Guidelines for UNIFORM PERFORMANCE STANDARDS · Guidelines for Uniform Performance ... Questions or inquiries about this document should ... performance standards and criteria to

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Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents

Guidelines for

UNIFORM PERFORMANCESTANDARDS

and Evaluation Criteriafor Teachers, Administrators,

and Superintendents

Division of Teacher Education and LicensureVirginia Department of Education

P. O. Box 2120Richmond, VA 23218-2120

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Guidelines forUNIFORM PERFORMANCE STANDARDS

and Evaluation Criteriafor Teachers, Administrators,

and Superintendents

Guidelines Developed in Response toEducation Accountability and Quality Enhancement Act of 1999

(HB 2710 and SB 1145)

Adopted by the Virginia Board of EducationJanuary 6, 2000

Division of Teacher Education and LicensureVirginia Department of Education

P. O. Box 2120Richmond, VA 23218-2120

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Foreword

Recent education reform efforts in Virginia include: (1) the revision of the Stan-dards of Learning in four basic subject areas—English, mathematics, science, andhistory and social science, (2) implementation of new tests to assess the performance ofstudents, schools, and school divisions, (3) revision of the state’s standards of accredi-tation to establish clear expectations and consequences for students and school perfor-mance, and (4) the development of a school report card. These reform efforts clearlyeffect the role and expectations of teachers, administrators, and superintendents. TheGuidelines for Uniform Performance Standards and Evaluation Criteria forTeachers, Administrators, and Superintendents were developed as a result of the Vir-ginia education reform efforts and the 1999 Education Accountability and Quality En-hancement Act (HB2710 and SB1145) approved by the Virginia General Assembly andsigned into law by Governor Gilmore.

These guidelines provide the framework for school divisions to use to developevaluation criteria for teachers, administrators including instructional central officepersonnel and principals, and division superintendents. They are intended to provideguidance for school boards in the development of evaluation policies and procedures.Through these guidelines, the role and expectations of those individuals having themost effect on student learning and achievement will become clearer. They also pro-vide continuity between the roles of teachers and administrators and their impact onstudent achievement.

It is anticipated that the Department of Education will continue the next phase ofthis initiative by developing prototype instruments in the three areas. These sampleinstruments may be used to guide school division personnel in designing evaluationtools for annual personnel performance. In the meanwhile, as you review and use TheGuidelines for Uniform Performance Standards and Evaluation Criteria forTeachers, Administrators, and Superintendents, please inform us of comments thatmay enhance this effort by contacting the Division of Teacher Education and Licen-sure, Virginia Department of Education, at (804) 371-2522.

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Table of Contents

Acknowledgements ..................................................................................................................................................... 2

Background

Introduction ................................................................................................................................................................ 5

Rationale ..................................................................................................................................................................... 6

Development Process .................................................................................................................................................. 7

Intended Use ............................................................................................................................................................... 7

Evaluation Criteria for Teachers, Administrators, and Superintendents

Introduction to the Evaluation Criteria ................................................................................................................... 11

Descriptions of Major Categories .............................................................................................................................. 11

Definition of Evaluation Criteria ............................................................................................................................. 12

Teacher Evaluation Criteria ..................................................................................................................................... 12

Administrator Evaluation Criteria ............................................................................................................................ 14

Superintendent Evaluation Criteria ......................................................................................................................... 15

Recommendations for Implementation

Next Steps for Use by Local School Divisions ........................................................................................................... 19

Recommendations for Integrating Student Learning in Educator Evaluation ...................................................... 20

References ................................................................................................................................................................. 22

Appendices

Appendix A - Teacher Evaluation Criteria and Performance Indicators ................................................................. 25

Appendix B - Administrator Evaluation Criteria and Performance Indicators ....................................................... 32

Appendix C - Superintendent Evaluation Criteria and Performance Indicators .................................................... 40

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Acknowledgments

Personnel in the Virginia Department of Education acknowledge with apprecia-tion the contributions of many educators in developing the Proposed Guidelines forUniform Performance Standards and Evaluation Criteria for Teachers, Administra-tors, and Superintendents. The Department of Education also acknowledges theexemplary work of the Advisory Committee on Teacher Education and AdministratorEvaluation representing division superintendents, principals, teachers, schooldivision central offices, higher education, school boards, and professional organiza-tions.

Appreciation is extended to Susan T. Noble, member of the Board of Educationand Board of Education Liaison to the Advisory Board on Teacher Education andLicensure, for her contributions in the development of the guidelines. Specialthanks also go to James H. Stronge, Heritage Professor, Educational Policy, Plan-ning, and Leadership, School of Education, The College of William and Mary;Pamela Tucker, Assistant Professor, Department of Leadership, Foundations, andPolicy, University of Virginia; and Michael DiPaola, Associate Professor, EducationalPlanning, Policy, and Leadership, School of Education, The College of William andMary, who served as facilitators for the task force in developing the proposed guide-lines.

Questions or inquiries about this document should be directed to Dr. Thomas A.Elliott, Assistant Superintendent, Division of Teacher Education and Licensure,Virginia Department of Education, P. O. Box 2120, Richmond, VA 23218-2120.

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Background

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Introduction

The expectations of public education have changedsubstantially in the last quarter century. Schools andschool personnel at all levels must respond in a direct andconvincing manner to address rigorous academic expec-tations for all students. Schools are expected to teach allchildren, regardless of the level of skills or personalcircumstances they present, to a high level of academicachievement for the unfolding information age. In orderto succeed in this most important endeavor, schools mustmodify their standard service delivery model to adapt toindividual student learning needs. Everyone from class-room teachers to school division superintendents, mustmake the learning of every student the priority driving allother professional responsibilities. Teachers must makeinstruction meaningful and effective for children at allacademic levels. Principals must focus the collectiveefforts of all school personnel on the primary goal ofimproving student learning. Superintendents and centraloffice personnel must plan and support instructional pro-grams that facilitate student achievement at the schooland classroom levels.

The Education Accountability and QualityEnhancement Act of 1999 (HB 2710, SB 1145) passedby the Virginia General Assembly mandates the develop-ment of strategies to recognize and develop these height-ened responsibilities of educators. This Act addresses theevaluation and training of teachers, assistant principals,principals, central office personnel, and superintendents,with a primary focus on student achievement and safety.Additionally, the mentoring of new teachers and thoseexperiencing difficulties is included as part of the trainingcontinuum for all teachers. Salary supplements forteachers receiving National Board Certification are also

part of this legislation, with the intent of recognizing trulyexceptional classroom teachers. Collectively, the elementsof this legislation offer supportive strategies for educatorsto become more productive and educationally account-able.

The sections of the Education Accountability andQuality Enhancement Act applicable to personnel evalu-ation are as follows:

Superintendent evaluation: The Board ofEducation shall develop guidelines for uniformperformance standards and criteria to be used bylocal school boards in evaluating superinten-dents. These standards and criteria shallinclude, but not be limited to, assessing teacherand administrator skills and knowledge,improving student academic progress, providingfor school safety, and enforcing student disci-pline. (§22.1-60.1)

Administrator evaluation: Each local schoolboard shall adopt for use by the divisionsuperintendent clearly defined criteria for aperformance evaluation process for principals,assistant principals, and supervisors thatincludes, among other things, an assessment ofsuch administrators’ skills and knowledge;student academic progress and school gains instudent learning; and effectiveness in addressingschool safety and enforcing student discipline.(§22.1-294)

Instructional personnel evaluation: Schoolboards shall develop a procedure for use bydivision superintendents and principals inevaluating instructional personnel that is

Proposed Guidelines for Uniform Performance Standardsand Evaluation Criteria for Teachers, Administrators,

and Superintendents

Proposed Guidelines Developed in Response to Education Accountability andQuality Enhancement Act of 1999 (HB 2710 and SB 1145)

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appropriate to the tasks performed andaddresses, among other things, studentacademic progress and the skills and knowledgeof instructional personnel, including, but notlimited to, instructional methodology, classroommanagement, and subject matter knowledge.(§22.1-295)

This document sets forth the basic framework for theeducator evaluation component of the EducationAccountability and Quality Enhancement Act.

Rationale

Evaluation criteria can have powerful symbolic valuebecause they embody the values and expectations of thepublic regarding the functions of school personnel,particularly regarding teaching and learning. If thosecriteria are then used as a yardstick to judge the effective-ness of educators, they help to focus assessment efforts onself-growth, instructional effectiveness, and improvementof overall job performance. The use of clear evaluationcriteria for teachers, principals, central office administra-tors, and superintendents serves as a foundation for a fairand comprehensive evaluation system that provides suffi-cient detail and definition so that educators and theirsupervisors can reasonably understand job expectations.

The evaluation criteria delineated herein weredeveloped as a direct effort of the Virginia Department ofEducation to provide meaning and to give substance tothe Education Accountability and Quality Enhance-ment Act, based on the collective expertise of the StateAdvisory Committee selected for this purpose. The Advi-sory Committee’s work was developed with the intent ofdesigning a document that integrates the multiple strandsof the accountability reform efforts currently underway inVirginia, including the following key purposes:

✦ Design evaluation criteria that are consistentwith and supportive of Virginia’s Standards ofLearning and Standards of Accreditation andthat encompass other state statutory and policyrequirements;

✦ Develop evaluation criteria that encourageeducators and policymakers to focus onperformance in key areas of student achieve-ment and safety;

✦ Create a seamless approach to connecting

✧ new employee mentoring

✧ job expectations

✧ job performance

✧ employee evaluation

✧ employee professional development(performance improvement)

✧ school improvement;

✦ Clarify expectations for educators who are newto the positions of teacher, assistant principal,principal, central office administrator, andsuperintendent;

✦ Provide a context for improving employeeperformance (e.g., opportunity to describe anddiscuss performance with supervisors, peers,mentors, and other experienced educators);

✦ Design evaluation criteria that are consistentwith pre-service teacher and administratorpreparation programs;

✦ Provide structure and guidelines that facilitatequality evaluations and encourage consistencyacross schools and school divisions;

✦ Provide a structure for focusing improvementefforts within and across Virginia’s schools; and

✦ Focus attention and resources on studentlearning in a comprehensive and concertedfashion.

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Development Process

To respond to the many provisions of the EducationAccountability and Quality Enhancement Act, theVirginia Department of Education enlisted the assistanceof consultants from The College of William and Mary andthe University of Virginia with expertise in the area ofpersonnel evaluation. The consultants provided back-ground research and assistance with development of theevaluation guidelines for consideration by the Depart-ment of Education’s staff and the State Advisory Commit-tee. The consultants were also charged with reviewingnational standards for the evaluation of teachers, princi-pals, and superintendents to provide a solid foundationfor the evaluation criteria guidelines to be used inVirginia.1 In addition, current evaluation criteria used inselected Virginia school divisions and school districtsacross the country were examined with the purpose ofembedding widely respected professional standards inVirginia’s evaluation framework while also reflecting theeducational priorities set forth by the General Assembly.

The Advisory Committee was composed of superin-tendents, principals, teachers, professors of education,community members, and representatives of professionalorganizations that have expertise to offer the process andwho hold a vested interest in a well-articulated evaluationsystem. The committee met during the summer and fallof 1999 to offer direction in the development process andreactions to proposed evaluation criteria. Based on guid-ance from the committee and the Department of Educa-tion, this document was developed.

1 Primary professional association standards con-sulted in the design of this work included those ofthe American Association for School Administra-tors, the Interstate School Leaders Licensure Con-sortium, and the Interstate New TeacherAssessment and Support Consortium.

Intended Use

As set forth in the Education Accountability andQuality Enhancement Act, these evaluation criteria areintended to provide guidance for local school boards toconsider in the development of evaluation policies andprocedures for superintendents, building and centraloffice administrators, and teachers. They are intended toreflect the priorities of the Board of Education and providerecommended guidelines for use in school divisions; how-ever, they are not intended to be prescriptive in nature.

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Evaluation Criteriafor Teachers,Administrators, andSuperintendents

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Introduction to theEvaluation Criteria

The Education Accountability and QualityEnhancement Act of 1999 requires the development of“defined criteria for a performance evaluation process”for teachers, principals, assistant principals, supervisors,and division superintendents. During the developmentprocess, the Advisory Committee agreed that sets of evalu-ation criteria were necessary for three distinct roles: a)teacher; b) principal, assistant principal, and supervisor;and c) division superintendent. While there are differ-ences in the roles of principals, assistant principals, andcentral office supervisors for instruction, the committeefound that their actual job responsibilities often are simi-lar, varying in scope but not substantially in content. As aresult, a common set of evaluation criteria was written forthe principal, assistant principal, and central office super-visor. They are referred to collectively as the “Administra-tor” criteria.

The framework for evaluation criteria is organized byfive major categories that reflect primary responsibilitiesof educational personnel. The five general categories fordivision superintendents, administrators (principals,assistant principals, and supervisors), and teachers arelisted below. While they are substantially similar, theydiffer where necessary to reflect the scope and focus of thework for each position.

Descriptions ofMajor Categories

1. Planning and Assessment. For teachers,this category includes the responsibilities forevaluating and providing students with feedbackthat encourages student progress and measuresstudent achievement. Based on a variety ofassessments, content knowledge, and studentknowledge, the teacher plans appropriateinstruction.

For administrators and superintendents, thiscategory includes responsibilities for assessinginstructional programs and personnel and forplanning responsive improvement plans topromote student learning.

2. Instruction. For teachers, this categoryencompasses the critical skills that determinethe quality of classroom instruction. The majorresponsibilities include implementing a varietyof activities consistent with instructionalobjectives and selecting instructional methodscompatible with students’ abilities, priorknowledge, and learning styles.

For administrators and superintendents, thiscategory is termed Instructional Leader-

Major Categories of Evaluation Criteria

Teachers Administrators and Superintendents

✦ Planning and Assessment ✦ Planning and Assessment

✦ Instruction ✦ Instructional Leadership

✦ Safety and Learning Environment ✦ Safety and Organizational Management for Learning

✦ Communication and Community Relations ✦ Communication and Community Relations

✦ Professionalism ✦ Professionalism

Evaluation Criteria for Teachers, Administrators,and Superintendents

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Definition ofEvaluation Criteria

The framework for the evaluation criteria of the threeprofessional roles of teacher, administrator, and divisionsuperintendent is defined using a three-tiered description:

✦ Major Categories of Evaluation Criteria,

✦ Evaluation Criteria, and

✦ Performance Indicators.

The three levels of specificity are intended to describethe responsibilities of each role with sufficient detail andaccuracy so that teachers, administrators, and superinten-dents can reasonably understand the job expectations.The major categories of evaluation criteria describedabove are further defined with specific evaluation criterialisted in the next three sections, one for each role. Inaddition to the evaluation criteria, sample performanceindicators are provided in Appendix A for teachers, Appen-dix B for administrators, and Appendix C for superinten-dents.

TEACHER Evaluation Criteria

Planning and Assessment

✦ The teacher designs coherent instructionbased upon knowledge of subject matter,students, the community, and curriculum goals.

✦ The teacher plans instruction to achievedesired objectives that reflect the VirginiaStandards of Learning and division curriculumguidelines.

✦ The teacher diagnoses individual, group, andprogram needs and selects appropriate materialsand resources to match the abilities and needs ofall students.

ship and focuses on the support and leadershipprovided in the areas of personnel, curriculum,and staff development for the explicit purpose ofenhancing instructional programs.

3. Safety and Learning Environment. Thecategory of safety and learning environmentincludes the teachers’ responsibilities forplanning and demonstrating effective routinesand procedures that create an organized andpositive learning environment.

For administrators and superintendents, thiscategory is called Safety and Organiza-tional Management for Learning andrefers to responsibilities for the managementand oversight of the organization’s operationsand climate, with particular attention toensuring safety and meaningful studentlearning.

4. Communication and CommunityRelations. The category of communicationand community relations describes the responsi-bilities of teachers to use effective communica-tion strategies in working with students, parents,and members of the community to promotebroad support for student learning.

For administrators and superintendents, thiscategory refers to the use of a systematic methodof two-way communication to promote under-standing, support, and continuous improvementof the organization’s programs and serviceswithin schools and the larger community.

5. Professionalism. This final category speaksto the basic responsibilities of all professionaleducators and defines the responsibilities fordemonstrating a commitment to professionalethics and growth and for complying withschool divisions’ policies and procedures.

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✦ The teacher uses a variety of assessmentstrategies and instruments to make both short-term and long-range instructional decisions toimprove student learning.

✦ The teacher identifies and communicatesspecific student performance expectations anddocuments student learning gains usingappropriate assessment instruments.

Instruction

✦ The teacher understands the central concepts,tools of inquiry, and structures of the disciplinehe or she teaches and creates learning experi-ences that make the subject matter meaningfulfor all students.

✦ The teacher understands how students differin their approaches to learning and is able todifferentiate instruction to meet diverse studentneeds.

✦ The teacher uses comprehensive materials,technology, and resources that promote thedevelopment of critical thinking, problemsolving, and performance skills.

✦ The teacher selects, evaluates, and refines avariety of teaching methods and instructionalstrategies for the active engagement of studentsand improvement of student learning.

Safety and Learning Environment

✦ The teacher actively implements a disciplinepolicy that fosters a safe and positive environ-ment for students and staff.

✦ The teacher manages classroom procedures tomaximize academic learning time.

✦ The teacher establishes and maintainsrapport with students.

✦ The teacher creates a supportive learningenvironment for all students that encouragessocial interaction, active engagement inlearning, and self-motivation.

Communication andCommunity Relations

✦ The teacher uses effective verbal, nonverbal,and media communication techniques to fosterpositive interactions in the classroom.

✦ The teacher forges partnerships with familiesto promote student learning at home and in theschool.

✦ The teacher works collaboratively with staff,families, and community resources to supportthe success of a diverse student population.

Professionalism

✦ The teacher models professional, moral, andethical standards as well as personal integrity inall interactions.

✦ The teacher takes responsibility for andparticipates in a meaningful and continuousprocess of professional development that resultsin the enhancement of student learning.

✦ The teacher works in a collegial and collabo-rative manner with peers, school personnel, andthe community to promote and support studentlearning.

✦ The teacher provides service to the profession,the division, and the community.

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ADMINISTRATOREvaluation Criteria: Principals,Assistant Principals, and CentralOffice Instructional Personnel


✦ The administrator effectively employsvarious processes for gathering, analyzing, andusing data for decision making.

✦ The administrator collaboratively developsand implements a school improvement planthat results in increased student learning.

✦ The administrator plans, implements,supports, and assesses instructional programsthat enhance teaching and student achievementof the Standards of Learning.

✦ The administrator develops plans foreffective allocation of fiscal and other resources.

Instructional Leadership

✦ The administrator communicates a clearvision of excellence and continuous improve-ment consistent with the goals of the schooldivision.

✦ The administrator supervises the alignment,coordination, and delivery of assigned programsand/or curricular areas.

✦ The administrator selects, inducts, supports,evaluates, and retains quality instructional andsupport personnel.

✦ The administrator provides staff develop-ment programs consistent with programevaluation results and school instructionalimprovement plans.

✦ The administrator identifies, analyzes, andresolves problems using effective problem-solving techniques.

Safety and OrganizationalManagement for Learning

✦ The administrator maintains effectivediscipline and fosters a safe and positiveenvironment for students and staff.

✦ The administrator effectively coordinates thedaily operation of the assigned area of responsi-bility.

✦ The administrator effectively manageshuman, material, and financial resources toensure student learning and to comply withlegal mandates.

✦ The administrator demonstrates effectiveorganizational skills to achieve school, commu-nity, and division goals.


✦ The administrator promotes effectivecommunication and interpersonal relationswith students and staff.

✦ The administrator promotes effectivecommunication and interpersonal relationswith parents and other community members.

✦ The administrator works collaborativelywith staff, families, and community members tosecure resources and to support the success of adiverse student population.

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Professionalism

✦ The administrator models professional,moral, and ethical standards as well as personalintegrity in all interactions.

✦ The administrator works in a collegial andcollaborative manner with other administrators,school personnel, and the community topromote and support the mission and goals ofthe school division.

✦ The administrator takes responsibility forand participates in a meaningful and continu-ous process of professional development thatresults in the enhancement of student learning.

✦ The administrator provides service to theprofession, the division, and the community.

SUPERINTENDENTEvaluation Criteria


✦ The superintendent effectively employsvarious processes for gathering, analyzing, andusing data for decision making.

✦ The superintendent organizes the collabo-rative development and implementation of adivision strategic plan based on analysis of datafrom a variety of sources.

✦ The superintendent plans, implements,supports, and assesses instructional programsthat enhance teaching and student achievementof the Standards of Learning.

✦ The superintendent develops plans foreffective allocation of fiscal and other resources.


✦ The superintendent communicates a clearvision of excellence and continuous improve-ment consistent with the goals of the schooldivision.

✦ The superintendent oversees the alignment,coordination, and delivery of assigned programsand/or curricular areas.

✦ The superintendent selects, inducts,supports, evaluates, and retains quality instruc-tional and support personnel.

✦ The superintendent provides staff develop-ment programs consistent with programevaluation results and school instructionalimprovement plans.

✦ The superintendent identifies, analyzes, andresolves problems using effective problem-solving techniques.


✦ The superintendent actively supports a safeand positive environment for students and staff.

✦ The superintendent develops procedures forworking with the board of education that definemutual expectations, working relationships, andstrategies for formulating division policies.

✦ The superintendent effectively manageshuman, material, and financial resources toensure student learning and to comply withlegal mandates.

✦ The superintendent demonstrates effectiveorganizational skills to achieve school, commu-nity, and division goals.

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✦ The superintendent promotes effectivecommunication and interpersonal relationswithin the school division.

✦ The superintendent establishes andmaintains effective channels of communicationwith board members and between the schoolsand community, strengthening support ofconstituencies and building coalitions.

✦ The superintendent works collaborativelywith staff, families, and community members tosecure resources and to support the success of adiverse student population.

Professionalism

✦ The superintendent models professional,moral, and ethical standards as well as personalintegrity in all interactions.

✦ The superintendent works in a collegial andcollaborative manner with school personnel andthe community to promote and support themission and goals of the school division.

✦ The superintendent takes responsibility forand participates in a meaningful and continu-ous process of professional development thatresults in the enhancement of student learning.

✦ The superintendent provides service to theprofession, the division, and the community.

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Recommendationsfor Implementation

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Next Steps for Use byLocal School Divisions

Local school boards must become familiar with theirresponsibilities as specified by the Education Account-ability and Quality Enhancement Act of 1999 anddevise an implementation plan for compliance. Onesection of the Act (§22.1-294 B.) requires the adoption of“defined criteria for a performance evaluation process”for professional educators. The evaluation criteria recom-mended in this document may be modified or used as isby local school divisions to achieve that goal. School divi-sions are urged to consider their organizational goals andreview their policy on evaluation carefully before proceed-ing with a review of their evaluation system and criteria.Policy should reflect organizational goals, and divisiongoals should shape the job descriptions for all employeeswithin the division. Using job descriptions as a startingpoint, the evaluation criteria offered in these guidelinesthen can be used to define further the expectations ofteachers, principals, assistant principals, supervisors, andschool superintendents.

If guidelines are used to modify existing personnelevaluation system:

✦ Review these guidelines for consistency withlocal policy for personnel evaluation, statedpurposes of evaluation, and substance ofexisting evaluation criteria.

✦ Make modifications to the existing evaluationsystem based on the requirements of theEducation Accountability and QualityEnhancement Act of 1999, these guidelines,and local needs.

✦ Give special consideration to the integration ofstudent learning measures in the evaluation ofprofessional educators.

If guidelines are used to develop new personnelevaluation system:

✦ Review guidelines for consistency with localpolicy for personnel evaluation and statedpurposes of evaluation.

✦ Consider evaluation criteria and descriptorsbased on job descriptions.

✦ Modify evaluation criteria and descriptors toreflect local goals, job descriptions, and priori-ties.

✦ Select appropriate information collectionstrategies such as

✧ observations - scheduled/unscheduled,in class/other arenas;

✧ client surveys - students, parents, peers;

✧ review of documents - lesson plans,grade books, parent communication, etc.;

✧ goal statements and evidence ofachievement;

✧ miscellaneous - discipline referrals,test results, knowledge of professionalcontributions, community support;

✧ measures of student learning.

✦ Delineate a schedule for information collectionand evaluation reports, including

✧ differentiation for tenured and non-tenuredprofessionals,

✧ number and timing of informationcollection strategies,

Recommendations for Implementation

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✧ calendar for administering evaluationsystem with deadlines for evaluationsummaries.

✦ Develop a rating scale for judging performance,including

✧ choice of terms,

✧ definition of terms.

✦ Define a performance improvement process forprofessional educators identified as needingremedial assistance.

✦ Develop necessary guidelines and forms,including

✧ observation forms,

✧ client survey forms,

✧ interim evaluation forms,

✧ summative evaluation forms,

✧ improvement assistance plan.

Recommendations forIntegrating Student Learning inEducator Evaluation2

1. Use student learning as only onecomponent in an educator evalua-tion system that is based on multipledata sources.

Measures of student learning are vitally important injudging the effectiveness of teachers, administrators, andsuperintendents, but they should never serve as the solesource for evaluating performance. Rather, multiplesources of information should be considered in order thata more complete picture of performance can be devel-oped. Such multiple data sources might include formaland informal observations, client surveys, artifacts ofperformance, goal setting, and other relevant sources ofperformance information. Student learning measuresshould be considered in conjunction with these othersources to provide a full and comprehensive portrait of theeducator’s performance.

2. When judging educator effectiveness,consider the context in which school-ing occurs.

There are circumstances in which educators havedone everything possible to enhance student learning, butconditions beyond their control prevent maximum learn-ing benefits by students. Thus, consideration should begiven to student mobility, absenteeism, and other vari-ables beyond the control of the educator. The entiresystem of support, including staff training, availability ofmentors, conducive work spaces, instructional resources,community support, and other important matters cannotbe overlooked in attributing responsibility for learning.

2 These recommendations are adapted from:Stronge, J. H., & Tucker, P. D. (2000). Teacherevaluation and student achievement. Washington,DC: National Education Association.

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3. Use measures of student growthversus a fixed achievement standardor goal.

Very few human endeavors are judged in terms offixed goals; more typically, they are based on growth andprogress toward stated goals. Even in the hard-nosedworld of business, performance is judged based on a vari-ety of economic indicators and comparisons to projectedgrowth. The same paradigm should be used in education,with an acknowledgment of learning inhibitors and com-parisons to projected learning growth. This approachrequires the use of pre- and post-testing to determineprogress rather than the attainment of predetermined passrates or proficiency levels. While there is a place andpurpose for fixed standards, such as learning to read at anacceptable level, fixed standards must be regarded skepti-cally when applied to personnel evaluation.

4. Compare learning gains from onepoint in time to another for the samestudents, not different groups ofstudents.

If teachers, administrators, and superintendents areto be held accountable for student learning, then it iscritical that patterns of student learning be established -not single snapshots. Repeated measures of studentlearning over time enhance reliability from a statisticalpoint of view and credibility from a decision-makingperspective.

5. Use fair and valid measures ofstudent learning.

If student learning measures are to be used for theevaluation of educators, then they must conform toprofessional standards of practice. Specifically, the use ofstudent assessment measures in evaluating educatorperformance should be

✦ valid. “Any measure of student performance,whether used for formative or summativeevaluation, should be sensitive to (be able todetect) the impacts of what teachers and schoolsdo; that is, measures of student learning shouldhave instructional validity. If they do not ... thenit would be hard to justify their use for eitherteacher or school evaluation of any kind.”3

✦ reliable. The assessment measure shouldproduce adequately consistent (i.e., reliable)results across time and across scorers. One ofthe key issues to consider when makingdecisions about educator performance is inter-rater reliability among evaluators.

✦ free from bias. Student achievement datashould be used in an objective, fair, andimpartial manner, and should not be interpretedor used capriciously.

✦ comparable. No educator “... should bedisadvantaged compared with any other basedon factors beyond their control.”4

3 McConney, A. A., Schalock, M. D., & Schalock, H.D. (1997), page 177.

4 McConney, A. A., Schalock, M. D., & Schalock, H.D. (1997), page 178.

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References

American Asssociation of School Administrators.(1993). Professional standards for thesuperintendency. Alexandria, VA: Author.

Council of Chief State School Officers. (1996,November 2). Interstate School LeadershipLicensure Consortium: Standards for SchoolLeaders. Washington, DC: Author.

Interstate New Teacher Assessment and SupportConsortium. (1991). Model standards forbeginning teacher licensing and develop-ment: A resource for state dialogue (Workingdraft). Washington, DC: Council of Chief StateSchool Officers.

McConney, A. A., Schalock, M. D., & Schalock, H. D.(1997). Indicators of student learning in teacherevaluation. In J. H. Stronge (Ed.), Evaluatingteaching: A guide to current thinking andbest practice (pp. 162-192). Thousand Oaks, CA:Corwin Press.

Stronge, J. H., & Tucker, P. D. (2000). Teacherevaluation and student achievement.Washington, DC: National Education Associa-tion.

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Appendices

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The teacher designs coherent instructionbased upon knowledge of subject matter,students, the community, and curriculumgoals.

Sample Performance Indicators:

The teacher...

• bases instruction on goals that reflect highexpectations, conceptual understanding of thesubject, and the importance of learning.

• matches content/skills taught to overallcurriculum scope and sequence.

• uses assessment feedback to monitor and adjustinstruction.

• links objectives for instruction to prior studentlearning.

• reflects the goals and needs of the school andcommunity in planning.

• uses available resources to link student learningto the community.

The teacher plans instruction to achievedesired objectives that reflect the VirginiaStandards of Learning and division curricu-lum guidelines.


The teacher...

• selects appropriate student objectives for lessonsconsistent with division guidelines and theVirginia Standards of Learning.

• designs appropriate learning activities that areclearly connected to instructional objectives.

• develops lesson plans that are clear, logical, andsequential.

The teacher diagnoses individual, group,and program needs and selects appropriatematerials and resources to match the abili-ties and needs of all students.


The teacher...

• plans instruction appropriate to the develop-mental level and needs of students.

• demonstrates knowledge of resources andmethods appropriate to serving students withspecial learning needs.

• arranges/adapts classroom setting to accommo-date individual and group learning needs.

• assists students in planning, organizing, andpreparing for assignments, long-range projects,and tests.

• is sensitive and responsive to the diversity ofindividuals and groups within the classroom.

Appendix A

Teacher Evaluation Criteria and Performance IndicatorsVirginia Department of Education Suggested Guidelines

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The teacher uses a variety of assessmentstrategies and instruments to make bothshort-term and long-range instructionaldecisions to improve student learning.


The teacher...

• monitors student understanding on an ongoingbasis and adjusts teaching when necessary.

• utilizes multiple assessment practices congruentwith instructional goals both in content andprocess.

• effectively uses both teacher-made and standard-ized tests as appropriate.

• uses student products as a source for assessmentand instructional decisions.

• demonstrates competence in the use of accept-able grading/ranking/scoring practices inrecording and reporting student achievement.

• maintains and uses organized records of studentprogress for instructional decisions.

The teacher identifies and communicatesspecific student performance expectationsand documents student learning gains usingappropriate assessment instruments.


The teacher...

• communicates clear expectations for learningand behavior to students and parents.

• uses pre-assessment data in developing expecta-tions for students and as a basis for document-ing learning gains.

• provides prompt and meaningful feedback tostudents about performance and progress.

• prepares tests that reflect the academic contentstudied.

• provides opportunities for students to contributeto the development of criteria and standards asappropriate.

• incorporates strategies to prepare students forSOL and standardized testing.

Instruction

The teacher understands the central con-cepts, tools of inquiry, and structures of thediscipline he or she teaches and createslearning experiences that make the subjectmatter meaningful for all students.


The teacher...

• communicates a belief that all students canlearn.

• exhibits an understanding of and facility inexplaining the subject area(s) taught.

• uses appropriate literature and current resourcesand materials in the subject area(s).

• encourages the academic curiosity and criticalthinking of students.

• modifies instruction to make topics relevant tostudents’ lives and experiences.

• demonstrates ability to engage and maintainstudents’ attention and to recapture or refocus itas necessary.

• provides clear and concise explanations oflessons.

• checks for understanding with questions, reviewactivities, and various assessment strategies.

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The teacher understands how studentsdiffer in their approaches to learning and isable to differentiate instruction to meetdiverse student needs.


The teacher...

• selects materials and media that match learningstyles of individual students.

• provides for the instructional needs of allstudents, including remedial and enrichment/extension activities as necessary.

• utilizes flexible grouping practices to respond tothe diverse learning needs of students.

• collaborates with resource teachers in develop-ing activities for students with special learningneeds.

• encourages students to build on strengths whiledeveloping all areas of competence.

• paces instruction appropriately with adequatepreview and review of instructional components.

• uses a variety of teaching strategies, includingcooperative, peer and project-based learning,audiovisual presentations, lecture, discussionsand inquiry, practice and application, and theteaching of others.

• demonstrates respect for individual, cultural,religious, and racial differences of individualsand groups within the classroom.

The teacher uses comprehensive materi-als, technology, and resources that promotethe development of critical thinking, prob-lem solving, and performance skills.


The teacher...

• evaluates curricular materials for accuracy,currency, and student interest.

• provides students with materials and media thatare appropriate and challenging for theirinstructional levels.

• encourages and guides the development ofproblem-solving skills and independentthinking in students.

• utilizes available technological materials andresources effectively to engage students in variedlearning experiences.

• provides opportunities for guided practice andhands-on technology application.

• demonstrates competence in the TechnologyStandards for Instructional Personnel.

The teacher selects, evaluates, andrefines a variety of teaching methods andinstructional strategies for the activeengagement of students and improvementof student learning.


The teacher...

• solicits comments, questions, examples, andother contributions from students throughoutlessons.

• uses questioning strategies effectively.

• provides opportunities for guided and indepen-dent practice.

• responds positively to student questions andactive engagement.

28


• implements instructional opportunities in whichstudents are interacting with ideas, materials,teachers, and one another.

• reteaches material and/or accelerates instruc-tion based on assessment to pace instructionappropriately for interest and engagement.

• implements curriculum experiences to encour-age students to reflect on and take increasingresponsibility for their own learning.

Safety and LearningEnvironment

The teacher actively implements adiscipline policy that fosters a safe andpositive environment for students and staff.


The teacher...

• establishes effective classroom rules andprocedures.

• communicates clear expectations aboutbehavior to students and parents.

• implements and enforces disciplinary proce-dures with fairness and consistency.

• encourages students in developing self-disciplineand conflict resolution skills.

• recognizes and celebrates the achievements ofstudents and staff.

• is knowledgeable of and complies with local,state, and federal safety regulations.

• manages emergency situations as they occur.

The teacher manages classroom proce-dures to maximize academic learning time.


The teacher...

• plans purposeful assignments for teacherassistants, substitute teachers, student teachers,and others to ensure continuous studentengagement in learning.

• structures transitions in an efficient andconstructive manner.

• creates and maintains a physical setting thatminimizes disruption and promotes learningand safety.

• handles administrative routines quickly andefficiently.

• has all material readily available to allow for thesmooth flow of instruction.

The teacher establishes and maintainsrapport with students.


The teacher...

• treats students with respect.

• communicates personal enthusiasm forlearning.

• models caring, fairness, humor, courtesy,respect, and active listening.

• demonstrates concern for students’ emotionaland physical well-being.

• seeks and uses information about studentinterests and opinions.

• develops and maintains positive interactionswith students in all school settings.

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The teacher creates a supportive learningenvironment for all students that encour-ages social interaction, active engagementin learning, and self-motivation.


The teacher...

• encourages students to respect themselves andothers.

• communicates clear expectations for appropri-ate interactions among students.

• models enthusiasm for and engagement inlearning.

• encourages students to take pride in good work.

• enhances students’ feelings of self-worth.

• incorporates principles of equal opportunity andnon-discrimination into classroom manage-ment.

• provides equitable opportunities for studentlearning.

• promotes multicultural awareness, gendersensitivity, and the appreciation of diversitywithin the classroom.


The teacher uses effective verbal, nonver-bal, and media communication techniquesto foster positive interactions in the class-room.


The teacher...

• uses precise language, correct vocabulary andgrammar, and acceptable forms of oral andwritten expression.

• articulates clear learning goals and instruc-tional procedures to students.

• gives directions that are clear and reasonableand contain an appropriate level of detail.

• uses a variety of media communication tools toenrich learning opportunities.

• models effective communication strategies inconveying ideas and information.

• provides support for student expression inspeaking, writing, and other media.

The teacher forges partnerships withfamilies to promote student learning athome and in the school.


The teacher...

• responds promptly to parental concerns.

• demonstrates flexibility in planning meetingswith parents.

• promotes parental involvement in the classroomand school.

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• shares major instructional goals for the yearwith parents.

• initiates communication with parents orguardians concerning student progress orproblems in a timely manner.

• establishes regular channels of communicationbetween school and home.

• offers strategies for parents to assist in theirchildren’s education.

The teacher works collaboratively withstaff, families, and community resources tosupport the success of a diverse studentpopulation.


The teacher...

• is sensitive to the social and cultural back-ground of students and parents.

• uses multiple modes of communication toprovide information to parents.

• encourages parent and community involvementin classroom activities.

• collaborates with staff, families, and communitymembers to respond to identified needs ofindividual students and groups of students.

• promotes the value of understanding andcelebrating school/community cultures.

• supports community partnerships and usescommunity resources to enhance learning.

• works with community members in carrying outschool and community-sponsored functions.

Professionalism

The teacher models professional, moral,and ethical standards as well as personalintegrity in all interactions.


The teacher...

• relates to colleagues, parents, and others in anethical and professional manner.

• represents the school/program favorably in theschool division/community.

• uses acceptable written and oral language.

• resolves concerns and problems in a constructivemanner.

• maintains confidentiality appropriate toteaching assignment.

• maintains a professional demeanor andappearance.

• works in the best interest of the students, theschool, and the community.

The teacher takes responsibility for andparticipates in a meaningful and continu-ous process of professional developmentthat results in the enhancement of studentlearning.


The teacher...

• participates in professional growth activitiesincluding conferences, workshops, course work,and/or membership in professional organiza-tions at the district, state, and/or national level.

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• evaluates and identifies areas of personalstrength and weakness related to professionalskills and their effect on student learning andsets goals for improvement of skills andprofessional performance.

• maintains a high level of personal knowledgeregarding new developments and techniques,including technology, in the field of professionalspecialization.

• comprehends and applies current literature thatenhances knowledge of educational issues,trends, and practices.

• collaborates with colleagues to improve andenhance instructional knowledge and skills.

• maintains proper licensure and certification.

The teacher works in a collegial andcollaborative manner with peers, schoolpersonnel, and the community to promoteand support student learning.


The teacher...

• demonstrates flexibility and a collaborativeattitude in supporting co-workers/work team.

• maintains effective working relationships withother teachers.

• works collaboratively with other staff membersto plan for individual student learning andalignment of goals and standards acrossclassrooms and grade levels.

• makes a positive contribution to the overallclimate of the school and division.

• supports school and division-wide programs andactivities.

• considers the interests and needs of otherteachers and community stakeholders inpromoting and supporting district goals andservices.

• shares ideas and information with otherteachers, school personnel, and communitystakeholders.

The teacher provides service to theprofession, the division, and the community.


The teacher...

• serves on school, division, state, and/or nationalcommittees.

• maintains an active role in professional andcommunity organizations.

• explores, disseminates, and applies knowledgeand information about new or improvedmethods of instruction or related issues.

• contributes to and supports the development ofthe profession by serving as an instructor, men-tor, coach, presenter, researcher, or supervisor.

• organizes, facilitates, and presents at local, stateand/or national conferences.

• supports and participates in efforts to alignschool and division goals and activities withcommunity endeavors.

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The administrator effectively employsvarious processes for gathering, analyzing,and using data for decision making.


The administrator...

• applies current research related to effectivetechniques for gathering data from individuals,groups, and programs.

• gathers and analyzes data on student academicachievement through standardized test resultsand other student performance sources.

• identifies strengths and weaknesses in programsand practices to facilitate continuous improve-ment.

• applies and communicates statistical findings.

• plans and implements changes in programsand/or curricula based on data.

• conducts annual analyses of school’s test andsubtest scores by grade and discipline.

The administrator collaborativelydevelops and implements a school improve-ment plan that results in increased studentlearning.



• ensures the development and implementation ofa biennial school plan approved by the superin-tendent.

• works collaboratively with faculty and staff todevelop a vision and mission consistent with thedivision strategic plan.

• supports the mission by identifying, articulating,and planning to meet the educational needs ofstudents, staff, and other stakeholders.

• works collaboratively to develop long- and short-range goals and objectives consistent with needsassessment data.

• evaluates the effects of changes on studentachievement and provides feedback on goalachievement and needs for improvement.

• keeps abreast of current literature regardingschool reform.

• supports staff through the stages of the changeprocess.

• maintains stakeholders’ focus on long-rangemission and goals throughout the implementa-tion process.

Appendix B

Administrator Evaluation Criteria and Performance Indicators(Principals, Assistant Principals, and Central Office Instructional Personnel)

Virginia Department of Education Suggested Guidelines

33


The administrator plans, implements,supports, and assesses instructionalprograms that enhance teaching and studentachievement in the Standards of Learning.



• demonstrates a working knowledge andunderstanding of the Standards of Learning andschool division curricular requirements.

• articulates curricular goals and objectives tostaff and other stakeholders.

• assists with the development of a comprehensivecurriculum utilizing goals and objectives inalignment with the Standards of Learning.

• works with staff to plan, implement, evaluate,and revise the curriculum on a systematic andongoing basis.

• demonstrates knowledge of and applies currentresearch related to best practices in curriculumand instruction.

• provides resources and materials to accomplishinstructional goals for all students.

• facilitates programs/curricular changes to meetstate or federal requirements.

• monitors and assesses the effect of the programsand/or curricula on student achievement.

• implements division testing program forstudents.

• uses varied assessment data to ensure thatinstructional programs are responsive tostudents’ academic needs.

The administrator develops plans foreffective allocation of fiscal and otherresources.



• meets and works collaboratively with appropri-ate staff to determine budget needs and priori-ties.

• prioritizes budget requests to meet the needs ofassigned curriculum/program(s).

• meets and works collaboratively with appropri-ate staff to determine priorities for effectiveallocation of space as well as human and otherresources.

• monitors and assesses resource allocation.

• revises resource allocation plans based onimplementation data.


The administrator communicates aclear vision of excellence and continuousimprovement consistent with the goals ofthe school division.



• articulates a vision and works collaboratively todevelop a mission and programs consistent withthe division’s strategic plan.

• emphasizes positive student achievement andcontinuous improvement.

• analyzes current academic achievement andteaching methods to make appropriate educa-tional decisions and improve classroominstruction.

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• monitors the delivery of appropriate remediationand intervention for students.


• shares evaluation data and subsequent plans forcontinuous improvement with staff, students,and other stakeholders.

• commits resources to the achievement of themission and goals.

• demonstrates strong motivation and highstandards and models self-evaluation.

• communicates commitment to protectingacademic instructional time.

• recognizes, encourages, and celebrates excel-lence among staff and students.

The administrator supervises the align-ment, coordination, and delivery of assignedprograms and/or curricular areas.



• works with staff to develop a written plan for thecoordination and articulation of curriculargoals.

• meets and works with staff on a regular basis toidentify needs and determine priorities regardingprogram delivery.

• provides direction and support in planning andimplementing activities and programs consis-tent with continuous improvement efforts andattainment of instructional goals.

• monitors coordination of instructionalprograms with state and local standards.

• demonstrates and applies knowledge of effectiveinstructional models and strategies.

• identifies best instructional practices for studentgroups with identified needs.

• provides instructional resources, materials,training, and support to accomplish instruc-tional goals.

The administrator selects, inducts,supports, evaluates, and retains qualityinstructional and support personnel.



• maintains and disseminates a current handbookof personnel policies and procedures.

• establishes and uses selection procedures thatensure fairness and equity in selecting the bestcandidates.

• makes recommendations regarding personneldecisions consistent with established policies andprocedures.

• establishes and implements formal andinformal induction procedures to promoteassistance for and acceptance of new employees.

• sets high standards for staff performance.

• evaluates performance of personnel consistentwith division policies, provides formal andinformal feedback, and maintains accurateevaluation records.

• evaluates instructional alignment with theStandards of Learning to ensure students’successful attainment of the knowledge andskills indicated.

• evaluates classroom practices and methods forimprovement of instruction.

35


• provides support and resources for staff toimprove job performance, and recognizes andsupports the achievements of highly effectivestaff members.

The administrator provides staff devel-opment programs consistent with programevaluation results and school instructionalimprovement plans.



• leads the development and implementation of asystematic professional development plan forindividuals and for the school.

• involves school staff in identifying staff develop-ment needs based on student achievement data.

• provides staff development that supports effectiveinstruction.

• shares knowledge and information about new,improved, or alternative methods of instructionand related issues.

• meets with instructional teams and teachersregularly to discuss ongoing school improve-ment efforts.

• shares program evaluation results and demon-strates connection of results to ongoing staffdevelopment efforts.

• disseminates information about conferences,course work, and membership in professionalorganizations.

• supports staff participation in internal andexternal professional development opportunitiesas appropriate.

The administrator identifies, analyzes,and resolves problems using effective prob-lem-solving techniques.



• identifies and addresses problems in a timelyand effective manner.

• demonstrates fairness in identifying multiplepoints of view around problem situations.

• involves stakeholders in analyzing problems anddeveloping solutions.

• monitors implementation of problem resolu-tions.

• provides shared leadership and decision-makingopportunities for staff that promote a climate ofcollaboration and collegiality.

• delegates responsibility appropriately to staffmembers.

• maintains focus on school and division missionsand goals.

• promotes an atmosphere of mutual respect andcourtesy.


The administrator maintains effectivediscipline and fosters a safe and positiveenvironment for students and staff.



• ensures a safe, secure, orderly, clean, andattractive school environment.

36


• clearly communicates expectations regardingbehavior to students, staff, and parents.

• clearly communicates procedures for handlingdisciplinary problems.

• implements and enforces school division code ofconduct and appropriate disciplinary proceduresin a timely and consistent manner.

• establishes effective programs through whichstudents develop self-discipline and conflictresolution skills.

• calmly and effectively manages emergencysituations as they occur.

• is proactive in addressing potential problemsituations.

• consistently conveys mutual respect, concern,and high expectations to students, staff, andparents.

• recognizes students and staff for their academic,co-curricular, personal, and professionalachievements.

The administrator effectively coordi-nates the daily operation of the assignedarea of responsibility.



• organizes staff to conduct daily routinesefficiently, use space effectively, and ensureappropriate instructional time.

• publicizes routines and procedures throughhandbooks, orientation sessions, and othermeans.

• protects academic instructional time fromunnecessary interruptions.

• organizes schedule to keep time students are outof class to a minimum.

• monitors and provides supervision for allprograms and activities.

• oversees the general maintenance, upkeep, andappearance of the school (building administra-tors only).

• monitors established routines and use offacilities on a regular and timely basis (buildingadministrators only).

The administrator effectively manageshuman, material, and financial resources toensure student learning and to comply withlegal mandates.



• follows federal, state, and local statutes,regulations, policies, and procedures.

• collaboratively plans and prepares a fiscallyresponsible budget to support the organization’smission and goals.

• establishes and uses accepted procedures forreceiving and disbursing funds.

• maintains records of receipts and disbursementsof all funds handled.

• keeps staff informed about status of budgetrequests, equipment purchases, and materialsordered.

• monitors the efficient use of instructionalresources.

• works with staff to establish an effective schedulefor use of shared resources.

• accurately maintains personnel records.

37


• maintains current record of licensure, endorse-ment, and in-service training completed by staff.

• adheres to established evaluation schedules,timelines, and procedures.

The administrator demonstrateseffective organizational skills to achieveschool, community, and division goals.



• demonstrates and communicates a workingknowledge and understanding of school divisionpolicies and procedures.

• ensures compliance and follow-throughregarding policies and procedures.

• uses personal time to the best advantage,manages scheduling effectively, and follows taskto completion.

• performs duties in an accurate and timelymanner.

• maintains accurate student records to ensurethat criteria for promotion/placement/instruc-tional intervention are included.

• maintains accurate drop-out records to worktowards drop-out prevention.

• efficiently and appropriately prioritizes andaddresses multiple issues and projects.

• maintains an acceptable work space.


The administrator promotes effectivecommunication and interpersonal relationswith students and staff.



• promotes a climate of trust within the school.

• facilitates constructive and timely communica-tion.

• initiates communication and facilitatescooperation among staff regarding curriculumor program initiatives.

• models professionally appropriate communica-tion skills, interpersonal relations, and conflictmediation.

• maintains visibility and accessibility to staff.

• solicits staff input to discuss issues and goalsand to promote effective decision-making.

• establishes and maintains a collaborativerelationship with classroom teachers, specialists,and administrators in promoting the division’smission and in communicating expectations.

The administrator promotes effectivecommunication and interpersonal relationswith parents and other community mem-bers.



• communicates school and division goals,objectives, and expectations to stakeholders.

38


• maintains visibility and accessibility to parentsand the community.

• uses multiple modes of communication to notifystakeholders of issues, events, and usefulinformation regarding curriculum andprograms in a timely manner.

• clarifies collaborative roles of school and homein promoting student learning and meetingcurricular goals.

• communicates evidence of progress toward goalsand objectives.

• monitors the development and distribution ofstaff and student handbooks.


The administrator works collaborativelywith staff, families, and community mem-bers to secure resources and to support thesuccess of a diverse student population.



• plans for and solicits parent and communitymember input.

• promotes the development of communitypartnerships.

• encourages parental and community involve-ment in promoting school goals.

• collaborates with staff, families, and communityleaders and responds to identified needs ofindividual students and groups of students.

• seeks grants and other community resources tosupport school goals.

• treats people with respect.

• models and promotes multicultural awareness,gender sensitivity, and the appreciation ofdiversity in the school-community.

• promotes the value of understanding andcelebrating school and community cultures.

Professionalism

The administrator models professional,moral, and ethical standards as well aspersonal integrity in all interactions.



• relates to co-workers, customers/clients, andothers in an ethical and professional manner.

• represents the school/office/program favorablyin the school division/community.

• resolves concerns and problems in an appropri-ate manner.

• respects and maintains confidentiality andassumes responsibility for personal actions.

• maintains a professional demeanor andappearance appropriate to responsibilities.

The administrator works in a collegialand collaborative manner with other admin-istrators, school personnel, and the commu-nity to promote and support the mission andgoals of the school division.



• demonstrates flexibility and a collaborativeattitude in supporting colleagues/work teams.

39


• supports the organization and advances themission/goals.

• supports division-wide programs and activitiesand makes a positive contribution to the overallclimate of the school and division.

• maintains effective working relationships withother administrators and staff.

• shares ideas and information and considers theinterests and needs of other administrators andcommunity stakeholders in promoting andsupporting district goals and services.

The administrator takes responsibilityfor and participates in a meaningful andcontinuous process of professional develop-ment that results in the enhancement ofstudent learning.



• participates in professional growth activities,including conferences, workshops, course work,and/or membership in professional organiza-tions at the district, state, and/or national level.

• evaluates and identifies areas of personalstrength and weakness related to professionalskills and their impact on student learning.

• sets goals for improvement of skills andprofessional performance.

• maintains a high level of personal knowledgeregarding new developments and techniques,including technology, in one’s own field ofprofessional specialization.

• comprehends and applies current research ofeducational issues, trends, and practices.

• networks with colleagues to share knowledgeabout effective educational practices and to

improve and enhance administrative knowledge,skills, and organizational success.


The administrator provides service to theprofession, the division, and the community.



• serves on division, state, and/or nationalcommittees and maintains an active role inprofessional organizations.



• supports and participates in efforts to alignschool and division goals and activities withcommunity endeavors.

40



The superintendent effectively employsvarious processes for gathering, analyzing,and using data for decision making.


The superintendent...

• applies current research related to effectivetechniques for gathering data from individuals,groups, programs, and the community, and usesreliable data in making decisions.

• reviews analyses of student academic achieve-ment through standardized test results and otheracademic sources.

• provides staff with data in a collaborative effortto determine needs for improvement.

• applies and communicates statistical findings toidentify strengths and weaknesses in programsand practices in order to ensure continuousimprovement.

• plans and implements changes in programsand/or curricula based on data.

• reviews annual analyses of division’s test andsub-test scores by school and discipline in orderto assess school improvement and monitorimprovement plans.

The superintendent organizes thecollaborative development and implementa-tion of a division strategic plan based onanalysis of data from a variety of sources.



• provides leadership in the development of ashared vision for educational improvement andof a strategic plan to attain that vision.

• implements strategies for the inclusion of staffand various stakeholders in the planningprocess.

• supports the division’s mission by identifying,articulating, and planning to meet the educa-tional needs of students, staff, and otherstakeholders.

• works collaboratively to develop long- and short-range goals and objectives consistent with theschool division’s strategic plan and monitorsprogress in achieving long- and short-rangegoals and objectives.

• provides feedback to principals on goal achieve-ment and needs for improvement.

• supports staff through the stages of the changeprocess.

• maintains stakeholders’ focus on long-rangemission and goals throughout the implementa-tion process.

Appendix C

Superintendent Evaluation Criteria and Performance IndicatorsVirginia Department of Education Suggested Guidelines

41


The superintendent plans, implements,supports, and assesses instructionalprograms that enhance teaching and studentachievement of the Standards of Learning.



• demonstrates a working knowledge andunderstanding of the Standards of Learning anddivision curricular requirements.

• supports the development of a comprehensivecurriculum utilizing goals and objectives inalignment with the Standards of Learning.

• oversees the planning, implementation,evaluation, and revision of the curriculum on asystematic and ongoing basis.

• provides resources and materials to accomplishinstructional goals for all students.

• facilitates programs/curricular changes to meetstate or federal requirements.

• monitors and assesses the effect of the programsand/or curricula on student achievement.

The superintendent develops plans foreffective allocation of fiscal and otherresources.



• acquires, allocates, and manages divisionresources in compliance with all laws to ensurethe effective and equitable support of all of thedivision’s students, schools, and programs.

• allocates resources consistent with the missionand strategic plan of the division.

• meets and works collaboratively with the boardand appropriate staff to determine priorities forbudgeting and for the effective allocation ofspace and human resources.

• utilizes human and material resources outsidethe division that may support and/or enhancethe achievement of goals and objectives.

• monitors and assesses resource allocation.

• revises resource allocation plans based onimplementation data.


The superintendent communicates aclear vision of excellence and continuousimprovement consistent with the goals ofthe school division.



• demonstrates personal commitment to achiev-ing the mission of the school division.

• articulates a shared vision to all constituenciesand ensures that staff members are working inconcert with the division’s strategic plan.

• informs members of the board and communityof current research related to best practices incurriculum and instruction.


• shares evaluation data and subsequent plans forcontinuous improvement with staff, students,and other stakeholders.

• recognizes, encourages, and celebrates excel-lence among staff and students.

42


• demonstrates strong motivation and highstandards and models self-evaluation.

The superintendent oversees the align-ment, coordination, and delivery of assignedprograms and/or curricular areas.



• articulates curricular goals, objectives, andframeworks to staff and other stakeholders.

• works with staff to develop a written plan for thecoordination and articulation of curriculargoals.

• works with the board, staff, and communityrepresentatives to identify needs and determinepriorities regarding program delivery.

• provides direction and support in planning andimplementing activities and programs consis-tent with continuous improvement efforts andattainment of instructional goals.

• monitors coordination of instructionalprograms with state and local standards.

• facilitates the effective coordination andintegration of division curricular andco-curricular programs.

The superintendent selects, inducts,supports, evaluates, and retains qualityinstructional and support personnel.



• maintains and disseminates a current handbookof personnel policies and procedures.

• establishes and uses selection procedures thatensure fairness and equity in selecting the bestcandidates.

• makes recommendations regarding personneldecisions consistent with established policies andprocedures.

• oversees the recruitment, appointment, induc-tion, and assignment of the most qualifiedpersonnel available.

• establishes and implements formal andinformal induction procedures to promoteassistance for and acceptance of new employees.

• sets high standards for staff performance.

• evaluates performance of personnel consistentwith division policies, provides formal andinformal feedback, and maintains accurateevaluation records.

• recommends the reappointment and/orpromotion of competent, effective personnel.

• provides support and resources for staff toimprove job performance and recognizes andsupports the achievements of highly effectivestaff members.

The superintendent provides staff devel-opment programs consistent with programevaluation results and school instructionalimprovement plans.



• leads the development and implementation of asystematic professional development plan forindividuals, including members of the board,and for the division.

43


• works collaboratively with members of the staffin using student achievement data to determinerelevant professional development opportunities.

• meets with principals regularly to assessongoing school improvement efforts.

• evaluates the effectiveness of the professionaldevelopment plan in relation to division goals.

• encourages participation in relevant confer-ences, course work, and activities of professionalorganizations.

• shares program evaluation results and demon-strates connection of results to ongoing staffdevelopment efforts.

• supports staff participation in internal andexternal professional development opportunitiesas appropriate.

The superintendent identifies, analyzes,and resolves problems using effective prob-lem-solving techniques.



• identifies and addresses problems in a timelyand effective manner.

• demonstrates fairness in identifying multiplepoints of view around problem situations.

• involves stakeholders in analyzing problems anddeveloping solutions.

• monitors implementation of problem resolu-tions.

• provides shared leadership and decision-makingopportunities for staff that promote a climate ofcollaboration and collegiality.

• delegates responsibility appropriately to staffmembers.

• maintains focus on school and division missionand goals.

• promotes an atmosphere of mutual respect andcourtesy.


The superintendent actively supports asafe and positive environment for studentsand staff.



• facilitates the implementation of sound,research-based theories and techniques ofclassroom management, student discipline, andschool safety to ensure a safe, orderly environ-ment conducive to teaching and learning.

• clearly communicates expectations regardingbehavior to students, staff, parents, and othermembers of the community.

• clearly communicates procedures for handlingdisciplinary problems.

• implements and enforces school division code ofconduct and appropriate disciplinary policiesand procedures in a timely and consistentmanner.

• supports effective programs through whichstudents develop self-discipline and conflictresolution skills.

• calmly and effectively manages emergencysituations as they occur.

44


• is proactive in addressing potential problemsituations.

• consistently conveys mutual respect, concern,and high expectations to students, staff, parents,and community members.

• recognizes students and staff for their academic,co-curricular, personal, and professionalachievements.

The superintendent develops proceduresfor working with the local board ofeducation that define mutual expectations,working relationships, and strategies forformulating division policies.



• respects the policy-making authority andresponsibility of the board.

• develops and uses a systematic means of keepingmembers of the board informed with complete,accurate information.

• facilitates the delineation of superintendent andboard roles and the articulation of mutualexpectations.

• recommends policy additions and/or modifica-tions to improve student learning and divisioneffectiveness.

• anticipates future needs and demonstrates a biasfor action.

• values group interaction and problem solving.

• expresses opinions on policy issues directly to theboard.

• supports and implements policy established bythe board.

The superintendent effectively manageshuman, material, and financial resources toensure student learning and to comply withlegal mandates.



• complies with federal, state, and local statutes,regulations, policies, and procedures.

• collaboratively plans and prepares a fiscallyresponsible budget to support the organization’smission and goals.

• demonstrates effectiveness in obtaining neces-sary resources.

• establishes and uses accepted procedures forreceiving and disbursing funds.

• ensures that expenditures are within limitsapproved by the board.

• implements appropriate management tech-niques and group processes to define roles,delegate activities and responsibilities, anddetermine accountability for goal attainment.

• prepares and implements short- and long-rangeplans for facilities and sites.

• ensures proper maintenance and repair ofdivision property and equipment.

• monitors any construction, renovation, ordemolition of division buildings.

• regularly reports to the board on the financialcondition of the division.

• monitors the efficient use of resources.

• works with staff to establish an effective schedulefor use of shared resources.

• ensures the maintenance of accurate personnelrecords.

45


The superintendent demonstrateseffective organizational skills to achieveschool, community, and division goals.



• demonstrates and communicates a workingknowledge and understanding of school divisionpolicies and procedures.

• ensures compliance and follow-throughregarding policies and procedures.

• uses personal time to the best advantage,manages scheduling effectively, and follows taskto completion.

• performs duties in an accurate and timelymanner.

• maintains appropriate and accurate records.

• efficiently and appropriately prioritizes andaddresses multiple issues and projects.

• systematically evaluates progress on achievingestablished goals.

• keeps the board, staff and community appraisedof progress in achieving the division’s goals.


The superintendent promotes effectivecommunication and interpersonal relationswithin the school division.



• promotes a climate of trust and teamworkwithin the division.

• facilitates constructive and timely communica-tion.

• initiates communication and facilitatescooperation among staff regarding curriculumor program initiatives.

• models professionally appropriate communica-tion skills, interpersonal relations, and conflictmediation.

• maintains visibility and accessibility to staff.

• solicits staff input to discuss issues and goalsand to promote effective decision-making.

• establishes and maintains a collaborativerelationship with staff members in promotingthe division’s mission and in communicatingexpectations.

The superintendent establishes andmaintains effective channels of communica-tion with board members and between theschools and community, strengtheningsupport of constituencies and buildingcoalitions.



• accepts responsibility for maintaining commu-nication between the board and divisionpersonnel.

• anticipates, analyzes, and discusses emergingeducational/division issues with the board on aregular basis.

• systematically provides accurate, relevantinformation to the board to facilitate decision-making.

• establishes, maintains, and evaluates a planned,two-way system of communication withcommunity constituencies.

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• communicates school and division goals,objectives, and expectations to stakeholders.

• is politically astute and demonstrates the skillsnecessary to build community support fordivision goals and priorities.

• works cooperatively with representatives of thenews media.

• establishes partnerships with public and privateagencies to enhance the division’s ability to servestudents and other constituents.


The superintendent workscollaboratively with staff, families, andcommunity members to secure resources andto support the success of a diverse studentpopulation.



• is responsive to the conditions and dynamics ofthe diversity within the school community.

• treats people with respect.

• models and promotes multicultural awareness,gender sensitivity, and the appreciation ofdiversity in the community.

• is knowledgeable about laws regarding indi-vidual and group rights and responsibilities andscrupulously avoids actions that might violatethem.

• collaborates with staff, families, and communityleaders and responds to identified needs ofindividual students and groups of students.

• promotes the value of understanding andcelebrating school/community cultures.

Professionalism

The superintendent models professional,moral, and ethical standards as well aspersonal integrity in all interactions.



• relates to board members, staff, and others in anethical and professional manner.

• maintains the physical and emotional wellnessnecessary to meet the responsibilities of theposition.

• serves as an articulate spokesperson for theschool division and represents the divisionfavorably at the local, state, and national levels.

• resolves concerns and problems in an appropri-ate manner.

• respects and maintains confidentiality andassumes responsibility for personal actions andthose of subordinates.

• maintains a professional demeanor andappearance appropriate to responsibilities.

The superintendent works in a collegialand collaborative manner with schoolpersonnel and the community to promoteand support the mission and goals of theschool division.



• demonstrates flexibility and a collaborativeattitude in supporting professionals and otherstaff/work teams.

• supports the division and advances its mission/goals.

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• establishes and supports a division culture thatencourages collaboration and teamwork inachieving goals.

• maintains effective working relationships withother administrators and staff.

• shares ideas and information and considers theinterests and needs of staff members andcommunity stakeholders in promoting andsupporting district goals and services.

The superintendent takes responsibilityfor and participates in a meaningful andcontinuous process of professional develop-ment that results in the enhancement ofstudent learning.



• participates in professional growth activities,including conferences, workshops, course work,and/or membership in professional organiza-tions at the district, state, and/or national level.

• evaluates and identifies areas of personalstrength and weakness related to providingdivision leadership.

• sets goals for improvement of skills andprofessional performance.

• maintains a high level of personal knowledgeregarding new developments and techniques,including technology, and shares the informa-tion with appropriate staff.

• comprehends and applies current research ofeducational issues, trends, and practices.

• networks with colleagues to share knowledgeabout effective educational practices and toimprove and enhance administrative knowledge,skills, and organizational success.


The superintendent provides serviceto the profession, the division, and thecommunity.



• serves on division, state, and/or nationalcommittees and maintains an active role inprofessional organizations.



• supports and participates in efforts to aligndivision goals and activities with communityendeavors.

Documents

Guidelines for UNIFORM PERFORMANCE STANDARDS · Guidelines for Uniform Performance ... Questions or inquiries about this document should ... performance standards and criteria to