Fcps teacher performance evaluation handbook

Please see Appendix B for a list of data sources and sample artifacts aligned by standard. This is not an all-inclusive listing. For an evaluation system to be meaningful, it must provide its users with relevant and timely feedback. To facilitate this, evaluators should conduct both formative and summative evaluations of teachers. While the site administrator has the ultimate responsibility for ensuring that the evaluation system is executed faithfully and effectively in the school, other administrators may be designated by the evaluator to supervise, monitor, and assist with the multiple data source collection which will be used for these evaluations.

Definitions of Ratings The rating scale provides a description of four levels of how well the standards i. The use of the scale enables evaluators to acknowledge effective performance i. The definitions in Figure 12 offer general descriptions of the ratings. For the criteria of the ratings for each standard, refer to the matrices in Part II. Note: Ratings are applied to the seven performance standards and to an overall single summative rating, not to key elements or performance matrices.

Teachers are expected to perform at the effective level. The rating developing OR needs improvement helps to delineate the difference between a novice and veteran teacher. Our school district recognizes that educators in their first three years of teaching are developing their understanding of curriculum content and pedagogy. Likewise, there is recognition that time is often needed for an experienced teacher to develop content knowledge following a change in grade level or content assignment.

If a teacher on continuing contract, who has been working at that grade level or content for more than one year, performs inconsistently in a standard or whose performance is less than quality work, a rating of needs improvement might best define their rating on that standard. Midyear Performance Assessment Teachers scheduled to receive a summative evaluation will receive a midyear performance assessment to provide systematic feedback. During the conference, evaluators should also provide midyear feedback on the Documentation Log and the progress students are making toward the goal identified in the Goal Setting for Student Progress Form.

Summative Evaluation At the end of the evaluation cycle teachers will be rated on each of the seven performance standards using a performance matrix see Part II , an overall evaluation summary, and an overall recommendation. As previously discussed, the matrix is a behavioral summary scale that describes acceptable performance levels for each teacher performance standard.

Evaluators make decisions about performance of the seven performance standards based on all available evidence. The results of the evaluation are discussed with the teacher at a summative evaluation conference. Single Summative Rating In addition to receiving a rating for each of the seven performance ratings, the teacher will receive a single summative evaluation rating at the midyear and conclusion of the evaluation cycle.

The summative rating will reflect an overall evaluation rating for the teacher. The overall summative rating will be highly effective, effective, developing OR needs improvement, or ineffective. Performance standards will count for 60 percent of the evaluation. Standard 7 will account for 40 percent of the evaluation. Similarly, one ineffective rating on any one performance standard will result in an overall rating no higher than developing OR needs improvement and could result in an overall ineffective rating.

Summative Recommendation In addition to the single summative rating, the teacher receives a recommendation of: reappointment, conditional reappointment, or do not reappoint on the summative evaluation. Teachers who receive a reappointment recommendation meet the effective or highly effective performance expectation. Teachers who receive a conditional reappointment may participate in an intervention program and will be evaluated again the following school year.

Teachers who receive a do not reappoint will be recommended for dismissal. Unsatisfactory performance will be noted in the summative evaluation along with the standards that were below the effective performance expectation. Nothing in Regulation shall be construed to provide due process rights to a teacher on annual contract or to require cause for either the nonrenewal of the contract of an annual contract teacher. Evaluation Schedule Summative evaluations are to be completed for all annual contract teachers and continuing contract teachers in their summative evaluation year.

Many resources are needed to assist teachers in growing professionally. Sometimes additional support is required to help teachers develop so that they can meet the performance standards.

Note: Support programs are provided in the context of classroom teaching and generally are not extended to teachers engaged in serious misconduct. Serious misconduct may result in immediate dismissal, without provision of improvement opportunities. Tools are provided in the evaluation system that may be used at the discretion of the evaluator, regardless of contract status.

One is the Support Dialogue, a school-level discussion between the administrator and the teacher. It is a conversation about performance needs in order to address the needs. Another is the Performance Improvement Plan which is developed by a teacher and evaluator and identifies appropriate strategies for improvement in identified guideline areas. These tools may be used sequentially or independently of each other; the support dialogue process is not a prerequisite to the performance improvement plan process.

Figure 15 shows the differences between the two processes. These teachers targeted supervision and additional attempt to fulfill the standard, but resources.

Performance Improvement Plan. A teacher could request a support dialogue. It is designed to facilitate discussion about the area s of concern and ways to address those concerns. After the agreed-upon time to receive support and implement changes in professional practice has elapsed, the evaluator and teacher meet again to discuss the impact of the changes see sample follow-up prompts below. The entire Support Dialogue process is intended to be completed within a predetermined time period as it offers targeted support.

In the event that improvements in performance are still needed, the evaluator makes a determination to either extend the time of the support dialogue because progress has been made, or to allocate additional time or resources. If the necessary improvement is not made, the employee may be placed on a Performance Improvement Plan. Once placed on a Performance Improvement Plan the teacher will have a predetermined time period to demonstrate that the identified deficiencies have been corrected.

What has gone well? What has not gone as well? Performance Improvement Plan The evaluator, at any time, may ask a teacher to develop a Performance Improvement Plan, for a prescribed period of time, in order to address deficiencies within any of the standards.

A Performance Improvement Plan is designed to support a teacher in addressing areas of concern through targeted supervision and additional resources. It may be used by an evaluator at any point during the year for a teacher whose professional practice would benefit from additional support. Resolution of Performance Improvement Plan The evaluator meets with the teacher to review progress made on the Performance Improvement Plan, according to the timeline.

Intervention Program FCPS provides planned and sustained assistance to teachers whose performance does not meet one or more performance standards and who, consequently, receive a conditional reappointment.

Therefore, teachers who receive a conditional reappointment may participate in an intervention program with an intervention team and will be evaluated again the following school year. Teachers participating in the intervention program receive assistance from an intervention team to include the teacher, a site administrator, a curriculum designee, and a performance assessment specialist from the Department of Human Resources, A plan will be developed by the team to determine areas for improvement and requisite resources to address those areas over a prescribed period of time.

Team members may make classroom observations and provide feedback to the teacher. The assessment and evaluation process and the intervention process are separate and discrete but will continue concurrently. However, any cost-of-living allowance will not be affected. A teacher must receive a reappointment recommendation during the subsequent summative evaluation year or be recommended for dismissal.

A second recommendation for conditional reappointment is not an option except in an extraordinary circumstance. If a subsequent reappointment recommendation is received, the salary step will be reinstated. The key elements are provided as samples of activities that address the standard. 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.

Key Elements Examples may include, but are not limited to: The teacher: 1. Developing OR Highly Effective Effective Ineffective Needs Improvement Is expert in the subject Knows the subject matter Is somewhat familiar Has little familiarity with area and has an well and has a good with the subject and has a the subject matter and understanding of current grasp of child few ideas of ways few ideas on how to research in child development and how students develop and teach it and how students development and how students learn.

Projects high Conveys to students: Tells students that the Gives up on some expectations and This is important, you subject matter is students. Continually grabs student Activates student prior Is only sometimes Rarely hooks student interest and makes knowledge and hooks successful in making the interest or makes connections to prior their interest in each unit subject interesting and connections to their lives.

Key Elements Examples may include, but are not limited to: The teacher: 2. Studies and strategic goals. Plans most units Plans some units Plans lessons with some Plans with little or no backwards, with well- backwards with big thought to larger goals consideration for long- thought-out big ideas, ideas, essential and objectives and range curriculum goals.

Designs each lesson with Designs lessons focused Plans lessons with some Plans lessons aimed clear, measureable goals on measureable consideration of long- primarily at covering closely aligned with outcomes aligned with term goals. Designs lessons involving Designs lesson that use Plans lessons that Plans lessons that rely an appropriate mix of an effective, diverse mix involve a mixture of mainly on mediocre, high quality, diverse of materials.

Shows students exactly Gives students a clear Posts the main learning Begins lessons without what is expected by sense of purpose by objectives of each lesson. Actively seeks new ideas Seeks effective teaching Occasionally is Is not open to ideas for and engages in action ideas from colleagues, persuaded to try out new improving teaching and research with colleagues other professionals, and classroom practices.

Key Elements Examples may include, but are not limited to: The teacher: 3. Developing OR Highly Effective Effective Ineffective Needs Improvement Continually presents Uses clear explanations, Sometimes uses language Often presents material material clearly and appropriate language, and explanations that are in a confusing way, using explicitly, with well- and good examples to fuzzy, confusing, language that is chosen examples and present material.

Anticipates student Anticipates Considers one or two Proceeds without misconceptions and misconceptions that ways that students might considering confusions and develops students might have and become confused with misconceptions that multiple strategies to plans to address them in the content.

Successfully reaches all Differentiates and Attempts to Fails to differentiate students by skillfully scaffolds instruction to accommodate student instruction for students. Uses coherence, lesson Maximizes academic Sometimes loses Loses a great deal of momentum, and seamless learning time through teaching time due to lack instructional time transitions to get the coherence, lesson of clarity, interruptions, because of confusion, most out of every minute.

Keeps all students Has students actively Attempts to keep Does not attempt to keep challenged and highly think about, discuss, and students actively students actively involved in focused work use the ideas and skills involved, but some involved and relies in which they are active being taught. Poses a range of Poses a range of Uses questions that seem Uses low level questions questions designed to questions designed to to involve answers that often require single, challenge students that promote student determined in advance correct answers with a results in thoughtful, discussions, successfully by the teacher and which few students dominating genuine discussions engaging most students only involve some discussion.

Orchestrates highly Orchestrates effective Uses a limited range of Uses only one or two effective strategies, strategies, materials, and classroom strategies, teaching strategies and materials, and groupings classroom groupings to materials, and groupings types of materials and to involve and motivate foster student learning. Key Elements Examples may include, but are not limited to: The teacher: 4. Developing OR Highly Effective Effective Ineffective Needs Improvement At the start of instruction, Diagnoses student Does a quick exercise to Begins instruction gives students a well- knowledge and skills and assess student prior without diagnosing constructed diagnostic makes small adjustments knowledge before student skills and assessment, using the based on the data.

Requires students to set Has students set goals, Urges students to look Allows students to move ambitious goals, self-assess, and know over their work, see on without assessing and continuously self-assess, where they stand where they had trouble, improving problems in and take responsibility academically at all times. Posts and reviews the Posts clear criteria for Tells students some of Expects students to know criteria for proficient proficiency, including the qualities that their or figure out what it takes work, including rubrics rubrics and exemplars of finished work should to get good grades.

Consistently has students Has students sum up Sometimes brings Moves on at the end of summarize and what they have learned closure to lessons and each lesson without internalize what they and apply it in a different asks students to think closure or application. Collaborates with Collaborates with Looks over student tests Gives tests and moves on colleagues to use colleagues to use data to see if there is anything without analyzing them formative assessment from formative that needs to be re- and following up with data, re-examine and assessments to adjust taught.

Collaborates with Collaborates with At the end of teaching Does not revise and students, parents, and students and colleagues unit or semester, thinks improve lessons for the colleagues to reflect on to reflect on the about what might have future when teaching is what worked and what effectiveness of lessons been done better.

Key Elements Examples may include, but are not limited to: The teacher: 5. Developing OR Highly Effective Effective Ineffective Needs Improvement Is direct, specific, Clearly communicates Announces and posts Comes up with consistent and persistent and consistently enforces classroom rules and improvised rules and in communicating and high standards for consequences. Skillfully uses room Organizes classroom Organizes furniture and Has a conventional arrangements, materials, furniture, materials, and materials to support the furniture arrangement, and displays to maximize displays to support unit lesson, with only a few hard-to-access materials, student learning of all and lesson goals.

Successfully infuses Teaches routines and has Tries to train students in Does not teach routines class routines up front so students maintain them class routines but many and is constantly that students maintain all year. Shows warmth, caring, Is fair and respectful Is fair and respectful Is sometimes unfair and respect, and fairness for toward students and toward most students and disrespectful to the class; all students and builds builds positive builds positive plays favorites.

Key Elements Examples may include, but are not limited to: The teacher: 6. Carries out assignments Is punctual and reliable Occasionally skips Frequently skips conscientiously and with paperwork, duties, assignments, is late assignments, is late with punctually, keeps and assignments; keeps meeting professional professional meticulous records, and accurate records.

Continually seeks out Seeks out professional Participates in Engages in little or no professional learning learning activities and professional learning professional learning and opportunities and actively participates in activities when makes no effort to assist initiates activities to assisting and sharing convenient and makes and share with contribute to the with other educators. Frequently collaborates Collaborates with Meets occasionally with Meets infrequently with formally and informally colleagues to plan units, colleagues to share ideas colleagues, and with colleagues to plan share teaching ideas, and about teaching and conversations lack units, share ideas, and look at student work.

Frequently contributes Is a positive team player Occasionally suggests an Rarely if ever contributes valuable ideas and and contributes ideas, idea aimed at improving ideas that might help expertise and instills in expertise, and time to the the school. Deals immediately and Responds promptly to Is slow to respond to Does not respond to successfully with parent parent concerns and some parent concerns parent concerns and concerns and always makes parents feel and gives off an makes parents feel makes parents feel welcome in the school.

Is successful in Tries to contact all Tries to contact all Makes little or no effort contacting and working parents and is tenacious parents, but ends up to contact parents.

The Virginia teacher evaluation system includes the documentation of student growth as indicated within Standard 7 and recommends that the evidence of progress be reviewed and considered throughout the year. Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Key Elements Examples may include, but are not limited to: The teacher: 7.

Pages are intentionally not included in this document to ensure that you are always viewing the most up-to-date version of each form. The evaluator and the teacher use the forms to provide evidence of the quality of work performed. The evaluator maintains the completed forms and provides copies to the teacher. They receive a final evaluation during each of their first three summative evaluation years.

Note: Teachers new to FCPS but are continuing contract teachers in Virginia are considered annual contract teachers only during their first year. Assessment — The collaborative process of teacher and evaluator determining the overall performance of the teacher based on seven performance standards and the related matrices. A request for assistance may be initiated by a teacher or administrator and made to the Office of Employee Performance and Development, Department of Human Resources.

Continuing Contract Teachers — Teachers who are no longer annual contract teachers and receive a final evaluation during their summative evaluation year which occurs on a three- year cycle; their evaluation period begins upon the completion of a summative evaluation year and typically extends through two formative years followed by the next summative evaluation year. This includes student performance and school profile data. See Data Sources section, Part I.

Documentation Log — A log which includes both required artifacts and teacher-selected artifacts and provides evidence of the teacher meeting performance standards. The evaluator will determine which artifacts are required to be submitted by the teacher and will discuss this at the Goal Setting conference. Draft Summative Evaluation — An evaluation which is not final because of delay in collecting previously identified data sources which are needed for evidence of meeting the SMARTR goal.

Evaluation Period — For annual contract teachers, the evaluation period is a single year; following the successful initial year, annual evaluation occurs for the next two successive years provided the teacher receives reappointment status. For continuing contract teachers, the evaluation period begins upon the completion of a summative evaluation year and typically extends through two formative years followed by the next summative evaluation year.

Evaluator — Principal, assistant principal, school-based administrator, or site administrator who is responsible for the overall supervision of personnel. Following all formal observations, the evaluator will have a follow-up discussion with the teacher regarding the evidence pertaining to the standards and provide written documentation to the teacher sample formal observation forms are included in Part III of this handbook.

A pre-conference may be conducted at the request of the teacher or evaluator on announced formal observations. Although there is no specified duration for these observations, it is highly recommended that the evaluator remain for the amount of time necessary to observe a complete lesson with a lesson transition. It is expected that a collaborative dialogue between the teacher and evaluator occurs at this conference which is key to supporting the continuous growth and development of the teacher to improve student academic progress and educator effectiveness.

A series of three informal observations may be used as - one data source. Intervention Program — A program that provides planned and sustained assistance for a teacher who receives a conditional reappointment recommendation on the Teacher Summative Evaluation. The intervention team includes the teacher, a Human Resources performance assessment specialist, a curriculum designee, and a site administrator.

Key Elements — Samples of activities that address each performance standard. These elements are supported by the performance matrix for each of the seven standards, by which a teacher is evaluated.

It also reports an overall evaluation summary rating that is calculated based on a range of scores, a midyear recommendation, as well as comments and a professional growth focus. Mini-observations are followed by written feedback in no specific format.

A series of three mini-observations may be used as - one data source. Observations — Announced or unannounced; formal, informal, or mini, methods the evaluator utilizes for gathering teacher performance information across the seven standards on a wide variety of contributions made by teachers in the classroom or to the school community as a whole.

For example, evaluators observe teachers by visiting classrooms and non-instructional spaces, attending meetings, and participating in school activities.

These day-to-day observations can be formal, informal, or mini in nature and serve as a source of information throughout the evaluation period. Formal observations are required to be conducted in any year a teacher is scheduled to receive a summative evaluation.

All formal observations include a post-observation conference for the evaluator to provide feedback to the teacher. A pre-conference for formal observations may be conducted at the request of the teacher or the evaluator, and is encouraged for teachers on an annual contract. During a post-formal observation conference, the evaluator reviews all information summarized on the Formal Classroom Observation Form as well as other applicable documentation.

See related section, Part I. Each matrix states the measure of performance expected of teachers and provides a qualitative description of performance at each level and is intended to be qualitatively superior to all lower levels.

Effective is the expected level of performance. Performance Rating Levels — Performance ratings are based on evaluation of multiple sources of data collected by the teacher and the evaluator during the evaluation period. For example: avoid giving tests on Rosh Hashanna and Yom Kippur. Advanced planning will ensure awareness and cultural sensitivity. Staff members are expected to present a positive attitude in speech, actions, and body language at all times.

Staff is asked to refrain from the use of sarcasm that may be misinterpreted. Fairfax County Public Schools stands committed to its philosophy that all employees are entitled to equal employment opportunities. FCPS will affirmatively recruit, hire, train, and promote employees on the basis of their abilities, achievements, and experience without regard to race, color, religion, sex, age, national origin, handicap, or any other factors unrelated to individual merit or qualifications.

This policy applies to all other personnel actions, such as compensation, benefits, discipline, transfers, reductions, terminations, return from layoffs, education, and participation in FCPS-administered activities. It is against FCPS policy for any employee, male or female, to engage in sexually harassing another employee.

According to the Equal Employment Opportunity Commission, "unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when 1 submission to such conduct is made It is the responsibility of all employees to ensure that FCPS's policy of equal employment opportunity and affirmative action is implemented in all phases of personnel administration. This program sets forth the action to be taken by FCPS employees to fulfill its responsibilities to provide equal employment opportunities.

It is the responsibility of the director, human relations, to monitor compliance with this program and to assist employees and administrators in meeting their affirmative action and equal employment opportunity obligations.

Any employee who has been found, after appropriate investigation, to have violated this policy will be subject to appropriate disciplinary action, depending upon the circumstances. Employees may raise inquiries or complaints concerning equal employment opportunities to their appropriate supervisors or, if an employee prefers, to an Office of Human Relations staff member.

FCPS offers many supports to staff members experiencing hardships. Family Medical Leave may be an option for staff that may need intermittent or continuous leave due to medical hardships. In situations where such leave is granted, the Evaluation and Performance process is ceased.

Excessive absences by staff members who do not have such medical leave may be seen as a failure on the part of staff members to perform their professional responsibilities. The morning portion of the training will focus on an overview of the updated Teacher Performance Evaluation System and the afternoon will consist of making summative decisions including a short simulation.

Division and school staff responsible for evaluating teachers may register for one webinar session. Please select the registration link for the desired session to register in advance.

An email will be sent to each registrant with details for joining the session on the selected date. Following the webinar, a recording of the webinar, training videos, and presentation materials will be posted on this webpage as a resource for school divisions. Griffin doe.