Teacher Evaluation Process

Educators from St. Thomas, St. John, and St. Croix have redesigned teacher evaluation to reflect new, extensive research on teaching and the demands of the profession. The process provides teachers with evidence-based performance feedback, which supports continued growth and learning. This site contains the tools and resources needed to complete the teacher evaluation process.

USEFUL LINKS

TalentEd

Video

Common Core State Standards

Evaluation Help

pdf Staff Accessing Evidence (795 KB)

Final Performance Cut Scores

Distinguished: 3.57-4.00

Proficient: 2.75-3.56

Basic: 1.84-2.74

Unsatisfactory: 1.00-1.83

US Virgin Islands Teacher Effectiveness Standards

The VI Teacher Effectiveness Standards, based on the InTASC Model Core Teaching Standards (2011), describe a vision of teacher effectiveness for the Virgin Islands that will support teacher growth while ensuring effective teaching for all students. Each Standard includes details of the skills, knowledge, and beliefs that describe the complexity and sophistication of teaching practice.

The Standards also include the InTASC Learning Progressions which describe effective teaching with more specificity than the Standards. The Progressions are embedded in the VI Teacher Effectiveness Standards.

Framework for Teaching by Charlotte Danielson

The Standards describe a vision of teacher effectiveness, whereas a framework is a rubric that describes standards of practice in observable and measurable terms, and articulates a performance progression or levels of performance. The Framework for Teaching by Charlotte Danielson is a comprehensive description of the highly complex act of teaching, including levels of performance that describe growth in the professional, critical attributes, and examples of each level along with rubrics. The Framework is comprised of 4 Domains and 22 Components that are aligned with the VI Teacher Effectiveness Standards. Levels of performance (Unsatisfactory, Basic, Proficient, and Distinguished) are provided for the four domains and for the elements that make up the components of the domains. The Framework is used as the evaluation instrument in the teacher evaluation process.

Teacher Evaluation Guidebook

The guidebook explains the roles and responsibilities of teachers in their evaluation and will help them understand the benefits of the process for their professional growth. If you have further questions after reviewing this guidebook, contact the EES Program Managers: St. Croix District, Nichole Samuel-Miller, nichole.samuel@vide.vi, and St. Thomas District Germaine S. Potter-Clendinen, germaine.clendinen@vide.vi in the State Office of Curriculum and Instruction

Measurement Tools

Formal Teacher Observation

The formal teacher observation is an opportunity for a teacher to demonstrate his/her teaching skills. All teachers are observed as part of their annual evaluation process. Non-probationary teachers are observed twice per year, whereas probationary teachers are observed three times during a school year. Using the Framework for Teaching Evaluation Instrument, teachers are evaluated on their classroom performance through formal classroom observations focused on Domains 2 and 3.

Teacher Portfolio

All teachers, regardless of grade level or subject, are required to develop a Teacher Portfolio as part of their evaluation process. The Portfolio provides an opportunity for teachers to demonstrate competency in the Framework for Teaching Domain 1: Demonstrating Knowledge of Content and Pedagogy and Domain 4: Professional Responsibilities as well as numerous VI Teacher Effectiveness Standards, particularly Standards 9: Professional Learning and Ethical Practice. The Teacher Portfolio includes the Teacher Professional Growth Plan.

Professional Growth Plan

The Professional Growth Plan (PGP) is a required artifact for the Teacher Portfolio that reflects practice related to the VI Teacher Effectiveness Standard 9: Professional Learning and Ethical Practice and the Framework for Teaching Domain 4, Component 4e: Growing and Developing Professionally. The PGP provides multiple ways of developing skills and knowledge and allows for differentiation based on teacher needs and experiences. Teachers are actively involved in their own professional growth through engagement in learning and reflection.

Teacher Instructional Time

Instructional time is critical in improving student learning, therefore being present and on time will help maximize student instructional time. The VIDE includes instructional time as one of the measures in the teacher evaluation process. Instructional time is indicated by a teacher's time and attendance and follows the U.S. Virgin Islands Department of Education Personnel Attendance Policy. Instructional time represents 10% of a teacher's total evaluation score at the end of each score year. Click pdf (59 KB) pdf here (59 KB) for a copy of the policy.