Wise County Public Schools - wisek12.org · TEACHER SELF-EVALUATION FORM ... NURSING EVALUATION ......
Transcript of Wise County Public Schools - wisek12.org · TEACHER SELF-EVALUATION FORM ... NURSING EVALUATION ......
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Wise County Public Schools
Evaluation Manual
Adopted by the Wise County School Board on February 13, 2012
Amended by the Wise County School Board on June 11, 2012
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Table of Contents FORWARD ..................................................................................................................................................... 3
PHILOSOPHY AND PURPOSE ......................................................................................................................... 4
TEACHER EVALUATIONS ................................................................................................................................ 6
VIRGINIA’S UNIFORM PERFORMANCE STANDARDS FOR TEACHERS ........................................................ 6
TEACHER EVALUATION PROCESS .............................................................................................................. 9
TEACHER EVALUATION GUIDELINES ....................................................................................................... 11
TEACHER OBSERVATION SCHEDULE ....................................................................................................... 12
TEACHER OBSERVATION REPORT ........................................................................................................... 13
TEACHER SELF-EVALUATION FORM ........................................................................................................ 14
GOAL SETTING FORM .............................................................................................................................. 16
FORMAL CLASSROOM OBSERVATION FORM .......................................................................................... 18
FORMAL CLASSROOM OBSERVATION FORM- SELF CONTAINED CLASSROOM ...................................... 21
TEACHER SUMMATIVE PERFORMANCE REPORT .................................................................................... 25
SELF CONTAINED TEACHER SUMMATIVE PERFORMANCE REPORT ....................................................... 28
TEACHER PERFORMANCE IMPROVEMENT PLAN FORM ......................................................................... 32
SCHOOL COUNSELOR EVALUATION ............................................................................................................ 34
WISE COUNTY’S UNIFORM PERFORMANCE STANDARDS FOR SCHOOL COUNSELORS .......................... 34
SCHOOL COUNSELOR SUMMATIVE PERFORMANCE REPORT................................................................. 37
PRINCIPAL/ASSISTANT PRINCIPAL EVALUATIONS....................................................................................... 41
VIRGINIA’S UNIFORM PERFORMANCE STANDARDS FOR PRINCIPALS .................................................... 41
PRINCIPAL/ASSISTANT PRINCIPAL EVALUATION GUIDELINES ................................................................ 47
PRINCIPAL/ASSISTANT PRINCIPAL SELF-EVALUATION FORM ................................................................. 48
PRINCIPAL/ASSISTANT PRINCIPAL GOAL SETTING FORM ....................................................................... 50
PRINCIPAL SUMMATIVE PERFORMANCE REPORT .................................................................................. 52
PRINCIPAL/ASSISTANT PRINCIPAL PERFORMANCE IMPROVEMENT PLAN ............................................. 57
SUPPORT STAFF EVALUATION .................................................................................................................... 59
SUPPORT EMPLOYEE PERFORMANCE AND EVALUATION FORM ........................................................... 59
NURSING EVALUATION ............................................................................................................................... 60
NURSING SERVICES PERFORMANCE AND COMPETENCY EVALUATION BY ADMINISTRATIVE
SUPERVISOR ............................................................................................................................................ 60
NURSING SERVICES PERFORMANCE AND COMPETENCY EVALUATION BY NURSING SUPERVISOR ....... 62
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FORWARD
This teacher evaluation system was developed in response to the updated Guidelines for Uniform
Performance Standards and Evaluation Criteria for Teachers which was approved by the Virginia Board
of Education on April 28, 2011. These guidelines require all school divisions in the state to comply by
July 1, 2012.
This principal evaluation system was developed in response to the updated Guidelines for Uniform
Performance Standards and Evaluation Criteria for Principals which was approved by the Virginia Board
of Education on February 23, 2012. These guidelines require all school divisions in the state to comply
by July 1, 2013, but our division chose to implement them in July 2012.
The major difference in the current state guidelines from the previous document deals with the role
student achievement must play in the evaluation system. Since 2000, state law has mandated that
evaluation systems adopted by local school boards include student achievement as a measure of teacher
effectiveness. The new guidelines now recommend that student achievement be a predominant factor in
teacher and principal evaluations.
In the fall of 2011, a teacher committee and a principal committee were assembled to provide input into
how Wise County Schools should implement the new state evaluation guidelines. Committee members
were as follows.
Davene Wyatt Eastside High School
Debbie Dickenson Powell Valley Primary School/Appalachia Elementary School/ WCEA
Fran Balthis JW Adams Combined School
Pat Coughlin Powell Valley Middle School
Brian Estep Appalachia Elementary School
Bob Priest Central High School
Tim Clay Coeburn Middle School
Ricky Bolling Wise Primary School
Paul Clendenon Powell Valley Middle School
Charles Collins Central High School
Connie Jessee Coeburn Primary School
Heather Sykes Coeburn Middle School
Bryan Crutchfield Union High School
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PHILOSOPHY AND PURPOSE
The ultimate purpose for evaluation of personnel is the improvement of student achievement. Provisions
must be made for evaluation not only of all professional staff members, including supervisors, principals,
teachers, and auxiliary personnel, but also nonprofessional employees. Personnel evaluation must be a
cooperative process with evaluator and evaluatee working collaboratively.
In order to insure the best educational opportunities, personnel evaluation must be placed in its proper
perspective with program evaluation. Although the two processes are inseparable, they are not
synonymous.
Personnel evaluation should take into account that individuals may use different techniques and methods
and still be equally effective. Evaluation must therefore be based on mutually agreed upon performance
targets. The stated goals must be Specific, Measureable, Attainable, Relevant, and Time bound (SMART
goals). To be successful, any evaluation should be a continuing process by using the evaluation as a
means to an end rather than an end in itself.
Public education in Wise County must seek to aid each pupil consistent with his/her abilities, interests,
and educational needs. These are the goals of public education in Virginia:
1. Expanded Opportunities to Learn: The Board of Education will continue to improve the standards
for public schools in Virginia in order to expand learning opportunities needed for Virginia’s public
schools. Our schools will lead the nation in rigor and quality and our students will compete and excel in
postsecondary education and/or in the global workplace.
2. Accountability for Student Learning: The Board of Education will support accountability for all
public schools by providing leadership and by establishing policies that help schools and school divisions
increase the academic success of all students, especially those who are at-risk or in underperforming
school systems. Using improved longitudinal data systems, the Board will monitor schools’ progress in
closing achievement gaps among groups of students.
3. Nurturing Young Learners: The Board of Education will work cooperatively with partners and will
promote new and innovative partnerships to help ensure that all young children are ready to enter
kindergarten with the skills they need for success.
4. Strong Literacy and Mathematics Skills: The Board of Education will establish policies that support
the attainment of literacy and mathematics skills for all students, pre-K through grade 12.
5. Highly Qualified and Effective Teachers and Administrators: The Board of Education will
establish policies and standards that improve the preparation, recruitment, and retention of Virginia’s
educational personnel, including their meaningful and ongoing professional development, especially in
teacher shortage areas and in hard-to-staff schools.
6. Sound Policies for Student Success: The Board of Education will provide leadership to develop and
implement the provisions of state and federal laws and regulations in ways that improve and expand
opportunities for all of Virginia’s schoolchildren to excel academically.
7. Safe and Secure Schools: The Board of Education will provide leadership to create safe and secure
school environments.
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The teachers, supervisors, administrators, and school board members of the Wise County School System
are committed to providing each student, consistent with his or her abilities and educational needs, an
education of the highest quality. The degree to which this goal can be realized depends in large measure
upon what happens in each building and each classroom of the county school system. One means to
achieve an education of the highest quality is the development of a cooperative and continuous education
system with the following goals:
1. Improving student achievement
2. Improving individual teacher performance
3. Providing positive feedback for excellent performance
4. Encouraging communication between teachers, administrators, and supervisors
5. Making decisions about personnel
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TEACHER EVALUATIONS
VIRGINIA’S UNIFORM PERFORMANCE STANDARDS FOR TEACHERS
Below is listed the Uniform Performance Standards for Teachers as well as the accompanying
performance indicators.
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.
Examples of teacher work conducted in the performance of the standard may include, but are not limited
to the following:
1.1 Effectively addresses appropriate curriculum standards.
1.2 Integrates key content elements and facilitates students’ use of higher level thinking skills in
instruction.
1.3 Demonstrates ability to link present content with past and future learning experiences, other subject
areas, and real world experiences and applications.
1.4 Demonstrates an accurate knowledge of the subject matter.
1.5 Demonstrates skills relevant to the subject area(s) taught.
1.6 Bases instruction on goals that reflect high expectations and an understanding of the subject.
1.7 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the
age group.
1.8 Communicates clearly and checks for understanding.
Performance Standard 2: Instructional Planning
The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies,
resources, and data to meet the needs of all students.
Examples of teacher work conducted in the performance of the standard may include, but are not limited
to the following:
2.1 Uses student learning data to guide planning.
2.2 Plans time realistically for pacing, content mastery, and transitions.
2.3 Plans for differentiated instruction.
2.4 Aligns lesson objectives to the school’s curriculum and student learning needs.
2.5 Develops appropriate long- and short-range plans and adapts plans when needed.
Performance Standard 3: Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order
to meet individual learning needs.
Examples of teacher work conducted in the performance of the standard may include, but are not limited
to the following:
3.1 Engages and maintains students in active learning.
3.2 Builds upon students’ existing knowledge and skills.
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3.3 Differentiates instruction to meet the students’ needs.
3.4 Reinforces learning goals consistently throughout lessons.
3.5 Uses a variety of effective instructional strategies and resources.
3.6 Uses instructional technology to enhance student learning.
3.7 Communicates clearly and checks for understanding.
Performance Standard 4: Assessment of and for Student Learning
The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic
progress, guide instructional content and delivery methods, and provide timely feedback to both students
and parents throughout the school year.
Examples of teacher work conducted in the performance of the standard may include, but are not limited
to the following:
4.1 Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to
document learning.
4.2 Involves students in setting learning goals and monitoring their own progress.
4.3 Uses a variety of assessment strategies and instruments that are valid and appropriate for the content
and for the student population.
4.4 Aligns student assessment with established curriculum standards and benchmarks.
4.5 Uses assessment tools for both formative and summative purposes and uses grading practices that
report final mastery in relationship to content goals and objectives.
4.6 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust
students’ learning.
4.7 Gives constructive and frequent feedback to students on their learning.
Performance Standard 5: Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-
centered environment that is conducive to learning.
Examples of teacher work conducted in the performance of the standard may include, but are not limited
to the following:
5.1 Arranges the classroom to maximize learning while providing a safe environment.
5.2 Establishes clear expectations, with student input, for classroom rules and procedures early in the
school year, and enforces them consistently and fairly.
5.3 Maximizes instructional time and minimizes disruptions.
5.4 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
5.5 Promotes cultural sensitivity.
5.6 Respects students’ diversity, including language, culture, race, gender, and special needs.
5.7 Actively listens and pays attention to students’ needs and responses.
5.8 Maximizes instructional learning time by working with students individually as well as in small
groups or whole groups.
Performance Standard 6: Professionalism
The teacher maintains a commitment to professional ethics, communicates effectively, and takes
responsibility for and participates in professional growth that results in enhanced student learning.
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Examples of teacher work conducted in the performance of the standard may include, but are not limited
to the following:
6.1 Collaborates and communicates effectively within the school community to promote students’ well-
being and success.
6.2 Adheres to federal and state laws, school and division policies, and ethical guidelines.
6.3 Incorporates learning from professional growth opportunities into instructional practice.
6.4 Sets goals for improvement of knowledge and skills.
6.5 Engages in activities outside the classroom intended for school and student enhancement.
6.6 Works in a collegial and collaborative manner with administrators, other school personnel, and the
community.
6.7 Builds positive and professional relationships with parents/guardians through frequent and effective
communication concerning students’ progress.
6.8 Serves as a contributing member of the school’s professional learning community through
collaboration with teaching colleagues.
6.9 Demonstrates consistent mastery of standard oral and written English in all communication.
Performance Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
Examples of teacher work conducted in the performance of the standard may include, but are not limited
to the following:
7.1 Sets acceptable, measurable, and appropriate achievement goals for student learning progress based
on baseline data.
7.2 Documents the progress of each student throughout the 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.
Note: Performance Standard 7: If a teacher effectively fulfills all previous standards, it is likely that the
results of teaching -- as documented in Standard 7: Student Academic Progress -- would be positive. 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.
2011 Virginia Standards for the Professional Practice of Teachers
For additional information concerning standards for the professional practice of teachers, please visit the
Virginia Department of Education document linked below.
http://www.doe.virginia.gov/teaching/regulations/uniform_performance_stds_2011.pdf
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TEACHER EVALUATION PROCESS It is generally assumed that in most instances the teacher will be performing well the tasks that are listed
as performance indicators on the Teacher Evaluation Form. However, no one is perfect, and there are
usually some areas of performance that can be improved.
All teachers will be subject to some type of evaluation on an annual basis. For continuing contract
teachers who are performing at a high level, this may be only a summary judgment completed prior to
March 15. Neither conditions nor time warrant equal attention to every teacher. All teachers on
continuing contract should be scheduled for a full evaluation at least once every three years. Notification
will occur at the beginning of the year. This does not mean that evaluations may not be conducted at
shorter or more frequent intervals at the discretion of the evaluator or the teacher. Teachers not on
continuing contract shall be evaluated each year.
The general procedure for the evaluation shall be as follows;
1. Teachers should complete and submit a Teacher Self-Evaluation form prior to meeting with the
administrator. (page 14)
2. An initial meeting will be held between the teacher and the administrator by September 30. At
this meeting, improvement objectives and student growth and achievement goals will be agreed
upon. The administrator and teacher will also agree upon the data and/or artifacts to be collected
that will demonstrate student growth and achievement. (Page 16)
3. A minimum of one classroom observation will be conducted by the administrator. Each
observation will be documented in the attached form. (Page 18)
4. The administrator will meet with the teacher after each classroom observation to share any
opportunities for growth or areas of excellence. During these meetings, the teacher should
present any data or artifacts which exhibit progress toward the student achievement goals for the
year.
5. The administrator will meet with and provide the teacher the summative evaluation document
after all classroom observations have been completed and all student growth and achievement
data/artifacts have been presented. The summative evaluation will include documentation of
teacher performance on each of the seven teacher performance standards. An overall rating of
Proficient, Needs Improvement, or Unacceptable shall be applied to the evaluation. (Page 21)
6. Teachers who earn a rating of Needs Improvement on one standard will be required to
participate in the formal evaluation process the following school year. Areas of concern noted in
the evaluation will be used to develop new goals and objectives for the following year.
7. Teachers who earn a rating of Unacceptable on any standard, or Needs Improvement on two
or more standards will be placed on a plan of improvement. (Page 24)
The conference between the teacher and the evaluator is one of the most significant aspects of the
entire process. A key premise is that through mutual understanding and sharing of ideas better
results will be obtained. Areas for improvement, if any, will be identified and agreed upon at the
conference. Improvement objectives and goals for student growth and achievement will be
formulated. There is not a requirement as to the exact number of objectives to be selected. Multiple
measures of student growth and achievement must be used in this process.
The objectives selected should address the teacher’s greatest needs to improve student achievement. For
each objective, a plan should be formulated on the form provided. After the Performance Evaluation plans
have been agreed upon and implemented, there should be frequent communication between the evaluator
and the teacher as to the progress being made. Each should be kept fully informed so that there will be no
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surprises when the final evaluation conference is held. At the final evaluation conference the evaluator
and the teacher will consider all information on the Teacher Evaluation Form, as well as progress on the
Performance Evaluation.
Goals for Student Growth and Achievement
Virginia state code requires that teacher evaluations must include multiple measures of student growth
and achievement as one of the indicators of teacher effectiveness. That being said, not all students can be
expected to perform at the same level of mastery. At the beginning of the evaluation process, the
administrator and teachers will collaboratively develop SMART (Specific, Measurable, Attainable,
Relevant, and Time bound) goals for student growth and achievement. These goals should address
benchmarks to be met by the end of the school year that reflect long term school and division goals
whenever possible.
Ideally, these goals should include both student growth and attainment of proficiency in the given content
area. Multiple measures of student growth and achievement should be used in this process. Examples
include but are not limited to SOL pass rates, SOL rates of advanced scores, Student Growth Percentiles,
pretest/posttest, portfolios of student work, physical fitness test results, STAR Reading/Early Literacy
growth, PALs Results, Speed Dial results, Interactive Achievement results, and etc.
Plan of Improvement
All teachers who earn a rating of Unacceptable on any standard or Needs Improvement on any two or
more standards will be placed on a plan of improvement. The plan of improvement will be developed
collaboratively between the administrator and the teacher. Appropriate central office personnel will also
be included in this process. The plan of improvement will include improvement goals, strategies for
improvement, and target dates for completion of strategies.
Upon implementation of the Plan of Improvement, the administrator will monitor the teacher’s progress
towards the stated goals. Regular classroom observations will be scheduled by both school and district
level administrators. Following each round of observations, conferences with the teacher will be held in
order to share feedback with the teacher. Also, the teacher will produce data/artifacts which will
document their achievement toward meeting their improvement goals. At the end of the plan of
improvement, a summative evaluation will be completed by the administrator that will document that the
teacher has or has not met the goals in the plan of improvement.
Teachers will be given a minimum of one school year to exhibit improvement barring any egregious or
illegal acts.
Resolution of Differences
It is expected that teachers and administrators will work together collaboratively during the evaluation
process. However, differences of opinion regarding the evaluation process may arise. If that were to
happen, the teacher or the administrator should submit a letter detailing the difference of opinion to the
Director of Personnel. Both the administrator and the teacher must sign this letter so that all parties are
aware that a difference of opinion exists, and both have the opportunity to resolve the difference first.
This may be done at any point in the evaluation process when an impasse is encountered. The appropriate
central office director(s) will meet with the administrator and the teacher to resolve the issue.
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TEACHER EVALUATION GUIDELINES
1. Each principal and assistant principal must become thoroughly familiar with the Wise County
teacher evaluation system.
2. A copy of the Teacher Evaluation Form shall be provided for each teacher scheduled for
evaluation.
3. Annual evaluation of teachers on probationary contracts is required.
4. All teachers on continuing contract shall be evaluated no less than once every three years.
5. The initial meeting between the administrator and the teacher to be evaluated will be held by
September 30. At that meeting, professional growth goals as well as student growth and
achievement goals will be agreed upon by both parties. Professional growth and student
achievement goals should reflect division and school improvement goals.
6. September - Observation schedule shall be completed. A copy of this schedule shall be submitted
to the Central Office (Elementary/Middle and Secondary Supervisor) by September 30th of each
school year.
7. October - All teachers who are serving their first year in Wise County Schools shall have been
observed with a follow-up conference by October 31st of each school year.
8. November - All non-continuing contract teachers shall have been observed with a follow-up
conference by November 30th of each school year.
9. End of Semester Reports - All teachers scheduled for an evaluation shall have been observed a
minimum of one time. At the end of each semester, each principal shall submit a Teacher
Observation Form to the Central Office (Elementary/Middle and Secondary Supervisor).
10. When the evaluator determines that a problem area(s) exists, appropriate members of the Central
Office staff shall be involved in the improvement plan.
11. A copy of each Teacher Evaluation Form and Performance Plan shall be placed in the teacher’s
personnel file at the local school. When a teacher retires, transfers, or leaves the system, a copy of
all Evaluation Forms and Performance Plans should be sent to the Central Office.
12. Enclosed in this document are copies of the School Administrator Evaluation Form and the
Support/Classified Personnel Evaluation Form. These forms are to be completed annually, prior
to March 15.
13. This document will be posted on the Wise County Schools website.
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TEACHER OBSERVATION SCHEDULE
SCHOOL YEAR ____________
School: ____________________________ Administrator:
_____________________________ The following teachers are scheduled for a full evaluation for this school year:
NAME: CONTRACT STATUS: First Year in Wise County Teacher (NT)
Probationary Contract (PC)
Continuing Contract (CC)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
(PLEASE SUBMIT THIS FORM TO THE CENTRAL OFFICE BY SEPTEMBER 30)
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TEACHER OBSERVATION REPORT
SCHOOL YEAR ____________
School: ____________________________ Administrator:
_____________________________
The following teachers have been evaluated during the __________________________semester:
NAME: CONTRACT STATUS: First Year in Wise County
Teacher (NT)
Probationary Contract (PC)
Continuing Contract (CC)
DATE
OBSERVED: (Please initial each
observation)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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Teacher Self-Evaluation Form Page 1 of 2
TEACHER SELF-EVALUATION FORM
Directions: Teachers should use this form annually to reflect on the effectiveness and adequacy
of their practice based on each performance standard. Please refer to the performance
indicators for examples of behaviors exemplifying each standard.
Teacher’s Name ___________________________ Date ___________________________
1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the
developmental needs of students by providing relevant learning experiences.
Areas of strength:
Areas needing work/strategies for improving performance:
2. Instructional Planning
The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective
strategies, resources, and data to meet the needs of all students.
Areas of strength:
Areas needing work/strategies for improving performance:
3. Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies
in order to meet individual learning needs.
Areas of strength:
Areas needing work/strategies for improving performance:
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Teacher Self-Evaluation Form Page 2 of 2
4. Assessment of and for Student Learning
The teacher systematically gathers, analyzes, and uses all relevant data to measure student
academic progress, guide instructional content and delivery methods, and provide timely
feedback to both students and parents throughout the school year.
Areas of strength:
Areas needing work/strategies for improving performance:
5. Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe,
student-centered environment that is conducive to learning.
Areas of strength:
Areas needing work/strategies for improving performance:
6. Professionalism
The teacher maintains a commitment to professional ethics, communicates effectively, and takes
responsibility for and participates in professional growth that results in enhanced student
learning.
Areas of strength:
Areas needing work/strategies for improving performance:
7. Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate student academic
progress.
Areas of strength:
Areas needing work/strategies for improving performance:
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Goal Setting for Student Academic Progress Form
GOAL SETTING FORM
Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner
progress. NOTE: When applicable, learner achievement/progress should be the focus of the goal. Enter
information electronically into the cells.
Teacher’s Name_______________________________________________________________
Subject/Grade _____________________________________ School Year ____ - ____
Evaluator’s Name______________________________________________________________
Student Growth and Achievement Goals Evidence (data/artifacts) Target Date
Professional Growth and Achievement
Goals
Evidence (data/artifacts) Target Date
Teacher’s Name _______________________________________________________________
Teacher’s Signature _______________________________________ Date _______________
Evaluator’s Name ______________________________________________________________
Evaluator’s Signature ______________________________________ Date _______________
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Mid-Year Review (Describe goal progress and other relevant data.)
Student Growth and Achievement Goals Mid-year review
conducted
on____________
Initials: _____(teacher)
_____(evaluator) � Data attached
Professional Growth and Achievement Goals
Teacher’s Name _______________________________________________________________
Teacher’s Signature _______________________________________ Date _______________
Evaluator’s Name ______________________________________________________________
Evaluator’s Signature ______________________________________ Date _______________
End-of-Year Review
Appropriate Data Received ___________________________
Strategies used and data provided demonstrate appropriate Student Growth � Yes � No
Strategies used and data provided demonstrate appropriate Professional Growth � Yes � No
Teacher’s Name _______________________________________________________________
Teacher’s Signature _______________________________________ Date _______________
Evaluator’s Name ______________________________________________________________
Evaluator’s Signature ______________________________________ Date _______________
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Formal Classroom Observation Form Page 1 of 3
FORMAL CLASSROOM OBSERVATION FORM
Directions: This form is to be used for probationary teachers and teachers with continuing
contract status. Observers should use the form to provide feedback to teachers about the
observation.
__________________________ _______________ _______________
Teacher’s Name Date Observed Time
__________________________
Observer’s Name The teacher is: � First Year in Wise County
� Probationary
� Continuing Contract
1. Professional Knowledge The teacher demonstrates an understanding of the curriculum,
subject content, and the developmental needs of students by
providing relevant learning experiences.
1. Effectively addresses appropriate curriculum standards.
2. Integrates key content elements and facilitates students’
use of higher level thinking skills in instruction.
3. Demonstrates ability to link present content with past and
future learning experiences, other subject areas, and real
world experiences and applications.
4. Demonstrates an accurate knowledge of the subject area(s)
taught.
5. Demonstrates skills relevant to the subject area(s) taught.
6. Bases instruction on goals that reflect high expectations
and an understanding of the subject.
7. Demonstrates an understanding of the intellectual, social,
emotional, and physical development of the age group.
8. Communicates clearly and checks for understanding.
Specific Examples:
2. Instructional Planning The teacher plans using the Virginia Standards of Learning,
the school’s curriculum, effective strategies, resources, and
data to meet the needs of all students.
1. Uses student learning data to guide planning.
2. Plans time realistically for pacing, content mastery, and
transitions.
3. Plans for differentiated instruction.
4. Aligns lesson objectives to the school’s curriculum and
student learning needs.
5. Develops appropriate long- and short-range plans and
adapts plans when needed.
Specific Examples:
19
Formal Classroom Observation Form Page 2 of 3
3. Instructional Delivery The teacher effectively engages students in learning by using a
variety of instructional strategies in order to meet individual
learning needs.
1. Engages and maintains students in active learning.
2. Builds upon students’ existing knowledge and skills.
3. Differentiates instruction to meet the students’ needs.
4. Reinforces learning goals consistently throughout lessons.
5. Uses a variety of effective instructional strategies and
resources.
6. Uses instructional technology to enhance student learning.
7. Communicates clearly and checks for understanding.
Specific Examples:
4. Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses all
relevant data to measure student academic progress, guide
instructional content and delivery methods, and provide timely
feedback to both students and parents throughout the school
year.
1. Uses pre-assessment data to develop expectations for
students, to differentiate instruction, and to document
learning.
2. Involves students in setting learning goals and monitoring
their own progress.
3. Uses a variety of assessment strategies and instruments
that are valid and appropriate for the content and for the
student population.
4. Aligns student assessment with established curriculum
standards and benchmarks.
5. Uses assessment tools for both formative and summative
purposes and uses grading practices that report final
mastery in relationship to content goals and objectives.
6. Uses assessment tools for both formative and summative
purposes to inform, guide, and adjust students’ learning.
7. Gives constructive and frequent feedback to students on
their learning.
Specific Examples:
5. Learning Environment The teacher uses resources, routines, and procedures to
provide a respectful, positive, safe, student-centered
environment that is conducive to learning.
1. Arranges the classroom to maximize learning while
providing a safe environment.
2. Establishes clear expectations, with student input, for
classroom rules and procedures early in the school year,
and enforces them consistently and fairly.
3. Maximizes instructional time and minimizes disruptions.
4. Establishes a climate of trust and teamwork by being fair,
caring, respectful, and enthusiastic.
5. Promotes cultural sensitivity.
6. Respects students’ diversity, including language, culture,
race, gender, and special needs.
7. Actively listens and pays attention to students’ needs and
responses.
8. Maximizes instructional learning time by working with
students individually as well as in small groups or whole
groups.
Specific Examples:
20
Formal Classroom Observation Form Page 3 of 3
6. Professionalism The teacher maintains a commitment to professional ethics,
communicates effectively, and takes responsibility for and
participates in professional growth that results in enhanced
student learning.
1. Collaborates and communicates effectively within the
school community to promote students’ wellbeing and
success.
2. Adheres to federal and state laws, school policies, and
ethical guidelines.
3. Incorporates learning from professional growth
opportunities into instructional practice.
4. Sets goals for improvement of knowledge and skills.
5. Engages in activities outside the classroom intended for
school and student enhancement.
6. Works in a collegial and collaborative manner with
administrators, other school personnel, and the community.
7. Builds positive and professional relationships with
parents/guardians through frequent and effective
communication concerning students’ progress.
8. Serves as a contributing member of the school’s
professional learning community through collaboration
with teaching colleagues.
9. Demonstrates consistent mastery of standard oral and
written English in all communication.
Specific Examples:
7. Student Academic Progress The work of the teacher results in acceptable, measurable, and
appropriate student academic progress.
1. Sets acceptable, measurable, and appropriate achievement
goals for student learning progress based on baseline data.
2. Documents the progress of each student throughout the
year.
3. Provides evidence that achievement goals have been met,
including the state-provided growth measure when
available as well as other measures of academic progress.
4. Uses available performance outcome data to continually
document and communicate student progress and develop
interim learning targets.
Specific Examples:
Teacher’s Name _______________________________________________________________
Teacher’s Signature _______________________________________ Date _______________
Observer’s Name ______________________________________________________________
Observer’s Signature ______________________________________ Date _______________
21
Formal Classroom Observation Form- Self Contained Classroom Page 1 of 4
FORMAL CLASSROOM OBSERVATION FORM- SELF CONTAINED CLASSROOM Directions: This form is to be used for probationary teachers and teachers with continuing
contract status. Observers should use the form to provide feedback to teachers about the
observation.
__________________________ _______________ _______________
Teacher’s Name Date Observed Time
__________________________
Observer’s Name The teacher is: � First Year in Wise County
� Probationary
� Continuing Contract
1. Professional Knowledge The teacher demonstrates an understanding of the curriculum,
subject content, and the developmental needs of students by
providing relevant learning experiences.
Addresses appropriate curriculum standards (SOL’s, ASOL’s)
Facilitates student’s use of higher thinking skills
Demonstrates accurate knowledge of the subject content
Instruction based on high expectations of achievement
Demonstrates an understanding of the knowledge of development
Communicates clearly about student’s programs
Specific Examples:
2. Instructional Planning The teacher plans using the Virginia Standards of Learning,
the school’s curriculum, effective strategies, resources, and
data to meet the needs of all students.
Lesson plans incorporate students IEP goals and ASOL’s
Uses student data to guide planning
Schedules of all classroom staff assignments and activities are visible and followed
Environment and activities are arranged to provide opportunities for communication and social interaction
Opportunities planned for students to interact with typically developing peers and support is provided
Accommodations/modifications to activities are planned for student to complete work and to take care of personal tasks independently
Opportunities for making choices are built into activities
Specific Examples:
22
Formal Classroom Observation Form- Self Contained Classroom Page 2 of 4
3. Instructional Delivery The teacher effectively engages students in learning by using a
variety of instructional strategies in order to meet individual
learning needs.
Instruction targets IEP goals (academic, communication, social and behavior) and ASOL’s
A variety of instructional formats are used (1:1, small group, large group & independent work)
Each student spends classroom time engaged in meaningful activities
Structured work systems are used to promote independent practice of previously learned skills
Adult has student attention prior to delivering instruction. Instructions provided are clear.
Pace of instruction promotes high rates of correct responding, with appropriate reinforcement and error correction delivered.
Students are provided with opportunities to answer questions and feedback is provided
Staff respond to and shape up communication attempts
Prompts are delivered based on a consistent hierarchy
Acknowledgement of student’s efforts are positive, individualized and provided both formally and informally
Reinforcers are natural/positive and provided contingent on desired performance
Students remain actively engaged in learning opportunities
Staff are aware of learner’s engagement, redirection is used and staff stay with learner until reengaged
Visual supports are used in instruction and across settings
Sensory accommodations are used when needed and individualized
Integration and social opportunities with peers are present across school environments. General education students interact positively.
Specific Examples:
4. Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses all
relevant data to measure student academic progress, guide
instructional content and delivery methods, and provide timely
feedback to both students and parents throughout the school
year.
Program notebooks are available, accessible and utilized by all staff
Data is collected on IEP goals and ASOL’s during activities by both teachers and paraprofessionals
Individual student data is graphed daily and is available for ongoing decision making in students’ program notebooks
Program notebooks provide evidence of skill tracking and goal attainment
Specific Examples:
Formal Classroom Observation Form- Self Contained Classroom Page 3 of 4
23
5. Learning Environment The teacher uses resources, routines, and procedures to provide
a respectful, positive, safe, student-centered environment that is
conducive to learning.
Individual student schedules are used by students
Classroom set-up allows for monitoring of students
Classroom set-up has clear structure and boundaries
Classroom areas and personal spaces are labeled (name/pictures)
Classroom materials are organized, labeled and stored properly Communication supports (AAC devices, visual supports, sign) are available, accessible and utilized across settings
Paraprofessionals are actively engaged in providing instruction and addressing behavior
Staff interactions do not hinder student independence
Staff consistently prepare students for transitions/disruptions
Staff are friendly and respectful to students
Staff interact with students in age appropriate ways (no baby talk, students playing with staff hair, etc)
Staff talk to students about their ideas
Staff use proactive strategies to prevent occurrence of interfering behaviors
Staff teach and encourage replacement behaviors
Staff consistently respond to and use positive approaches to address behavior
“Hands-on” contact with student preserves their dignity
Specific Examples:
6. Professionalism The teacher maintains a commitment to professional ethics,
communicates effectively, and takes responsibility for and
participates in professional growth that results in enhanced
student learning.
Staff model good social skills
When students are present, inter-staff communication is limited to classroom instruction.
Inter-staff communication is respectful and limited in content to classroom issues. Confidentiality of students is preserved.
Adheres to laws, policies and ethics
Incorporates professional development learning
Sets goals for improvement
Builds positive relationships with parents
Contributes to professional learning community Demonstrates mastery of standard oral and written English
Specific Examples:
7. Student Academic Progress The work of the teacher results in acceptable, measurable, and
appropriate student academic progress.
1. Sets acceptable, measurable, and appropriate achievement
goals for student learning progress based on baseline data.
2. Documents the progress of each student throughout the year.
3. Provides evidence that achievement goals have been met,
including the state-provided growth measure when available
as well as other measures of academic progress.
Uses available performance outcome data to continually
document and communicate student progress and develop
interim learning targets.
Specific Examples:
Formal Classroom Observation Form- Self Contained Classroom Page 4 of 4
24
Teacher’s Name _______________________________________________________________
Teacher’s Signature _______________________________________ Date _______________
Observer’s Name ______________________________________________________________
Observer’s Signature ______________________________________ Date _______________
25
Teacher Summative Performance Report Page 1 of 3
TEACHER SUMMATIVE PERFORMANCE REPORT
Directions: Evaluators use this form after the completion of all observations and the submission
of all data/artifacts relating to student growth and achievement to provide the teacher with an
assessment of performance. The teacher should be given a copy of the form at the end of each
evaluation cycle.
Teacher ________________________________________ School Year(s) _________________
Grade/Subject _______________________ School __________________________________
The teacher is: � First Year in Wise County � Probationary � Continuing Contract
1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the
developmental needs of students by providing relevant learning experiences.
1. Effectively addresses appropriate curriculum standards.
2. Integrates key content elements and facilitates students’ use of higher level thinking
skills in instruction.
3. Demonstrates ability to link present content with past and future learning experiences,
other subject areas, and real world experiences and applications.
4. Demonstrates an accurate knowledge of the subject area(s) taught.
5. Demonstrates skills relevant to the subject area(s) taught.
6. Bases instruction on goals that reflect high expectations and an understanding of the
subject.
7. Demonstrates an understanding of the intellectual, social, emotional, and physical
development of the age group.
8. Communicates clearly and checks for understanding.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
2. Instructional Planning The teacher plans using the Virginia Standards of Learning, the school’s curriculum,
effective strategies, resources, and data to meet the needs of all students.
1. Uses student learning data to guide planning.
2. Plans time realistically for pacing, content mastery, and transitions.
3. Plans for differentiated instruction.
4. Aligns lesson objectives to the school’s curriculum and student learning needs.
5. Develops appropriate long- and short-range plans and adapts plans when needed
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional
strategies in order to meet individual learning needs.
1. Engages and maintains students in active learning.
2. Builds upon students’ existing knowledge and skills.
3. Differentiates instruction to meet the students’ needs.
4. Reinforces learning goals consistently throughout lessons.
5. Uses a variety of effective instructional strategies and resources.
6. Uses instructional technology to enhance student learning.
7. Communicates clearly and checks for understanding.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
26
Teacher Summative Performance Report Page 2 of 3
4. Assessment of/for Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure
student academic progress, guide instructional content and delivery methods, and provide
timely feedback to both students and parents throughout the school year.
1. Uses pre-assessment data to develop expectations for students, to differentiate
instruction, and to document learning.
2. Involves students in setting learning goals and monitoring their own progress.
3. Uses a variety of assessment strategies and instruments that are valid and appropriate
for the content and for the student population.
4. Aligns student assessment with established curriculum standards and benchmarks.
5. Uses assessment tools for both formative and summative purposes and uses grading
practices that report final mastery in relationship to content goals and objectives.
6. Uses assessment tools for both formative and summative purposes to inform, guide,
and adjust students’ learning.
7. Gives constructive and frequent feedback to students on their learning
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive,
safe, student centered environment that is conducive to learning.
1. Arranges the classroom to maximize learning while providing a safe environment.
2. Establishes clear expectations, with student input, for classroom rules and procedures
early in the school year, and enforces them consistently and fairly.
3. Maximizes instructional time and minimizes disruptions.
4. Establishes a climate of trust and teamwork by being fair, caring, respectful, and
enthusiastic.
5. Promotes cultural sensitivity.
6. Respects students’ diversity, including language, culture, race, gender, and special
needs.
7. Actively listens and pays attention to students’ needs and responses.
8. Maximizes instructional learning time by working with students individually as well
as in small groups or whole groups.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
6. Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and
takes responsibility for and participates in professional growth that results in enhanced
student learning.
1. Collaborates and communicates effectively within the school community to promote
students’ well-being and success.
2. Adheres to federal and state laws, school policies, and ethical guidelines.
3. Incorporates learning from professional growth opportunities into instructional
practice.
4. Sets goals for improvement of knowledge and skills.
5. Engages in activities outside the classroom intended for school and student
enhancement.
6. Works in a collegial and collaborative manner with administrators, other school
personnel, and the community.
7. Builds positive and professional relationships with parents/guardians through frequent
and effective communication concerning students’ progress.
8. Serves as a contributing member of the school’s professional learning community
through collaboration with teaching colleagues.
9. Demonstrates consistent mastery of standard oral and written English in all
communication.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
27
Teacher Summative Performance Report Page 3 of 3
7. Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student
academic progress.
1. Sets acceptable, measurable, and appropriate achievement goals for student learning
progress based on baseline data.
2. Documents the progress of each student throughout the year.
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.
4. Uses available performance outcome data to continually document and communicate
student academic progress and develop learning targets.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
Overall Evaluation Summary:
Include comments here
� Proficient
� Needs Improvement
� Unacceptable/Recommended for placement on a Performance Improvement Plan. (One or
more standards are Unacceptable, or two or more standards are Developing/Needs
Improvement.)
Commendations:
Areas Noted for Improvement:
Teacher Improvement Goals:
__________________________________ __________________________________
Evaluator’s Name Teacher’s Name
__________________________________ ____________________________________
Evaluator’s Signature Teacher’s Signature (Teacher’s signature denotes receipt
of the summative evaluation, not necessarily agreement with
the contents of the form.)
__________________________________ ____________________________________
Date Date
__________________________________
Principal’s Name
__________________________________ ____________________________________
Principal’s Signature of Review Date
28
Self Contained Teacher Summative Performance Report Page 1 of 4
SELF CONTAINED TEACHER SUMMATIVE PERFORMANCE REPORT
Directions: Evaluators use this form after the completion of all observations and the submission
of all data/artifacts relating to student growth and achievement to provide the teacher with an
assessment of performance. The teacher should be given a copy of the form at the end of each
evaluation cycle.
Teacher ________________________________________ School Year(s) _________________
Grade/Subject _______________________ School __________________________________
The teacher is: � First Year in Wise County � Probationary � Continuing Contract
1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the
developmental needs of students by providing relevant learning experiences.
Addresses appropriate curriculum standards (SOL’s, ASOL’s)
Facilitates student’s use of higher thinking skills
Demonstrates accurate knowledge of the subject content
Instruction based on high expectations of achievement
Demonstrates an understanding of the knowledge of development
Communicates clearly about student’s programs
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
2. Instructional Planning The teacher plans using the Virginia Standards of Learning, the school’s curriculum,
effective strategies, resources, and data to meet the needs of all students.
Lesson plans incorporate students IEP goals and ASOL’s
Uses student data to guide planning
Schedules of all classroom staff assignments and activities are visible and followed
Environment and activities are arranged to provide opportunities for communication and social interaction
Opportunities planned for students to interact with typically developing peers and support is provided
Accommodations/modifications to activities are planned for student to complete work and to take care of personal tasks independently
Opportunities for making choices are built into activities
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
29
Self Contained Teacher Summative Performance Report Page 2 of 4
3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional
strategies in order to meet individual learning needs.
Instruction targets IEP goals (academic, communication, social and behavior) and ASOL’s
A variety of instructional formats are used (1:1, small group, large group & independent work)
Each student spends classroom time engaged in meaningful activities
Structured work systems are used to promote independent practice of previously learned skills
Adult has student attention prior to delivering instruction. Instructions provided are clear.
Pace of instruction promotes high rates of correct responding, with appropriate reinforcement and error correction delivered.
Students are provided with opportunities to answer questions and feedback is provided
Staff respond to and shape up communication attempts
Prompts are delivered based on a consistent hierarchy
Acknowledgement of student’s efforts are positive, individualized and provided both formally and informally
Reinforcers are natural/positive and provided contingent on desired performance
Students remain actively engaged in learning opportunities
Staff are aware of learner’s engagement, redirection is used and staff stay with learner until reengaged
Visual supports are used in instruction and across settings
Sensory accommodations are used when needed and individualized
Integration and social opportunities with peers are present across school environments.
General education students interact positively.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
4. Assessment of/for Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure
student academic progress, guide instructional content and delivery methods, and provide
timely feedback to both students and parents throughout the school year.
Program notebooks are available, accessible and utilized by all staff
Data is collected on IEP goals and ASOL’s during activities by both teachers and paraprofessionals
Individual student data is graphed daily and is available for ongoing decision making in students’ program notebooks
Program notebooks provide evidence of skill tracking and goal attainment
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
30
Self Contained Teacher Summative Performance Report Page 3 of 4
5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive,
safe, student centered environment that is conducive to learning.
Individual student schedules are used by students
Classroom set-up allows for monitoring of students
Classroom set-up has clear structure and boundaries
Classroom areas and personal spaces are labeled (name/pictures)
Classroom materials are organized, labeled and stored properly Communication supports (AAC devices, visual supports, sign) are available, accessible and utilized across settings
Paraprofessionals are actively engaged in providing instruction and addressing behavior
Staff interactions do not hinder student independence
Staff consistently prepare students for transitions/disruptions
Staff are friendly and respectful to students
Staff interact with students in age appropriate ways (no baby talk, students playing with staff hair, etc)
Staff talk to students about their ideas
Staff use proactive strategies to prevent occurrence of interfering behaviors
Staff teach and encourage replacement behaviors
Staff consistently respond to and use positive approaches to address behavior
“Hands-on” contact with student preserves their dignity
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
6. Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and
takes responsibility for and participates in professional growth that results in enhanced
student learning.
Staff model good social skills
When students are present, inter-staff communication is limited to classroom instruction.
Inter-staff communication is respectful and limited in content to classroom issues. Confidentiality of students is preserved.
Adheres to laws, policies and ethics
Incorporates professional development learning
Sets goals for improvement
Builds positive relationships with parents
Contributes to professional learning community
Demonstrates mastery of standard oral and written English
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
7. Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student
academic progress.
1. Sets acceptable, measurable, and appropriate achievement goals for student
learning progress based on baseline data.
2. Documents the progress of each student throughout the year.
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.
4. Uses available performance outcome data to continually document and communicate
student academic progress and develop learning targets.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
31
Self Contained Teacher Summative Performance Report Page 4 of 4
Overall Evaluation Summary:
Include comments here
� Proficient
� Needs Improvement
� Unacceptable/Recommended for placement on a Performance Improvement Plan. (One or
more standards are Unacceptable, or two or more standards are Developing/Needs
Improvement.)
Commendations:
Areas Noted for Improvement:
Teacher Improvement Goals:
__________________________________ __________________________________
Evaluator’s Name Teacher’s Name
__________________________________ ____________________________________
Evaluator’s Signature Teacher’s Signature (Teacher’s signature denotes receipt
of the summative evaluation, not necessarily agreement with
the contents of the form.)
__________________________________ ____________________________________
Date Date
__________________________________
Principal’s Name
__________________________________ ____________________________________
Principal’s Signature of Review Date
32
Performance Improvement Plan Form Page 1 of 2
TEACHER PERFORMANCE IMPROVEMENT PLAN FORM
(Required for a Teacher who earns a rating of Unacceptable on a teacher evaluation)
Teacher ________________________________ School _______________________________
Grade/Subject ___________________________ School Year __________________________
Evaluator _______________________________
Performance
Standard
Number
Performance Deficiencies
Within the Standard to be
Corrected
Resources/Assistance Provided;
Activities to be Completed by
the Employee
Target Dates
The teacher’s signature denotes receipt of the form, and acknowledgment that the evaluator has notified
the employee of unacceptable performance.
Teacher’s Name ________________________________________________________________________
Teacher’s Signature _______________________________________ Date Initiated__________________
Evaluator’s Name _______________________________________________________________________
Evaluator’s Signature ______________________________________ Date Initiated__________________
Principal’s Name _______________________________________________________________________
Principals’ Signature of Review ______________________________ Date Initiated__________________
33
Results of Improvement Plan Form Page 2 of 2
Results of Performance Improvement Plan
Performance
Standard
Number
Performance Deficiencies
Within the Standard to be
Corrected
Comments Review
Dates
Final recommendation based on outcome of Improvement Plan:
� The performance deficiencies have been satisfactorily corrected: The teacher is no longer on a
Performance Improvement Plan.
� The deficiencies were not corrected: teacher is recommended for non-renewal/dismissal.
Teacher’s Name _______________________________________________________________
Teacher’s Signature _____________________________________ Date Reviewed__________ Signature denotes the review occurred, not necessarily agreement with the final recommendation.
Evaluator’s Name _____________________________________________________________
Evaluator’s Signature ____________________________________ Date Reviewed_________
Principal’s Name _____________________________________________________________
Principals’ Signature of Review ____________________________ Date Reviewed_________ These sections are to be completed collaboratively by the evaluator and the teacher. Pages may be added, if needed.
34
SCHOOL COUNSELOR EVALUATION
WISE COUNTY’S UNIFORM PERFORMANCE STANDARDS FOR SCHOOL
COUNSELORS
Performance Standard 1: Professional Knowledge
The school counselor demonstrates an understanding of the curriculum, division expectations, and the
developmental needs of students by providing relevant guidance services.
Examples of school counselor work conducted in the performance of the standard may include, but are
not limited to the following:
1.1 Keeps abreast of division and state initiatives regarding counseling, academic and career planning,
scholarship opportunities, and other topics relevant to school counselors.
1.2 Maintains a list of outside agencies that can help provide services to students.
1.3 Demonstrates an accurate knowledge of state and division assessment procedures, protocols, and
security requirements.
1.4 Demonstrates an accurate knowledge of division curriculum offerings and course sequences.
1.5 Demonstrates an accurate knowledge of state and division student records requirements.
Performance Standard 2: Academic and Career Counseling
The school counselor works to ensure that all students have an understanding of their career options and
educational requirements to meet their academic and career goals.
Examples of school counselor work conducted in the performance of the standard may include, but are
not limited to the following:
2.1 Plans for and implements career instruction with students.
2.2 Conducts interest inventories and academic reviews with students to help student decision making
toward future career goals.
2.3 Organizes, conducts and/or coordinates annual “Career Day”.
2.4 Effectively provides information to students and parents concerning educational opportunities which
will help students to meet their academic career and goals.
2.5 Ensures students understand how to effectively complete job applications, resumes, college
applications and scholarship applications.
2.6 Ensure students have appropriate interview skills.
2.7 Maintains a list of possible local and national scholarship opportunities and effectively notifies
prospective college students and their parents of these opportunities.
2.8 Effectively disseminate information parents and students about educational opportunities outside of
the school such as Summer Governor’s School.
2.9 Participate on the child study team and help develop, monitor, and communicate intervention
strategies.
Performance Standard 3: Social/Emotional Counseling The school counselor ensures that the social and emotional needs of students are met by providing
counseling services both in a proactive manner to address potential issues and in response to individual
student needs.
35
Examples of school counselor work conducted in the performance of the standard may include, but are
not limited to the following:
3.1 Establish procedures for and ensure stakeholders understand the procedures for referring students to
counseling services.
3.2 Utilizes individual and group counseling activities.
3.3 Maintains documentation of counseling sessions.
3.4 Works with students individually and in groups to address social and emotional needs.
3.5 Implements effective anti-bullying interventions.
3.6 Gathers, interprets, and uses data regarding students as part of the counseling process.
3.7 Ensures students have appropriate decision making and social skills.
3.8 Assist staff members with children who have behavior or developmental concerns.
3.9 Ensure students have appropriate study skills, organization skills, and time management skills.
3.10 Ensure students can identify the emotional and physical dangers of substance use and abuse.
3.11 Reports alleged instances of abuse/neglect to the appropriate authorities.
3.12 Refers student and parents to appropriate outside agencies for intense counseling when necessary.
Performance Standard 4: Scheduling
The school counselor works with the principal to ensure that student academic needs are met through the
scheduling of courses.
Examples of school counselor work conducted in the performance of the standard may include, but are
not limited to the following:
4.1 Develops and coordinates scheduling for the school year with input from other staff members.
4.2 Works with students to ensure appropriate course choices are made to further student academic and
career goals.
4.3 Assists the principal to ensure all teachers are fully certified and endorsed in the courses assigned in
the school master schedule.
4.4 Works with school staff to appropriately place students in order to meet their academic and career
goals.
Performance Standard 5: Student Records
The school counselor works to ensure that student records are maintained in an orderly fashion.
Examples of school counselor work conducted in the performance of the standard may include, but are
not limited to the following:
5.1 Ensures that student records are maintained in accordance with state and division requirements.
5.2 Maintains confidentiality of student records.
5.3 Registers new students.
5.4 Ensures the accuracy of student data in permanent records as well as in the student information
system.
Performance Standard 6: Professionalism
The school counselor maintains a commitment to professional ethics, communicates effectively, and takes
responsibility for and participates in professional growth that results in enhanced student learning.
Examples of school counselor work conducted in the performance of the standard may include, but are
not limited to the following:
36
6.1 Collaborates and communicates effectively within the school community to promote students’ well-
being and success.
6.2 Adheres to federal and state laws, school and division policies, and ethical guidelines.
6.3 Incorporates learning from professional growth opportunities into instructional practice.
6.4 Sets goals for improvement of knowledge and skills.
6.5 Engages in activities outside the classroom intended for school and student enhancement.
6.6 Works in a collegial and collaborative manner with administrators, other school personnel, and the
community.
6.7 Builds positive and professional relationships with parents/guardians through frequent and effective
communication concerning students’ progress.
6.8 Serves as a contributing member of the school’s professional learning community through
collaboration with teaching colleagues.
6.9 Demonstrates consistent mastery of standard oral and written English in all communication.
Performance Standard 7: Assessment
The school counselor ensures that the state assessment program is implemented in an efficient, effective,
and reliable manner.
Examples of school counselor work conducted in the performance of the standard may include, but are
not limited to the following:
7.1 Assures state and local assessments are conducted in an efficient, secure, and appropriate manner.
7.2 Ensure that all examiners and proctors are fully trained for each SOL testing administration.
7.3 Assures appropriate personnel receive assessment reports in a timely manner to effect remediation and
school improvement efforts.
7.4 Assures that effective remediation has taken place before expedited retakes.
37
School Counselor Summative Performance Report Page 1 of 4
SCHOOL COUNSELOR SUMMATIVE PERFORMANCE REPORT Directions: Evaluators use this form after the completion of all observations and the submission of all
data/artifacts relating to student growth and achievement to provide the school counselor with an
assessment of performance. The school counselor should be given a copy of the form at the end of each
evaluation cycle.
School Counselor______________________________ School Year(s) _________________
School __________________________________
The School Counselor is: � First Year in Wise County � Probationary � Continuing Contract
Performance Standard 1: Professional Knowledge
The school counselor demonstrates an understanding of the curriculum, division
expectations, and the developmental needs of students by providing relevant
guidance services. 1.6 Keeps abreast of division and state initiatives regarding counseling, academic and
career planning, scholarship opportunities, and other topics relevant to school
counselors.
1.7 Maintains a list of outside agencies that can help provide services to students.
1.8 Demonstrates an accurate knowledge of state and division assessment procedures,
protocols, and security requirements.
1.9 Demonstrates an accurate knowledge of division curriculum offerings and course
sequences.
1.10 Demonstrates an accurate knowledge of state and division student records
requirements.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
Performance Standard 2: Academic and Career Counseling
The school counselor works to ensure that all students have an understanding of
their career options and educational requirements to meet their academic and
career goals. 2.1 Plans for and implements career instruction with students.
2.2 Conducts interest inventories and academic reviews with students to help student
decision making toward future career goals.
2.3 Organizes, conducts, and/or coordinates annual “Career Day”.
2.4 Effectively provides information to students and parents concerning educational
opportunities which will help students to meet their academic career and goals.
2.5 Ensures students understand how to effectively complete job applications, resumes,
college applications and scholarship applications.
2.6 Ensure students have appropriate interview skills.
2.7 Maintains a list of possible local and national scholarship opportunities and effectively
notifies prospective college students and their parents of these opportunities.
2.8 Effectively disseminate information parents and students about educational
opportunities outside of the school such as Summer Governor’s School.
2.9 Participate on the child study team and help develop, monitor, and communicate
intervention strategies.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
38
School Counselor Summative Performance Report Page 2 of 4
Performance Standard 3: Social/Emotional Counseling The school counselor ensures that the social and emotional needs of students are
met by providing counseling services both in a proactive manner to address
potential issues and in response to individual student needs. 3.1 Establish procedures for and ensure stakeholders understand the procedures for
referring students to counseling services.
3.2 Utilizes individual and group counseling activities.
3.3 Maintains documentation of counseling sessions.
3.4 Works with students individually and in groups to address social and emotional needs.
3.5 Implements effective anti-bullying interventions.
3.6 Gathers, interprets, and uses data regarding students as part of the counseling process.
3.7 Ensures students have appropriate decision making and social skills.
3.8 Assist staff members with children who have behavior or developmental concerns.
3.9 Ensure students have appropriate study skills, organization skills, and time
management skills.
3.10 Ensure students can identify the emotional and physical dangers of substance use and
abuse.
3.11 Reports alleged instances of abuse/neglect to the appropriate authorities.
3.12 Refers student and parents to appropriate outside agencies for intense counseling
when necessary.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
Performance Standard 4: Scheduling
The school counselor works with the principal to ensure that student academic
needs are met through the scheduling of courses. 4.1 Develops and coordinates scheduling for the school year with input from other staff
members.
4.2 Work with students to ensure appropriate course choices are made to further student
academic and career goals.
4.3Assists the principal to ensure all teachers are fully certified and endorsed in the
courses assigned in the school master schedule.
4.4 Works with school staff to appropriately place students in order to meet their academic
and career goals.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
Performance Standard 5: Student Records
The school counselor works to ensure that student records are maintained in an
orderly fashion. 5.1 Ensures that student records are maintained in accordance with state and division
requirements.
5.2 Maintains confidentiality of student records.
5.3 Registers new students.
5.4 Ensures the accuracy of student data in permanent records as well as in the student
information system.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
39
School Counselor Summative Performance Report Page 3 of 4
Performance Standard 6: Professionalism
The school counselor maintains a commitment to professional ethics,
communicates effectively, and takes responsibility for and participates in
professional growth that results in enhanced student learning. 6.1 Collaborates and communicates effectively within the school community to promote
students’ well-being and success.
6.2 Adheres to federal and state laws, school and division policies, and ethical guidelines.
6.3 Incorporates learning from professional growth opportunities into instructional
practice.
6.4 Sets goals for improvement of knowledge and skills.
6.5 Engages in activities outside the classroom intended for school and student
enhancement.
6.6 Works in a collegial and collaborative manner with administrators, other school
personnel, and the community.
6.7 Builds positive and professional relationships with parents/guardians through frequent
and effective communication concerning students’ progress.
6.8 Serves as a contributing member of the school’s professional learning community
through collaboration with teaching colleagues.
6.9 Demonstrates consistent mastery of standard oral and written English in all
communication.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
Performance Standard 7: Assessment
The school counselor ensures that the state assessment program is implemented in
an efficient, effective, and reliable manner. 7.1 Assures state and local assessments are conducted in an efficient, secure, and
appropriate manner.
7.2 Ensure that all examiners and proctors are fully trained for each SOL testing
administration.
7.3 Assures appropriate personnel receive assessment reports in a timely manner to effect
remediation and school improvement efforts.
7.4 Assures that effective remediation has taken place before expedited retakes.
Comments:
Rating � Proficient
� Needs Improvement
� Unacceptable
40
School Counselor Summative Performance Report Page 4 of 4
Overall Evaluation Summary:
Include comments here
� Proficient
� Needs Improvement
� Unacceptable/Recommended for placement on a Performance Improvement Plan. (One or
more standards are Unacceptable, or two or more standards are Developing/Needs
Improvement.)
Commendations:
Areas Noted for Improvement:
Teacher Improvement Goals:
__________________________________ __________________________________
Evaluator’s Name School Counselor’s Name
__________________________________ ____________________________________
Evaluator’s Signature School Counselor’s Signature (Signature denotes
receipt of the summative evaluation, not necessarily
agreement with the contents of the form.)
__________________________________ ____________________________________
Date Date
__________________________________
Principal’s Name
__________________________________ ____________________________________
Principal’s Signature of Review Date
41
PRINCIPAL/ASSISTANT PRINCIPAL EVALUATIONS
VIRGINIA’S UNIFORM PERFORMANCE STANDARDS FOR PRINCIPALS
Performance Standard 1: Instructional Leadership
The principal fosters the success of all students by facilitating the development, communication,
implementation, and evaluation of a shared vision of teaching and learning that leads to student
academic progress and school improvement.
Examples may include, but are not limited to:
1.1 Leads the collaborative development and sustainment of a compelling shared vision for
educational improvement and works collaboratively with staff, students, parents, and other
stakeholders to develop a mission and programs consistent with the division’s strategic plan.
1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs
that enhance teaching and student academic progress, and lead to school improvement.
1.3 Analyzes current academic achievement data and instructional strategies to make appropriate
educational decisions to improve classroom instruction, increase student achievement, and
improve overall school effectiveness.
1.4 Possesses knowledge of research-based instructional best practices in the classroom.
1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor
instruction to ensure effective delivery of the required curriculum.
1.6 Provides teachers with resources for the successful implementation of effective instructional
strategies.
1.7 Monitors and evaluates the use of diagnostic, formative, and summative assessment to
provide timely and accurate feedback to students and parents, and to inform instructional
practices.
1.8 Provides collaborative leadership for the design and implementation of effective and efficient
schedules that protect and maximize instructional time.
1.9 Provides the focus for continued learning of all members of the school community.
1.10 Supports professional development and instructional practices that incorporate the use of
achievement data and result in increased student progress.
1.11 Participates in professional development alongside teachers when instructional strategies are
being taught for future implementation.
1.12 Demonstrates the importance of professional development by providing adequate time and
resources for teachers and staff to participate in professional learning (i.e., peer observation,
mentoring, coaching, study groups, learning teams).
1.13 Evaluates the impact professional development has on the staff/school improvement and
student academic progress.
42
Performance Standard 2: School Climate
The principal fosters the success of all students by developing, advocating, and sustaining an
academically rigorous, positive, and safe school climate for all stakeholders.
Examples may include, but are not limited to:
2.1 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the
school community to cultivate a positive academic learning environment.
2.2 Consistently models and collaboratively promotes high expectations, mutual respect, concern,
and empathy for students, staff, parents, and community.
2.3 Utilizes shared decision-making and collaboration to build relationships with all stakeholders
and maintain positive school morale.
2.4 Models and inspires trust and a risk-tolerant environment by sharing information and power.
2.5 Maintains a collegial environment and supports the staff through the stages of the change
process.
2.6 Addresses barriers to teacher and staff performance and provides positive working conditions
to encourage retention of highly-effective personnel.
2.7 Develops and/or implements a safe school plan that manages crisis situations in an effective
and timely manner.
2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and
healthy learning environment that reflects state, division, and local school rules, policies, and
procedures.
2.9 Develops and/or implements best practices in schoolwide behavior management that are
effective within the school community and communicates behavior management expectations
to students, teachers, and parents.
2.10 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and
other stakeholders.
2.11 Maintains a positive, inviting school environment that promotes and assists in the development
of the whole student and values every student as an important member of the school
community.
Performance Standard 3: Human Resources Management
The principal fosters effective human resources management by assisting with selection and induction,
and by supporting, evaluating, and retaining quality instructional and support personnel.
Examples may include, but are not limited to:
3.1 Actively participates in the selection process, where applicable, and assigns highly-effective
staff in a fair and equitable manner based on school needs, assessment data, and local, state,
and federal requirements.
43
3.2 Supports formal building-level employee induction processes and informal procedures to
support and assist all new personnel.
3.3 Provides a mentoring process for all new and targeted instructional personnel, as well as
cultivates leadership potential through personal mentoring.
3.4 Manages the supervision and evaluation of staff in accordance with local and state
requirements.
3.5 Properly implements the teacher and staff evaluation systems, supports the important role
evaluation plays in teacher and staff development, and evaluates performance of personnel
using multiple sources.
3.6 Documents deficiencies and proficiencies, provides timely formal and informal feedback on
strengths and weaknesses, and provides support, resources, and remediation for teachers and
staff to improve job performance.
3.7 Makes appropriate recommendations relative to personnel transfer, retention, promotion, and
dismissal consistent with established policies and procedures and with student academic
progress as a primary consideration.
3.8 Recognizes and supports the achievements of highly-effective teachers and staff and provides
them opportunities for increased responsibility.
3.9 Maximizes human resources by building on the strengths of teachers and staff members and
providing them with professional development opportunities to grow professionally and gain
self-confidence in their skills.
Performance Standard 4: Organizational Management
The principal fosters the success of all students by supporting, managing, and overseeing the school’s
organization, operation, and use of resources.
Examples may include, but are not limited to:
4.1 Demonstrates and communicates a working knowledge and understanding of Virginia public
education rules, regulations, laws, and school division policies and procedures.
4.2 Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly
facility and grounds.
4.3 Monitors and provides supervision efficiently for the physical plant and all related activities
through an appropriately prioritized process.
4.4 Identifies potential organizational, operational, or resource-related problems and deals with
them in a timely, consistent, and effective manner.
4.5 Establishes and uses accepted procedures to develop short- and long-term goals through
effective allocation of resources.
4.6 Reviews fiscal records regularly to ensure accountability for all funds.
4.7 Plans and prepares a fiscally responsible budget to support the school’s mission and goals.
44
4.8 Follows federal, state, and local policies with regard to finances, school accountability, and
reporting.
4.9 Implements strategies for the inclusion of staff and stakeholders in various planning processes,
shares in management decisions, and delegates duties as applicable, resulting in a smoothly
operating workplace.
Performance Standard 5: Communication and Community Relations
The principal fosters the success of all students by communicating and collaborating effectively with
stakeholders.
Examples may include, but are not limited to:
5.1 Plans for and solicits staff, parent, and stakeholder input to promote effective decision-making
and communication when appropriate.
5.2 Communicates long- and short-term goals and the school improvement plan to all stakeholders.
5.3 Disseminates information to staff, parents, and other stakeholders in a timely manner through
multiple channels and sources.
5.4 Involves students, parents, staff, and other stakeholders in a collaborative effort to establish
positive relationships.
5.5 Maintains visibility and accessibility to students, parents, staff, and other stakeholders.
5.6 Speaks and writes consistently in an explicit and professional manner using standard oral and
written English to communicate with students, parents, staff, and other stakeholders.
5.7 Provides a variety of opportunities for parent and family involvement in school activities.
5.8 Collaborates and networks with colleagues and stakeholders to effectively utilize the resources
and expertise available in the local community.
5.9 Advocates for students and acts to influence local, division, and state decisions affecting
student learning.
5.10 Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal,
and cultural context that affects schooling based on relevant evidence.
Performance Standard 6: Professionalism
The principal fosters the success of all students by demonstrating professional standards and ethics,
engaging in continuous professional development, and contributing to the profession.
Examples may include, but are not limited to:
6.1 Creates a culture of respect, understanding, sensitivity, and appreciation for students, staff,
and other stakeholders and models these attributes on a daily basis.
6.2 Works within professional and ethical guidelines to improve student learning and to meet
school, division, state, and federal requirements.
45
6.3 Maintains a professional appearance and demeanor.
6.4 Models professional behavior and cultural competency to students, staff, and other
stakeholders.
6.5 Maintains confidentiality.
6.6 Maintains a positive and forthright attitude.
6.7 Provides leadership in sharing ideas and information with staff and other professionals.
6.8 Works in a collegial and collaborative manner with other administrators, school personnel,
and other stakeholders to promote and support the vision, mission, and goals of the school
division.
6.9 Assumes responsibility for personal professional development by contributing to and
supporting the development of the profession through service as an instructor, mentor, coach,
presenter, and/or researcher.
6.10 Remains current with research related to educational issues, trends, and practices and maintains
a high level of technical and professional knowledge.
Performance Standard 7: Student Academic Progress
The principal’s leadership results in acceptable, measurable student academic progress based on
established standards.
Examples may include, but are not limited to:
7.1 Collaboratively develops, implements, and monitors the school improvement plan that results
in increased student academic progress.
7.2 Utilizes research-based techniques for gathering and analyzing data from multiple measures
to use in making decisions related to student academic progress and school improvement.
7.3 Communicates assessment results to multiple internal and external stakeholders.
7.4 Collaborates with teachers and staff to monitor and improve multiple measures of student
progress through the analysis of data, the application of educational research, and the
implementation of appropriate intervention and enrichment strategies.
7.5 Utilizes faculty meetings, team/department meetings, and professional development activities
to focus on student progress outcomes.
7.6 Provides evidence that students are meeting measurable, reasonable, and appropriate
achievement goals.
7.7 Demonstrates responsibility for school academic achievement through proactive interactions
with faculty/staff, students, and other stakeholders.
7.8 Collaboratively develops, implements, and monitors long- and short-range achievement goals
that address varied student populations according to state guidelines.
7.9 Ensures teachers’ student achievement goals are aligned with building-level goals for increased
student academic progress and for meeting state benchmarks.
46
7.10 Sets benchmarks and implements appropriate strategies and interventions to accomplish desired
outcomes.
47
PRINCIPAL/ASSISTANT PRINCIPAL EVALUATION GUIDELINES 1. Annual evaluation of principals and assistant principals is required, and will be completed prior to
July 1 of each year. The evaluator will present a written summative evaluation to the
principal/assistant principal by that time.
2. The initial meeting between the supervisor and the principal/assistant principal to be evaluated
will be held by July 1 of each school year. At that meeting, professional growth goals as well as
student growth and achievement goals will be agreed upon by both parties. Professional growth
and student achievement goals must reflect division and school improvement goals.
3. Interim Progress Reports will be presented to the evaluator no less than one time per year. The
date the Interim Progress Report will be due will be agreed upon in advance. The Interim
Progress Report should report progress toward the student achievement goals as well as the
professional growth goals cited in the Goal Setting form. The evaluator will provide a written
formative judgment on the progress toward the goals to date.
4. Evaluatee will present the final progress report to the evaluator at the date specified by the
evaluator. The report will include documentation of progress toward each goal listed in the Goal
Setting form.
5. A copy of each Summative Evaluation Form and Performance Plan shall be placed in the
principal’s/assistant principal’s personnel file at the school board office.
6. This document will be posted on the Wise County Schools website.
48
Principal/Assistant Principal Self-Evaluation Form Page 1 of 2
PRINCIPAL/ASSISTANT PRINCIPAL SELF-EVALUATION FORM
Directions: Principals should use this form annually to reflect on the effectiveness and adequacy
of their practice based on each performance standard. Please refer to the performance
indicators for examples of behaviors exemplifying each standard.
Principal/Assistant Principal: Date:
1. Instructional Leadership
The principal fosters the success of all students by facilitating the development, communication,
implementation, and evaluation of a shared vision of teaching and learning that leads to student
academic progress and school improvement.
Areas of strength:
Areas needing work/strategies for improving performance:
2. School Climate
The principal fosters the success of all students by developing, advocating, and sustaining
an academically rigorous, positive, and safe school climate for all stakeholders.
Areas of strength:
Areas needing work/strategies for improving performance:
3. Human Resources Management
The principal fosters effective human resources management by assisting with selection and
induction, and by supporting, evaluating, and retaining of quality instructional and support
personnel.
Areas of strength:
Areas needing work/strategies for improving performance:
49
Principal/Assistant Principal Self-Evaluation Form Page 2 of 2
4. Organizational Management
The principal fosters the success of all students by supporting, managing, and overseeing the
school’s organization, operation, and use of resources.
Areas of strength:
Areas needing work/strategies for improving performance:
5. Communication and Community Relations
The principal fosters the success of all students by communicating and collaborating effectively with
stakeholders.
Areas of strength:
Areas needing work/strategies for improving performance:
6. Professionalism
The principal fosters the success of all students by demonstrating professional standards and ethics,
engaging in continuous professional development, and contributing to the profession.
Areas of strength:
Areas needing work/strategies for improving performance:
7. Student Academic Progress
The principal’s leadership results in acceptable, measurable student academic progress based on
established standards.
Areas of strength:
Areas needing work/strategies for improving performance:
Principal/Assistant Principal Goal Setting Form Page 1 of 2
50
PRINCIPAL/ASSISTANT PRINCIPAL GOAL SETTING FORM Directions: This form is a tool to assist principals in setting goals that result in measurable progress. There should be goals that directly relate to school improvement goals using student achievement results. All goals should address Standard 7: Student Academic Progress. Use a separate sheet for each goal. Principal: School: School Year: Evaluator: I. School Profile (Describe the school
setting and any unique circumstances
impacting the school community as a
whole.)
II. Content/Subject/Field Area
(Describe the area/topic addressed
based on learner achievement, school
achievement results, data analysis, or
observational data.)
III. Baseline Data (What does the
current data show?)
Data attached
IV. Goal Statement (Describe what you
want learners/program to accomplish.)
V. Means for Attaining Goal (Check the standard to which the strategies relate.) 1. Instructional Leadership 2. School Climate 3. Human Resources Management
4. Organizational Management 5. Communication and Community Relations
6. Professionalism 7. Student Academic Progress
Strategy Measurable By Target Date
51
Principal/Assistant Principal Goal Setting Form Page 2 of 2
VI. Mid-Year Review (Describe goal
progress and other relevant data.)
Mid-year review conducted on____________ Initials _____ _____ Admin. Eval.
VII. End-of-Year Data Results
(Describe accomplishments at the end
of year.)
Data attached
Initial Goal Submission (due by ___________ to the evaluator)
Principal/Assistant Principal’s Signature: Date:
Evaluator’s Signature: Date:
End-of-Year Review
Appropriate Data Received ___________________________
Strategies used and data provided demonstrate appropriate Student Growth � Yes � No
Strategies used and data provided demonstrate appropriate Professional Growth � Yes � No
Principal/Assistant Principal’s Signature: Date:
Principal/Assistant Principal’s Name: __________________________________________
Evaluator’s Signature: Date:
Evaluator’s Name: _____________________________________________
52
Principal/Assistant Principal Summative Performance Report Page 1 of 5
PRINCIPAL SUMMATIVE PERFORMANCE REPORT
Directions: Evaluators use this form prior to providing the principal with an assessment of
performance. The principal should be given a copy of the form at the end of each evaluation cycle.
Principal: School Year(s):
School:
Performance Standard 1: Instructional Leadership The principal fosters the success of all students by facilitating the development, communication,
implementation, and evaluation of a shared vision of teaching and learning that leads to student
academic progress and school improvement.
Examples may include, but are not limited to:
1.1 Leads the collaborative development and sustainment of a compelling shared vision for
educational improvement and works collaboratively with staff, students, parents, and
other stakeholders to develop a mission and programs consistent with the division’s
strategic plan.
1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional
programs that enhance teaching and student academic progress, and lead to school
improvement.
1.3 Analyzes current academic achievement data and instructional strategies to make
appropriate educational decisions to improve classroom instruction, increase student
achievement, and improve overall school effectiveness.
1.4 Possesses knowledge of research-based instructional best practices in the classroom.
1.5 Works collaboratively with staff to identify student needs and to design, revise, and
monitor instruction to ensure effective delivery of the required curriculum.
1.6 Provides teachers with resources for the successful implementation of effective
instructional strategies.
1.7 Monitors and evaluates the use of diagnostic, formative, and summative assessment to
provide timely and accurate feedback to students and parents, and to inform
instructional practices.
1.8 Provides collaborative leadership for the design and implementation of effective and
efficient schedules that protect and maximize instructional time.
1.9 Provides the focus for continued learning of all members of the school community.
1.10 Supports professional development and instructional practices that incorporate the use
of achievement data and result in increased student progress.
1.11 Participates in professional development alongside teachers when instructional
strategies are being taught for future implementation.
1.12 Demonstrates the importance of professional development by providing adequate time
and resources for teachers and staff to participate in professional learning (i.e., peer
observation, mentoring, coaching, study groups, learning teams).
1.13 Evaluates the impact professional development has on the staff/school improvement and
student academic progress.
Rating � Proficient
� Needs Improvement
� Unacceptable
53
Principal/Assistant Principal Summative Performance Report Page 2 of 5 Performance Standard 2: School Climate
The principal fosters the success of all students by developing, advocating, and sustaining an
academically rigorous, positive, and safe school climate for all stakeholders.
Examples may include, but are not limited to:
2.1 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the
school community to cultivate a positive academic learning environment.
2.2 Consistently models and collaboratively promotes high expectations, mutual respect,
concern, and empathy for students, staff, parents, and community.
2.3 Utilizes shared decision-making and collaboration to build relationships with all
stakeholders and maintain positive school morale.
2.4 Models and inspires trust and a risk-tolerant environment by sharing information and
power.
2.5 Maintains a collegial environment and supports the staff through the stages of the
change process.
2.6 Addresses barriers to teacher and staff performance and provides positive working
conditions to encourage retention of highly-effective personnel.
2.7 Develops and/or implements a safe school plan that manages crisis situations in an
effective and timely manner.
2.8 Involves students, staff, parents, and the community to create and sustain a positive,
safe, and healthy learning environment that reflects state, division, and local school
rules, policies, and procedures.
2.9 Develops and/or implements best practices in schoolwide behavior management that
are effective within the school community and communicates behavior management
expectations to students, teachers, and parents.
2.10 Is visible, approachable, and dedicates time to listen to the concerns of students,
teachers, and other stakeholders.
2.11 Maintains a positive, inviting school environment that promotes and assists in the
development of the whole student and values every student as an important member of
the school community.
Rating � Proficient
� Needs Improvement
� Unacceptable
Performance Standard 3: Human Resources Management
The principal fosters effective human resources management by assisting with selection and
induction, and by supporting, evaluating, and retaining quality instructional and support
personnel.
Examples may include, but are not limited to:
3.1 Actively participates in the selection process, where applicable, and assigns highly-
effective staff in a fair and equitable manner based on school needs, assessment data,
and local, state, and federal requirements.
3.2 Supports formal building-level employee induction processes and informal procedures
to support and assist all new personnel.
3.3 Provides a mentoring process for all new and targeted instructional personnel, as well
as cultivates leadership potential through personal mentoring.
3.4 Manages the supervision and evaluation of staff in accordance with local and state
requirements.
3.5 Properly implements the teacher and staff evaluation systems, supports the important
role evaluation plays in teacher and staff development, and evaluates performance of
personnel using multiple sources.
3.6 Documents deficiencies and proficiencies, provides timely formal and informal
feedback on strengths and weaknesses, and provides support, resources, and
remediation for teachers and staff to improve job performance.
3.7 Makes appropriate recommendations relative to personnel transfer, retention, promotion,
and dismissal consistent with established policies and procedures and with student
academic progress as a primary consideration.
3.8 Recognizes and supports the achievements of highly-effective teachers and staff and
provides them opportunities for increased responsibility.
3.9 Maximizes human resources by building on the strengths of teachers and staff members
and providing them with professional development opportunities to grow professionally
and gain self-confidence in their skills.
Rating � Proficient
� Needs Improvement
� Unacceptable
54
Principal/Assistant Principal Summative Performance Report Page 3 of 5 Performance Standard 4: Organizational Management
The principal fosters the success of all students by supporting, managing, and overseeing the
school’s organization, operation, and use of resources.
Examples may include, but are not limited to:
4.1 Demonstrates and communicates a working knowledge and understanding of Virginia
public education rules, regulations, laws, and school division policies and procedures.
4.2 Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly
facility and grounds.
4.3 Monitors and provides supervision efficiently for the physical plant and all related
activities through an appropriately prioritized process.
4.4 Identifies potential organizational, operational, or resource-related problems and deals
with them in a timely, consistent, and effective manner.
4.5 Establishes and uses accepted procedures to develop short- and long-term goals through
effective allocation of resources.
4.6 Reviews fiscal records regularly to ensure accountability for all funds.
4.7 Plans and prepares a fiscally responsible budget to support the school’s mission and
goals.
4.8 Follows federal, state, and local policies with regard to finances, school accountability,
and reporting.
4.9 Implements strategies for the inclusion of staff and stakeholders in various planning
processes, shares in management decisions, and delegates duties as applicable, resulting in
a smoothly operating workplace.
Rating � Proficient
� Needs Improvement
� Unacceptable
Performance Standard 5: Communication and Community Relations
The principal fosters the success of all students by communicating and collaborating effectively
with stakeholders.
Examples may include, but are not limited to:
5.1 Plans for and solicits staff, parent, and stakeholder input to promote effective decision-
making and communication when appropriate.
5.2 Communicates long- and short-term goals and the school improvement plan to all
stakeholders.
5.3 Disseminates information to staff, parents, and other stakeholders in a timely manner
through multiple channels and sources.
5.4 Involves students, parents, staff, and other stakeholders in a collaborative effort to
establish positive relationships.
5.5 Maintains visibility and accessibility to students, parents, staff, and other stakeholders.
5.6 Speaks and writes consistently in an explicit and professional manner using standard
oral and written English to communicate with students, parents, staff, and other
stakeholders.
5.7 Provides a variety of opportunities for parent and family involvement in school
activities.
5.8 Collaborates and networks with colleagues and stakeholders to effectively utilize the
resources and expertise available in the local community.
5.9 Advocates for students and acts to influence local, division, and state decisions
affecting student learning.
5.10 Assesses, plans for, responds to, and interacts with the larger political, social, economic,
legal, and cultural context that affects schooling based on relevant evidence.
Rating � Proficient
� Needs Improvement
� Unacceptable
55
Principal/Assistant Principal Summative Performance Report Page 4 of 5 Performance Standard 6: Professionalism
The principal fosters the success of all students by demonstrating professional standards and
ethics, engaging in continuous professional development, and contributing to the profession.
Examples may include, but are not limited to:
6.1 Creates a culture of respect, understanding, sensitivity, and appreciation for students,
staff, and other stakeholders and models these attributes on a daily basis.
6.2 Works within professional and ethical guidelines to improve student learning and to
meet school, division, state, and federal requirements.
6.3 Maintains a professional appearance and demeanor.
6.4 Models professional behavior and cultural competency to students, staff, and other
stakeholders.
6.5 Maintains confidentiality.
6.6 Maintains a positive and forthright attitude.
6.7 Provides leadership in sharing ideas and information with staff and other professionals.
6.8 Works in a collegial and collaborative manner with other administrators, school
personnel, and other stakeholders to promote and support the vision, mission, and
goals of the school division.
6.9 Assumes responsibility for personal professional development by contributing to and
supporting the development of the profession through service as an instructor, mentor,
coach, presenter, and/or researcher.
6.10 Remains current with research related to educational issues, trends, and practices and
maintains a high level of technical and professional knowledge.
Rating � Proficient
� Needs Improvement
� Unacceptable
Performance Standard 7: Student Academic Progress The principal’s leadership results in acceptable, measurable student academic progress based
on established standards.
Examples may include, but are not limited to:
7.1 Collaboratively develops, implements, and monitors the school improvement plan that
results in increased student academic progress.
7.2 Utilizes research-based techniques for gathering and analyzing data from multiple
measures to use in making decisions related to student academic progress and school
improvement.
7.3 Communicates assessment results to multiple internal and external stakeholders.
7.4 Collaborates with teachers and staff to monitor and improve multiple measures of
student progress through the analysis of data, the application of educational research, and
the implementation of appropriate intervention and enrichment strategies.
7.5 Utilizes faculty meetings, team/department meetings, and professional development
activities to focus on student progress outcomes.
7.6 Provides evidence that students are meeting measurable, reasonable, and appropriate
achievement goals.
7.7 Demonstrates responsibility for school academic achievement through proactive
interactions with faculty/staff, students, and other stakeholders.
7.8 Collaboratively develops, implements, and monitors long- and short-range achievement
goals that address varied student populations according to state guidelines.
7.9 Ensures teachers’ student achievement goals are aligned with building-level goals for
increased student academic progress and for meeting state benchmarks.
7.10 Sets benchmarks and implements appropriate strategies and interventions to accomplish
desired outcomes.
Rating � Proficient
� Needs Improvement
� Unacceptable
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Principal/Assistant Principal Summative Performance Report Page 5 of 5
Overall Evaluation Summary (based on cumulative summative rating range decided by school
division):
Include comments here
� Proficient
� Needs Improvement
� Unacceptable/Recommended for placement on a Performance Improvement Plan. (One or
more standards are Unacceptable, or two or more standards are Needs Improvement.)
Commendations:
Areas Noted for Improvement:
Principal/Assistant Principal Improvement Goals:
__________________________________ ____________________________________
Evaluator’s Name Principal/Assistant Principal’s Name
___________________________________ ____________________________________
Evaluator’s Signature Principal/Assistant Principal’s Signature (Principal’s signature denotes receipt of the summative evaluation, not
necessarily agreement with the contents of the form.)
___________________________________ ____________________________________
Date Date
___________________________________
Superintendent’s Name
___________________________________ ____________________________________
Superintendent’s Signature Date
57
Principal/Assistant Principal Performance Improvement Plan Form Page 1 of 2
PRINCIPAL/ASSISTANT PRINCIPAL PERFORMANCE IMPROVEMENT PLAN (Required for a Principal Placed on a Performance Improvement Plan)
Principal: School:
Evaluator: School Year:
Performance
Standard
Number
Performance Deficiencies
Within the Standard to be
Corrected
Resources/Assistance Provided;
Activities to be Completed by the
Employee
Target Dates
The principal’s signature denotes receipt of the form, and acknowledgment that the evaluator has
notified the employee of unacceptable performance.
Principal/Assistant Principal’s Name:_________________________________________________________
Principal/Assistant Principal’s Signature: ______________________ Date Initiated: __________________
Evaluator’s Name: _______________________________________________________________________
Evaluator’s Signature: ______________________________________ Date Initiated: __________________
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Principal/Assistant Principal Performance Improvement Plan Form Page 2 of 2
Results of Performance Improvement Plana
Performance
Standard
Number
Performance Deficiencies
Within the Standard to be
Corrected
Comments Review Dates
Final recommendation based on outcome of Performance Improvement Plan:
The performance deficiencies have been satisfactorily corrected: The principal is no longer on a
Performance Improvement Plan.
The deficiencies were not corrected. The principal is recommended for reassignment/dismissal.
Principal/Assistant Principal’s Name:_______________________________________________
Principal/Assistant Principal’s Signature: ______________________ Date Reviewed: Signature denotes the review occurred, not necessarily agreement with the final recommendation.
Evaluator’s Name:
Evaluator’s Signature: Date Reviewed:
a These sections are to be completed collaboratively by the evaluator and the principal. Pages may be added, if needed.
59
SUPPORT STAFF EVALUATION
SUPPORT EMPLOYEE PERFORMANCE AND EVALUATION FORM Evaluate the employee on the basis of the work now being done. Consider each indicator separately. Place a check in the
space below the group of words which best describes the individual, but only one check for each line. It is essential that
every line be checked.
Name _______________________Job Title________________ School or Department _______________________ Indicator: Exceeds
Division
Standards of
Performance
Meets
Division
Standard of
Performance
(Satisfactory)
Partially Meets Division
Standard of Performance
Needs Improvement
Demonstrates
Unacceptable
Performance-
Substantial
Improvement
Imperative
No Basis
For
Judgment
1. Quality of Work
Consider the ability to turn
out work which meets
quality standards.
2. Job Knowledge
Consider knowledge in all
phases of his/her work.
3. Possesses Skill and
Good Judgment in the Use
of Equipment.
4. Attitude
Willingness to cooperate
with stakeholders.
5. Attendance and
Punctuality
Consider frequency of
absences as well as
tardiness.
6. Personal
Characteristics
Integrity
Dependability
Cooperativeness
Enthusiasm
Initiative
Commitment
Judgment
Stability
7. Interpersonal
Relationship
Consider relationship with
students, staff, parents, and
community representatives.
8. Job Description
Responsibilities
Carrying out duties
Remarks:
Evaluator: ______________________________
I certify that I have reviewed this evaluation: ___________________________________________
Evaluatee
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NURSING EVALUATION
NURSING SERVICES PERFORMANCE AND COMPETENCY EVALUATION BY
ADMINISTRATIVE SUPERVISOR
NURSE: ________________________ School: ___________________
EVALUATOR: ____________________
Date: ________________________________
POSITION SUMMARY: A School Nurse is responsible for developing, implementing, and managing a
school health population. Responsibilities include program management, nursing services, community
health planning, professional practice, and collaboration with health education.
4=High Quality; 3=Competent; 2=Requires Improvement; 1=Unacceptable
Rate as 4 (high) through 1 (low) 4 3 2 1 Comments
Performance Criteria
1. Maintains and manages the health clinic in
assigned school.
2. Reports compliance with state laws requiring
immunization and exclusion of students with
contagious diseases.
3. Supports school attendance for children who must
use medication in the treatment of illness or
chronic disabilities.
4. Instructs students and staff (as requested by the
administrator) on issues dealing with family life
education and other health concerns (such as
health and safety, CPR and first aid) per county
policy, American Heart Association Guidelines, and
within nursing scope of practice.
5. Monitors work of unlicensed personnel who
dispense medications and conduct medical
procedures.
6. Maintains confidentiality of office and school
related information according to policy, HIPPA,
and FERPA guidelines.
7. Networks and communicates with resource
agencies that are external to the school division.
8. Performs other job related duties as assigned by
immediate supervisor.
9. Personal habits, clothing, and grooming comply
with policy within scope of nursing practice.
10. Follows appropriate channels when addressing
61
Nurse or Evaluator may write additional comments on a sheet of paper and attach to the form.
Nurse’s Comments:
Evaluators Comments:
*The nurse’s signature is not an indication that the employee agrees with the evaluation.
Principal’s/Supervisor’s Signature: ________________________________Date:______
Nurse’s Signature*: ___________________________________________Date:______ Revised 02-17-11
problems/issues (personal and professional).
11. Notifies supervisor of inability to work as
scheduled.
12. Attends all mandatory in-services or meetings.
13. Pleasant, courteous, responsive, and cooperative
with students, parents, and co-workers; displaying
a positive and supportive attitude.
14. Utilizes and orders supplies and equipment within
budget.
15. General knowledge of school policies
16. Attendance
62
NURSING SERVICES PERFORMANCE AND COMPETENCY EVALUATION BY NURSING
SUPERVISOR
NURSE: ________________________ School: ___________________
POSITION SUMMARY: a School Nurse is responsible for developing, implementing, and managing a
school health population. Responsibilities include program management, nursing services, community
health planning, professional practice, and collaboration with health education.
Evaluation by Coordinator of School Health Exhibits
Competence
Needs
Improvement
1. Complies with confidentiality policy, HIPAA, and
FERPA.
2. Personal habits, clothing, and grooming comply
with policy.
3. Follows appropriate channels when addressing
problems/issues (Personal and Professional)
4. Notifies supervisor of inability to work as
scheduled. (by e-mail or phone)
5. Attends all mandatory in-services or meetings.
6. Performs all related duties assigned or requested.
7. Pleasant, courteous, responsive, and cooperative
with students, parents, and co-workers, displaying
a positive and supportive attitude.
8. Utilizes and orders supplies and equipment within
budget.
9. Recognizes potential student problems and uses
resources available.
10. Serves as a resource for health related issues
involving faculty/staff.
11. Keeps all Medicaid records current.
12. General knowledge of school policies
13. Attendance (*sick days attached*)
14. Reports submitted in a timely manner
15. Student records/ IHPs accurate and current
16. Provides direct health services to students,
faculty and staff members in assigned school and
school attendance community. Assesses students’
health needs as necessary.
17. Educates students and parents to promote optimal
health and to encourage healthy lifestyles.
18. Keeps a log of visitors to the health clinic and any
care given.
63
19. Dispenses medications and contacts parents when
refills are necessary. Administers first aid as
necessary.
20. Reports compliance with state laws requiring
immunization and exclusion of students with
contagious diseases.
21. Provides individual or small group counseling that
is related to students’ health matters as needed.
22. Supports school attendance for children who must
use medication in the treatment of illness or
chronic disabilities.
23. Instructs students and staff (as requested by the
administrator) on issues dealing with family life
education and other health concerns (such as
health and safety, CPR and first aid) per county
policy, American Heart Association Guidelines, and
within nursing scope of practice.
24. Screens and examine students’ hearing, vision,
height, and weight as applicable.
25. Prepares students for physicals (EPSDTs).
26. Monitors work of unlicensed personnel who
dispense medications and conduct medical
procedures.
27. Refers students for medical, dental or eye care as
necessary.
28. Telephones parents/guardians or forwards letter
home regarding students’ illnesses and follow up
care as necessary.
29. Confers with families regarding health questions
of the children as appropriate.
30. Networks and communicates with resource
agencies that are external to the school division.
COMMENTS: _________________________________________________________
_______________________________________________________________________________
_________________________________________________________
Coordinator of School Health ________________________________Date:______
Nurse’s Signature: ____________________________________________Date:______
Revised 02-17-11