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

2. 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

3. Most Popular Evaluations Systems

4. 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.”

5. 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
Show 1- 2 minutes of the video

6. 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.

7. 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).

8. 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.

9. 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)

10. 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.”

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

12. 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