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Student Achievement
Teacher and Leader Effectiveness
Stronge and Associates Educational Consulting, LLC
Teacher and Leader Effectiveness Performance Evaluation System
Stronge and Associates Educational Consulting,
LLC
Focus on Effectiveness
Effectiveness is the goal.
Evaluation is merely the means.
Stronge and Associates Educational Consulting,
LLC
Key Features
Uniform evaluation system for teachers, educational specialists, & principals
Camera-ready handbooks and training materials
Simplified set of research-based performance standards
Extensively field tested
Aligned with InTASC and ISLLC standards
Professional growth and accountability oriented
Multiple data sources
Includes measures of student progress
Provides diagnostic profile of evaluatee
Fully customizable to district and state requirements
Stronge and Associates Educational Consulting,
LLC
Main Components
Sample Performance IndicatorsExamples may include, but are not limited to:
The teacher: 2.1 Uses student learning data to guide planning2.2 Plans realistically for pacing, content mastery, and transitions.2.3 Plans for differentiated instruction.2.4 Aligns lesson objectives to the school’s curriculum and student learning needs.2.5 Develops appropriate long- and short-range plans, and adapts plans when needed.
ExemplaryProficient
Proficient is the expected level of performance.
Developing/Needs Improvement
Unacceptable
In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students.
The teacher plans using the New Jersey Core Curriculum Content Standards, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.
The teacher inconsistently uses the school’s curriculum, effective strategies, resources, and data in planning to meet the needs of all students.
The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data.
Performance Appraisal
Rubric
Standard 2: Instructional PlanningThe teacher plans using the New Jersey Core Curriculum Content Standards, the school’s curricula, effective strategies, resources, and data to meet the learning needs of all students.
Performance Standard
Performance Indicators
Stronge and Associates Educational Consulting,
LLC
Teacher Performance Standards1. Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
2. Instructional PlanningThe teacher plans using the New Jersey Core Curriculum Content Standards, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.
3. Instructional DeliveryThe teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
4. Assessment of/for LearningThe teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.
5. Learning EnvironmentThe teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
6. Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for, and participates in, professional growth that results in enhanced student learning.
7. Student ProgressThe work of the teacher results in acceptable, measurable, and appropriate student academic progress.
Stronge and Associates Educational Consulting,
LLC
Principal Performance Standards
2. School ClimateThe principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.
1. Instructional LeadershipThe principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement.
3. Human Resources Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel.
4. Organizational ManagementThe principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.
5. Communication and Community RelationsThe principal fosters the success of all students by communicating and collaborating effectively with stakeholders.
6. ProfessionalismThe principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession.
7. Student ProgressThe principal’s leadership results in acceptable, measurable student academic progress based on established standards.
Stronge and Associates Educational Consulting,
LLC
Educational Specialist Performance Standards
2. Program Planning and ManagementThe educational specialist effectively plans, coordinates, and implements programs and services consistent with established guidelines, policies, and procedures.
1. Professional KnowledgeThe educational specialist identifies and addresses the needs of the target learning community by demonstrating respect for individual differences and understanding of cultures, backgrounds, and learning needs.
3. AssessmentThe educational specialist gathers, analyzes, and uses data to determine learner needs, to measure learner or program progress, to guide instruction, and to provide timely feedback to learners, families, and staff.
4. Program/Instructional ServicesThe educational specialist uses knowledge of subject/field/technology to implement services and to provide support for the targeted learning community consistent with established standards and guidelines.
5. Communication and CollaborationThe educational specialist communicates and collaborates effectively with learners, families, staff, and the community to support learner learning and well-being.
6. ProfessionalismThe educational specialist maintains a commitment to professional ethics, demonstrates professional expertise, and participates in professional growth.
7. Learner/Program ProgressThe work of the educational specialist results in acceptable and measurable learner or program progress based on established standards, division goals, and/or school goals.
Stronge and Associates Educational Consulting,
LLC
Recommended Data Sources for Teachers
Student Learning Objectives/ Goal Setting for Student Progress
• Appropriate measures of academic progress are determined • Teachers set goals for improving student progress based on the
results of performance measures• Quality of goals and their attainment provide important data source
for evaluation
Observations • Probationary teachers observed at least three times per year• Veteran teachers observed at least once per year• Additional observations at building administrator’s discretion • Observations last at least 20 minutes, include a post-conference
Documentation Log
• Includes both specific required artifacts and teacher-selected artifacts
• Artifacts provide evidence of meeting selected performance standards
• Provides teacher with opportunity to demonstrate quality work
Student Surveys • Teachers required to survey their students• Teachers enter summary of the results in their Documentation Log• Surveys provide additional data to teachers than can influence
teaching strategies
Stronge and Associates Educational Consulting,
LLC
Recommended Data Sources for Principals
Informal Observations/ Site Visits
• Provides information on wide variety of contributions made by principal/assistant principal
• Evaluators encouraged to discuss purpose and criteria to guide observation/site visit in advance of data collection
• Informal observations often used only with assistant principals
Client Surveys • Client surveys – typically teacher /staff surveys – provide information about perceptions of job performance
• Data collection methods and use for surveys determined prior to implementation of evaluation system
Documentation Log
• Provides principal/assistant principal with key voice in evaluation • Encourages reflection by principal/assistant principal• Artifacts should relate to performance standards; not intended to
become voluminous portfolio
Goal Setting for School Improvement/ Student Progress
• Principals set goals for improving student achievement based on appropriate performance measures
• Goals may be set in conjunction with evaluator for school improvement and professional growth
• Quality of goals and their attainment provide important data source for evaluation
Stronge and Associates Educational Consulting,
LLC
Forms
Specific forms for teachers, educational specialists, and principals
Numerous optional forms (self-assessment, communication log, professional development log, interim performance evaluation, specific focus of observation)
Straight-forward, easy to use
Customizable to meet individual district and state requirements
Available in hard-copy or via MyLearningPlan® OASYSTM
Stronge and Associates Educational Consulting,
LLC
Student Learning Objectives(abbreviated)
I. Setting (Describe the population and special learning circumstances)
II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data)
III. Baseline Data (What is shown by the current data?)
Data attached
IV. Goal Statement (Describe what you want learners/program to accomplish)
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy Evidence Target Date
Stronge and Associates Educational Consulting,
LLC
Sample Observation Form(abbreviated)
Standard 2: Instructional PlanningThe teacher plans using the New Jersey Core Curriculum Content Standards, the school’s curricula, effective strategies, resources, and data to meet the learning needs of all students.
• Uses student learning data to guide planning.
• Plans realistically for pacing, content mastery, and transitions.
• Plans for differentiated instruction.
• Aligns lesson objectives to the school’s curriculum and student learning needs.
• Develops appropriate long- and short-range plans, and adapts plans when needed.
Comments:
Stronge and Associates Educational Consulting,
LLC
Sample Documentation Log Covers (abbreviated)
Standards Examples of Documentation Documentation Included1. Professional
Knowledge Summary of a plan for integrating
instruction Class profile Annotated list of instructional activities for
a unit Annotated samples of teacher-made
instructional materials Lesson/intervention plan (including goals
and objectives, activities, resources, and assessment measures)
2. Instructional Planning
Course Syllabus Lesson Plan Intervention Plan Team/Department Meeting Minutes Substitute Lesson Plan
3. Instructional Delivery
• Annotated photographs of class activities• Handouts or sample work• Video/audio samples of instructional units
Stronge and Associates Educational Consulting,
LLC
Sample Student Surveys(abbreviated)
Yes Some-times No
My teacher knows a lot about what she is teaching. My teacher explains things so I can understand.
StronglyAgree
Agree Neutral DisagreeStronglyDisagree
My teacher has deep knowledge about the subject he/she teaches.
5 4 3 2 1
My teacher uses a variety of teaching strategies during class.
5 4 3 2 1
Stronge and Associates Educational Consulting,
LLC
Terms Used in Rating Scale
Exemplary The teacher maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard.
Exceptional Performance• Sustains high performance over period of time• Behaviors have strong positive impact on
learners and school climate• Serves as role model to others
Category Description Definition
Proficient The teacher meets the standard in a manner that is consistent with the school’s mission and goals.
Effective Performance• Meets the requirements contained in job
description as expressed in evaluation criteria• Behaviors have positive impact on learners and
school climate• Willing to learn and apply new skills
Developing/ Needs Improvement
The teacher often performs below the established standard or in a manner that is inconsistent with the school’s missions and goals.
Below Acceptable Performance• Requires support in meeting the standards• Results in less than quality work performance• Leads to areas for teacher improvement being
jointly identified and planned between teacher and evaluator
Unacceptable The teacher consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals.
Ineffective Performance• Does not meet requirements contained in job
description as expressed in evaluation criteria• Results in minimal student learning• May result in employee not being
recommended for continued employment
Stronge and Associates Educational Consulting,
LLC
Rating Levels
Exemplary ProficientDeveloping/
Needs Improvement
Unacceptable
Stronge and Associates Educational Consulting,
LLC
Sample Summative Evaluation Form (abbreviated)
ExemplaryIn addition to meeting
the standard…
ProficientProficient is the
expected level of performance.
Developing/Needs Improvement
Unacceptable
In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum.
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice.
The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students.
Comments:
Performance Standard 1: Professional Knowledge
Stronge and Associates Educational Consulting,
LLC
Student Progress (Standard 7)
Uses selected growth measures (e.g., student growth percentiles, value-added models)
Uses multiple alternative measures (e.g., student learning objectives, student achievement goal setting)
Standard accounts for larger percentage of summative score than other standards (e.g., 40% or 50%)
Teachers of tested grades/subjects
Half from student growth measure
Half from multiple alternative measures
Teachers of non-tested grades/subjects
All from multiple alternative measures
Principals
Half from student growth measure (e.g., student growth percentiles from aggregated school data)
Half from measures of student achievement (e.g., pass rates on end-of-course tests, graduation rates, SAT trend analysis, standardized test trend analysis)
Stronge and Associates Educational Consulting,
LLC
Training in Stronge Evaluation System
Requirements Evaluators: three days Teachers: two days Follow-up on-site training during academic year, as applicable
Methods Direct instruction Application activities Video simulations Discussion groups
Format Direct training in central location Regional training with multiple school districts On-site training for selected school districts Train-the-trainers option
Stronge and Associates Educational Consulting,
LLC
Training (cont.)
Options for Certification of Evaluators Following initial training in content and process Inter-rater reliability training
Costs See handout
Stronge and Associates Educational Consulting,
LLC
Focus on Effectiveness
Outstanding Teachers & Leaders
= Student Results
Teacher and Leader Effectiveness Performance Evaluation System
Stronge and Associates Educational Consulting, LLC
James H. [email protected]
757.880.3881