Performance 评价
2021 - 22 VAM日历 (PDF)
2018-19 District Educator 评价 Ratings (Excel)
Archived Prior Year District Educator 评价 Results
Florida's Value-Added Models (VAM) Frequently Asked Questions
What are Florida's Value-Added Models (VAM)?
Value-added models are used to measure a specific impact or influence on a performance outcome. Value-added models are used often in the areas of health care, education and economics. 在佛罗里达, 增值模型是用来衡量教师或学校对学生学习成长的影响. 这些模型通过测量每个学生在全州评估中的实际表现的差异来实现这一点，根据其他学生的表现，学生可能会得到预期的分数, by taking into account specific student and classroom factors that impact the learning process.
Florida's value-added models for English language arts, 数学和九年级代数1由学生成长实施委员会开发和推荐，并经BG真人专员批准.
What does a VAM score mean?
VAM scores represent the amount the teacher contributed to student learning growth, 平均, to the students they taught while controlling for factors that impact student learning growth.
Several scores are created each year based on the VAM model results. 然而, because teachers sometimes teach at 更多的 than one school, in 更多的 than one grade or subject, or may change teaching assignments from one year to the next, BG真人将同一位老师长达三年的不同年级和科目的不同分数合并成“综合VAM分数”." Using the average yearly growth made by students statewide in each grade and subject, the Aggregate VAM Score may be interpreted as a proportion of that average growth. Displaying a VAM result in this manner can provide context to the number, because it represents a percentage above or below the average student growth for the year. 例如, an Aggregate VAM Score of +0.25就意味着, 平均, 老师对学生学习的贡献使得学生的成绩比该州该年级和该学科的平均成绩增长高出25%. Conversely, an Aggregate VAM Score of -.10就意味着, 平均, 老师对学生学习的贡献导致学生的成绩比该州该年级和该学科的平均增长速度低10%. 0分(零分)反映了平均或典型的表现，即学生按照预期表现, 平均.
代数1 VAM的分数不是标准化的，也不是聚合的，因为代数1 EOC和之前纳入基于FSA年级水平评估的模型中的分数使用了不同的量表. Algebra 1 VAM scores use the developmental scale of the assessment, 因此，结果被解释为分数(而不是百分比)高于或低于预期的学习增长的类似学生的州归因于教师, while controlling for the factors used in the model. 例如, if a teacher's value-added Algebra 1 score is 10, it means students taught by that teacher, 平均, 表现出学习成长在发展规模上比预期高10分, 这些期望是基于全州类似学生的实际表现. 在这种情况下, "similar" means students that share the same student, classroom and school characteristics accounted for in the model. 0分(零分)反映了平均或典型的表现，即学生的表现符合他们的平均期望.
最后, 数据提供给学区，反映每个教师名册上达到或超过预期分数的学生的数量和百分比(如上面的例子), the blue bar being equal to or higher than the green bar would yield a "yes, 达到或超过了”).
为什么BG真人会有VAM?
第1012节.34, 佛罗里达州法规要求学区实施基于几种标准的人员评估, one of which is the performance of each educator's students. The law allows the commissioner to select a statewide model that is based on learning growth, 所以BG真人工作者可以被认为改善了学生的学习，不管学生在第一次进入老师的教室时知道多少，使用的衡量方法在各个地区都是一致的. There are a number of ways to measure learning growth. 学生成长实施委员会建议并获BG真人处处长批准采用增值模式衡量学习成长，以作教师评核, 部分原因是这种模式能够反映个人BG真人者对学习成长的贡献. VAM结果, along with the other components in districts' personnel evaluation systems, provide a tool for districts to 更多的 accurately evaluate teacher and principal performance. 使用VAM数据作为学生表现的一部分，在教师的评价是可选的, and is a local district decision.
Is VAM required to be used as a part of a teacher's evaluation?
No.
How many teachers will have VAM data?
Approximately one-third of classroom teachers receive VAM scores.
Currently, VAM scores are produced for teachers of the following grades and subjects:
English Language Arts (4th, 5th, 6th, 7th, 8th, 9th, 10th)
Mathematics (4th, 5th, 6th, 7th, 8th)
Algebra I (9th and 8th grades only)
To see the complete Florida VAM course list go to http://www.flrules.org/gateway/reference.asp?No=Ref-05759.
To access 更多的 detailed information on the value added model (VAM), please visit the website for State Board of Education 规则6 4.0411, Florida Administrative Code.
For specific questions about a particular district's evaluation system, please contact the school district directly.
Information and 资源
以下网页提供信息和资源，以支持理解评估系统如何重新开发的范式转变，以支持学生学习和教学人员和学校管理者的能力发展.
Pursuant to section 1012.34, 佛罗里达的律例, 地区评鑑系统的目的是透过提高教学质素，促进学生学习成长, administrative and supervisory services in the public schools of the state. In support of this purpose:
- 对每一位教学职员和学校行政人员，每年至少进行一次绩效评估，对新聘的课堂教师，在其任教的第一年，每年至少进行两次绩效评估.
- 地区评估体系必须以健全的BG真人原则和当代有效BG真人实践研究为基础，必须支持有效教学和学生学习成长的持续改进.
- 教学人员及学校行政人员之评鑑程序，应以分配至其教室或学校之学生表现为依据, 适当的. 学生的表现必须通过第1008条规定的州评估来衡量.佛罗里达州法规，以及该州未衡量的科目和年级水平的地方评估.
本处提供下列资料及资源，以支援地区发展及持续改善评核制度的工作: