Virginia – Educator Effectiveness
This profile summarizes the efforts made by states and districts to implement evaluation and feedback systems, including the SREB Elements of Evaluation—basic information about the state evaluation framework. The sections below correspond to the three sections of the State Actions to Advance Teacher Evaluation report released in February 2016.
SREB Elements of Evaluation
|
System Name |
N/A – Local divisions create evaluation systems based on state framework |
|
System Type |
Local systems aligned to state framework |
|
Framework for Effective Teaching
|
Virginia Standards for the Professional Practice of Teachers |
|
Key Elements of Professional Practice |
Evaluators authorized to use student surveys, teacher portfolios, formative observations and walkthroughs as evidence |
|
Measures of Student Growth |
Progress Tables (Based on Statewide Assessments), Student Learning Objectives |
|
Weight of Component Measures |
60% Professional practice / 40% Student growth |
|
Number of Required Observations During Summative Evaluation |
One |
|
Performance Levels |
Unacceptable, Needs Improvement/Developing, Proficient, Exemplary |
Design of State Evaluation Models
The state education agency (SEA) requires the use of an observation rubric to evaluate professional growth. Evaluators may use student survey results, teacher portfolios, formative observations and walkthroughs as evidence for the professional practice component.
All teachers develop alternative measures of student progress. In 2015-16, teachers of tested grades and subjects received ratings based on the progress table model.
Teachers without individual growth scores develop measures of student academic progress. The SEA defines five types of measurement tools to assess student progress, including criterion- and norm-referenced tests, standardized achievement tests, school adopted assessments and learner portfolios.
Implementation of District Evaluation Systems
Evaluator training includes role-play so that evaluators have a chance to practice conferencing.
State guidelines define evaluators as school administrators and immediate instructional supervisors. Districts deliver training and set the criteria for administrators to become evaluators.
The state department focuses evaluation support on the lowest-performing schools.
Transformation of Professional Learning
The SEA requires districts to report how they use evaluation results to inform decisions related to compensation, retention, promotion, dismissal and professional learning.
The SEA has provided several opportunities for feedback, especially related to the development and implementation of student learning objectives.
The SEA provides specific professional development resources aligned to each evaluation component. The SEA has offered training to teachers on how to create valid and reliable student progress measures.