Teacher and Leader Effectiveness Performance Evaluation System Stronge and Associates Educational Consulting, LLC Dr. Ginny Tonneson

Why is effectiveness so important?

Dallas Research: Teacher Quality 4th Grade Math Achievement Dallas, Texas data: 2800-3200 students per cohort Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

Dallas Research: Teacher Quality 4th Grade Reading Achievement Dallas, Texas data: 2800-3200 students per cohort Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

Sequence of Effective Teachers Low High 52-54 percentile points difference Sanders & Rivers, 1996

Sequence of Effective Teachers Low High 13 percentile points difference High Sanders & Rivers, 1996

Residual Effect Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher. Mendro, Jordan, Gomez, Anderson, & Bembry (1998)

Time in School Year Needed to Achieve the Same Amount of Learning 1/4 1/2 3/4 1 25th Percentile Teacher 75th Percentile Years Needed Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved from http://econrsss.anu.edu.au/~aleigh/.

Time in School Year Needed to Achieve the Same Amount of Learning 1/4 1/2 3/4 1 10th Percentile Teacher 90th Percentile Years Needed Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved from http://econrsss.anu.edu.au/~aleigh/.

Annual Student Achievement Gains Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company. Retrieved from http://www.mckinsey.com/locations/ukireland/publications/pdf/ Education_report.pdf; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation

Stronge Evaluation System Effectiveness is the goal. Evaluation is merely the means.

Enhancing Teacher Quality: Questioning 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 TQR Teacher Quality Resources, LLC (c) 2005

Performance Indicators Performance Appraisal Rubric Enhancing Teacher Quality: Questioning Main Components Performance Standard Standard 2: Instructional Planning The 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. 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. Performance Indicators Performance Appraisal Rubric Exemplary Proficient 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. TQR Teacher Quality Resources, LLC (c) 2005

Teacher Performance Standards Enhancing Teacher Quality: Questioning Teacher Performance Standards 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. 2. Instructional Planning 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. 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 4. Assessment of/for Learning The 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 Environment The 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 Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. TQR Teacher Quality Resources, LLC (c) 2005

Principal Performance Standards Enhancing Teacher Quality: Questioning Principal Performance Standards 1. Instructional Leadership 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. 2. School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 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 Management The 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 Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. 6. Professionalism The 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 Progress The principal’s leadership results in acceptable, measurable student academic progress based on established standards. TQR Teacher Quality Resources, LLC (c) 2005

Educational Specialist Performance Standards Enhancing Teacher Quality: Questioning Educational Specialist Performance Standards 1. Professional Knowledge The 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. 2. Program Planning and Management The educational specialist effectively plans, coordinates, and implements programs and services consistent with established guidelines, policies, and procedures. 3. Assessment The 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 Services The 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 Collaboration The educational specialist communicates and collaborates effectively with learners, families, staff, and the community to support learner learning and well-being. 6. Professionalism The educational specialist maintains a commitment to professional ethics, demonstrates professional expertise, and participates in professional growth. 7. Learner/Program Progress The work of the educational specialist results in acceptable and measurable learner or program progress based on established standards, division goals, and/or school goals. TQR Teacher Quality Resources, LLC (c) 2005

Recommended Data Sources for Teachers Enhancing Teacher Quality: Questioning 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 TQR Teacher Quality Resources, LLC (c) 2005

Recommended Data Sources for Principals Enhancing Teacher Quality: Questioning Recommended Data Sources for Principals 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 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 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 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 TQR Teacher Quality Resources, LLC (c) 2005

Enhancing Teacher Quality: Questioning 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 TQR Teacher Quality Resources, LLC (c) 2005

Student Learning Objectives (abbreviated) Enhancing Teacher Quality: Questioning 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 TQR Teacher Quality Resources, LLC (c) 2005

Sample Observation Form (abbreviated) Enhancing Teacher Quality: Questioning Sample Observation Form (abbreviated) Standard 2: Instructional Planning The 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: TQR Teacher Quality Resources, LLC (c) 2005

Sample Documentation Log Cover (abbreviated) Enhancing Teacher Quality: Questioning Sample Documentation Log Cover (abbreviated) Standards Examples of Documentation Documentation Included 1. 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 TQR Teacher Quality Resources, LLC (c) 2005

Sample Student Surveys (abbreviated) Enhancing Teacher Quality: Questioning 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. Strongly Agree Neutral Disagree 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. TQR Teacher Quality Resources, LLC (c) 2005

Terms Used in Rating Scale Enhancing Teacher Quality: Questioning Terms Used in Rating Scale Category Description Definition 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 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 TQR Teacher Quality Resources, LLC (c) 2005

Grade Inflation Chicago: 2003-04 – 2007-08 Superior 25,332 Excellent 9,176 Satisfactory 2,232 Unsatisfactory 149 New Teacher Project, Widget Effect, 2009

Developing/ Needs Improvement Rating Levels Exemplary Proficient Developing/ Needs Improvement Unacceptable

Sample Summative Evaluation Form (abbreviated) Performance Standard 1: Professional Knowledge Exemplary In addition to meeting the standard… Proficient Proficient 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:  

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)

Training in Stronge Evaluation System Enhancing Teacher Quality: Questioning 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 TQR Teacher Quality Resources, LLC (c) 2005

Training (cont.) Options for Certification of Evaluators Costs Enhancing Teacher Quality: Questioning Training (cont.) Options for Certification of Evaluators Following initial training in content and process Inter-rater reliability training Costs See handout TQR Teacher Quality Resources, LLC (c) 2005

Focus on Effectiveness Outstanding Teachers & Leaders = Student Results

Pricing Component Costs Program Development One-time fees Stronge Teacher and Educational Specialist Evaluation System (one-time fee) Stronge Leader Evaluation System (one-time fee) One-time fees $48 per user (minimum of $3,000/district; maximum $14,400/district—equates to 300 users) Add $2,000 minimum* (*free if district adopts Teacher System by May 1, 2012) Training & Professional Development Required 3 days of teacher evaluator training (2 days initial training, 1 day inter-rater reliability training)¹ Required 1-day principal evaluation training² $150/person/day for training at NJPSA site $3,000/day for in-district Electronic Management System OASYSTM by MyLearningPlan® One-time set up fee/school district Annual subscription fee MyLearningPlan® subscribers Non-MyLearningPlan® subscribers One-time fee $2,000 Annual fee $12/user³ $15/user³

James H. Stronge James.Stronge@gmail.com 757.880.3881 Teacher and Leader Effectiveness Performance Evaluation System James H. Stronge James.Stronge@gmail.com 757.880.3881 Stronge and Associates Educational Consulting, LLC