1. Qualities of Effective Teachers
Good morning. Today we will be taking an in-depth look at the Teacher Performance Evaluation System, or TPES for short. As you can see from the logo, it is based on the Stronge Evaluation System. This model is based on the extant research related to the qualities of effective teachers.

2. Video

3. Why are effective teachers
so important?
Let’s start out looking at the first question. On the issue of why we need good teachers, it’s important to understand the impact a teacher has on a child’s life—not only for the academic year, but for their the foreseeable future. There is strong evidence to indicate that the carry-over effect, or residual effect, as it’s called, will last for years to come.

4. What factor had the largest effect on student achievement?
Mixed Ability Grouping?
Class Size?
Prior Achievement?
The Teacher?
Let’s take a look at a quick quiz. I’d like for you to prioritize these four items in terms of their relative influence on student achievement. Which do you think has the largest effect?

5. What factor had the largest effect on student achievement?
Mixed Ability Grouping? 4
Class Size? 3
Prior Achievement? 2
The Teacher? 1
As you can see, the teacher has the largest effect on student achievement.

6. Influences on Student Achievement: Explained Variance
Another way to consider this is how much of the variability of student achievement can be explained by various factors. The students control a great deal of the variability of their own learning. But of the factors within our control, teachers indeed have an extraordinary influence on how much and how well students learn.
Hattie (2003):

7. Three-year Impact of Effective vs. Less Effective Teachers
Let me highlight a study of the influence of an effective versus an ineffective teacher over the course of one academic year.

8. Dallas Research: Teacher Quality
4th Grade Math Achievement
Let me show you what happens when a child is placed with a highly effective teacher for three years in a row. This chart shows U.S. students who started out at about the same level in their math achievement. You can see that there is an almost 50 percentile point difference in their math achievement based on whether they had an effective or ineffective teacher for three years.
Dallas, Texas data: students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

9. Dallas Research: Teacher Quality
4th Grade Reading Achievement
The same thing is found in reading. This is called an interaction effect, where students start on top, but after three years of ineffective teachers, they fall far behind their peers who were placed in effective teachers’ classes. Again, this is approximately a 40 percentile point difference based on the influence--the cumulative effect--of having those teachers over a period of time.
Dallas, Texas data: students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

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

11. Time in the School Year Needed to Achieve the Same Amount of Learning
75th Percentile Teacher
25th Percentile Teacher
1/4
1/2
3/4 1
If we place a child in a bottom quartile teacher’s class--an ineffective teacher’s class--and it takes that child a full academic year to learn the knowledge and skills that he or she will learn...if we place that same child in a top quartile teacher’s class--a high performing teacher’s class--we find that that child learns the same knowledge and skills in three-quarters of the time.
Years Needed
Leigh, Economics of Education Review (2010)

12. Time in the School Year Needed to Achieve the Same Amount of Learning
90th Percentile Teacher
10th Percentile Teacher
1/4
1/2
3/4 1
Comparing two greater extremes...whatever it is that a teacher in the bottom 10th percentile can teach in a year, a teacher in the top 10th percentile can teach in just a half of year.
Years Needed
Leigh, Economics of Education Review (2010)

13. What is an effective teacher?
Now let’s briefly look at a second question. What is an effective teacher? We must begin here if we’re going to improve performance in our schools.

14. Qualities of Effective Teachers
The Person
Background
Prerequisites
Classroom Management & Instruction
Organizing for Instruction
Implementing Instruction
Job Responsibilities and Practices
EFFECTIVE TEACHERS
Monitoring Student Progress & Potential
This is one model for considering teacher effectiveness. It’s a model frequently used in research. This model considers a teacher’s background factors, such as knowledge of subject matter, experience, verbal ability—referred to as prerequisites—along with the teacher as a person—is he or she caring, approachable, enthusiastic, and so forth. One must also consider their practice in the classroom. Do they manage the classroom well, do they use data-driven planning, do they use effective strategies, and how do they monitor student progress and student achievement?
Stronge, Qualities of Effective Teachers, ASCD (2007). Diagram is used with the permission of Linda Hutchinson, Doctoral Student, The College of William and Mary

15. Prerequisites of Effective Teachers
Which teacher factor is a strong predictor of student achievement gains?
Teacher experience
Teacher level of education
Type of teacher certification X
Look at these three teacher factors. Which one is a strong predictor of student gains?
If you said none of them, you are correct…but aren’t these the areas upon which we usually base our teacher compensation?

16. The Teacher as a Person Caring Fairness & Respect Attitude
Reflective Practice
Factors that are included for the teacher as a person--those personal dimensions--include elements such as caring, fairness and respect, positive attitude, and reflective practice--all of which have a solid empirical research base supporting why they make a difference in teacher effectiveness.

17. The Bottom Line
“… nothing, absolutely nothing, has happened in education until it has happened to a student.”
Overall, this quote really sums up the importance of teaching and having high-quality teachers in the classroom. Nothing happens in education until it happens to a child. We have to improve the quality of education for our children.
Joe Carroll (1994)

18. Video http://www.youtube.com/watch?v=1lcZbRY_bYs

19. Effectiveness is the goal. Evaluation is merely the means.
Teacher Performance Evaluation System
Effectiveness is the goal.
Evaluation is merely the means.
In fact, the goal of this 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.

20. Teacher Performance 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 teachers’ evaluation?
How will teacher performance be documented?
How will teacher performance be rated?

21. 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.

22. Performance Indicators Performance Appraisal Rubric
Enhancing Teacher Quality: Questioning
Main Components
Performance Standard
Standard 2: Instructional Planning
The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
2.1 Align lesson objectives to approved curriculum using student learning data to guide planning.
2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge.
2.3 Plans for differentiated instruction.
2.4 Develops appropriate long- and short-range plans and is able to adapt plans when needed.
2.5 Uses resources, including technology, to effectively communicate with stakeholders regarding the curriculum shared in their classroom. .
Performance Indicators
Performance Appraisal Rubric
There are three main components of the Teacher Performance Evaluation System.
Performance standards define the criteria expected when teachers perform their major duties. There are six 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 Teacher Performance 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 unacceptable.” 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.
Distinguished
In addition to meeting the requirements for Effective…
Effective
Effective is the expected level of performance.
Developing
Needs Improvement
Unacceptable
The teacher actively seeks and uses alternative data and resources, and regularly differentiates plans and modifies instruction to meet the needs of all students.
The teacher effectively plans using the approved curriculum, instructional strategies, resources and data to meet the needs of all students.
The teacher inconsistently uses the curriculum, effective strategies, resources, or data in planning to meet the needs of all students.
The teacher does not plan, or plans without adequately using the curriculum, or without using effective strategies, resources, or data to meet the needs of all students.
TQR Teacher Quality Resources, LLC (c) 2005

23. Teacher Performance Standards
Enhancing Teacher Quality: Questioning
Teacher Performance Standards
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment For and Of Learning
These are the six 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
TQR Teacher Quality Resources, LLC (c) 2005

24. Professional Knowledge
Performance Standard 1
Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful 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 class. The teacher demonstrates this knowledge by providing relevant learning experiences.

25. Instructional Planning
Performance Standard 2
Instructional Planning
The teacher effectively plans using the approved curriculum, instructional 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.

26. 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?

27. Assessment For and Of Learning
Performance Standard 4
Assessment For and Of Learning
The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, and stakeholders.
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?

28. Performance Standard 5 Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and 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?

29. Performance Standard 6 Professionalism
The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.
Note that there are three areas covered by this standards...ethical behavior, contributions to education, 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.

30. 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.

31. Multiple Data Sources for Teachers
Enhancing Teacher Quality: Questioning
Multiple Data Sources for Teachers
Observations
Teachers formally observed at least two times per year
Additional formal observations at evaluator’s discretion
Observations last at least 45 minutes, include a post-conference
Informal observations at evaluator’s discretion
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 survey their students twice a year
Four survey instruments provided
Teachers enter summary of the results in their Documentation Log
Surveys provide additional data to teachers than can influence teaching strategies
The Teacher Performance 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.
Observations are an important part of the evaluation system. Observations can be announced or unannounced, formal or informal. Teachers in their first year in the district must have at least one pre-conference.
The documentation log provides teachers with an opportunity to provide evidence that they are meeting the standards. There are four required items:
Evidence of use of baseline and periodic assessments
Evidence of a commitment to professional growth
Evidence of the use of student survey results
Evidence of parent communication
Student surveys provide yet another source of data on teacher performance. Teachers survey their students twice. Based on the results of the first survey, they will fill out a Student Survey Growth Plan by October 15th. They will complete the Student Survey Analysis after they administer the survey for a second time (by Dec 15 for probationary teachers and by Feb 15th for continuing contract teachers). Both forms go into the documentation log. Teachers retain access to the actual survey results.
Student Achievement Goal Setting provides another source of data, but will not be implemented this year.
Goal Setting
Appropriate measures of academic progress are determined
Teachers set goals 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
TQR Teacher Quality Resources, LLC (c) 2005

32. Data Collection Responsibilities
Data Collection Procedure
Form(s)
Evaluator
Teacher
Formal Observations
Formal Classroom Observation Form 
Informal Observations
Informal Classroom Observation Form
Student Surveys
Student Survey Forms (K-2, 3-5, 6-8, 9-12)
Student Survey Growth Plan
Student Survey Analysis
Documentation Logs
Documentation Log Cover Sheet
Goal Setting
Goal Setting for Student Progress Form
Data collection is a shared responsibility between teachers and evaluators. You’ll note that teachers reflect on their practice throughout the evaluation process by reflecting on items they place into the Documentation Log, and they reflect on the results of the student survey.

33. 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.

34. Evaluations All New to District teachers
Interim Evaluation
All New to District 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
Rating based on “preponderance of evidence”
There are two types of evaluations—an interim evaluation and a summative evaluation.
Probationary 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 goal identified in the Goal Setting for Student 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.

35. Terms used in Rating Scale
Enhancing Teacher Quality: Questioning
Terms used in Rating Scale
Category
Description
Definition
Distinguished
The teacher maintains performance, accomplishments, and behaviors that consistently surpass the established standard.
Sustains high performance over period of time
Behaviors have strong positive impact on learners and school climate
May serve as role model to others
Effective
The teacher meets the standard in a manner that is consistent with the school’s mission and goals.
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 is inconsistent in meeting standards and/or in working toward the school’s missions and goals.
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 distinguished consistently 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 developing/need improvement 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.
Does not meet requirements contained in job description as expressed in evaluation criteria
Results in minimal student learning
May contribute to recommendation for teacher not being considered for continued employment
TQR Teacher Quality Resources, LLC (c) 2005

36. Evaluation Process Timeline Activity for Professional Improvement
Enhancing Teacher Quality: Questioning
Timeline
Activity for Professional Improvement
During 1st Month
All teachers establish student progress goal
By October 15th
All teachers survey students first time
By end of 1st grading period
First observation of probationary teachers
By December 15th
Probationary teachers survey students second time
By January 15th
Second observation of probationary teachers
First observation of continuing contract teachers
Mid-Year
Mid-year review of student progress goal
By February 1st
Interim performance review of probationary teachers
The Teacher Performance 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.
Observations are an important part of the evaluation system. Observations can be announced or unannounced, formal or informal. Teachers in their first year in the district must have at least one pre-conference.
The documentation log provides teachers with an opportunity to provide evidence that they are meeting the standards. There are four required items:
Evidence of use of baseline and periodic assessments
Evidence of a commitment to professional growth
Evidence of the use of student survey results
Evidence of parent communication
Student surveys provide yet another source of data on teacher performance. Teachers survey their students twice. Based on the results of the first survey, they will fill out a Student Survey Growth Plan by October 15th. They will complete the Student Survey Analysis after they administer the survey for a second time (by Dec 15 for probationary teachers and by Feb 15th for continuing contract teachers). Both forms go into the documentation log. Teachers retain access to the actual survey results.
Student Achievement Goal Setting provides another source of data, but will not be implemented this year.
By February 15th
Continuing contract teachers survey students second time
By May 1st
Second observation of continuing contract teachers
Teachers submit end-of-year review of student progress goal
Review Documentation Log
By Last Week of School
Summative Evaluation
TQR Teacher Quality Resources, LLC (c) 2005

37. Focus on Effectiveness
Outstanding Teachers & Leaders
= Student Results
Now let’s take a look at how teacher performance will be rated.

38. Video http://www.youtube.com/watch?v=sQVgniNcO_g

39. Teacher Responsibilities
Having knowledge of the content, students, and curriculum
Planning instruction that meets student needs and curricular requirements
Offering appropriate and engaging instruction
Assessing student work
Providing a safe and secure learning environment
Demonstrating professionalism and communicating effectively
Let’s talk for a moment about a teacher’s responsibilities? (Discussion)
Here is a list. Notice that these describe the teacher performance standards.
Student Learning

40. Limitations of Observation
Observe 2 to 4 classes per year (.4% of performance)
Classroom responsibilities only
Subject to evaluator bias
Focus on process of teaching versus outcomes
Inspector model of evaluation
Typically, teacher evaluation systems have focused solely on the use of one data source – observation. This data source provides data regarding a portion of a teacher’s responsibilities.
What are some of the issues you have experienced with observation? (Discuss)
Here are some of the limitations

41. Multiple Data Sources Teacher Evaluation Goal Setting for Observations
Enhancing Teacher Quality: Questioning
Multiple Data Sources
Observations
Goal Setting for
Student Achievement
Documentation
Log
Surveys
As you saw in the previous presentation, rather than just using observation, the Teacher Performance Evaluation System uses multiple data sources. We will talk about each source individually.
Teacher Evaluation
TQR Teacher Quality Resources, LLC (c) 2005

42. Observation
Intended to provide information on a wide variety of contributions made by teachers in the classroom or to the school community as a whole.
May take a variety of forms
Formal observation
Informal observation
Walk-through observation
May occur in a variety of settings
Classroom environment
Non-classroom environment
Observations can be conducted in a variety of settings and take on a variety of forms, including quick, drop-by classroom visits, to more formal, pre-planned observational reviews using validated instruments for documenting observations.

43. Formal Observations Directly focused on teacher performance standards
May not see all standards in one observation
May include review of teacher artifacts or student data
Announced or unannounced; at least 45 minutes in duration
Teachers observed at least twice per year
New to District teachers observed by end of 1st grading period and then by January 15
Continuing contract teacher observed by January 15 and then by May 1
Additional observations at evaluator’s discretion
At least one pre-observation conference for teachers in first year in district
Evaluator provides feedback during post-observation conference, typically within five working days
In a formal observation, the evaluator conducts a structured or semi-structured, planned observation -- either announced or unannounced -- typically of a teacher who is presenting a lesson to or interacting with students. During this observation, the evaluator may not see all of the performance standards and may wish to review various teacher and student artifacts to provide a more complete picture.
Each formal observation must be of at least 20 minutes duration. All teachers should be observed at least twice per year. Probationary teachers are observed by the end of the first grading period and again by January 15. Continuing contract teachers are observed by January 15 and again by May 1. Additional observations are at the evaluator’s discretion. At least one pre-observation conference is required for teachers in first year in the district. The evaluator provides feedback during a post-observation conference, typically within five working days.
Additional observations may be conducted for any teacher at the discretion of the evaluator. These informal observations may be of shorter duration and may be documented using an appropriate observation form. Evaluators will provide feedback from informal observations through any appropriate means.

44. Informal Observations
Provide more frequent information on wide variety of teacher contributions
Classroom and non-classroom settings
Less structured than formal observations
No specified duration
Occur throughout the year
Evaluator completes observation form; provides copy to teacher
Informal observations provide information on a variety of teacher contributions and may occur in a variety of settings. Evaluators are encouraged to conduct informal observations by observing instruction and non-instructional routines at various times throughout the evaluation cycle. These informal observations typically are less structured than formal observations.
There is not specified duration for informal observations, although they are typically of shorter duration than formal observations. These observations are documented using an appropriate observation form. Evaluators will provide feedback from informal observations through any appropriate means.
(Typically, walk-through observations are designed to provide brief (three to five minutes) visits in multiple classrooms. While walk-through visits can be helpful in checking for standard instructional practices or for vertical and horizontal curriculum articulation across the school, evaluators should be cautious in relying on these visits for individual teacher evaluation as, generally, they are not designed for teacher evaluation.)

45. Documentation Log
Provides evidence of performance related to specific standards – teacher’s voice in evaluation
Complements classroom observation
Includes both specific required artifacts and teacher-selected artifacts
Emphasis is on quality, not quantity
Should include analysis and reflection
More concise than portfolios; district needs to relay expectations
Reviewed by evaluator by mid-year for New to District teachers; by May 1 for all teachers
Electronic or paper files
Artifacts of a teacher’s performance can serve as valuable and insightful data source for documenting the work that teachers actually do. They give the teacher an opportunity to demonstrate evidence of meeting the performance standards. The items included provide evaluators with information they likely would not observe during the course of a typical classroom visit.
We have provided a list of examples of documentation that might be used to demonstrate evidence of meeting the standards. School districts may modify this list and may make some items required or leave them as optional.
The emphasis is on the quality of work, not the quantity of materials presented. Teachers should not be creating artifacts specifically for the documentation log; rather, they including artifacts they create in their normal day-to-day operations. It is important for school districts to make their expectations for the documentation log clear.

46. Student Surveys
Provide students’ perceptions of how teacher is performing -- direct knowledge of classroom practices
All teachers survey students prior to October 15th
New to District teachers survey same cohort by December 15th
Continuing contract teachers survey same cohort by February 15th
Age considerations for survey
Surveys are anonymous
Actual responses seen only by individual teacher
Teachers fill out Student Survey Growth Plan and Student Survey Analysis and include in documentation log
Helps teachers reflect on practice; set goals for continuous improvement (formative evaluation)
Student surveys represent an additional source of information regarding teacher performance. The purpose of a student survey is to collect information that will help the teacher set goals for continuous improvement (i.e., for formative evaluation).
There are four different surveys that teachers can administer: Grades K-2, 3-5, 6-8, and The surveys are aligned to the performance standards.
All teachers survey students prior to October 15th. Probationary teachers survey same cohort by December 15th; continuing contract teachers survey same cohort by February 15th. The surveys are anonymous and the actual responses are seen only by individual teacher. Following the first survey, teachers fill out the Student Survey Growth Plan; after the second, the fill out the Student Survey Analysis and include both in their documentation log

47.    Sample Student Survey Example: I like to eat pizza.
1. My teacher listens to me.
2. My teacher gives me help when I need it.
Here is an example of the types of questions on the K-2 student survey.
Abbreviated for training purposes

48. Sample Student Survey Example: I like listening to music. 1 2 3 4 5
Strongly
Disagree
Neutral
Agree
Example: I like listening to music. 1 2 3 4 5
1. My teacher gives clear instructions.
2. My teacher shows respect to all students.
3. My teacher handles classroom disruptions well.
4. My teacher helps me to be organized.
Here are some questions students in middle school might see.
Abbreviated for training purposes

49. Student Surveys: Benefits & Challenges
Teachers receive feedback from the receivers of their services
Teachers can use as a formative evaluation to improve practice
Concern that results are based on popularity
Surveys might not ask the right questions
Surveys might not ask the right students
Advantages of Student Surveys
Students are the primary consumers of the teacher’s services. They have direct knowledge about classroom practices on a regular basis. Students have the breath, depth, and length of experience with the teacher. They are in the key position to provide information about teacher effectiveness and they can discriminate the quality in their teachers’ performance. In addition, student observations of teachers are unobtrusive and occur in the most naturalistic settings.
Students’ perceptions are beneficial for teacher improvement. Teachers look to their students rather than to outside sources for indications of their teaching performance.
Concerns about Student Surveys
There is ample evidence to support the use of student surveys in teacher evaluation. We will talk more about this issue on the next slide.
Student surveys should be restricted to descriptions of life in the classroom. They should be based on discrete and visible behaviors as a way to increase reliability. Student survey data for multiple years may be needed to establish patterns of performance.
No matter how solid the survey instruments are, good sampling procedures are still needed to generate quality data. Surveys intended for use in evaluation should reflect a cross-section of the teacher’s student population.

50. What Does the Research Say?
Ample evidence to support use of student surveys in teacher evaluation
Research consistently indicates that students from K-12 can provide reliable information related to teacher effectiveness
Student ratings of teachers are a significant predictor of student achievement--better than parent or administrator ratings
There is ample evidence to support the use of student surveys in teacher evaluation. Research consistently has indicated that students from Kindergarten to high school can provide reliable and useful information related to teacher effectiveness.
Students have the ability to provide perspectives that principals cannot offer. Researchers who compared students’ ratings of meritorious and non-meritorious teachers with ratings from expert practitioners found that the students were able to discriminate between meritorious and non-meritorious teachers as well as the qualified evaluators.
Researchers have also compared the validity of ratings by students, principals, and the teachers, themselves. They found students’ ratings were the best predictor of student achievement, thus demonstrating that students provide valid feedback on teacher performance.
Faucette, Ball, & Ostrander, 1995; Stronge & Ostrander, 2006;
Wilkerson, Mannatt, Rogers, & Maughan, 2000

51. Recommendations for Interpreting Survey Results
Review results and ask yourself the following questions:
Is the information your students provided about you accurate?
If you agree that the information is accurate, are you satisfied with the students’ perceptions about you?
If you believe the information is inaccurate, do you know why your students have these perceptions?
Do you need to make changes to improve your students’ perceptions?
If you think changes are justified, consider using the student data to set a personal or instructional goal for improvement.
Teachers should review the results and reflect on the questions listed above.

52. Performance Portrait Observations Documentation Log Surveys
Goal Setting
for Student
Achievement
Observations
Documentation
Log
Surveys
Multiple data sources provide for a comprehensive and authentic “performance portrait” of the teacher’s work.

53. Advantages to Volunteering
Have the ability to give feedback to the Admin Team – Pilot Year.
Ability to assist other staff members next year, therefore increasing opportunities for Professionalism Documentation
This program, volunteer or not, will assist everyone on the PI-34 License Renewal.

54. How to Volunteer to Pilot in 2013
If you are interested, let your Building Principal know by Wednesday, January 13.
If we get more than 50% of that staff in any one building, we will ask for volunteers to wait until the following year.
If we do not get at least 50%, Building Principals will choose staff to be evaluated.
Reason for 50% = You will be formally observed once every two years once you reach “Continuing Educator” status.
Staff with 3 years or less will be evaluated each year.

55. Who will be evaluated this year?
All Administrators
All staff “New to the District”
All staff in their third year or less in the district.
All staff on a Plan of Improvement.
Staff that the Building Principal select to be evaluated.

56. Next Steps
For those that Volunteer or “Will be Evaluated,” we will meet as a group on January 30 (next Extended PLC day).
We will go through how the My Learning Plan Software works, how to utilize the forms available, and the general procedures to be followed.

57. Questions?