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Teacher and Leader Effectiveness Performance Evaluation System

Teacher and Leader Effectiveness Performance Evaluation System. Stronge and Associates Educational Consulting, LLC. Dr. Ginny Tonneson. Why is effectiveness so important?. Dallas Research: Teacher Quality. 4 th Grade Math Achievement. Dallas, Texas data: 2800-3200 students per cohort

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Teacher and Leader Effectiveness Performance Evaluation System

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  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: 2800-3200 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: 2800-3200 students per cohort Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

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

  6. Sequence of Effective Teachers High Low Low 13 percentile points difference High High 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. 75th Percentile Teacher 25th Percentile Teacher 0 1/4 1/2 3/4 1 Years Needed Time in School Year Needed to Achieve the Same Amount of Learning Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores.Retrieved from http://econrsss.anu.edu.au/~aleigh/.

  9. 90th Percentile Teacher 10th Percentile Teacher 0 1/4 1/2 3/4 1 Years Needed Time in School Year Needed to Achieve the Same Amount of Learning Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved from http://econrsss.anu.edu.au/~aleigh/.

  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 http://www.mckinsey.com/locations/ukireland/publications/pdf/ Education_report.pdf; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation

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

  12. 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

  13. Main Components Performance Standard Performance Indicators Performance Appraisal Rubric

  14. Teacher Performance Standards

  15. Principal Performance Standards

  16. Educational Specialist Performance Standards

  17. Recommended Data Sources for Teachers

  18. Recommended Data Sources for Principals

  19. 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

  20. Student Learning Objectives(abbreviated)

  21. Sample Observation Form(abbreviated)

  22. Sample Documentation Log Cover (abbreviated)

  23. Sample Student Surveys(abbreviated)

  24. Terms Used in Rating Scale

  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

  27. Sample Summative Evaluation Form (abbreviated) Performance Standard 1: Professional Knowledge

  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%)

  29. 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

  30. Training (cont.) • Options for Certification of Evaluators • Following initial training in content and process • Inter-rater reliability training • Costs • See handout

  31. OutstandingTeachers & Leaders = Student Results Focus on Effectiveness

  32. Pricing

  33. Teacher and Leader Effectiveness Performance Evaluation System James H. StrongeJames.Stronge@gmail.com757.880.3881 Stronge and Associates Educational Consulting, LLC

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