Teacher%20Performance%20Assessment%20System

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Teacher Performance Assessment System

• The Processes

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The Summative process for new and second year
teachers is described in detail in Chapter 3N
Teacher Performance Assessment Handbook The
handbook is found at http//www.nnschools.org/tpa

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Conceptual Model Knowledge Work Dr. Phillip
Schlechty Instrumentation Framework for
Teaching Charlotte Danielson
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The summative process includes
Evidence samples of student and teacher work
gathered by teacher and administrator
Natural Harvest samples of work routinely
produced by teacher
Reflection value and meaning of the work and
its results as seen through the teachers eyes
Agendas expected discussion topics outlined for
each conference between teacher and administrator
Support Team new teachers work together with a
mentor to explain, assist, and challenge
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Summative Cycle
aka Teacher Evaluation
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• New teachers are on the Summative cycle for the
  length of probation, usually 3 years.

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The Summative Cycle
Review expectations
Initial conference to discuss evidence
Formal classroom observations (2) completed
Additional evidence gathered
Conference on remaining evidence
Final report written and distributed
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Performance Assessment Cycle
Rubric (Performance Scale)
Assessment of Performance
the standard
the judgment
Evidence of Performance
the data
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While the cycle can be entered at any point, we
recommend the following so the standards are
clear from the beginning.
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1. Review the Rubrics
Allow for more objective judgments
Describe the range of performance
Reduce ambiguity
Encourage continuous improvement
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Levels of Performance
Unsatisfactory Doing harm to students
Basic Doing no harm but adding no value
Proficient Adding value that results in
most learning
Distinguished All learning as
self-directed learners
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2. Choose items for evidence
Evidence Factual data that can be examined,
discussed, and used to determine performance level
Opinion The perception of one or more individuals
in the absence of factual data
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Evidence can be

• Sample lesson plans
• Student work samples
• Pictures or video clips from the class
• Copies of newsletters, parent letters, emails,
  notes, and other communication
• Quotes (things said and/or heard)
• Reflections
• Statistical data (eg. test scores)

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3. Make a judgment
Compare the evidence collected to the rubric,
looking for the presence of, absence of and
quality of the specifics stated in the rubric
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The task of judgment

1. Look at the evidence provided
2. Look at the rubric for this evidence.
3. Discuss the qualities that are present or absent
   from this piece of work.
4. Make a judgment on the quality of this evidence
   (unsatisfactory, basic, proficient,
   distinguished).

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Performance Assessment Cycle
Rubric (Performance Scale)
Assessment of Performance
the standard
the judgment
Evidence of Performance
the data
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Who Does What? When?
Refer to the Summative Timeline
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Summative Timeline for New Teachers
Last Contract Day Final Conference
June 1 Evidence for Record Keeping
Communicating with Families
Feb. 1 Formal Observation 2
Nov. 1 Initial conference
Winter Break Formal Observation 1
Sept. 15 Review expectations
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Forms and Portfolios
Log forms are optional evidence is not Evidence
of communicating with families (component 4c) can
be kept in a spreadsheet, a notebook, a file box,
or any other way you choose. Portfolios are not
required evidence is You are required to provide
samples of your work and student work but this
evidence does not have to be collected in a
specific place or bound into a scrapbook,
notebook, or gathered into an efolio.
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Collegial Support
WHAT? Your mentor who can and will discuss,
encourage, affirm, and challenge your
thinking
When? Often
HOW? In person, in writing, and/or electronically
WHY? NNPS belief in implementing best practices
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Instructional Mentoring

• Uses the Enhancing Professional Practice (EPP)
  materials and trained Instructional Mentors

• Involves a minimum of 3 in-depth discussions per
  quarter between the mentor and new teacher

• Coordinated by the Smart Safe Start Induction
  Coordinator in your school

• Mentors do not provide evidence of new teacher
  performance to the administrator for summative
  purposes

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Need more information? Ask

• Your mentor
• Your administrator
• Kathleen Pietrasanta, Innovation Development
• (Kathleen.Pietrasanta_at_nn.k12.va.us) or
  591-4584
• Deborah Richardson, Innovation Development
• (Deborah.Richardson_at_nn.k12.va.us) or 591-4590