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Transcript of Student Achievement Teacher Effectiveness Overview Stronge Teacher Effectiveness Performance...
Student AchievementStudent Achievement
Teacher Effectiveness
Overview
StrongeTeacher Effectiveness Performance
Evaluation System
Stronge and Associates Educational Consulting,
LLC
Stronge Evaluation System
Effectiveness is the goal.
Evaluation is merely the means.
Stronge and Associates Educational Consulting,
LLC
Teacher Evaluation System
• What is the basis of teachers’ evaluation?
• How will teacher performance be documented?
• How will teacher performance be rated?
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Question 1
What is the basis of teachers’ evaluation?
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Main Components
Sample Performance IndicatorsExamples may include, but are not limited to:
The teacher: 2.1 Uses student learning data to guide planning2.2 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.
Highly EffectiveEffective
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.
Performance Appraisal
Rubric
Standard 2: Instructional PlanningThe teacher plans using the state’s standards, the school’s curriculum, effective strategies, resources, and data to meet the learning needs of all students.
Performance Standard
Performance Indicators
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Teacher Performance Standards
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. Learning Environment
6. Professionalism
7. Student Progress
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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.
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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.
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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.
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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.
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Performance Standard 5
Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
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Performance Standard 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.
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Performance Standard 7
Student Progress
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
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Question 2
How will teacher performance be documented?
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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
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
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Data Collection Responsibility
Data Collection Procedure
Form(s) Evaluator Teacher
Measures of Academic Progress Student Learning Objectives Form Reviews/
approvesSelects/ 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
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Question 3
How will teacher performance be rated?
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Evaluations
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
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Terms Used in Rating Scale
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
Category Description Definition
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
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
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Sample Summative Evaluation Form (abbreviated)
Highly Effective
EffectiveEffective 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:
Performance Standard 1: Professional Knowledge
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Recommendations from NJ Educator Effectiveness Task Force
Teacher Evaluation 100%
Teacher Practice 50%
From NJDOE Notice of Grant Opportunity, March 2012
Standards 1-6 Standard 7
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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%)
*Percentages may vary based on LEA decisions; student achievement percentage must equal 50%
**Percentages may vary based on LEA decisions; student achievement percentage may equal 15-50%; remainder goes toward Standards 1-6
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RecommendedEvaluation Process
Timeline Activity for Professional Improvement
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
During 1st Month • All teachers establish student learning objectives
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
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Focus on Effectiveness
Outstanding Teachers & Leaders
= Student Results