Rating Teachers on Standard 7: Student Academic Progress Simulations Overview The provide guidance for using Guidelines for Virginia Uniform Performance Standards and Evaluation Criteria for Teachers measures of academic progress in teacher evaluation. The guidelines recommend the following: Student learning, as determined by multiple measures of student academic progress, account for a total of 40 percent of the evaluation. At least 20 percent of the teacher evaluation (half of the student academic progress measure) is comprised of student growth percentiles as provided from the Virginia Department of Education when the data are available and can be used appropriately. Another 20 percent of the teacher evaluation (half of the student academic progress measure) is measured using one or more alternative measure with evidence that the alternative measure is valid. Whenever possible, it is recommended that the Note: second progress measure be grounded in validated, quantitative, objective measures, using tools already available in the school division. In order to rate a teacher on student academic progress, the following performance standard, performance rubric, and decision rules are provided. Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Proficient Developing/Needs Exemplary* Unacceptable Proficient is the expected Improvement level of performance. In addition to The work of the teacher The work of the teacher The work of the teacher meeting the standard, results in student does not achieve results in acceptable, the work of the measurable, and academic progress that acceptable student teacher results in a does not meet the academic progress. appropriate student high level of student academic progress. established standard achievement with all and/or is not achieved populations of with all populations learners. taught by the teacher. Intended Audiences Administrators and teachers would benefit from participating in these simulations. The simulations can be used with both audiences to discuss and refine how student growth data are used to provide a rating for Standard 7: Student Academic Progress.
Rating Teachers on Standard 7: Student Academic Progress Simulations Overview The Guidelines for Virginia Uniform Performance Standards and Evaluation Criteria for Teachers provide guidance for using measures of academic progress in teacher evaluation. The guidelines recommend the following: Student learning, as determined by multiple measures of student academic progress, account for a total of 40 percent of the evaluation. At least 20 percent of the teacher evaluation (half of the student academic progress measure) is comprised of student growth percentiles as provided from the Virginia Department of Education when the data are available and can be used appropriately. Another 20 percent of the teacher evaluation (half of the student academic progress measure) is measured using one or more alternative measure with evidence that the alternative measure is valid. Note: Whenever possible, it is recommended that the second progress measure be grounded in validated, quantitative, objective measures, using tools already available in the school division. In order to rate a teacher on student academic progress, the following performance standard, performance rubric, and decision rules are provided. Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Exemplary* Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable In addition to meeting the standard, the work of the teacher results in a high level of student achievement with all populations of learners. The work of the teacher results in acceptable, measurable, and appropriate student academic progress. The work of the teacher results in student academic progress that does not meet the established standard and/or is not achieved with all populations taught by the teacher. The work of the teacher does not achieve acceptable student academic progress. Intended Audiences Administrators and teachers would benefit from participating in these simulations. The simulations can be used with both audiences to discuss and refine how student growth data are used to provide a rating for Standard 7: Student Academic Progress.
day_3_trainers.docx