1. Teacher Effectiveness for Language Learning Lisa A. Harris, Ed.D. Virginia Department of Education Specialist for Foreign Languages Jennifer Carson, M.Ed. Virginia Beach City Public Schools Coordinator, World Languages

2. After this session, participants will be able to:  Identify correlations between the Virginia Standards for the Professional Practice of Teachers of Foreign Languages(VSPPT-FL) and the Teacher Effectiveness for Language Learning (TELL) Framework.  Discuss how the TELL Criteria support the development of professional development plans for Foreign Language teachers.  Use the TELL Project’s products as a foundation for professional development planning on an individual, school, division, or state level Learning Objectives

3. 3 THE VIRGINIA STANDARDS FOR THE PROFESSIONAL PRACTICE OF TEACHERS (VSPPT) Uniform Performance Standards

4. VSPPT/FL Background Virginia Standards for the Professional Practice of Teachers Approved by the Virginia Board of Education on April 28, 2011, effective July 1, 2012. http://www.doe.virginia.gov/teaching/regulations/unifor m_performance_stds_2011.pdf

5. How will teacher performance be documented? 12

6. Multiple Data Sources Observations Portfolios/Documentation Logs Student Surveys Self-Evaluation Measures of Academic Progress Student Growth Percentiles Student Achievement Goal Setting Other Valid Measures

7. 7 Goal Setting for Student Progress Appropriate measures of academic progress are determined During first month of school, teachers set goals for improving student progress based on the results of performance measures Midyear review of student progress goal; modify strategies End-of-year review of goal attainment Observations Probationary teachers observed many times throughout the year Continuing contract teachers observed several times a year Additional observations at building administrator’s discretion Observations last the duration of a full lesson Documentation Log Includes both specific required artifacts and teacher-selected artifacts Artifacts provide evidence of meeting selected performance standards Provides teacher with opportunity to demonstrate quality work Evaluator reviews annually (by end of first semester for probationary teachers; before last week of school for all teachers) Student Surveys Teachers survey their students prior to end of first semester (e.g., K-8: survey entire class; if students change classes, survey two classes; 9-12: survey two classes per semester) Teachers enter summary of the results in their Documentation Log Recommended Data Sources 14

8. Data Collection Procedures Data Collection Procedure Form(s)EvaluatorTeacher Informal ObservationsInformal Classroom Observation Form Formal ObservationsFormal Classroom Observation Form Student Surveys Student Survey Forms (1-2, 3-5, 6-8, 9-12) Student Survey Summary Portfolios/Documentation Logs Table of Contents Self-EvaluationTeacher Self-Evaluation Form Measures of Academic Progress Goal Setting for Academic Progress Form Reviews/approvesSelects/develops

9. 9 Teacher Performance Standard Percentage Contribution to the Summative Rating Standard 110% Standard 210% Standard 310% Standard 410% Standard 510% Standard 610% Standard 740% Performance Evaluation Standard Weighting 23

10. The Virginia Foreign Language Professional Development Framework (VA-FLPD) Based on the VSPPT and the TELL Project

11. VA-FLPD Framework

12. The Virginia Foreign Language Professional Development Framework Collaborative Effort Research based Model for individual, school, and/or division level plans Correlated with VSPPT/FL and the TELL Project On the Web at: www.flavaweb.org/www.flavaweb.org/

13. Uniform Standards Standard 1: Professional Knowledge Standard 2: Instructional Planning Standard 3: Instructional Delivery Standard 4: Assessment of and for Student Learning Standard 5: Learning Environment Standard 6: Professionalism Standard 7: Student Academic Progress

14. What is TELL?

15. TELL Guiding Principles

16. Core Beliefs The identified teacher characteristics and behaviors represent the model world language teacher. The identified teacher characteristics and behaviors represent the model world language teacher.

17. Core Beliefs

19. The Virginia Standards Standard 1: Professional Knowledge Standard 2: Instructional Planning Standard 3: Instructional Delivery Standard 4: Assessment of and for Student Learning Standard 5: Learning Environment Standard 6: Professionalism Standard 7: Student Academic Progress

20. 20 TELL Framework Preparing for Student Learning Advancing Student Learning Supporting Student Learning E Environment LE The Learning Experience C Collaboration P Planning A Performance and Feedback PR Professionalism LT Learning Tools VSPPT #5 VSPPT #2 VSPPT #3 VSPPT #4 VSPPT #5 VSPPT #6

21. Introduction Framework Implementation SELF-ASSESSMENTS

22. 22 SCENARIO 1 Division Implementation

23. Curriculum Leader - Full-day Workshop research on student achievement 3 core beliefs of TELL small group discussions about characteristics

24. Division Implementation Teachers use self-assessment tool to determine current adherence to the criteria. Select top 3 choices for growth for the semester. Inform the supervisor.

25. A Division Coordinator’s Perspective “I believe the TELL Project will help us better support teachers and retain them in our profession. Teachers, like students, need to have clear expectations and understandings of what an effective teacher looks like and how they should strive to perform in today’s world language classroom and community.” Dawn Samples, SC

26. Sharon Deering, TX Division Practices

27. 27 SCENARIO 2 School-level Implementation

28. Department Implementation Present research on student achievement. Study the 7 domains in meetings & in-service days. Take the Self-Assessment. Make a decision about professional development needs based on Self-Assessment results. Administrators support implementation.

29. Alyssa Villarreal, TN Role of Principal

30. 30 SCENARIO 3 Individual Teacher Implementation

31. Review the 7 domains. Take the self-assessments to determine areas for growth. Tape lessons and use observation instruments.

32. Foundational Criteria Framework Documents Foundational Criteria

33. Choosing goal areas Full TELL Self-Assessment Inventory –All domains and criteria –Just one or two of the 7 domains Foundational Criteria Inventory –Starting with the essential criteria in all 7 domains Decide on the assessment method that is appropriate for you or your group, using:

34. Using goals to enhance individual professional development Select goal areas Identify related topics and questions Search for professional development options related to the goal: –College courses –Conference sessionsConference sessions –Regional workshops –Look for correlations in offerings

35. Teachers’ Perspectives “The TELL document has helped me to re- evaluate my teaching from a variety of standpoints; from how I plan and assess, to how I collaborate with students and other stakeholders, to how I set goals for becoming a more effective teacher.” Dorothy McFarland

36. Teachers’ Perspectives “I recommend it be used like a pilot uses his checklist before, during, and after flight as a guide to focus on all the many facets that are instrumental in assisting our kids navigate their journey as they learn a new language and culture.” Dennis Groters, TX

37. Resources for Implementation Correlations to VSPPT Formative Observation Instruments Administrative observation instruments Correlations to research Research and articles Exemplars

38. TELL Self-Assessment and VSPPT/FL

40. TELL Criteria and PD

41. Partner Initiatives FLAVA conference correlations Washington & Lee University FLTWS (webinars) VCU Title VI grant applications Regional PD workshops VDOE support

42. VDOE State-wide survey MOPI Institute Archived videos Teacher Direct PD calendar (SOL Events)

43. Teacher Direct More direct line of communication with classroom teachers and educators Includes: Content-specific news and information for teachers & students Information about new instructional resources Professional development calendar Grant opportunities

44. SOL Events Searchable online calendaronline calendar TELL survey will help determine offeringsTELL survey Updated as events are identified –VDOE –Professional organizations –Community groups –Regional trainings –Online sessions

48. Self-Assess  Describe the correlation between the VSPPT and TELL  Discuss how the VSPPT relate to foreign language teaching.  Tell how the VA-FLPD supports professional development for Foreign Language teachers.

49. 49 Find information and resources on the Virginia Standards for the Professional Practice of Teachers and Student Goal Setting on the Web at: http://www.doe.virginia.gov/teaching/performance_eva luation/teacher/index.shtml

50. 50 Find information and resources for the TELL project on the Web at: www.tellproject.org

51. 51 WWW.FLAVAWEB.ORG/ Find the VA-FLPD Framework on the web at:

52. Do TELL! Teachers can take the professional development goals survey at: http://www.surveymonkey.com/s/75Y5LHT

53. Thank You! For information about foreign language initiatives in Virginia please contact: Lisa A. Harris Specialist for Foreign Languages Virginia Department of Education P.O. Box 2120 Richmond, VA 23218-2120 Tel: 804-225-3666 Fax: 804-786-1597 E-mail: lisa.harris@doe.virginia.govlisa.harris@doe.virginia.gov