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

2. Why is effectiveness so important?

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

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

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

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

7. 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

8. 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, Economics of Education Review, 2010

9. 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, Economics of Education Review, 2010

10. Annual Student Achievement Gains
Class Size Reduction:
24:1 to 15:1
Teacher Quality Improvement:
25th vs. 75th percentile
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company. Retrieved from Education_report.pdf; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation

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

12. Enhancing Teacher Quality: Questioning
Key Features
Uniform evaluation system for teachers, educational specialists, principals, and superintendents (Summer 2012)
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

13. Performance Indicators Performance Appraisal Rubric
Enhancing Teacher Quality: Questioning
Main Components
Performance Standard
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.
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
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.
TQR Teacher Quality Resources, LLC (c) 2005

14. 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 state’s 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

15. 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

16. Educational Specialist Performance Standards
Enhancing Teacher Quality: Questioning
Educational Specialist Performance Standards
1. Professional Knowledge
The educational specialist uses professional knowledge to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs.
2. Program Planning and Management
The educational specialist effectively plans, coordinates, and manages programs and services consistent with established guidelines, policies, and procedures.
3. Program Delivery
The educational specialist uses professional knowledge to implement a variety of services for the targeted learning community.
4. Assessment
The educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff, and community.
5. Communication and Collaboration
The educational specialist communicates and collaborates effectively with learners, families, staff, and the community to promote student learning and well-being.
6. Professionalism
The educational specialist demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages 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, district goals, and/or school goals.
TQR Teacher Quality Resources, LLC (c) 2005

17. 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
Non-tenured teachers observed at least three times per year
Tenured 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

18. 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

19. 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

20. 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

21. Sample Observation Form (abbreviated)
Enhancing Teacher Quality: Questioning
Sample Observation Form (abbreviated)
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.
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

22. 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

23. 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

24. Terms Used in Rating Scale
Enhancing Teacher Quality: Questioning
Terms Used in Rating Scale
Category
Description
Definition
Highly Effective
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
Effective
The teacher 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
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
Ineffective
The teacher 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 learning
May result in employee not being recommended for continued employment
TQR Teacher Quality Resources, LLC (c) 2005

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

26. Rating Levels Effective Highly Effective Partially Effective
Ineffective

27. Sample Summative Evaluation Form (abbreviated)
Performance Standard 1: Professional Knowledge
Highly Effective
In addition to meeting the standard…
Effective
Effective is the expected level of performance.
Partially Effective
Ineffective
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:

28. Student Progress (Standard 7)
Standard accounts for larger percentage of summative score than other standards (50%)
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)
Teachers of tested grades/subjects
Part from student
growth measure
Part from multiple alternative measures
Teachers of non-tested grades/subjects
All from multiple alternative measures
Principals
Part from student growth measure (e.g., student growth percentiles from aggregated school data)
Part from measures of student achievement (e.g., pass rates on end-of-course tests, graduation rates, SAT trend analysis, standardized test trend analysis)

29. Focus on Effectiveness
Outstanding Teachers & Leaders
= Student Results

30. Validity Sound content validity and construct validity
Enhancing Teacher Quality: Questioning
Validity
Sound content validity and construct validity
Qualities in Stronge’s model are based on extant literature that examines what constitutes teacher effectiveness
Robust criterion validity
Numerous research studies using classroom observation and other data collection measures have found that teachers exhibiting the qualities in Stronge’s model are associated with students’ learning progress in various subject areas (Borman & Kimball, 2005; Heneman, Milanowski, Jacob & Lefgren, 2008; Stronge, Ward, & Grant, 2011; Stronge, Ward, Tucker, & Hindman, 2008)
Solid concurrent validity
Teachers and administrators agreement with Stronge’s model as an operational definition of teacher effectiveness are highly consistent and strong; demographic factors played a minimal role influencing teachers’ and administrators’ perceptions (Williams, 2010)
TQR Teacher Quality Resources, LLC (c) 2005

31. PROFESSIONAL KNOWLEDGE INSTRUCTIONAL PLANNING
Stronge Qualities of Effective Teachers: Content Validity
Research shows that an effective teacher...
PROFESSIONAL KNOWLEDGE
has stronger content knowledge and is more likely to use practices that can help students construct and internalize knowledge.
Weiss & Miller (2006); Wenglisky (2000)
has teaching knowledge that includes content knowledge and pedagogical strategies, as well as an understanding of students and environmental context.
Cochran, DeRuiter, & King (1993)
has a deep knowledge about their own assumptions, beliefs, and values in the subject content and creates opportunities for change and professional growth
Black & Halliwell (2000)
has solid content knowledge that enables more integrated pedagogical knowledge--in terms of understanding conceptual difficulties of students, the curriculum, knowledge of curriculum, teaching methods, and orientation in teaching.
Ozden (2008)
uses several ways to assess, monitor, and guide the improvement in subject knowledge.
Zanting, Verloop, & Vermunt (2003)
INSTRUCTIONAL PLANNING
facilitates planning units in advance to make intra- and interdisciplinary connections.
McEwan (2002)
uses knowledge of available resources to determine what resources s/he needs to acquire or develop.
Buttram & Waters (1997)
knows the students’ abilities and sets realistic goals.
Collinson, Killeavy, & Stephenson (1999)
constructs a blueprint of how to address the curriculum during instructional time.

32. ASSESSMENT OF/FOR LEARNING
Stronge Qualities of Effective Teachers: Content Validity
Research shows that an effective teacher...
ASSESSMENT OF/FOR LEARNING
offers regular reinforcement.
Cotton (2000)
gives homework and offers feedback on the homework.
Stronge (2007)
uses open-ended performance assignments.
Eisner (1999)
analyzes student assessments to determine the degree to which the intended learning outcomes align with the test items and student understanding of objectives.
Gronlund, (2002)
interprets information from teacher-made tests and standardized assessments to guide instruction and gauge student progress by examining questions missed to determine if the student has trouble with the content or the test structure.
LEARNING ENVIRONMENT
cares about students as individuals and makes them feel valued.
Peart & Campbell (1999)
adapts teaching to address student learning styles.
Covino & Iwanicki (1996)
acknowledges his or her perspective and is open to hearing their students’ worldviews.
McAllister & Irvine (2000)
is culturally competent.
Cruickshank & Haefele (2001)

33. INSTRUCTIONAL DELIVERY
Stronge Qualities of Effective Teachers: Content Validity
Research shows that an effective teacher...
INSTRUCTIONAL DELIVERY
stays involved with the lesson at all stages.
Education USA Special Report (n. d.)
uses a variety of instructional strategies.
Darling-Hammond (2001)
uses research-based strategies to make instruction student-centered.
Johnson (1997)
involves students in cooperative learning to enhance higher-order thinking skills.
Shellard & Protheroe (2000)
uses students’ prior knowledge to facilitate student learning.
Covino & Iwanicki (1996)
possesses strong communication skills, offering clear explanations and directions.
NASSP (1997);  Covino & Iwanicki (1996); Emmer, Evertson, & Anderson (1980)
differentiates for students’ needs using remediation, skills-based instruction, and individualized instruction.
uses multiple levels of questioning aligned with students’ cognitive abilities and with appropriate techniques.
Cawelti (1999); Cotton (2000); Covino & Iwanicki (1996); Good & Brophy (1997); Tobin (1980); Wang, Haertel, & Walberg (1993)

34. Stronge Qualities of Effective Teachers: Content Validity
Research shows that an effective teacher...
PROFESSIONALISM
recognizes the levels of involvement, ranging from networking to collaboration.
Rockwell, Andre, & Hawley (1996)
uses multiple forms of communication between school and home.
Swap (1993)
seeks to know about the cultures and communities from which students come.
Weinsten, Curran, & Tomlinson-Clarke (2003)
selects professional development offerings that relate to the content area or population of students taught, resulting in higher levels of student academic success.
School Board News (1997); Camphire (2001)
STUDENT PROGRESS
identifies and establishes additional means of support for students, such as peer study groups, to advance toward learning goals.
Bloom (1984)
raises the achievement level for all groups of students in the classroom.
Wright, Horn, & Sanders (1997)
is adept at monitoring student problems and assessing their level or understanding and progress, and provide relevant, useful feedback.
Hattie (2003)
is effective in helping all students progress, regardless of their prior achievement level.
Aaronson, Barrow, & Sanders (2007); Sanders & Rivers (1996)

35. Stronge Teacher Effectiveness Variables: Criterion Validity
Variability from mean in SD units
Quartiles
Stronge, Ward, & Grant, September 2011, Journal of Teacher Education

36. Stronge Qualities of Effective Teachers: Concurrent Validity
7 standards;
customizable performance indicators
InTASC REVISED
4 categories;
10 standards; performances; essential knowledge;
critical dispositions
Standard 1: Professional Knowledge
Standard 1: Learner Development
Standard 4: Content Knowledge
Standard 5: Application of Content
Standard 2: Instructional Planning
Standard 7: Planning for Instruction
Standard 3: Instructional Delivery
Standard 2: Learning Differences
Standard 8: Instructional Strategies
Standard 4: Assessment of/for Learning
Standard 6: Assessment
Standard 5: Learning Environment
Standard 3: Learning Environment
Standard 6: Professionalism
Standard 9: Professional Learning and
Ethical Practice
Standard 10: Leadership and Collaboration
Standard 7: Student Progress
Council of the Chief State School Officers. (2011, April).; Stronge, J.H. (2010)

37. Qualities of Effective Teachers
The Person
Background
Prerequisites
Classroom Management & Instruction
Organizing for Instruction
Implementing Instruction
Job Responsibilities & Practices
EFFECTIVE TEACHERS
Monitoring Student Progress & Potential
Stronge, Qualities of Effective Teachers, ASCD (2007)
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary

38. Stronge Qualities of Effective Teachers: Concurrent Validity
A Comparison of Perceptions Regarding Relative Importance of Qualities of Effective Teachers between Administrators and Teachers
*Based on ranking scores of the five qualities of effective teachers
Williams, 2010

39. Personnel Evaluation Standards
Enhancing Teacher Quality: Questioning
Personnel Evaluation Standards
Propriety – rights of individuals protected
Utility – timely, informative, and influential
Accuracy – allows evaluators to make sound judgments and decisions
Feasibility – easy to implement, efficient in the use
Joint Committee on Standards for Educational Evaluation, 2009
TQR Teacher Quality Resources, LLC (c) 2005

40. Stronge Evaluation System: Sample State Use - Georgia
Enhancing Teacher Quality: Questioning
Stronge Evaluation System: Sample State Use - Georgia
Teachers previously evaluated on 28 teacher elements
Comprehensive review including extant research on qualities of effective teachers
McREL report on power elements
Rand report on connecting elements to student achievement
State Steering Committee Focus Report
Assessed against Personnel Evaluation Standards
Redesigned to 10 standards based on Stronge Evaluation System
TQR Teacher Quality Resources, LLC (c) 2005

41. Stronge Evaluation System in Use: Georgia
Stronge Standards
GA-modified Stronge Standards
Professional Knowledge
Instructional Planning
Instructional Delivery
Instructional Strategies
Differentiated Instruction
Assessment of/for Learning
Assessment Strategies
Assessment Uses
Learning Environment
Positive Learning Environment
Academically Challenging Environment
Professionalism
Communication
Student Progress
(student progress measures incorporated separately)

42. 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
Options for Certification of Evaluators
Following initial training in content and process
Inter-rater reliability training
TQR Teacher Quality Resources, LLC (c) 2005

43. Additional Options: Video Library
Enhancing Teacher Quality: Questioning
Additional Options: Video Library
Video training certification with multiple measures
Video library tied to Stronge teacher standards
Associated documentation examples
Professional development options
July 2012
(est.)
TQR Teacher Quality Resources, LLC (c) 2005

44. Additional Options: SLO Platform
Enhancing Teacher Quality: Questioning
Additional Options: SLO Platform
Student Learning Objectives Platform
SMART SLO/goal setting guidebook
Comprehensive set of SLO/goal setting examples
Library of potential assessments
August 2012
(est.)
TQR Teacher Quality Resources, LLC (c) 2005

45. Additional Options: Teacher Hiring
Enhancing Teacher Quality: Questioning
Additional Options: Teacher Hiring
Teacher hiring component
Job descriptions based on teacher and principal performance standards
On-line application system
Interview questions based on qualities of effective teachers
Screening interview protocol
Building-level interview protocol
Rating interview responses
Demonstration lesson protocol
Summer 2013
(est.)
Hiring
Developing
Evaluating
Retaining
TQR Teacher Quality Resources, LLC (c) 2005

46. Why Choose the Stronge Evaluation System?
Enhancing Teacher Quality: Questioning
Why Choose the Stronge Evaluation System?
Uniform evaluation system for teachers, educational specialists, principals, and superintendents (summer)
Materials: Handbooks, training materials, support materials
OASYS electronic management platform included
Measures of student progress accounted for
Fully customizable to district and state requirements
Reasonably priced--$24 per user per year
(installation fee waived through August 15, 2012)
Stronge Evaluation System provides a FEASIBLE, SUSTAINABLE alternative
TQR Teacher Quality Resources, LLC (c) 2005

47. Pricing Component Costs
Evaluation System and Electronic Management Platform
Stronge Teacher, Educational Specialist, and Principal System
(and Superintendent System in summer 2012)
OASYSTM by MyLearningPlan®
$24 per user per year*
*Installation fee waived through August 15, 2012
Training & Professional Development
Required 3 days of teacher evaluator training (2 days initial training, 1 day inter-rater reliability training)
Required 1-day principal evaluation training
$150/person/day for training at NJPSA site
$3,000/day for in-district

48. James.Stronge@gmail.com www.strongeandassociates.com
Teacher and Leader Effectiveness Performance Evaluation System
Stronge and Associates Educational Consulting, LLC