summative rating
Weighted Contribution= (quantified performance rating * Percentage Contribution)
Standard 1
Proficient 3
10%
0.3
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Exemplary 4
0.4
Standard 7
40%
1.2
Summative Rating (sum of weighted contributions)
3.1
In determining the final summative rating, the following approach could be used:
 1. Apply numbers 1 (unacceptable) through 4 (exemplary) to the rating scale
Exemplary = 4
Proficient = 3
Developing/Needs Improvement = 2
Unacceptable = 1;
  Calculate the weighted contribution of each standard to the summative evaluation; and
Add the weighted contribution to achieve the final summative evaluation.
The table demonstrates how a summative rating for a teacher would be calculated using this approach.
Decisions should be made ahead of time about rounding, weighting, and additional criteria a school division may wish to apply

29. Why Connect Academic Progress to Teacher Performance?
Goal Setting for Learner/Program Progress
Why Connect Academic Progress to Teacher Performance?
Teacher quality is the greatest in-school factor affecting student achievement.
One of the ultimate outcome of the educational enterprise is student achievement.
The variance in student achievement gains explained by teacher effects is greater in low socio-economic status schools than in high socio-economic status schools.
Linking student academic progress with teacher evaluation offers significant potential because progress:
provides an objective measure of teacher effectiveness and recognizes that students bring different levels of achievement to each classroom;
can serve as meaningful feedback for instructional improvement;
can serve as a barometer of success and a motivation tool; and
is derived from student assessment and is an integral facet of instruction.
Developed by Teacher Quality Resources, LLC. (2006). Permission granted to MDCPS to duplicate, modify, and use for training purposes.

30. Requirement by the Code of Virginia
Goal Setting for Learner/Program Progress
Requirement by the 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 [emphasis added] and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge. Article 2, §
Virginia Code requires that procedures for evaluating instructional personnel include student academic progress.
Developed by Teacher Quality Resources, LLC. (2006). Permission granted to MDCPS to duplicate, modify, and use for training purposes.

31. Goal Setting for Learner/Program Progress 2007-08
Incorporating Multiple Measures into Teacher Evaluation: Teachers of Math and Reading for Whom Student Growth Percentiles Are Available
(20% of overall summative rating)
Student Growth Percentiles
Student Achievement Goal Setting and Other Academic Measures
The Guidelines provide guidance on academic progress measures to be used in the teacher evaluation process. The Guidelines recommend that 20 – 40% of the summative evaluation be based on student academic progress. The Virginia Department of Education encourages the use of multiple measures in making summative decisions.
Developed by Teacher Quality Resources, LLC. (2006). Permission granted to MDCPS to duplicate, modify, and use for training purposes.

32. Goal Setting for Learner/Program Progress 2007-08
Incorporating Multiple Measures into Teacher Evaluation: Teachers who Support Math and Reading Instruction for Whom Student Growth Percentiles Are Available
(20% of overall summative rating)
Student Growth Percentiles
Student Achievement Goal Setting and Other Academic Measures
The Guidelines provide guidance on academic progress measures to be used in the teacher evaluation process. The Guidelines recommend that 20 – 40% of the summative evaluation be based on student academic progress. The Virginia Department of Education encourages the use of multiple measures in making summative decisions.
Developed by Teacher Quality Resources, LLC. (2006). Permission granted to MDCPS to duplicate, modify, and use for training purposes.

33. Goal Setting for Learner/Program Progress 2007-08
Incorporating Multiple Measures into Teacher Evaluation: Teachers for Whom Student Growth Percentiles are Not Available
Other Student Academic Progress Measures and/or Student Achievement Goal Setting
(40% of summative evaluation)
The Guidelines provide guidance on academic progress measures to be used in the teacher evaluation process. The Guidelines recommend that 20 – 40% of the summative evaluation be based on student academic progress. The Virginia Department of Education encourages the use of multiple measures in making summative decisions.
Developed by Teacher Quality Resources, LLC. (2006). Permission granted to MDCPS to duplicate, modify, and use for training purposes.

34. Guidance on Measures of Student Academic Progress
Goal Setting for Learner/Program Progress
Guidance on Measures of Student Academic Progress
Give priority to quantitative measures already available in the school that are validated and provide valid measures of growth (as opposed to absolute achievement) Use student achievement goal setting or other measures that incorporate data from validated achievement measures whenever possible Have at least two valid measures of student academic progress included in the evaluation.
The guidelines recommend the use of multiple data sources in determining student academic progress. The following are recommendations:
Use quantitative measures that are already in use in school divisions that provide valid measures of growth (e.g. PALS, MAP, progress monitoring measures)
Use student achievement goal setting as a process for evaluating growth of students based on student baseline data
Include at least two measures of student academic progress.
Developed by Teacher Quality Resources, LLC. (2006). Permission granted to MDCPS to duplicate, modify, and use for training purposes.

35. Samples of Other Measures of Student Academic Progress/Achievement
Goal Setting for Learner/Program Progress
Samples of Other Measures of Student Academic Progress/Achievement
Individualized Education Plan (IEP) goals
Phonological Awareness Literacy Screening (PALS)
Performance Assessments for Skill Development
STAR – Reading and Mathematics
MAP – Measures of Academic Progress
IB and AP examinations
Industry certification examinations
The Guidelines recommend that 20 to 40% of the overall evaluation be based on other measures of student academic progress. The list provided demonstrate only a sample of assessments for which student progress/achievement may be considered as part of the summative rating.
Developed by Teacher Quality Resources, LLC. (2006). Permission granted to MDCPS to duplicate, modify, and use for training purposes.

36. Setting student achievement goals…
Focuses on student results
Connects teaching with learning
Improved instruction in the classroom
Contributes to school improvement
The intent of student achievement goal setting is to:
make explicit the connection between teaching and learning;
make instructional decisions based upon student data;
provide a tool for school improvement;
increase the effectiveness of instruction via continuous professional growth;
focus attention on student results; and ultimately
increase student achievement.

37. What is student achievement goal setting?
Step 4: Monitor student progress through on-going formative assessment
Step 3: Create and implement teaching and learning strategies
Step 5:
Determine whether the students achieved the goal
Step 2:
Create specific learning goals based on pre- assessment
Step 1:
Determine needs
Student achievement goal setting involves a multi-step process. Baseline performance is established by reviewing and analyzing data. Baseline data can be reviewed individually, or in a collaborative manner with other teachers. For example, a grade level may review the data.
Then, based on baseline data, the teacher decides to focus attention on student improvement. For example, a fourth grade team determines that their students performed well in mathematics last year, but not in reading. Therefore, they decide to focus the goal on reading. Each teacher creates his or her own goal based on the performance of the students in his or her classroom, but the goal area is decided as a grade level. An educational specialist may decide to focus on placement of students for gifted services and decreasing the amount of time it takes to move through the process.
Then, the teacher sets an attainable goal, meaning that the goal is within reach and yet is not too easy. For example, increasing a percentile ranking on a norm-referenced assessment from 50th percentile to 80th percentile would be quite difficult.
The professional then develops strategies that would support goal attainment. Strategies are critical to the goal setting process as they provide the means to the end, which is increased student achievement or program progress. Strategies will vary from class to class due to differences in age levels, subject areas, etc. Team planning will make strategies similar, but student are not at the same level across classrooms. So, the teacher must customize the goal to fit the needs of his/her students.
The strategies are then implemented and student/program progress is monitored. At the end of the year, data is analyzed to determine whether the goal was attained.

38. Writing a SMART Goal A student achievement goal should be SMART.
Specific - The goal is focused such as by content area and by students’ needs
Measurable - An appropriate instrument/measure is selected to assess the goal
Appropriate - The goal is clearly related to the role and responsibilities of the teacher
Realistic - The goal is attainable by the teacher
Time-bound - The goal is contained to a single school year

39. Teacher E’s Goal Goal Statement:
In current school year, each student will make measurable progress on the STAR assessment. Each student will gain at least one year’s growth in grade level equivalency.  
A good goal statement is one that is…
Specific
Measurable
Appropriate
Realistic
Time-bound
Based on Teacher E’s data and the goal statement, how SMART is Teacher E’s goal?

40. Sample SMART Goal
During the school year, my sixth grade physical education students will improve performance by 20% on each of the Presidential Fitness Test sub areas.
Specific: Focused on physical education, specifically the Presidential Fitness sub areas
Measurable: Identified Presidential Fitness Test to be used to assess goal
Appropriate: The teacher teaches the content and skills contained in the Presidential Fitness Tests.
Realistic: The goal of increasing student performance by 20% is realistic. It is not out of reach and yet not too easy.
Time-bound: Goal attainment can be addressed by the end of the year with the final Presidential Fitness Test.
The sample SMART goal is from a middle school physical education teacher. Each year students across the district participate in the Presidential Fitness Tests. The teacher determines that he will administer a pre-assessment to see how the students perform on each of the subtests. Then, the teacher writes the goal.
Specific – The goal is specific as it focuses only on the Presidential Fitness Test sub areas and not any other area in physical education.
Measurable – The goal is measurable as the teacher can administer practice tests throughout the year and at the end of the year to determine goal attainment.
Appropriate – The goal is appropriate as it relates to the teachers job responsibilities.
Realistic – The goal is realistic as it is not too easy but not too hard. It is attainable. Students who earn the Presidential Fitness Award are in the 85th percentile nationally so it would not be appropriate to expect that the majority of students would earn the Presidential Fitness Award.
Time-bound - The goal is contained to a single school year.

41. Teacher G– Second Grade
How Smart is this goal?
Teacher G– Second Grade
During this school year, my students will improve on word knowledge and oral reading fluency.
Aspect of Goal Statement
Evidence
Specific
Measurable
Appropriate
Realistic
Time-Bound
Review Teacher G’s baseline data and her goal statement: How SMART is her goal?

42. Applying a Goal Setting Rubric
Student Achievement Standard
Level of Performance
Unsatisfactory
Emerging
Proficient
Exemplary
The teacher develops rigorous student learning and academic achievement goals
Not Applicable
CANNOT MOVE FORWARD
Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year
Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year
Student learning and academic achievement goals are unrelated to identified student needs.
Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining.
This rubric provides a measure to determine whether a goal is rigorous and meets the SMART criteria.
Instruct participants to apply this rubric to Teacher G’s goal.

43. Portfolios/Document Logs
Collection of work that demonstrates the teacher’s professional competence in regard to meeting performance standards – teacher’s voice in evaluation
Complement classroom observation
Analysis and reflection should be included
Property of teacher; reviewed by evaluator
Help to clarify instructional relationship between lesson plans, student work, and assessments
Documentation logs are similar to portfolios, but are typically more concise and confined to specific artifacts
Artifacts of a teacher’s performance can serve as valuable and insightful data source for documenting the work that teachers actually do.
The items included provide evaluators with information they likely would not observe during the course of a typical classroom visit.
The emphasis is on the quality of work, not the quantity of materials presented. 13

44. Portfolio Table of Contents Example
Standard 5: Learning Environment
Activity Name
Teacher Comments (Optional)
Diagram of Classroom Arrangement
Shows different arrangements associated with different types of activities.
Bullying Presentation
At the conclusion of the bullying presentation, the class participated in a role-playing exercise.
Classroom Rules
Includes reflection on rationale for rules and how I reinforce them.
Classroom Procedures
Practiced frequently during the first few weeks of school; revisited throughout the year.
Student Survey Summary
Performance artifacts are “the products and by-products of teaching that demonstrate a teacher’s performance. They are the raw materials on which teachers reflect and from which they learn.”
Artifacts are not created solely for a portfolio or document log, but are readily reviewed in portfolio/document log form.

45. Student Surveys
Provide students’ perceptions of how teacher is performing -- direct knowledge of classroom practices
Assist teacher in setting goals for continuous improvement (formative evaluation)
Age considerations for survey
Surveys are anonymous
Actual responses seen only by individual teacher
Survey summary form included in portfolio
Student surveys represent an additional source of information regarding teacher performance.
The purpose of a student survey is to collect information that will help the teacher set goals for continuous improvement (i.e., for formative evaluation).
In most pre-kindergarten through grade 12 teacher evaluation systems, the sole purpose of the surveys is to provide feedback directly to the teacher for professional growth and development.

46. Self-Evaluation Example
Directions: Teachers should use this form annually to reflect on the effectiveness and adequacy of their practice based on each performance standard. Please refer to the performance indicators for examples of behaviors exemplifying each standard.
Teacher’s Name: Teacher D Date: 2/1/11
1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Areas of strength: I have a good understanding of the vertical articulation within my content area; I understand how students’ developmental levels impact their readiness to learn certain math concepts.
Areas needing work/strategies for improving performance: I’m not sure how to appropriately challenge my gifted students.
2. Instructional Planning
The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.
Areas of strength: I understand the most effective strategies to teach various curricular topics; I plan well ahead of time to make sure I have the necessary resources.
Areas needing work/strategies for improving performance: I sometimes neglect to pre-assess students, which makes me less effective than I could be at addressing individual student needs.
A sample Teacher Self-Evaluation Form is provided on pg. 36 of the Guidelines of Uniform Performance Standards and Evaluation Criteria for Teachers.
Abbreviated Sample Form for Training Purposes

47. Mark R. Allan, Ph. D. Director of Licensure and School Leadership Mark
Mark R. Allan, Ph.D. Director of Licensure and School Leadership (804)