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System for Teacher Evaluation and Performance (STEP)

System for Teacher Evaluation and Performance (STEP). Overview of the Revised Teacher Evaluation Process from the Virginia Department of Education (July, 2012). Rating Based. Exemplary: In addition to meeting the standard….. Proficient: Meets the standard

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System for Teacher Evaluation and Performance (STEP)

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  1. System for Teacher Evaluation and Performance (STEP) Overview of the Revised Teacher Evaluation Process from the Virginia Department of Education (July, 2012)

  2. Rating Based • Exemplary: In addition to meeting the standard….. • Proficient: Meets the standard • Developing/Needs Improvement: Inconsistent in meeting standard • Unacceptable: Does not meet standard *Proficient is the “norm”

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

  4. Performance Indicators • Subcategories that provide examples of what may be observed for each performance standard • (ie: The teacher: • 1.1 Effectively addresses appropriate curriculum standards • 1.2 Integrates key content elements and facilitates higher level thinking skills)…..

  5. How to Document? • Documentation Logs • Observations • Student Surveys (optional) • Self-reflection form • Measures of Academic Progress: Student Growth percentiles Student Achievement Goal Setting Other valid measures

  6. How to Rate? • Exemplary=4 • Proficient=3 • Developing/Needs Improvement=2 • Unacceptable=1 • Standards 1-6= 10% • Standard 7= 40%

  7. Final Score Values: • Exemplary= 35-40 • Proficient= 26-34 • Developing/Needs Improvement= 20-25 • Unacceptable= 10-19 *Additional criteria can be added • Preponderance of evidence

  8. Example: Standard 1=3 10% Standard 2=3 10% Standard 3=3 10% Standard 4=3 10% Standard 5=3 10% Standard 6=3 10% Standard 7=2(x4)=8 40% Final=26

  9. Standard 7 • “The work of the teacher results in acceptable, measurable and appropriate student academic progress”

  10. Indicators: • 7.1 Sets acceptable, measurable and appropriate achievement goals for student progress based on baseline data • 7.2 Documents the progress of each student throughout the school year • 7.3 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 • 7.4 Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets

  11. ‘Look fors’ for Standard 7: • Include at least 2 measures of academic progress • Include SGP when available and appropriate (30% of teachers) • Use student achievement goal setting or other measures of student progress • Account for 40% of the teacher’s Summative Performance Evaluation

  12. Student Achievement Goal Setting • Specific • Measurable • Appropriate (within the teacher’s control) • Realistic • Time-based (single school year) • SMART +R (Rigorous)= SMARTR Goal *Best goals focus on progress and achievement

  13. Good or Poor Goal? • For the current school year, my student will have the knowledge and skills to be productive members of their society because they will be able to analyze primary and secondary source documents.

  14. Good or Poor Goal? • For the current school year, 100% of my students will make measurable progress in writing. Students scoring at a 1 will increase by two performance levels. Students scoring at a 2 or 3 will increase by one performance level. Students scoring at a 4 will maintain high performance.

  15. Rate this Teacher: • End of Year Results: Number Percent • Did not meet goal 5 17 • Met goal 19 63 • Exceeded goal 6 20 Use Rating Sheet***

  16. Student Growth Percentiles • 1-34=low growth • 35-65= moderate growth • 66-99= high growth *40 or more students to use SGP (checklist to help decide if/ when to use and to calculate rating)

  17. Data for Standard 7 • We can use preliminary data from on-line SOL test results • We can withhold a summative rating until the beginning of the next school year when SOL results are posted

  18. Advice from VDOE • “This is not to be implemented all at once, but over the course of the year, and the years after that” • Setting a school wide goal (ie. math) is a great way to start, using the previous year’s SOL data for the baseline • 2 goals (at least) per teacher is recommended • Grade level/department teams can establish goals together

  19. Final Thoughts: • The new teacher evaluation process is a tool to: • Improve instruction • Grow professionally • Receive more specific feedback • Provide measurable results to guide your teaching practices • Bring consistency to the evaluation process

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