Teacher Practice Instruments The Primary models chosen by New Jersey School Districts to evaluate teachers and administrators

The Basic Thinking NJ school districts are now required to implement high-stakes teacher and administrator evaluation systems. The intention is to improve instruction and student achievement by: Creating a common language to communicate about teaching excellence Providing specific and practical feedback Incorporating professional learning with relevant examples of great teaching Correlating with state standards Designing instructional strategies based on empirical research and reviews of pilot programs Providing teachers with multiple forms of evaluation to get a “true score” Clarifying job expectations

Most Popular Evaluations Systems

Marzano’s 3 phases Phase 1: “the school or district develops a common language of instruction or uses or adapts someone else’s.” Phase 2: gathering data from “teachers, students, peers, supervisors … regarding classroom activities.. Teachers are using that to get a profile, a kind of a sense of themselves … their areas of strengths and weaknesses.” Phase 3: “Data is used by teachers to set personal goals for enhancing their instructional expertise in the engagement and achievement of students.” http://www.iobservation.com/Marzano-Suite/Videos/dr.-marzano-describes-3-phases-in-the-development-of-a-district-system/

McREL: Making a Difference Mid-continent Regional Educational Laboratory Research and development corporation Excellent advertisers and may have an excellent product. But the information online is primarily a number of sales pitches http://www.mcrel.org/products-and-services/featured-products-and-services/power-walkthrough Show 1- 2 minutes of the video

STRONGE’S PERFORMANCE STANDARDS “Performance Standard 1: Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the developmental needs of students by providing relevant learning experiences. Performance Standard 2: Instructional Planning The teacher plans using the school curriculum, effective strategies, resources, and data to meet the differentiated learning needs of all students. Performance Standard 3: Instructional Delivery The teacher engages students in learning by using a variety of effective instructional strategies in order to meet individual learning needs of all students.

STRONGE’S PERFORMANCE STANDARDS Performance Standard 4: Assessment of/for Learning The teacher uses a variety of formative and summative assessment strategies and data to measure student progress. Performance Standard 5: Learning Environment The teacher provides a well-managed, safe, student-centered, academic environment that is conducive to learning. Performance Standard 6: Professionalism and Communication The teacher maintains a commitment to professional ethics and the school’s mission, participates in professional growth, and maintains effective communication with students, families, colleagues, and community. Performance Standard 7: Student Progress The teacher’s instructional efforts result in acceptable, measurable student progress based on established standards and goals” (Stronge, p.7).

Stronge’s Performance Standards and Indicators Performance Standard 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of effective instructional strategies in order to meet individual learning needs” (Stronge, p. 8). Sample Performance Indicators: 3.1 Engages and maintains students in active learning. 3.2 Builds upon students’ existing knowledge and skills. 3.3 Differentiates instruction to meet students’ needs. 3.4 Reinforces learning goals consistently throughout the lesson. 3.5 Uses a variety of effective instructional strategies and resources. 3.6 Uses instructional technology to enhance student learning. 3.7 Communicates and presents material clearly, and checks for understanding.

Stronge’s Data Sources Observations: Formal and informal conducted in a variety of “job-relevant settings” Student Learning Objectives and Goal Setting: Standardized tests plus other pertinent student performance data Student Surveys: Students’ perceptions of the teachers’ performance “for the teacher’s eyes only” Teacher-gathered Evidence: documentation of teacher performance and accomplishments (Stronge, p.7)

The Most Popular Model is Charlotte Danielson’s A Framework for Teaching 58% of the districts in NJ have chosen Danielson’s model Danielson’s framework is divided into 4 Domains, 22 Components which are each divided further in 2-5 distinct “Elements.”

Danielson’s Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

Semantics of Levels of Performance Stronge’s L of P Danielson’s L o P Exemplary Distinguished/Highly Effective Proficient Proficient/Effective Developing/Needs Improvement Basic/Partially Effective Unacceptable Unsatisfactory/Ineffective