Student Achievement Teacher & Leader Effectiveness Overview of Stronge & MyLearningPlan/OASYS Interim Report #1 January 27, 2014 Dr. Paula Valenti Teacher, Principal and Leader Effectiveness Performance Evaluation Systems

Stronge and Associates Educational Consulting, LLC Stronge Evaluation System Effectiveness Effectiveness is the goal. Evaluation Evaluation is merely the means. © Glen Rock will use the My Learning Plan/OASYS online system to gather the data for teachers, principals, and other administrators

Stronge and Associates Educational Consulting, LLC MyLearningPlan OASYS A web-based observation & appraisal management system: provides ability to schedule observations, Manage and complete walkthroughs & formal observations Generate and customize forms generate reports

Stronge and Associates Educational Consulting, LLC Teacher Performance Standards Teacher Performance Standards 1. Professional Knowledge 2. Instructional Planning 3. Instructional Delivery 4. Assessment of/for Learning 5. Learning Environment 6. Professionalism 7. Student Progress

Stronge and Associates Educational Consulting, LLC Multiple Data Sources for Teachers Student Growth Objectives Appropriate measures of academic progress are determined Teachers set objectives for improving student progress based on the results of performance measures Quality of the objectives and their attainment provide an important data source for evaluation Observations Teachers observed at least three times per year “Long observation” is minimum of 40 minutes or one class period “Short observation is minimum of 20 minutes Additional observations at building administrator’s discretion Observations 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 Optional Student Surveys Teachers survey their students using one of four survey instruments 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 Main Components Sample Performance Indicators Examples may include, but are not limited to: The teacher: 2.1 Uses student learning data to guide planning 2.2 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. Highly Effective Effective Effective is the expected level of performance. Partially Effective Ineffective 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 state’s 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 Planning The teacher plans using the state’s standards, the school’s curriculum, effective strategies, resources, and data to meet the learning needs of all students. Performance Standard Performance Indicators

Stronge and Associates Educational Consulting, LLC Principal Performance Standards 1. Instructional Leadership 2. School Climate 3. Human Resources Management 4. Organizational Management 5. Communication and Community Relations 6. Professionalism 7. Student Progress

Stronge and Associates Educational Consulting, LLC Data Sources for Principals Site-Based Observations  Provides information on wide variety of contributions made by principals  Ranges from watching how principals interact with others, to observing programs and shadowing Teacher/Staff Surveys  Climate surveys provide information about perceptions of job performance  Data collection methods/use for surveys determined ahead of time Documentation Log  Provides principals with key voice in evaluation  Encourages reflection by principals  Artifacts should relate to performance standards; not intended to become voluminous portfolio Goal Setting  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 Self-Evaluation  Reveals principals’ perceptions of their job performance  Encouraged--but not required--to share results with evaluator  Results should inform personal goals for professional development

Stronge and Associates Educational Consulting, LLC District Leader Standards 1.Mission, Vision, and Goals The district leader fosters the success of all students by facilitating the development, articulation, and stewardship of the district’s shared vision of teaching and learning that leads to student academic progress and school improvement. 2.Planning and Assessment The district leader fosters the success of all students by strategically gathering, analyzing, and using a variety of data to guide planning and decision making consistent with established guidelines, policies, and procedures that result in student academic progress. 3.Instructional/Operational Leadership The district leader fosters the success of all students and staff, by advocating and sustaining a culture and programs conducive to learning and resulting in the professional growth of staff. 4.Organizational Management The district leader fosters the success of all students by supporting, managing, and overseeing the department’s organization, operation, and use of resources for a safe, efficient, and effective learning environment. 5.Communication and Community Relations The district leader fosters the success of all students by communicating and collaborating effectively with stakeholders. 6.Professionalism The district leader fosters the success of all students, staff, and community by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession. 7.Evidence of Progress The district leader’s leadership results in acceptable, measurable progress based on established standards.

Stronge and Associates Educational Consulting, LLC Leader Data Sources Site-Based Observations  Provides information on wide variety of contributions made by principals  Ranges from watching how principals interact with others, to observing programs and shadowing Teacher/Staff Surveys  Climate surveys provide information about perceptions of job performance  Data collection methods/use for surveys determined ahead of time Documentation Log  Provides principals with key voice in evaluation  Encourages reflection by principals  Artifacts should relate to performance standards; not intended to become voluminous portfolio Goal Setting  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 Self-Evaluation  Reveals principals’ perceptions of their job performance  Encouraged--but not required--to share results with evaluator  Results should inform personal goals for professional development

Stronge and Associates Educational Consulting, LLC Principal/Leader Main Components Principal/Leader Main Components Sample Performance Indicators Examples may include, but are not limited to: The principal: 4.1Demonstrates and communicates a working knowledge and understanding of state public education rules, regulations, and laws, and school district policies and procedures. 4.2Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly facility and grounds. 4.3Monitors and provides supervision efficiently for all physical plant and all related activities through an appropriately prioritized process. Highly Effective In addition to meeting the requirements for Effective… Effective Effective is the expected level of performance. Partially Effective Ineffective The principal is exemplary at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources. The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources. The principal inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources. The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of resources. Performance Appraisal Rubric Standard 4: Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources. Performance Standard Performance Indicators

Stronge and Associates Educational Consulting, LLC Terms Used in Rating Scale Highly Effective maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. Exceptional Performance Sustains high performance over period of time Empowers teachers and students Serves as role model to others CategoryDescriptionDefinition Effective meets the standard in a manner that is consistent with the school’s mission and goals. Proficient 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 Partially Effective 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 improvement being jointly identified and planned between principal and evaluator Ineffective consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals. Unacceptable Performance Does not meet requirements contained in job description as expressed in evaluation criteria Results in minimal student progress May result in employee not being recommended for continued employment

Stronge and Associates Educational Consulting, LLC Sample Summative Evaluation Form (abbreviated) Highly Effective Effective Effective is the expected level of performance. Partially Effective Ineffective The principal actively and consistently employs innovative and effective leadership strategies that maximize student academic progress and result in a shared vision of teaching and learning that reflects excellence. The 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. The principal inconsistently fosters the success of students by facilitating the development, communication, implementation, or evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. The principal does not foster the success of all students by facilitating the development, communication, implementation, or evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. Comments: Performance Standard 1: Instructional Leadership

Stronge and Associates Educational Consulting, LLC  12 Administrators  133 tenured  72 non-tenured  205 observations  13 Administrators  467 tenure  173 non-tenure  640 observations 9/2012 through 1/31/2013 9/2013 through 1/22/2014 Observation Comparisons

Stronge and Associates Educational Consulting, LLCExpenditures  Informational Session C&I Office $150  Stronge & Associates in-district training $9,000  New Superintendent training $150  TMI Administrator training $600  TMI Teacher training $750  Individual teacher training off-site $300  The Madison Institute membership $4995  New Assistant Principal training $300  MyLearningPlan online system $9,072  Guidance Pilot $0 ______________________________________________ Total$25,317.00

Stronge and Associates Educational Consulting, LLC QUESTIONS Thank you for your attention!