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Prince William County Schools
Professional Performance Process
Principal Level Meetings
December 2011
Rae E. Darlington, Deputy Superintendent
Natalie Bonshire, TIPA Project Director
Amy White, Director of Human Resources
Outcomes
Participants will…
• Principals will receive updated information on the Virginia Department of
Education's Guidelines for Uniform Performance Standards and
Evaluation Criteria for Teachers.
• Principals will review samples of Observation Reports (PPP-4) and discuss
the documentation of learning.
Or,
• Principals will review samples of Professional Improvement Plans (PPP-5)
and discuss the different components of an effective plan.
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Professional Improvement Plan
(PPP-5)
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Professional Improvement Plans (PPP-5)
What a PIP Is…
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A more formal plan of support for a
professional educator to improve in
order to meet a standard
Collaboratively developed by the
supervising educational leader and the
professional educator
Written with specificity and based
upon data and information that show
evidence of a professional educator
not meeting a standard
Written separately for each standard
that a professional educator is not
meeting
What a PIP Is Not…
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A letter of reprimand
Viewed as a “formality” in order to
non-renew or dismiss a professional
educator
Written solely by the supervising
educational leader and presented to
the professional educator
Based upon perception
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PIP Activity
Materials: PIP Example A
PIP Example B
PIP Answer Sheet
Scenario: Ms. Petunia Daly, professional
educator
Mr. Ivan Koloff, Assistant Principal
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Not Meeting Standard IV
Safe, Effective Learning Environment
Directions:
1. Read each component of PIP from Example A and B.
2. On answer sheet, put a check next to the example that
describes the component that you feel provides the
clearest information and will be the most helpful in
supporting the teacher.
3. On the lines please explain your reasons for the
choices that you make.
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Rationale for Plan
EXAMPLE B: During all four informal and one formal observation of Ms. Daly’s
classroom since school started, Ms. Daly’s delivery of instruction was interrupted
with multiple questions and off-task behaviors by the students. During the reflective
conferences that were held following the observations, Ms. Daly and Mr. Koloff
agreed that the students’ confusion and disruptions are occurring because of Ms.
Daly’s lack of clarity in her expectations of the students, as well as, non-existent
policies, routines, and procedures. This has been echoed in the feedback from
students and their parents. The disruptions and confusion among the students have
led to evidence of significant loss of instructional time and lack of engagement
among the students. As a result, Ms. Daly is three weeks behind in her pacing and
her students’ CFA data thus far show evidence of non-mastery for approximately
50% of her students. Multiple reflective conferences and suggestions by Mr. Koloff
have resulted in little progress toward Ms. Daly meeting Standard III: Safe,
Effective Learning Environment.
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Goals
EXAMPLE A: Ms. Daly will establish and maintain a classroom
environment that is positive and engaging for students. She
will create, implement, and monitor policies, routines, and
procedures that are communicated clearly to students and
parents. Her lesson plans will include plans for smooth
transitions and engaging strategies. Ms. Daly will adjust her
pacing so that she will get back on track within 4 weeks of this
plan and maintain her pacing for the remainder of the year.
Her students will show progress on their mastery of future
objectives.
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Evidence of Achievement
EXAMPLE A: Evidence of achievement of the goals will be shown by a
variety of data sources. During future classroom observations, students will
be on-task and engaged in the learning the majority of the time. This means
that students will be asking and answering questions about the day’s
lesson/learning in an appropriate manner. When asked by Ms. Daly or other
observers, they will at least be able to describe what they are learning, why
they are learning it, and how it connects with prior learning. Transitions
during the day will be quick and efficient. Instructional time will be
maximized so that the pacing of the lessons and units will be on track with
the Division’s pacing guide within four weeks of this PIP and maintained
through the remainder of the year. Students’ progress will improve overall
as evidenced by future CFAs and other assessments. Disruptions of class
by students will be lessened and parent and student feedback will show that
there has been improvement in the classroom environment.
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Strategies
EXAMPLE B: Below are strategies that are recommended to assist Ms. Daly to
achieve the goals outlined above.
• Collaborate with students to develop classroom norms. Post the norms in the
classroom and monitor them consistently. Empower the students to self-monitor, as
well as, to monitor their peers in an appropriate manner.
• Observe two colleagues with Mr. Koloff. Debrief after each observation to discuss
their classroom management techniques, as well as, their transitions within the
lessons. Incorporate new learning into practice.
• Read chapter 2 of Classroom Management That Works by Robert Marzano and
discuss with Mr. Koloff to gain ideas on how to plan for, implement, and monitor
classroom rules and procedures.
• Participate in OPD 770: Positive Classroom Management. This course has an
emphasis on building positive relationships with students and parents, using
instructional time more efficiently, and maintaining a positive classroom climate.
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Resources
EXAMPLE B:
• Mr. Koloff, supervising administrator,
• Two teachers that will be identified by Mr. Koloff
and agreed upon by Ms. Daly who will serve as
resources.
• Classroom Management That Works by Robert
Marzano
• OPD 770: Positive Classroom Management
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Timeline/Schedule for Review
EXAMPLE A: Ms. Daly will observe one colleague by 10.21.11
and another by 11.10.11. Mr. Koloff will set up the
observations and participate with her. Ms. Daly will enroll and
begin participating in OPD 770 on 11.2.11. Ms. Daly will meet
for a conference with Mr. Koloff every 2nd and 4th Monday of
the month beginning on 10.24.11 at 3:30 p.m. in Mr. Koloff’s
office. These conferences will be used for reflection on Ms.
Daly’s practice and for her to show evidence of progress
toward meeting the standard of Safe, Effective Learning
Environment.
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PIP Review Conference Notes
• What are your general observations on this
section of Example A?
• Do you agree with the outcome of Example A,
i.e. completion of goals and on monitor status?
• What are your general observations on this
section of Example B?
• Do you agree with the outcome of Example B,
i.e. partial completion of goals and re-eval at
Summative Evaluation Report?
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Questions?
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VDOE Guidelines for Evaluation of
Instructional Personnel
and the
PWCS Professional Performance
Process
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Code of Virginia
The Code of Virginia requires (1) that teacher
evaluations be consistent with the
performance objectives (standards) included
in the Board of Education’s Guidelines for
Uniform Performance Standards and
Evaluation Criteria for Teachers and (2) that
school boards shall develop procedures in
evaluating instructional personnel that address
student academic progress.
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Virginia Guidelines for Uniform Performance
Standards and Evaluation Criteria for Teachers
Standard 1:Professional Knowledge
The teacher demonstrates an understanding of
the curriculum, subject content, and the
developmental needs of students by providing
relevant learning experiences.
Standard 2: Instructional Planning
The teacher plans using the Virginia Standards
of Learning, the school’s curriculum, effective
strategies, resources, and data to meet the needs
of all students.
Standard 3: Instructional Delivery
The teacher effectively engages students in
learning by using a variety of instructional
strategies in order to meet individual learning
needs.
Standard 4: Assessment of and for
Student Learning
The teacher systematically gathers, analyzes,
and uses all relevant data to measure student
academic progress, guide instructional content
and delivery methods, and provide timely
feedback to both students and parents
throughout the school year.
Standard 5: Learning Environment
The teacher uses resources, routines, and
procedures to provide a respectful, positive,
safe, student-centered environment that is
conducive to learning.
Standard 6: Professionalism
The teacher maintains a commitment to
professional ethics, communicates effectively,
and takes responsibility for an participates in
professional growth that results in enhanced
student learning.
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Virginia Guidelines for Uniform Performance
Standards and Evaluation Criteria for Teachers
Performance Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable, and
appropriate student academic progress.
• Sets acceptable, measurable, and appropriate achievement goals for student
learning progress based on baseline data.
• Documents the progress of each student throughout the year.
• Provides evidence that achievement goals have been met, including the stateprovided growth measure when available as well as other multiple measures of
student growth.
• Uses available performance outcome data to continually document and
communicate student academic progress and develop interim learning targets.
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VDOE recommendation…
• Each teacher receives a summative evaluation
rating.
• Rating is determined by weighting the first six
standards equally at 10 percent each and the
seventh standard, i.e. student academic
progress, account for 40 percent of summative
evaluation.
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Professional Performance Process
Next Steps for PPP
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Questions?
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Observation Report Activity
(PPP-4)
Materials: PPP-4 Example A
PPP-4 Example B
PPP-4 Answer Sheet
Scenario: Ms. Rita Red, professional
educator
Mr. Bill Blue, Principal
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Directions
Read Example A.
1. Highlight all of the language that describes what the teacher is doing or saying.
2. Highlight in a different color all of the language that describes what the students are
doing or saying.
3. Answer the following questions:
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If you were the observer, what would you say to begin the reflective conference
with Ms. Red?
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What questions would you ask the teacher to encourage her to reflect on her
professional practice?
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What data or artifacts would you ask Ms. Red to bring to the conference?
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Directions
Read Example B.
1. Highlight all of the language that describes what the teacher is doing or saying.
2. Highlight in a different color all of the language that describes what the students are
doing or saying.
3. Answer the following questions:
•
If you were the observer, what would you say to begin the reflective conference
with Ms. Red?
•
What questions would you ask the teacher to encourage her to reflect on her
professional practice?
•
What data or artifacts would you ask Ms. Red to bring to the conference?
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How was preparing for the reflective
conference different after reading Example A
than after reading Example B?
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