1. Student Achievement Teacher and Leader Effectiveness Stronge and Associates Educational Consulting, LLC  Uniform evaluation system for teachers, educational specialists, and 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 The Stronge Teacher and Leader Effectiveness Evaluation System Exemplary*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 The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students. 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. The teacher:. 1.1Effectively addresses appropriate curriculum standards. 1.2Integrates key content elements and facilitates students’ use of higher level thinking skills in instruction. 1.3Demonstrates an ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Performance Indicators Performance Standard Performance Appraisal Rubric Main Components

2. Standards – Data Sources – Growth/Achievement Stronge and Associates Educational Consulting, LLC James.Stronge@gmail.com 757.880.3881 In collaboration with: New Jersey Principals and Supervisors Association/ In partnership with: Foundation for Educational Administration MyLearningPlan® OASYS TM jdoolan@njpsa.org or lwalko@njpsa.org Sales@Mylearningplan.com 609-860-1200 800.287.4432 Professional Knowledge Instructional Planning Instructional Delivery Assessment of/for Learning Learning Environment Professionalism Student Progress Instructional Leadership School Climate Human Resources Management Organizational Management Communications & Community Relations Professionalism Student Progress Principals Professional Knowledge Program Planning & Management Assessment Program/Instructional Services Communication & Collaboration Professionalism Learner/Program Progress Teachers Educational Specialists Performance Standards Multiple Data Sources Teachers Student Learning Objectives/ Goal Setting for Student Progress Observations Documentation Log Student SurveysPrincipals Goal Setting for School Improvement/ Student Progress Informal Observations/ Site Visits Documentation Log Client Surveys Student Growth/Achievement Component  Recommend that student growth/achievement account for a portion of an individual’s summative evaluation  Student progress can be measured by the selected growth measure in a state or district (e.g., student growth percentiles, value-added models)  Teachers of tested grades/subjects: Half of growth/achievement component comprised of student growth measure; other half from multiple alternative measures (e.g., student learning objectives/student achievement goal setting)  Teachers of non-tested grades/subjects: Growth/achievement component comprised of multiple alternative measures (e.g., student learning objectives/student achievement goal setting)  Principals: Half of growth/achievement component from student growth (e.g., student growth percentiles from aggregated school data, when data are available and appropriate); half from measures of student achievement (e.g., pass rates on end-of-course tests, graduation rate, SAT trend analysis, standardized test trend analysis)