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A PERFORMANCE APPRAISAL SYSTEM FOR
TEACHERS IN THE CHARLOTTESVILLE CITY SCHOOLS
Eval1.wpd
TABLE OF CONTENTS
Page(s)
Process For The Development of a Performance Appraisal System ..........................................................1-2
Assumptions................................................................................................................................................... 2
Performance Appraisal System For Teachers: Overview .............................................................................. 3
Teacher Performance Criteria and Indicators .............................................................................................4-8
Performance Ratings ...................................................................................................................................... 8
Performance Appraisal Cycle ........................................................................................................................ 9
Performance Appraisal Procedures .........................................................................................................10-11
Record of Professional Growth.................................................................................................................... 12
Performance Improvement Plan................................................................................................................... 13
PROCESS FOR THE DEVELOPMENT OF A PERFORMANCE APPRAISAL SYSTEM
Representatives from each school in the division served on the performance appraisal revision
committee. They were provided release time from daily instructional responsibilities in order to meet
collectively as a study group and at a building level to solicit opinions and comments from colleagues
regarding any new appraisal system. The types of inquiries posed to staff included, but were not
limited to, the following:
1. What are our essential beliefs about teaching and the
assessment of teacher performance?
2. What do we think ought to be?
3. What assumptions should a new system be anchored in?
4. What type of evaluation culture/atmosphere do we desire to establish in our school
division?
5. What are the positives and negatives of our present system?
At subsequent meetings the responses and recommendations of each school staff were shared
with the committee as a whole. The steering committee also reviewed and discussed with other
instructional staff a draft of the performance appraisal plan.
Members of the committee engaged in an extensive review of professional literature on current
thoughts and research on effective teaching practices as well as performance appraisal trends and
practices in the 90's. There was also an in-depth examination of a dozen performance appraisal
systems for teachers in school divisions both within and outside the Commonwealth.
The committee conducted a comprehensive review of pertinent local and state documents,
policies and regulations which provide direction to and govern the development and implementation of
a performance appraisal system in the Charlottesville City Schools. Special attention was paid to the
mission statement of the school division and the current Standards and Regulations for Public Schools
in Virginia. Applicable excerpts from these two sources are included as points of reference when
consideration is given to the foundation upon which the performance appraisal plan is built.
The mission statement specifies that, AThe mission of the Charlottesville City Schools is to
graduate students who can find and use information, communicate effectively, make responsible
decisions and skillfully adapt to a changing society. Our students will value the arts and appreciate the
history, diversity and achievements of mankind. They will work to achieve goals in life, demonstrate a
sense of responsibility and a commitment to community service and to the protection of the
environment. To accomplish this task we will provide a nationally-recognized comprehensive
curriculum and employ competent staff members who use instructional methods that appropriately
motivate and challenge students. Our work will reflect knowledge of how students grow and learn. It
will take place in an environment characterized by equity and respect. In addition, we will
ensure strong leadership, sound management of resources, challenging performance expectations and
sustained community involvement.@
At a state level, Standards 6.1 of the Standards and Regulations for Public Schools, under the delivery
of instruction section, mandates that:
The staff shall be responsible for providing instruction that is educationally sound in an atmosphere of
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mutual respect and courtesy, which is conducive to learning and in which all students are expected to
achieve. The staff shall:
1. Serve as models for effective oral and written communication with special attention to current use
of language and spelling.
2. Strive to strengthen the basic skills of students in all subjects.
3. Establish teaching objectives to achieve the following:
a) Identify what students are expected to learn;
b) Inform students of the learning expected and keep them engaged in learning tasks;
c) Enable the teacher to spend the maximum time possible in the teaching/learning
process by keeping to a minimum disruptions, clerical responsibilities, and time
students are out of class.
4. Provide for individual differences of students through the use of varied materials and activities
suitable to their interests and abilities.
5. The staff shall assess the progress of students and report promptly and constructively to them and
their parents.
ASSUMPTIONS
An effective and meaningful system of performance appraisal must have as its basis certain
assumptions about teaching, teachers and the entire evaluative process. At an early point in its work
the committee agreed on some fundamental assumptions, based largely on the work of Dr. Jim
Sweeney of Iowa State University, which it felt provided the undergirding for a successful
performance appraisal system. These assumptions included the following:
1. Teacher competence involves a complex set of knowledge, abilities and personal attributes in
dynamic interplay. Effective teaching is goal-directed, purposeful and rational.
2. Growth and development are achieved in an environment marked by respect, trust, and collegiality.
Professional growth and accountability are shared responsibilities. Staff and evaluator must work
together to develop and implement an effective system.
3. Teacher performance can be monitored formally and informally. Where there are questions or
concerns about performance these concerns should be communicated to the teacher and formal
approaches to assist the teacher and assess performance implemented.
4. Teachers are qualified to make decisions about their growth and development. Given the proper
environment and opportunities, teachers will make sound decisions about how to develop their
knowledge and skills to improve student learning.
5. Reflection and analysis are the heart of instructional practice and of professional growth. For
effective teachers teaching is dynamic, they learn by doing as well as by reading and watching
others. Teacher growth is enhanced in an environment that encourages thoughtful consideration of
practice and active problem solving.
6. The school must assure patrons that every student has a teacher who provides a caring classroom
environment for all children and that the teacher effectively facilitates learning.
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PERFORMANCE APPRAISAL SYSTEM FOR TEACHER
OVERVIEW
The mandate contained in the Strategic Plan calls for the implementation of a revised performance
appraisal system and not merely the development of a new teacher evaluation plan. This special
emphasis on the concept of Aperformance@ demands the employment of new approaches to evaluation
which measure knowledge and abilities in use, rather than in the abstract. It also requires that both the
evaluator (principal, associate and assistant principal) and the teacher share a common, clear and
consistent definition and understanding of what constitutes teacher competence. The performance
appraisal system meets these critical requirements in that it:
1. Focuses on the enhancement of teacher performance.
2. Stresses the instructional process.
3. Links evaluation to research findings on effective teaching practices.
4. Provides a clear, appropriate set of evaluation criteria with accompanying behavioral
indicators.
5. Provides a cooperative, constructive process actively involving both the evaluator and the
teacher.
6. Promotes increased ownership of performance by the teacher by recognizing that self-
evaluation is an integral element of the evaluative process.
7. Stresses the importance of dialogue and feedback to the success of the evaluation experience.
8. Differentiates between teachers with varying career status, experience and professional needs.
9. Promotes the development of all teachers, not just those having difficulties, while providing
structured assistance to teachers as needed.
10. Provides the basis for making informed judgment about differing performance levels of
teachers and decisions regarding the retention, assignment or dismissal of staff.
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TEACHER PERFORMANCE CRITERIA AND INDICATORS
The following criteria and accompanying indicators of effective performance represent
performance expectations for teachers in the Charlottesville City Schools. They are based on current
research findings which have identified specific practices of the most effective teachers. A teacher=s
performance is judged in terms of the criteria identified. Evaluation is based on teacher performance
related to the central meaning or focus of each criterion, not the attainment of a specified number of
illustrative indicators.
The indicators, which are expressed in terms of specific teacher behaviors, are intended to
serve as guidelines for what is meant by a particular criterion. As such, they are not intended to be all
inclusive nor are they necessarily exclusive to any one criterion. They do provide the teacher and the
administrator, however, with the basis for a common understanding about and language for discussion
of actual performance in the classroom.
1. Establishes and implements learning objectives consistent with appraisal of student needs, division
expectations, and knowledge of human growth and development.
Indicators:
1) States instructional objectives in terms of student behaviors.
2) Establishes performance objectives for class and homework assignments in each unit and
instructional activity.
3) Establishes performance objectives for affective, cognitive, and psychomotor outcomes.
4) Develops and implements objectives which incorporate all levels of thinking skills.
e) Develops appropriate performance objectives for students at various stages of
development based on their achievement, experience, vocational goals, and cultural
values.
f) Incorporates in daily planning content and skills of previous levels for reinforcement
and anticipates future content and skills in order to ensure continuity and sequence.
g) Collaborates with other staff members and parents, when appropriate, in coordinating
objectives for the student=s total program.
2. Plans and provides for involvement of students in the learning process.
Indicators:
a) Helps students understand performance objectives, procedures, activities, and the
evaluative process.
b) Encourages students to engage in self-assessment and to establish personal goals for
learning.
c) Encourages students to suggest interest areas, plan classroom activities, and evaluate
units of instruction and the course as a whole.
d) Works with students to establish and carry out classroom rules and procedures.
e) Expects and encourages students to use all class time on learning tasks.
f) Assists students in organizing their work so that they learn how and when to work
independently and how and when to seek help.
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g) Provides opportunities for students to demonstrate critical and reflective thinking,
resourcefulness, responsibility, and creativity.
h) Organizes the class to encourage student leadership and develop student
skills in group decision making.
3. Plans for and uses those instructional methods which motivate and enable each student to achieve
learning objectives.
Indicators:
a) Provides for individual differences in rate of learning and interest by varying the
difficulty of experiences, by differentiating content, instruction and assignments, and
by allowing students to pursue topics independently.
b) Helps students develop effective learning skills and work habits.
c) Uses a variety of appropriate teaching techniques, avoiding excessive use of any one
technique.
d) Serves as a model for effective oral and written communication with special attention
to correct use of language and spelling.
e) Shows relationship between present and past learning.
f) Demonstrates flexibility by responding to immediate learning needs of students.
g) Demonstrates knowledge of the subject matter and of human growth and development.
h) Monitors and adjusts teaching strategies when students are experiencing learning
difficulties.
i) Provides opportunities for success for each student.
4. Plans for and utilizes those resources which motivate and enable each student to achieve learning
objectives.
Indicators:
a) Utilizes and encourages students to utilize a variety of print, non-print and instructional
media materials.
b) Keeps abreast of new technological developments and utilizes current materials and
resources.
c) Identifies and utilizes teaching resources which match the learning modalities of
individual students.
d) Facilitates student learning by utilizing a variety of instructional materials, resources
and activities.
e) Utilizes media center resources including securing instruction, when appropriate,
for students in media and information skills.
f) Utilizes staff within the school and human resources from the community.
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5. Establishes and maintains an environment which motivates and enables each student to achieve
learning objectives.
Indicators:
a) Communicates performance and behavior expectations to students and parents
b) Follows and expects students to use democratic procedures which show consideration
for the rights of others.
c) Sets high expectations to encourage the development of positive student self-concept.
d) Utilizes behavior management strategies which encourage the development of
self-discipline in students.
e) Manages inappropriate behavior with a minimum of interruption to learning.
f) Follows school disciplinary procedures and works cooperatively with students, parents,
and administrators to implement these procedures.
g) Maintains a safe, caring and positive learning environment.
h) Selects activities appropriate to the physical attributes of the work area.
i) Follows student code of conduct.
j) Establishes and maintains procedures for the efficient use of classroom time and routines.
6. Plans for and utilizes assessment techniques to monitor student progress and inform instruction.
Indicators:
a) Follows established guidelines for assessment of student learning.
b) Uses assessment methods, materials and standards for each unit consistent with
performance objectives and instructional activities.
c) Uses prompt, frequent, and accurate feedback in class to make learning tasks
meaningful.
d) Evaluates accurately and returns promptly all tests and assignments.
e) Reviews with students each test and assignment before assessing the same objectives
again.
f) Shows students how and gives them opportunities to analyze, evaluate, and revise
their own work.
g) Allows students to demonstrate achievement of objectives in a variety of ways.
h) Confers with students and parents to bring about improvement.
i) Keeps appropriate and accurate student records.
j) Solicits and accepts opinions and comments from students.
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7. Appraises his/her own effectiveness and demonstrates successful application of skills and
information acquired to increase effectiveness.
Indicators:
a) Assesses each lesson and unit in terms of the student=s response to the techniques,
activities, and materials and in terms of the student=s attainment of the objectives.
b) Uses results of lesson and unit assessments to continue or modify his/her
instructional program and to plan further teaching-learning activities.
c) Evaluates both long-range progress toward goals and short-range achievement of
personal objectives.
d) Works with others, including administrators, instructional leaders, professional
colleagues and parents, to evaluate the total program=s effectiveness.
e) Participates in professional development activities supportive of instructional
responsibilities.
f) Applies knowledge gained from travel, course work, reading, professional
development and other enrichment activities.
g) Considers the use of emerging teaching techniques and approaches in order to
accomplish educational objectives.
8. Participates in school management and shares responsibility for the total school program.
Indicators:
a) Maintains an attitude of mutual support in professional relationships with staff
members, administrators and parents.
b) Recognizes that each school faculty is a team and acts as a contributing member of
the team.
c) Works through appropriate channels in sharing with colleagues and parents both
positive and negative concerns.
d) Accepts responsibility for making decisions.
e) Participates in the development and review of school policies.
f) Adheres to and enforces school and divisionwide policies and regulations.
g) Encourages habits of acceptable behavior and citizenship in work with students.
h) Cooperates with colleagues, students and parents to maintain a positive atmosphere
in the classroom and school as a whole.
i) Completes classroom and school assignments and responsibilities in a timely and
effective manner.
j) Supports co-curricular activities.
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9. Establishes relationships with colleagues, students and parents which reflect recognition of and
respect for every individual.
Indicators:
a) Demonstrates sensitivity to individuals who are of another race, culture, religion,
gender, economic status or who have exceptional needs.
b) Utilizes such human relations techniques as acceptance, encouragement and humor
when warranted.
c) Maintains a professional demeanor when responding to problems and challenges.
d) Fosters an open atmosphere in which others feel free to express themselves.
e) Listens and responds to the concerns of others.
f) Works cooperatively to resolve conflicts and minimize stressful situations
g) Maintains confidentiality in using school information and communications.
h) Uses resources available to address human relations issues.
i) Seeks to make the community feel a part of the school.
j) Communicates in a professional manner with the community about the school and
the Charlottesville City Schools.
PERFORMANCE RATINGS
In a summative assessment of teacher attainment of each performance criterion, the evaluator rates
the teacher as meeting, or not meeting division expectations. The norm for performance is the rating of
Ameets division expectations@ which denotes that the quality of performance is consistently acceptable.
Selection of the rating of Adoes not meet division expectations@ indicates that consistent weaknesses in
performance have been identified and documented in the gathering of performance appraisal data.
This rating is preceded always by placement of the teacher on a performance improvement status.
PERFORMANCE APPRAISAL CYCLE
Performance appraisal for teachers is a continuous process that takes place in a three year cycle. It consists
of two types of appraisalBthe formative and the summative. Formative appraisal involves the process of
gathering performance data, analyzing it and using the results to improve teaching. Often this data is gathered
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through structured, and at times informal, classroom observations. Summative appraisal is the process of using
performance data to make a formal written judgment about the quality of teaching using the criteria for teacher
performance established by the school division. The plan establishes clear lines of delineation between the
formative and the summative and appraisal cycle requirements for tenured and non-tenured teachers.
PERFORMANCE APPRAISAL CYCLE FOR TEACHER
Tenured and Part-time non-tenured with at least three years of continuous service in Charlottesville
(Tenured teachers in a school are divided into three cycle groupings for purposes of performance appraisal)
Teacher Group I Teacher Group II
Teacher Group
III
Year I Professional growth plan Two required observations Professional growth plan
No required observations Written summative evaluation On required observation
Year 2 Professional growth plan Professional growth plan Two required observations
One required observation No required observation Written summative
evaluation
Year 3 Two required observations Professional growth plan Professional growth plan
Written summative evaluation One required observation No required observation
Non-tenured serving one year=s probation
Year 1 Three required observations
Written summative evaluation
Year 2 and Appropriate placement on the
Subsequent performance appraisal cycle
Years
Non-tenured
Years 1-2-3 Three required observations
per year
Written summative evaluation
each year
Subsequent Appropriate placement on the
Years performance appraisal cycle
Any teacher on a performance improvement plan
(Any teacher whose performance does not meet division expectations on any criterion may be place
on a performance improvement plan at any time during the school year)
Minimum of one required
observation every four weeks
until performance meets
division expectations
Written summative evaluation
for the school year in which
The plan is in effect
Appropriate placement back
On the performance appraisal
cycle
PERFORMANCE APPRAISAL PROCEDURES
ORIENTATION
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At the beginning of the school year an orientation to the performance appraisal system is
conducted by the evaluator for all teachers engaged in the appraisal process for the year. Special
attention is given to new staff members who do not have previous experience with the Charlottesville
approach to performance appraisal.
GATHERING OF PERFORMANCE DATA
The evaluator utilizes a number of data gathering approaches. A formal observation is
scheduled in advance with the teacher, involves prior discussion and planning between the evaluator
and teacher and is followed by a post-conference feedback session. An informal observation is any
observation of teacher performance that is not planned by the teacher and evaluator. Through formal
observation, informal observation, non-classroom observation and anecdotal data collection the
evaluator obtains representative samples of teacher performance from which to draw conclusions about
teacher competence as measured on the performance criteria established by the school division.
LENGTH OF OBSERVATION
Prior to each formal observation the teacher and the evaluator reach an agreement regarding the
length of the observation. Preferably the evaluator, when possible, is present when instruction begins
and remains for the entire lesson or class period.
CALENDAR FOR COMPLETION OF REQUIRED OBSERVATIONS
Tenured and part-time teachers with three years of continuous service in Charlottesville
Minimum of one required observation to be completed by May 1
Minimum of two required observations to be completed by the
end of the first semester
and by May 1
Non-tenured teachers
Minimum of three required observations to be completed by
November 1, the end of
the first semester and
March 15
Teachers on performance improvement plan
Minimum of one required observation each month until performance meets
division expectations
PROFESSIONAL GROWTH PLANNING CONFERENCE
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No later than the end of the first six weeks of school, the evaluator and teacher have a
conference to work on the development of the professional growth plan. The ultimate outcome of this
conference is to reach agreement on written professional growth objectives for the year.
PRE-OBSERVATION CONFERENCE
Prior to a scheduled formal classroom observation, the evaluator will afford the tenured teacher
an opportunity to meet for a pre-observation planning conference, if desired. The pre-observation
planning conference is mandatory for all non-tenured teachers. The purpose of this meeting is to
engage in dialogue about the goals and process of the appraisal activity. Typical of discussion topics
are current concepts/skills being taught, specific teaching and learning activities which will be
observed, anticipated student outcomes, specific teaching strategies and any special classroom
factor(s) which may affect the lesson.
POST-OBSERVATION CONFERENCE
Each required observation is followed by a conference between the evaluator and teacher
within five school days of the observation. The conference is an extension of the observation in that
performance data are shared, discussed, analyzed and clarified. The teacher is expected to be an active
participant in this process. Recognition of successful performance is given and performance which
does not meet division expectations is delineated.
SUMMATIVE APPRAISAL CONFERENCE
After the final post-observation conference, the evaluator analyzes performance data gathered
and completes the required summative appraisal report. A conference is held with the teacher no later
than the end of May to review the contents of the summative appraisal report. The report is signed by
the evaluator and the teacher. The teacher=s signature does not necessarily indicate agreement with the
contents of the report, but signifies that the data has been shared. Teacher comments, if so desired,
may be made at the time of the conference, or they may be submitted within five working days for
attachment to the appraisal report.
PERFORMANCE APPRAISAL REPORTS
All performance appraisal reports are due in the Office of Human Resources no later than the
last teaching day of the school year. The Director of Human Resources is responsible for the
collection, review and filing of all reports. Divisionwide performance appraisal data are compiled
from report ratings and related information. An analysis of this data is used to determine the
professional development needs of the staff.
RECORD OF PROFESSIONAL GROWTH
The purpose of the professional growth component is to assist the teacher in improving
performance. Its inclusion in the performance appraisal cycle is predicated on the assumption that the
teacher is a competent professional who does not need to be monitored continuously on a wide range
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of performance criteria. It acknowledges that, given the time and opportunity, the teacher is capable of
engaging in productive reflection, self-analysis and personal goal setting designed to enhance
instruction.
At a conference early in the school year, or at the end of the previous year, a minimum of two
professional growth objectives are selected and developed by mutual participation of the teacher and
the evaluator, with final approval by the evaluator. Cooperative development of these objectives allow
the teacher and evaluator opportunities
1. to focus on a narrower, more manageable set of behaviors or skills that take into
account the limits of available time and resources, and
2. to build greater trust and credibility between them.
These objectives reflect priorities for growth and ultimately, the improvement of performance
in the classroom. Agreement is also reached about acceptable documentation or evidence of
professional growth.
As one approach to the enhancement of professional growth, a teacher can choose to establish
an informal collegial partnership with another teacher or other teachers in a school. In such a
relationship two or more teachers work together to better understand teaching and learning strategies,
techniques and approaches. Activities can include review of literature, dialogue, planning and
classroom observation and feedback. Teachers who pursue such an option work within the framework
of existing school resources and schedules in carrying out partnership activities.
The teacher monitors his/her own progress toward the attainment of these objectives and
maintains documentation of progress. At an end of the year conference, the teacher and evaluator
conduct a final review of the growth plan and determine how well the objectives have been attained.
This approach recognizes the individual differences of teachers, acknowledges their experience and
expertise and respects their professionalism.
On an optional basis, the teacher has an annual opportunity as well to prepare a written
summary of activities in which he/she has been engaged which reflect a significant contribution to the
success of the school program and/or an ongoing commitment to excellence in the teaching profession.
This summary is attached to the professional growth planning or summative performance appraisal
forms for inclusion in the teacher=s personnel file.
PERFORMANCE IMPROVEMENT PLAN
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When a tenured or non-tenured teacher does not meet the division=s expectations on an established
criterion, the teacher is place on a performance improvement plan. The evaluator informs the Office of
Human Resources of this action and meets with the teacher to specify the reason(s) for placement on an
improvement plan status. During this conference, or at subsequent conferences, the evaluator and teacher
work in concert to develop a plan of action which includes, but is not necessarily limited to, the
following:
1. A statement of the area(s) in which performance is judged to be deficient
2. A listing of the objectives to be accomplished by the teacher in order to improve performance to a
level which meets division expectations.
3. A delineation of the approaches which will be used to assist the teacher in meeting the objectives.
4. A timeline for accomplishing the objectives.
The teacher is to be given assistance in the implementation of the performance improvement plan and
his/her progress monitored and discussed as part of any post-observation conference. In accordance with
performance appraisal cycle requirements, any teacher on an improvement plan enters into a process
which mandates a minimum of one formal classroom observation per month until division expectations
are met. Completion of a summative evaluation is also required for any school year in which an
improvement plan is in effect.
PERFORMANCE IMPROVEMENT ASSISTANCE TEAM
When an evaluator has provided to a teacher the assistance and support specified in the performance
improvement plan and performance still fails to meet division expectations, the services of a performance
improvement assistance team are made available to the teacher. The teacher=s acceptance of these
services is voluntary.
The performance improvement assistance team consists of those divisionwide instructional leaders
whose experience and expertise place them in the position of being able to provide strong support and
help to the teacher. Serving as members of this team are program directors and coordinators. Typically a
two member team works with a teacher. Membership on a given team is contingent upon teacher needs.
A teacher requests team assistance from the Director of Human Resources, the area(s) in need of
assistance is/are identified in conjunction with the evaluator and team members are then selected for the
expertise and support they can provide.
After conferring with the evaluator to gather information, the team meets with the teacher to develop a
plan of action, to specify timelines and to determine the exact roles of team members. Team members
then work with the teacher to the extent called for in their role. The team does not evaluate the teacher,
but does provide to the teacher and the evaluator progress reports. The evaluator is not a member of the
team. Typically the period of time that an assistance team works with a teacher does not exceed nine
weeks.
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