1. Stronge Teacher Effectiveness Performance Evaluation System
Overview
The Stronge Evaluation System is based on the extant research related to the qualities of effective teachers. Notice that the word, “effectiveness” is right in the name of the system. We chose the graphic to illustrate that teacher effectiveness is reflected in their students’ achievement.

2. Stronge Evaluation System
Effectiveness is the goal.
Evaluation is merely the means.
In fact, the goal of the Stronge Evaluation System is to help educators become more effective. The evaluation system is just the means to help achieve that goal. You have seen the presentation on why effective teachers are so important. Now we will look at the evaluation system, itself.

3. Teacher Evaluation System
What is the basis of teachers’ evaluation?
How will teacher performance be documented?
How will teacher performance be rated?
Today we will look at three different questions:
What is the basis for teacher’s evaluation?
How will teacher performance be documented?
How will teacher performance be rated?

4. What is the basis of teachers’ evaluation?
Question 1
What is the basis of teachers’ evaluation?
Let’s first look at the basis of the teachers’ evaluation.

5. 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
There are three main components of the Stronge Teacher Evaluation System.
Performance standards define the criteria expected when teachers perform their major duties. There are seven performance standards for teachers. When teachers are evaluated, they are evaluated against the performance standards.
Next are performance indicators. They provide examples of observable, tangible behavior that indicate the degree to which teachers are meeting each teaching standard. We often call these the “look-fors.” They are the kinds of things one would look for if the teacher was successfully performing the standards. In the Stronge Evaluation System, we do not use the performance indicators as a checklist. In other words, the evaluator should not look at the list of indicators and say “I only saw two of the five indicators, therefore, the teacher must be ineffective.” School districts may modify the indicators if they wish. In addition, they may chose to add indicators to emphasize a particular focus area for the district. Performance ratings are made at the performance standard level, NOT at the performance indicator level.
The third main component are the performance appraisal rubrics. We will talk more about them shortly. During the summative evaluation, the evaluator will use a “preponderance of evidence” to judge where the teacher should be rated. Note that the rubric description under the effective level is the exact wording of the performance standard. This is because effective is the expected level of performance.
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

6. Teacher Performance Standards
Enhancing Teacher Quality: Questioning
Teacher Performance Standards
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
These are the seven performance standards. We will talk about each one individually. We will have time following this presentation to unpack each of these performance standards in much greater detail.
5. Learning Environment
6. Professionalism
7. Student Progress
TQR Teacher Quality Resources, LLC (c) 2005

7. Professional Knowledge
Performance Standard 1
Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Professional knowledge is related to how well teachers understand the subject content, how best to teach the material, and how the material connects to other areas of the curriculum, as well as their understanding of the developmental level and needs of the students in their classes. The teacher demonstrates this knowledge by providing relevant learning experiences.

8. Instructional Planning
Performance Standard 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.
Instructional planning relates to whether teachers are using the prescribed curricula and standards to plan lessons, whether they use data to inform their planning, and whether their planning addresses the strategies and resources necessary to meet the different needs of all of their students. This means that when a teacher is planning for differentiated activities within the classroom, he or she needs to consider the needs of the high-ability students as well as those in the middle and at the lower end.

9. Instructional Delivery
Performance Standard 3
Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
Standard 3 looks at what types of instructional strategies teachers use. Does the teacher use the same strategy for all students every day, or does the teacher modify strategies to engage the students in active learning? Does the teacher take individual learning differences into consideration when instructing?

10. Assessment of / for Learning
Performance Standard 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.
This standard not only looks at the types of assessment strategies teachers use, but also instructional uses. Are the assessments appropriate both for the content and the students in the class? Is the teacher gathering, analyzing and using the data to inform instruction? Does the teacher use data to measure student progress and provide feedback to both students and parents?

11. Learning Environment Performance Standard 5
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
This standard focuses on whether the teacher provides a safe, secure environment where all students are respected and where rules and routines are in place to ensure the classroom is conducive to learning. Is the environment intellectually challenging to the students? Are there high expectations for all students? Are students encouraged to take intellectual risks?

12. Professionalism Performance Standard 6
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.
Note that there are three areas covered by this standards...ethical behavior, effective communication, and professional growth. Also, please note that the professional growth results in enhanced student learning. In other words, it is not enough to just go to a professional development course; the teacher needs to show that they applied that knowledge in the classroom and it made a difference in student learning.

13. Student Progress Performance Standard 7
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
Per state guidelines, the seventh standard will count for a larger percentage of the teacher’s evaluation. Guidelines for how the Student Growth Percentile for teachers of tested grades and subjects will be calculated will come from the state. We will spend a significant amount of time tomorrow discussing this particular standard and how teachers of tested and non-tested grades and subjects can come up with student learning objectives to demonstrate student growth.

14. How will teacher performance be documented?
Question 2
How will teacher performance be documented?
Now let’s take a look at how teacher performance will be documented.

15. Multiple Data Sources for Teachers
Enhancing Teacher Quality: Questioning
Multiple Data Sources for Teachers
Student Learning 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
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
Participants in EE4NJ Cohort 2 have specific observation requirements
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
The Stronge Evaluation System uses multiple sources to evaluation teacher performance.
These are the data sources used to evaluation teacher performance. We will talk about each data source in a later session.
Student Learning Objectives--or goal setting for student progress--is a process to set student growth goals based on pre-assessment data. We will talk about this in greater detail tomorrow.
Observations are an important part of the evaluation system. Observations can be announced or unannounced, formal or informal. School districts may adjust the number and duration of the observations and whether or not certain teachers are required to have a pre-conference.
We believe that teachers should have a say-so in their own evaluation, and the Documentation Log provides them with an opportunity to provide evidence that they are meeting the standards. School districts may choose to make some artifacts required, or they may decide to let teachers decide which artifacts to include.
Student surveys provide yet another source of data on teacher performance. Teachers retain access to the actual survey results, but include a survey summary in their Documentation Log. We recommend that surveys be used formatively to help inform a teacher’s practice.
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
TQR Teacher Quality Resources, LLC (c) 2005

16. Data Collection Responsibility
Data Collection Procedure
Form(s)
Evaluator
Teacher
Measures of Academic Progress
Student Learning Objectives Form
Reviews/ approves
Selects/ develops
Informal Observations
Informal Classroom Observation Form 
Formal Observations
Formal Classroom Observation Form
Student Surveys
Student Survey Forms (K-2, 3-5, 6-8, 9-12)
Student Survey Summary
Documentation Logs
Documentation Log Cover Sheet
Self-Assessment
Optional Teacher Self-Assessment Form
Data collection is a shared responsibility between teachers and evaluators. You’ll notice that Self-Assessment is also included on this chart. Teachers reflect on their practice throughout the evaluation process by reflecting on their goals and strategies used to achieve them, they reflect on items they place into the Documentation Log, and they reflect on the results of the student survey. Should teachers wish to reflect in a more structured manner, the teacher handbook contains an optional self-assessment form teachers may use.

17. How will teacher performance be rated?
Question 3
How will teacher performance be rated?
Now let’s take a look at how teacher performance will be rated.

18. Evaluations Used to document evidence of meeting standards
Interim Evaluation
(non-tenured teachers)
Used to document evidence of meeting standards
Does NOT include rating of performance
Summative Evaluation
Comes at end of evaluation cycle
Four point rating scale
Performance rubric for every standard
There are two types of evaluations—an interim evaluation and a summative evaluation.
Non-tenured teachers will receive an interim evaluation to provide feedback on whether there is evidence that they are meeting the standards. During the conference, evaluators should also provide mid-year feedback on the Documentation Log (including survey results) and the progress students are making toward the objective identified in the Student Learning Objective Progress Form.
All teachers receive a summative evaluation at the end of their evaluation cycle. They will be rated using a four point rating scale and the performance appraisal rubric for each standard that we previously discussed.

19. 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
These are the terms used in the rating scale. Teachers only receive an actual rating using these terms during the summative evaluation.
Teachers who are highly effective consistently and considerably surpass the performance standard. These teachers serve as role models to others.
Teachers who are effective are high quality teachers. They consistently meet the standard.
Teachers who are partially effective are inconsistent meeting the standards. These may be teachers who are new to the profession and have not developed the skill set needed, or they may be teachers who are more experienced, but need improvement in a particular are. In either case, these teachers do not demonstrate the level of proficiency required of them.
Teachers who are ineffective consistently perform below the standard.
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

20. Sample Summative Evaluation Form (abbreviated)
Performance Standard 1: Professional Knowledge
Highly Effective
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:
Here is a sample of what one of the standards looks like on the summative evaluation form. The evaluator will rate each standard using a “preponderance of evidence” from the multiple data sources. We will conduct additional training on this aspect to the system later in the year.

21. Recommendations from NJ Educator Effectiveness Task Force
Teacher Evaluation 100%
Teacher Practice %
Evaluation framework including classroom observation as a major component
At least one additional tool to assess teacher practice.
Student Achievement 50%
Student achievement of state-approved assessments or performance-base evaluation
State-approved school-wide performance measure
Districts have option of including additional performance measures
Standards 1-6
Standard 7
Here is how the seven standards will be weighted. This diagram shows the New Jersey Educator Effectiveness Task Force’s recommended structure for teacher evaluation. Ratings on standards 1-6 will make up the teacher practice half of the evaluation, while standard 7 will accounts for the student achievement half.
From NJDOE Notice of Grant Opportunity, March 2012

22. Student Progress (Standard 7)
Teachers of Tested Grades/Subjects*
(math and language arts grades 4-8 where prior and current year scores on state assessment are available)
Student growth percentiles
(35%-45%)
School-wide measure
(5%-10%)
Optional measures (such as SLOs)
(0-10%)
Teachers of Non-Tested Grades/Subjects**
Student assessments or performance-based measures (such as SLOs)
(10%-45%)
School-wide measure
(5%-10%)
In specific, this is how the New Jersey Educator Effectiveness Task Force recommends that student achievement be broken out. It will account for 50% of the evaluation for teachers of tested grades and subjects and between 15%-50% for teachers of non-tested grades/subjects. Notice that Student Learning Objectives can be included for both teachers of tested and non-tested grades and subjects. We will discuss those extensively in our training tomorrow.
**Percentages may vary based on LEA decisions; student achievement percentage may equal 15-50%; remainder goes toward Standards 1-6
*Percentages may vary based on LEA decisions; student achievement percentage must equal 50%

23. Recommended Evaluation Process
Timeline
Activity for Professional Improvement
During 1st Month
All teachers establish student learning objectives
By end of 1st Quarter
Observe non-tenured teachers
By end of 2nd Quarter
Observe non-tenured teachers
All teachers administer survey
Mid-year
Conduct mid-year review of student learning objective
Review non-tenured teachers’ Documentation Log
Interim performance evaluation of non-tenured teachers
This is a recommended timeline for the evaluation processes. School districts may modify this schedule as they see fit.
During the 2nd Semester
Observe all teachers
10 calendar days prior to summative evaluation date
End-of-year review of student learning objective data
Submit Documentation Log
Before Last Week of School
Summative evaluation

24. Focus on Effectiveness
Outstanding Teachers & Leaders
= Student Results
Teacher evaluation matters because teaching matters.