1. 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, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved from

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, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved from

10. Annual Student Achievement Gains
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company. Retrieved from 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
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 New Jersey Core Curriculum Content Standards, the school’s
curricula, effective strategies, resources, and data to meet the learning needs of all students.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
2.1 Uses student learning data to guide planning
2.2 Plans realistically for pacing, content mastery, and transitions.
2.3 Plans for differentiated instruction.
2.4 Aligns lesson objectives to the school’s curriculum and student learning needs.
2.5 Develops appropriate long- and short-range plans, and adapts plans when needed.
Performance Indicators
Performance Appraisal Rubric
Exemplary
Proficient
Proficient is the expected level of performance.
Developing/
Needs Improvement
Unacceptable
In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students.
The teacher plans using the New Jersey Core Curriculum Content Standards, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.
The teacher inconsistently uses the school’s curriculum, effective strategies, resources, and data in planning to meet the needs of all students.
The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data.
TQR Teacher Quality Resources, LLC (c) 2005

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 New Jersey Core Curriculum Content Standards, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.
3. Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
4. Assessment of/for Learning
The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.
5. Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
6. Professionalism
The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for, and participates in, professional growth that results in enhanced student learning.
7. Student Progress
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
TQR Teacher Quality Resources, LLC (c) 2005

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 identifies and addresses the needs of the target learning community by demonstrating respect for individual differences and understanding of cultures, backgrounds, and learning needs.
2. Program Planning and Management
The educational specialist effectively plans, coordinates, and implements programs and services consistent with established guidelines, policies, and procedures.
3. Assessment
The educational specialist gathers, analyzes, and uses data to determine learner needs, to measure learner or program progress, to guide instruction, and to provide timely feedback to learners, families, and staff.
4. Program/Instructional Services
The educational specialist uses knowledge of subject/field/technology to implement services and to provide support for the targeted learning community consistent with established standards and guidelines.
5. Communication and Collaboration
The educational specialist communicates and collaborates effectively with learners, families, staff, and the community to support learner learning and well-being.
6. Professionalism
The educational specialist maintains a commitment to professional ethics, demonstrates professional expertise, and participates in professional growth.
7. Learner/Program Progress
The work of the educational specialist results in acceptable and measurable learner or program progress based on established standards, division goals, and/or school goals.
TQR Teacher Quality Resources, LLC (c) 2005

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
Probationary teachers observed at least three times per year
Veteran teachers observed at least once per year
Additional observations at building administrator’s discretion
Observations last at least 20 minutes, include a post-conference
Documentation Log
Includes both specific required artifacts and teacher-selected artifacts
Artifacts provide evidence of meeting selected performance standards
Provides teacher with opportunity to demonstrate quality work
Student Surveys
Teachers required to survey their students
Teachers enter summary of the results in their Documentation Log
Surveys provide additional data to teachers than can influence teaching strategies
TQR Teacher Quality Resources, LLC (c) 2005

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 New Jersey Core Curriculum Content Standards, the school’s curricula, effective strategies, resources, and data to meet the learning needs of all students.
Uses student learning data to guide planning.
Plans realistically for pacing, content mastery, and transitions.
Plans for differentiated instruction.
Aligns lesson objectives to the school’s curriculum and student learning needs.
Develops appropriate long- and short-range plans, and adapts plans when needed.
Comments:
TQR Teacher Quality Resources, LLC (c) 2005

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
Exemplary
The teacher maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard.
Exceptional Performance
Sustains high performance over period of time
Behaviors have strong positive impact on learners and school climate
Serves as role model to others
Proficient
The teacher meets the standard in a manner that is consistent with the school’s mission and goals.
Effective Performance
Meets the requirements contained in job description as expressed in evaluation criteria
Behaviors have positive impact on learners and school climate
Willing to learn and apply new skills
Developing/ Needs Improvement
The teacher often performs below the established standard or in a manner that is inconsistent with the school’s missions and goals.
Below Acceptable Performance
Requires support in meeting the standards
Results in less than quality work performance
Leads to areas for teacher improvement being jointly identified and planned between teacher and evaluator
Unacceptable
The teacher consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals.
Ineffective Performance
Does not meet requirements contained in job description as expressed in evaluation criteria
Results in minimal student learning
May result in employee not being recommended for continued employment
TQR Teacher Quality Resources, LLC (c) 2005

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

27. Sample Summative Evaluation Form (abbreviated)
Performance Standard 1: Professional Knowledge
Exemplary
In addition to meeting the standard…
Proficient
Proficient is the expected level of performance.
Developing/
Needs Improvement
Unacceptable
In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum.
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice.
The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students.
Comments:

28. Student Progress (Standard 7)
Uses selected growth measures (e.g., student growth percentiles, value-added models)
Uses multiple alternative measures (e.g., student learning objectives, student achievement goal setting)
Standard accounts for larger percentage of summative score than other standards (e.g., 40% or 50%)
Teachers of tested grades/subjects
Half from student
growth measure
Half from multiple alternative measures
Teachers of non-tested grades/subjects
All from multiple alternative measures
Principals
Half from student growth measure (e.g., student growth percentiles from aggregated school data)
Half from measures of student achievement (e.g., pass rates on end-of-course tests, graduation rates, SAT trend analysis, standardized test trend analysis)

29. Training in Stronge Evaluation System
Enhancing Teacher Quality: Questioning
Training in Stronge Evaluation System
Requirements
Evaluators: three days
Teachers: two days
Follow-up on-site training during academic year, as applicable
Methods
Direct instruction
Application activities
Video simulations
Discussion groups
Format
Direct training in central location
Regional training with multiple school districts
On-site training for selected school districts
Train-the-trainers option
TQR Teacher Quality Resources, LLC (c) 2005

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

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

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

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