1. Assessing Teachers’ Performance in Newport News, VA Presenters: Saundra C. Boatwright & Susan A. Piland National Conference on New Directions in Teacher Compensation December 7, 2000

2. NNPS Performance Assessment Goals Define teaching for the 21st century (Phillip Schlechty) Set district standards Maximize fairness and minimize subjectivity Connect teaching with student engagement and learning Expect professional development

3. Why incorporate C. Danielson’s Framework for Teaching? The Framework offers a standards-based, data-driven method for the assessment of performance.

4. Performance Assessment Cycle © Susan A. Piland Rubric (Performance Scale) Evidence of Performance Assessment of Performance the standard the data the judgment

5. RUBRICS… describe both teacher & student performance. Set the standard at four levels (unsatisfactory, basic, proficient, and distinguished) Honor the complexity of teaching (four domains) Facilitate continuous improvement

6. EVIDENCE… is authentic performance data. Personalizes the rubrics Demands reflection Drives the discussions in assessment conferences Empowers the teacher to lead assessment dialogue

7. What are special features of the NNPS Teacher Performance Assessment? Teachers As Leaders Agendas for Conferences Support Teams Formative Summative

8. “Teachers As Leaders” (Dr. Phillip Schlechty) Raises The Framework standards for Leadership Fosters self-directed professional autonomy Is critical to achieving the district mission… “academic success for all students regardless…”

9. Agendas… discussion points for conferences Minimize surprises Promote preparation Offer security Keep discussion on task Put emphasis on quality of dialogue, rather than paperwork

10. Support Teams… teachers collaborating on their assessment Meet monthly (2 to 5 teachers) Maintain minutes Define resources needed Share & reflect on evidence Discuss instructional strategies and results

11. NNPS Teachers’ Beliefs and Values Desire to be treated as Professionals. Appreciate 1-on-1 discussions with evaluator. Feel valued and respected when evaluator prioritizes time for reflective dialogue. Do NOT want responsibility of evaluating their peers. Have grown to respect the ideas and expertise of peers. Appreciate and use peer support.