Master Virginia's Teacher Performance Evaluation System (TPES) with this comprehensive guide. Learn all 8 performance standards, rating criteria, observation requirements, and best practices aligned with VDOE guidelines.
Virginia's TPES framework, developed in partnership with Stronge & Associates, provides a comprehensive approach to teacher evaluation aligned with state standards.
Eight performance standards covering professional practice and student outcomes, aligned with Virginia's Guidelines for Uniform Performance Standards.
Performance Standard 8 focuses on student academic progress and must account for at least 10% of the overall evaluation weight.
Standard 6 specifically addresses culturally responsive teaching and equitable practices, reflecting Virginia's commitment to diversity and inclusion.
While following state guidelines, local school boards have authority to determine specific procedures and student progress measures.
Virginia's teacher evaluation requirements are established by the Code of Virginia and the Virginia Board of Education. Key regulatory documents include:
Note: Each teacher must receive a summative evaluation rating as prescribed by the Code of Virginia, with student academic progress as a significant component.
Standards 1-7 relate to a teacher's practice, while Standard 8 focuses on the results of the teacher's work as evidenced by student growth.
Practice Standard
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Practice Standard
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.
Practice Standard
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
Practice Standard
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.
Practice Standard
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
Equity Standard
The teacher demonstrates culturally responsive teaching and equitable practices that value diversity, address bias, and promote inclusive learning environments.
Practice Standard
The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth.
Results Standard (Min 10% Weight)
The work of the teacher results in acceptable, measurable, and appropriate student academic progress. This standard measures outcomes rather than practice.
Understanding the rating levels is essential for both evaluators and teachers. "Proficient" is the expected level of performance.
Consistently exceeds performance standards. Demonstrates exceptional teaching practices that serve as a model for others.
Meets performance standards consistently. Demonstrates competent teaching practices that effectively support student learning.
Has not yet reached full proficiency or performance is lacking in specific areas. Requires support to meet standards.
Consistently performs below standards. Does not meet requirements and results in minimal student learning.
Virginia law requires that student academic progress be a significant component of teacher evaluations. This standard focuses on measurable outcomes.
Performance Standard 8 must not be the least weighted of all standards and must account for at least 10% of the overall evaluation. May be weighted equally with other standards.
How student progress is measured is the responsibility of local school boards. This allows flexibility while ensuring accountability.
Districts may use various measures including standardized assessments, student growth percentiles, student learning objectives (SLOs), and portfolio-based evidence.
Using Standards of Learning assessment data to measure year-over-year student growth
Teacher-developed goals with measurable outcomes aligned to curriculum standards
Collection of student work samples demonstrating progress over time
Local benchmark assessments and common assessments for tracking progress
Understanding formal and informal observation requirements is essential for compliance with Virginia's evaluation system.
Must be formally evaluated annually. First-year probationary teachers must have at least one informal evaluation during the first semester.
Must be formally evaluated at least once every three years, or more often if deemed necessary by the principal.
Any teacher receiving an unsatisfactory formal evaluation must be formally evaluated the following year.
Nonprobationary teachers must be informally evaluated during each year in which they are not formally evaluated.
While not specifically defined in statute, informal observations typically last 15-20 minutes and focus on specific teaching practices.
All evaluations must include regular observation and evidence that instruction is aligned with the school's curriculum.
Understanding the evaluation cycle helps both administrators and teachers prepare for the process.
Goal setting conference, review of performance standards, and establishment of student progress measures
Formal and informal observations, walkthroughs, collection of evidence, and ongoing feedback
Progress check on goals, review of observation data, and identification of areas for growth
Summative evaluation, final ratings on all standards, and planning for next year
Implementing an effective teacher evaluation system requires thoughtful planning and consistent execution.
Classroom Walkthroughs helps Virginia schools manage evaluations aligned with VDOE's TPES framework. Start your free trial today.
Common questions about Virginia's teacher evaluation system
Virginia's 8 performance standards are: 1) Professional Knowledge, 2) Instructional Planning, 3) Instructional Delivery, 4) Assessment of/for Learning, 5) Learning Environment, 6) Culturally Responsive Teaching and Equitable Practices, 7) Professionalism, and 8) Student Academic Progress. Standards 1-7 focus on teaching practice while Standard 8 measures student outcomes.
Probationary teachers must be evaluated annually. Nonprobationary teachers must be formally evaluated at least once every three years and informally evaluated during years without formal evaluation. Teachers with unsatisfactory ratings must be formally evaluated the following year.
Virginia uses a four-point rating scale: Exemplary (4), Proficient (3), Developing/Needs Improvement (2), and Unacceptable (1). Proficient is the expected level of performance for all teachers.
Performance Standard 8: Student Academic Progress measures the results of teacher work through student growth. It must not be the least weighted standard and must account for at least 10% of the overall evaluation. How student progress is measured is determined by local school boards.
As required by Code of Virginia Section 22.1-298.7, all school board employees, including teachers, must complete cultural competency training. Effective July 1, 2023, every person seeking initial licensure or renewal must complete instruction or training in cultural competency.
Teachers who receive an unsatisfactory formal evaluation and continue to be employed must be formally evaluated the following year. An improvement plan is typically developed jointly between the teacher and evaluator, with specific goals and support measures identified.
Access authoritative information from the Virginia Department of Education
Official VDOE page with teacher evaluation resources, handbooks, and training materials.
Comprehensive performance evaluation overview including guidelines for all education professionals.
Information on Virginia teacher licensing requirements and professional development.