West 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 |
West Virginia Educator Evaluation System |
|
System Type |
State system |
|
Framework for Effective Teaching |
West Virginia Professional Teaching Standards |
|
Key Elements of Professional Practice |
Evaluators authorized to use teacher artifacts, self-assessments |
|
Measures of Student Growth |
Student Learning Objectives, school-wide value-added model (VAM) growth |
|
Weight of Component Measures |
80% Professional practice / 20% Student growth |
|
Number of Required Observations During Summative Evaluation |
Four for educators with less than three years of experience; two for educators with four to five Years of experience |
|
Performance Levels |
Unsatisfactory, Emerging, Accomplished, Distinguished |
Design of State Evaluation Models
The state education agency (SEA) requires the use of an observation rubric to evaluate professional growth. Evaluators may use teacher self-assessments and other artifacts to inform the professional growth component rating.
Educators set two student learning goals and collect evidence from multiple sources to verify student growth. The state assigns a school-wide value-added score using statewide English language arts and math assessments.
The annual number of classroom observations varies based on seniority. Teachers with less than three years of experience receive four observations per year. Teachers who have between four and five years of experience receive two observations annually. The SEA does not require observations for teachers with six or more years of experience, but requires an annual self-reflection process.
Implementation of District Evaluation Systems
The SEA has trained teachers and principals through the Center for Professional Development. State law requires evaluators to complete the certification process before evaluating personnel.
Evaluators may require teachers to complete professional improvement plans if they identify an area of concern based on low ratings on one or more of the performance standards.
The state department and Center for Professional Development support teacher leaders to become mentors for beginning teachers. Mentors will support principals with conducting observations and giving teachers feedback.
Transformation of Professional Learning
The SEA collects teacher performance data to guide the selection of appropriate professional learning options.
The SEA has conducted surveys to gather feedback and determine where teachers continue to have questions.
The SEA has created an electronic helpdesk to refer teachers to department personnel for a quick and reliable answer.