Student Achievement Teacher and Leader Effectiveness Stronge and Associates Educational Consulting, LLC Teacher and Leader Effectiveness Performance Evaluation

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.


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


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


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.


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.


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.


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


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


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


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


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:


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


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


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


LLC

Rating Levels

Exemplary ProficientDeveloping/

Needs Improvement

Unacceptable


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


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)


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


LLC

Training (cont.)

Options for Certification of Evaluators Following initial training in content and process Inter-rater reliability training

Costs See handout


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

mailto:[email protected]

Documents

Student Achievement Teacher and Leader Effectiveness Stronge and Associates Educational Consulting, LLC Teacher and Leader Effectiveness Performance Evaluation