1. Principal Exemplary Teacher Exemplary Exceptions to Student Growth

2.  Principal Exemplary Evidence  Teacher Exemplary Evidence  Final Evaluation Rubrics  Exceptions to Student Growth

3. The evidence listed under each Professional Standard serves as a sample. This is a transition year, and as we work through this process for the first time, feedback will be gathered to refine the list and process. It is important to work with your appropriate supervisor to determine the quality and quantity of evidence needed to receive exemplary status. Standard 1: Instructional Leadership  Improvement in performance of gap groups as related to SOLs (to exceed state average gains), NWEA, discipline, and/or graduation rates  Improvement in identified areas of need based on formal survey results, such as district/school surveys, community priorities workshops, parent input sessions, etc.  Evidence of sustained networking within feeder school pattern beyond district expectations, to align curriculum and instruction based on best practice, in combination with analyzing performance data and facilitating the adjustment of instruction accordingly  Contributions to professional knowledge through participation in writing, research, teaching, presenting, mentoring, etc.  REB nomination or other award related to student achievement or school improvement  Significant growth in 21st century learning as measured by Technology Innovation Progression Chart and Reflective Friends growth  Participation/leadership on division committees such as Henrico 21, curriculum writing, priority workshops, strategic planning, etc.  Creating and leading division staff development in data analysis and/or instructional practices

4. Standard 2: School Climate  Creation and implementation of a consistent school-wide program that leads to improved student discipline data  Initiation of multiple opportunities for community involvement that lead to improved school climate; sharing of ideas and results with other schools  Comprehensive recognition program with data tracking analysis  Implementation of student focus groups or advisory groups to improve school climate  Review of data weekly to identify trends among students, teachers, and specific behaviors  Development of school climate survey, with action plan, measures for growth, and progress monitoring.

5. Standard 3: Human Resources Management  Development of school retention plan, with action steps, measurable goals, and periodic monitoring  Expanded teacher mentorship program  Peer observation program development and implementation  Expanded professional development plan for the school and individual professionals  Documented service as mentor to teacher leaders/Associate & Assistant principals  Creation of school specific teacher self-assessment and outcome action plan steps  Implementation of collaboration plan for use of curriculum specialists and/or other resource personnel, including measurable outcomes

6. Standard 4: Organizational Management  Evidence of a timeline and process that represents stakeholders' voices and also honors the greater school needs as identified through school improvement plan  Solicitation and receipt of outside funds to enhance school programs  Evidence of a 360 review of procedures, processes, and reflections that lead to effective organizational management  Evidence of reflection on procedures that go above and beyond the expected number/frequency/scope of the evaluation process and their impact on student learning  Development of safety programs beyond division expectations  Evidence of collaboration/partnerships with local enforcement officials

7. Standard 5: Communication and Community Relations  Documentation of consistently exceeding minimum expectations for instructional feedback  Comprehensive, monitored plan for monthly communication with all stakeholders which is tailored to specific groups  Active participation/leadership in county-wide community organizations  Initiation of staff survey and development of plan with measurable outcomes  Creation of innovative program(s) that can be shared

8. Standard 6: Professionalism  Pursuit and/or completion of a Doctoral Degree, and other professional development within the evaluation cycle  Participation in regional or statewide committee  Publication in Educational Journal  Presentation at state or national conferences  Assisting with implementation of a school initiative in another school

9.  There is no set number of bullets per standard that each person must achieve – the focus should be around the quality of the evidence rather than the quantity  There is supervisor subjectivity. For example, one person could write an easy grant and win it. Another might write a pain staking grant and not win, yet that person may have put in more work and effort  Looking at a totality of a 3 year window

10. The evidence listed under each Professional Standard serves as a sample. This is a transition year, and as we work through this process for the first time, feedback will be gathered to refine the list and process. It is important to work with your appropriate supervisor to determine the quality and quantity of evidence needed to receive exemplary status. Standard One: Professional Knowledge  Active participation in professional cohort – National Board Certified, Teacher Leadership Cohort, etc.  Leadership role in a professional educational organization  Presentations at educational related conferences and division professional development  Service as teacher mentor while maintaining a log of documentation and demonstrated reflection of your interactions  Participation on curriculum and assessment committees at the state and local level  Writing and/or receiving grants in accordance with HCPS policies and procedures

11. Standard Two: Instructional Planning  Collaboration with curriculum specialist while maintaining a log of meetings, conversations, and/or planning strategies and outcomes to be shared  Service on an instructional review committee with evidence of active participation  Meaningful contribution on school sponsored teams to include, but not limited to, School Improvement, Academic Achievement Team, or RTI which meet to analyze data to drive instructional planning  Creating artifacts that provide evidence of consistent implementation of differentiated instruction, including examples of efforts to address the achievement gap groups  Designing instruction to increase the progress of students being considered for retention  Documentation of collaboration with exceptional education, ESL, and/or itinerant teachers, to show outcomes of student progress/growth

12. Standard Three: Instructional Delivery  Creation of curriculum units vetted by specialist for division sharing  Participation in Peer Observation and Feedback sessions with documentation including log of times, who was observed and the reflection/feedback provided  High quality Henrico 21 lesson plan submitted at the county level  Artifacts showing consistent differentiation of instruction for varied learning styles and levels

13. Standard Four: Assessment of and for Student Learning  Portfolio of student work samples highlighting various types of formative and summative assessments aligned with content and cognitive level outlined in the curriculum standard(s)  Documentation with rubrics for student self-evaluation, progress monitoring and goal setting  Demonstrated attributes of a reflective practitioner to include self evaluation with regard to instruction and assessment  Consistent, documented, two-way communication with students, parents, and staff about student progress and plans for growth

14. Standard Five: Learning Environment  Active engagement and participation on the school discipline, safety, awards, or coalition committees and leadership in sharing outcomes  Creation and implementation of successful classroom management procedures and behavior strategies designed to reduce disciplinary incidents to be shared for use by teachers throughout the district  Participation in Peer Observation and Feedback sessions with a learning environment focus with documentation including log of times, who was observed and reflection/feedback provided  Classroom climate survey development and periodic analysis of classroom data with an action plan initiated for area(s) of growth  Documentation of support to families, extending beyond the school which encourages and maintains parental involvement, documentation of teacher attendance at student extra-curricular activities, etc.

15. Standard Six: Professionalism  Evidence of participation in professional organizations/activities and conferences  Communication log identifying productive collaboration with parent, colleagues, and community  Portfolio of meaningful learning activities and impact on professional practice/student learning  Pursuit of continued growth and learning opportunities by working toward advanced degrees or additional endorsements

16.  The rubric below is to be used with Performance Standards 1 - 6 4  Exemplary - Exceeds the requirements contained in the performance standard 3  Proficient - Meets the requirements contained in the performance standard 2  Needs Improvement - Inconsistently meets the requirements contained in the performance standard 1  Unacceptable -Does not meet the requirements contained in the performance standard

17.  Rubric to be used with Performance Standard 7: 8  Exemplary - Meets or exceeds the identified goal 6  Proficient - Shows improvement toward the identified goal 4  Needs Improvement - Maintains status on the identified goal but does not show improvement 2  Unacceptable - Progress toward goal is less than baseline data/score

18. Scoring Scenarios Must be proficient in all areas before exemplary evidence can be considered. StandardsScenario 1Scenario 2Scenario 3Scenario 4 Standard 16pts 4pts Standard 26pts 4pts Standard 36pts4pts Standard 46pts4pts Standard 56pts4pts Standard 630pts 20pts Standard 720pts40pts 20pts TOTAL80 = Proficient Must make both student measures to be exemplary 94=Exemplary Does not have to be exemplary in all to be overall exemplary 80=Proficient Proficient with growth measures met 60=Needs Improvement Not proficient if growth measure is not met

19.  Principals submitted the number of students not showing growth, alternative assessments accepted, and possible exceptions.  After reviewing the information collected from this transition year, a list was compiled for group discussion.

20. Acceptable Alternatives  SOL Scores  Teacher–made Assessments  Report Card Grades  Intervention Progress Trend Data  Meeting the Standard Error of Measurement for one point RIT growth  IEP Goal Measurements  Running Records  Benchmark Assessments  PAL Quick Checks  Portfolio of Student Work Samples  Student Project The goal is for all students to show some growth for the year. These alternatives provide opportunities to measure growth when the selected measure fails to meet this standard.

21. Exceptions In a small number of cases, exceptions are granted. Numbers by content and teacher should be carefully monitored to provide intervention and support where needed. Exceptions for Consideration:  Absent During Testing Window  Excessive Absences (definition of excessive)  Documented Behavior Issues  Enrollment Date  Documented Mental Health Issue  In the Evaluation Process

22. Not Acceptable Exceptions:  Behavioral Issues without clear explanation  Student not on Medication  Lack of Parent Support  Exceptional Education Student  Homeless