T-Scale Evaluation Approved – December 19, 2014 Effec

ARLINGTON PUBLIC SCHOOLS
Policy Implementation Procedures
35-7.2 – T-Scale Evaluation
The Arlington Public Schools (APS) Teacher Evaluation System (in this policy “teacher” refers
to all T-Scale employees) is designed to support and evaluate all teachers (probationary,
continuing contract, part-time, and those on a performance improvement plan). The evaluation
system defines common purposes and expectations to ensure improved student learning. The
goal is to support the continuous growth and development of each teacher by monitoring,
analyzing, and applying pertinent data compiled within a system of meaningful feedback.
To ensure improved student learning, a teacher’s performance will be evaluated by using the
following seven standards (Standards 1-6 will count toward 60% of a teacher’s evaluation and
Standard 7 will count toward 40% of a teacher’s evaluation):
1. professional knowledge;
2. instructional planning;
3. instructional delivery;
4. assessment of and for student learning;
5. learning environment;
6. professionalism; and
7. student academic progress - Utilize SMART (specific, measurable, appropriate, realistic
and time limited) goals
The APS Teacher Evaluation System has set requirements for all teachers.
a. All teachers will:

be evaluated every school year.

set and implement student or learner/program progress SMART (specific,
measurable, appropriate, realistic, and time limited) goals, which address the
requirement for student academic progress to be included as a significant part of a
teacher’s evaluation.

be observed as a part of the evaluation cycle.
 Probationary (see PIP 35-3.5, Employment –Probationary Period) teachers
will have three observations a year.
 As part of the evaluation process, continuing contract teachers will have at
least 1 observation on year 3 of the 3-year cycle.
 Part-time teachers will have one observation each year.

keep a documentation log to be submitted by the end of May, in which one piece
of evidence will be submitted for each of the seven standards per year.

summarize professional activities as part of the document log.

participate in a mid-year conversation about progress.

utilize procedures to gather student feedback each year because it is an important
element in improving teaching and learning. Examples of ways to receive
feedback from students may include, but are not limited to:
Approved – December 19, 2014
Effective – December 19, 2014
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ARLINGTON PUBLIC SCHOOLS
Policy Implementation Procedures
35-7.2 – T-Scale Evaluation
Exit tickets given after a lesson, soliciting student ratings and asking
students for further questions they may have regarding the material;
Journals that include a reflection question on the lesson;
Writing Prompts – students may write about an instructional topic and
provide feedback on strategies that helped them learn; and
Questions at the end of the lesson, possibly using “clickers” that would
provide graphs to measure self-assessment.

have a mid-year conference or interim evaluation in which feedback is provided
by the evaluator.
 Probationary and continuing contract teachers will have a mid-year
conference.
 Continuing contract teachers’ interim evaluation will be provided in June
of years 1 and 2 of the 3-year cycle.

have a summative evaluation in June at the end of their cycle.
 Probationary and part-time teacher’s cycle is one year.
 Continuing contract teacher’s cycle is 3 years. At least 160 contractual
days are considered a year of service.
b. Administrators will:
 ensure that teachers have a copy and understanding of the evaluation procedures.

evaluate the performance of teachers.

confer, when deemed appropriate, with other administrators in the evaluation
process to determine the primary evaluator if the teacher is supervised by more
than one administrator.

utilize supervisors in the evaluation process if deemed appropriate.
Guidelines
All forms related to teacher evaluation are available for evaluators and teachers in the Teacher
Evaluation Handbook
1. SMART Goal Setting (Utilize for Standard 7)
a. The teacher and administrator shall work toward agreement on the components of
the teacher’s SMART goal within the specified timeline. If agreement cannot be
reached, the administrator has the authority to establish the goal. The teacher shall
complete the SMART Goal setting form.
2. Observations
A.
All Teachers
 Additional observations of any teacher may occur at any time at the discretion
of the administrator.
Approved – December 19, 2014
Effective – December 19, 2014
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ARLINGTON PUBLIC SCHOOLS
Policy Implementation Procedures
35-7.2 – T-Scale Evaluation
Depending on the teacher’s position, observations may be in or outside the
classroom.
An announced observation requires a post observation conference. If possible,
the conferences should be scheduled within three working days following the
observation.
A written summary of an observation must be provided to the teacher within
five working days of the observation. This time period may be adjusted based
upon leave status or other circumstances relevant to a particular teacher or
administrator. Copies of a supervisor’s observations will be sent to the
teacher and the principal or principal’s designee.
As provided in section 22.1-305 of the State Code and section E-1 of PIP 353.5, before a recommendation to nonrenew a teacher’s annual contract is made
to the School Board, the Superintendent shall notify the employee of the
proposed recommendation and follow the guidelines specified in the code and
PIP.
B.
Probationary Teachers
 Three observations are required annually for the evaluation of probationary
teachers. One observation must be an announced observation followed by a
post-conference. The other observations may be announced or unannounced.
It is understood that not all 7 standards will be noted in a single observation.
 Three observations must be conducted before a teacher may receive written
notice of the possibility of a “developing/needs improvement” evaluation.
 Four observations must be conducted before a teacher may receive written
notice of the possibility of an “ineffective” evaluation.
C.
Continuing Contract Teachers
 Continuing contract teachers will be observed in year 3 of the 3 year cycle as
part of the evaluation process.
D.
Part-Time Teachers
 Part time teachers will be observed at least once annually.
3. Documentation Log
a.
Teachers will have the opportunity to put forth examples of their best work through
the documentation log. Teachers will submit one piece of evidence per standard.
The Professional Activities Summary is the required piece of evidence for Standard
6 and the SMART Goal setting form is the required piece of evidence for Standard
7. Teachers have a choice in what to include for Standards 1-5. One piece of
evidence may be used for several standards if appropriate.
4. Professional Assistance
a.
Professional support will be available for probationary teachers.
b.
Professional development will be conducted to support teachers new to Arlington
Public Schools.
Approved – December 19, 2014
Effective – December 19, 2014
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c.
d.
ARLINGTON PUBLIC SCHOOLS
Policy Implementation Procedures
35-7.2 – T-Scale Evaluation
Peers who are formally asked to assist new teachers will receive training and
support as needed, and in some cases compensation. These peers might include
department chairs, school-based mentors, team leaders, retired educators and
teachers interested in working with new staff.
Teachers will receive administrative support in understanding requirements
around the seven performance standards. Supervisors will follow the supportive
procedures of clinical supervision (i.e., coaching vs. evaluation) when assisting
teachers for professional growth.
5. Timelines
a.
Below is the timeline for evaluation
b.
Timeline may be adjusted based upon hire date, leave status, or other
circumstances relevant to a particular teacher or administrator.
Responsibility of Administrator Teacher *Target Timeline Beginning of year conference with evaluator Draft SMART Goal Setting Form   Final SMART Goals are due to evaluator SMART Goal Setting Form Finalized   2. Before the end of the 1st Quarter First observation of all probationary teachers Observation   3. Before the end of the 2nd Quarter Second observation of all probationary teachers Observation   Observation Memo  4. Third Quarter Third observation of probationary teachers who may receive unsuccessful evaluation Notice to probationary teachers of the possibility of an ineffective evaluation rating 1. During the first 6 weeks of school 5. Mid –year 6. By Mid‐March 7. By the end of April Activity Mid‐year conference discussing progress on SMART goals for all teachers Third observation for probationary teachers Fourth observation for teachers who may receive ineffective evaluation rating Notice to probationary teachers employees of the possibility of a needs improvement evaluation
Observation of all continuing contract teachers in year 3 of the evaluation cycle Approved – December 19, 2014
Task or Document 
 SMART Goal Setting Form No new written documentation required Observation Observation Memo Observation Effective – December 19, 2014
         Page 4 of 6
ARLINGTON PUBLIC SCHOOLS
Policy Implementation Procedures
35-7.2 – T-Scale Evaluation
Notice to probationary teachers of non‐
renewal (April 15) Memo Submission of Documentation Log with required artifacts  9. By Early June Appropriate Evaluation form completed and provided to teacher Documentation Log Cover sheet SMART Goal Reflection Professional Activities Summary Form Summative Evaluation Form Interim Evaluation Form 10. Before Last Week of School Appropriate evaluation form to site administrator 11. By the end of June Site administrator submits all Summative Evaluation and Interim Evaluation forms to Human Resources 8. By the end of May 
   Summative Evaluation Form Interim Evaluation Form  Summative Evaluation Form Interim Evaluation Form  6. Summative Decision
In addition to receiving a rating for each of the seven performance ratings, the employee
will receive a single summative rating at the conclusion of the annual, probationary, or
continuing contract evaluation cycle.
a.
b.
If the employee has an “ineffective” rating on one or more of the seven
performance standards, the employee may receive an overall performance rating
of “ineffective.”
If the employee has three or more “developing/needs improvement” ratings from
among the seven performance standards, the employee may be rated as
“ineffective.”
Employee Response to Evaluation
If the employee disagrees with the evaluation, the employee may submit a written statement of
disagreement with the evaluation at the time it is reviewed. The statement shall remain a part of
the employee’s evaluation. At the request of the employee, the Assistant Superintendent for
Human Resources or designee shall meet with the employee to discuss the employee’s
disagreement with the evaluation.
Performance Improvement Plan
1. Teachers on continuing contract are expected to achieve and maintain a successful level
of competence in their work. If a teacher’s competence falls below an acceptable level,
the teacher is responsible for making improvements in necessary areas.
2. To ensure improved student learning, all teachers are expected to maintain competence in
the seven performance standards: professional knowledge, instructional planning,
instructional delivery, assessment of and for student learning, learning environment,
professionalism, and student academic progress. The Performance Improvement Plan
provides a framework for teachers whose performance needs to improve.
Approved – December 19, 2014
Effective – December 19, 2014
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ARLINGTON PUBLIC SCHOOLS
Policy Implementation Procedures
35-7.2 – T-Scale Evaluation
3. Procedures
a.
A Performance Improvement Plan is a written document created by the principal
or other evaluator in collaboration with the teacher and should include the
following:
 A list of areas of improvement within the seven standards;
 Identification of evaluators, observers and at least one person who will
provide non-evaluative assistance;
 Objectives for improving identified performance concerns;
 Identification of resources, professional development, and assistance
available;
 A timeline with a date for completing the objectives; and
 A schedule for periodic follow-up reviews.
b.
A copy of the Performance Improvement Plan shall be sent by the administrator to
the Assistant Superintendent for Human Resources.
c.
Professional assistance may be provided for teachers by staff, such as: department
chairpersons, lead teachers, peer coaches and the principal or other administrator.
d.
Ending the Performance Improvement Plan
The Performance Improvement Plan ends when the employee successfully meets
the requirement specified in the plan. Once a teacher completes the Performance
Improvement Plan successfully, the teacher will return to the teacher evaluation
cycle. The teacher shall be responsible for maintaining successful performance.
4. The institution of the Performance Improvement Plan process is not grievable. However,
if there is a disagreement about whether or not the actions necessary to improve
performance have been accomplished, the employee may submit a written statement to
the Assistant Superintendent for Human Resources or designee. The statement must be
submitted no later than ten working days after the employee has been notified that
performance has not improved. The statement shall be attached to the employee’s
Performance l Improvement Plan and shared with the employee’s supervisor for further
consideration.
Approved – December 19, 2014
Effective – December 19, 2014
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