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Stronge
Teacher and Leader Effectiveness
Performance Evaluation System
Stronge and Associates Educational Consulting, LLC
Teacher and Leader Effectiveness
Student Achievement
Dr. Ginny Tonneson
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Why is effectiveness so
important?
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Dallas Research: Teacher Quality
4th Grade Math Achievement
100
90
80
70
60
50
40
30
20
10
0
Highly Effective
Ineffective
1st Grade
4th Grade
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
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Dallas Research: Teacher Quality
4th Grade Reading Achievement
70
60
50
40
Highly Effective
Ineffective
30
20
10
0
1st Grade
4th Grade
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
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Sequence of Effective Teachers
Low
Low
Low
High
High
High
52-54
percentile
points
difference
Sanders & Rivers, 1996
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Sequence of Effective Teachers
Low
Low
High
High
High
High
13
percentile
points
difference
Sanders & Rivers, 1996
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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
Time in School Year Needed to Achieve
the Same Amount of Learning
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75th Percentile
Teacher
25th Percentile
Teacher
0
1/4
1/2
3/4
1
Years Needed
Leigh, Economics of Education Review, 2010
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Time in School Year Needed to Achieve
the Same Amount of Learning
90th Percentile
Teacher
10th Percentile
Teacher
0
1/4
1/2
Years Needed
3/4
1
Leigh, Economics of Education Review, 2010
Percentile Gain
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Annual Student Achievement Gains
35
30
25
20
15
10
5
0
Class Size Reduction: 24:1
Teacher Quality
to 15:1
Improvement: 75 vs. 25 %tile
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
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Stronge Evaluation System
Effectiveness is the goal.
Evaluation is merely the means.
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Key Features

Uniform evaluation system for teachers, educational
specialists, principals, and superintendents (Summer 2012)

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
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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
2.2
2.3
2.4
2.5
Performance
Indicators
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.
Proficient
Exemplary
Proficient is the expected
level of performance.
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.
Developing/
Needs Improvement
The teacher inconsistently
uses the school’s curriculum,
effective strategies,
resources, and data in
planning to meet the needs
of all students.
Performance
Appraisal
Rubric
Unacceptable
The teacher does not plan, or
plans without adequately
using the school’s curriculum,
effective strategies,
resources, and data.
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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, studentcentered 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.
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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.
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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.
Recommended Data Sources
for Teachers
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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
•
•
•
•
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
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
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Recommended Data Sources
for Principals
Goal Setting for • Principals set goals for improving student achievement based on
appropriate performance measures
School
• Goals may be set in conjunction with evaluator for school
Improvement/
improvement and professional growth
Student
• Quality of goals and their attainment provide important data source for
Progress
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
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Evaluation Process
Timeline
Activity for Professional Improvement
During 1st Month
•
All teachers establish student progress goal
By end of 1st Quarter
•
Observe probationary teachers
By end of 2nd Quarter
Observe probationary teachers
• All teachers administer survey
•
Mid-year
Conduct mid-year review of student progress goal
• Review probationary teachers’ documentation log
• Interim performance evaluation of probationary teachers
During the 2nd Semester
•
10 calendar days prior to
summative evaluation date
•
•
Before Last Week of
School
Observe all teachers
Teachers submit results of student progress goal
• Teachers submit documentation log
Review student progress goal
• Review documentation log
• Summative evaluation
•
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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
Student Learning Objectives
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(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
Sample Observation Form
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(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.
Comments:
• Aligns lesson objectives to the
school’s curriculum and student
learning needs.
• Develops appropriate long- and
short-range plans, and adapts plans
when needed.
Sample Documentation Log Cover
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(abbreviated)
Standards
Examples of Documentation
1. Professional
Knowledge

2. Instructional
Planning
3. Instructional
Delivery
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)
 Course Syllabus
 Lesson Plan
 Intervention Plan
 Team/Department Meeting Minutes
 Substitute Lesson Plan
• Annotated photographs of class activities
• Handouts or sample work
• Video/audio samples of instructional units
Documentation Included
Sample Student Surveys
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(abbreviated)
Sometimes
Yes
No
  
  
My teacher knows a lot about what she is teaching.
My teacher explains things so I can understand.
Strongly
Agree
Agree
Neutral
Disagree
Strongly
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.
5
4
3
2
1
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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
Proficient
The teacher meets the standard in
a manner that is consistent with the
school’s mission and goals.
Effective Performance
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
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
• Sustains high performance over period of time
• Behaviors have strong positive impact on
learners and school climate
• Serves as role model to others
• 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
• 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
• 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
Grade Inflation
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Chicago: 2003-04 – 2007-08
Superior
25,332
Excellent
9,176
Satisfactory
Unsatisfactory
2,232
149
New Teacher Project, Widget Effect, 2009
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Exemplary
Rating Levels
Proficient
Developing/
Needs
Improvement
Unacceptable
Sample Summative Evaluation Form
(abbreviated)
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Performance Standard 1: Professional Knowledge
Exemplary
In addition to meeting
the standard…
In addition to meeting
the standard, the
teacher consistently
demonstrates extensive
knowledge of the
subject matter and
continually enriches the
curriculum.
Comments:
Proficient
Proficient is the
expected level of
performance.
Developing/
Needs Improvement
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.
Unacceptable
The teacher bases
instruction on material
that is inaccurate or
out-of-date and/or
inadequately addresses
the developmental
needs of students.
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


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
Teachers of non-tested
grades/subjects
Half from student growth
measure (e.g., student growth percentiles
Half from student
growth measure
from aggregated school data)
All from multiple
alternative measures
Half from multiple
alternative measures
Principals
Half from measures of student
achievement (e.g., pass rates on end-ofcourse tests, graduation rates, SAT trend
analysis, standardized test trend analysis)
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Focus on Effectiveness
Outstanding Teachers & Leaders
= Student Results
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
Sound content validity and construct validity


Validity
Qualities in Stronge’s model are based on extant literature that examines what
constitutes teacher effectiveness
Robust criterion validity

Numerous research studies using classroom observation and other data
collection measures have found that teachers exhibiting the qualities in
Stronge’s model are associated with students’ learning progress in various
subject areas (Borman & Kimball, 2005; Heneman, Milanowski, Jacob & Lefgren, 2008;
Stronge, Ward, & Grant, 2011; Stronge, Ward, Tucker, & Hindman, 2008)

Solid concurrent validity


Teachers and administrators agreement with Stronge’s model as an operational
definition of teacher effectiveness are highly consistent and strong;
demographic factors played a minimal role influencing teachers’ and
administrators’ perceptions (Williams, 2010)
Validation studies underway in three states comparing
evaluation ratings with student achievement
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Stronge Qualities of Effective Teachers:
Content Validity
Research shows that an effective teacher...
PROFESSIONAL KNOWLEDGE
 has stronger content knowledge and is more likely to use practices that can help




students construct and internalize knowledge.
has teaching knowledge that includes content knowledge and pedagogical
strategies, as well as an understanding of students and environmental context.
has a deep knowledge about their own assumptions, beliefs, and values in the
subject content and creates opportunities for change and professional growth
has solid content knowledge that enables more integrated pedagogical knowledge-in terms of understanding conceptual difficulties of students, the curriculum,
knowledge of curriculum, teaching methods, and orientation in teaching.
uses several ways to assess, monitor, and guide the improvement in subject
knowledge.
Weiss & Miller (2006);
Wenglisky (2000)
Cochran, DeRuiter, &
King (1993)
Black & Halliwell (2000)
Ozden (2008)
Zanting, Verloop, &
Vermunt (2003)
INSTRUCTIONAL PLANNING
 facilitates planning units in advance to make intra- and interdisciplinary
connections.
 uses knowledge of available resources to determine what resources s/he needs to
acquire or develop.
McEwan (2002)
Buttram & Waters (1997)
 knows the students’ abilities and sets realistic goals.
Collinson, Killeavy, &
Stephenson (1999)
 constructs a blueprint of how to address the curriculum during instructional time.
McEwan (2002)
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Stronge Qualities of Effective Teachers:
Content Validity
Research shows that an effective teacher...
ASSESSMENT OF/FOR LEARNING
 offers regular reinforcement.
Cotton (2000)
 gives homework and offers feedback on the homework.
Stronge (2007)
 uses open-ended performance assignments.
Eisner (1999)
 analyzes student assessments to determine the degree to which the intended
learning outcomes align with the test items and student understanding of
objectives.
 interprets information from teacher-made tests and standardized assessments to
guide instruction and gauge student progress by examining questions missed to
determine if the student has trouble with the content or the test structure.
Gronlund, (2002)
Stronge (2007)
LEARNING ENVIRONMENT
 cares about students as individuals and makes them feel valued.
Peart & Campbell (1999)
 adapts teaching to address student learning styles.
Covino & Iwanicki (1996)
 acknowledges his or her perspective and is open to hearing their students’
McAllister & Irvine
(2000)
worldviews.
 is culturally competent.
Cruickshank & Haefele
(2001)
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Stronge Qualities of Effective Teachers:
Content Validity
Research shows that an effective teacher...
INSTRUCTIONAL DELIVERY
 stays involved with the lesson at all stages.
 uses a variety of instructional strategies.
Education USA Special
Report (n. d.)
Darling-Hammond
(2001)
 uses research-based strategies to make instruction student-centered.
Johnson (1997)
 involves students in cooperative learning to enhance higher-order thinking skills.
Shellard & Protheroe
(2000)
 uses students’ prior knowledge to facilitate student learning.
Covino & Iwanicki (1996)
 possesses strong communication skills, offering clear explanations and directions.
 differentiates for students’ needs using remediation, skills-based instruction, and
individualized instruction.
 uses multiple levels of questioning aligned with students’ cognitive abilities and with
appropriate techniques.
NASSP (1997); Covino
& Iwanicki (1996);
Emmer, Evertson, &
Anderson (1980)
Shellard & Protheroe
(2000)
Cawelti (1999); Cotton
(2000); Covino &
Iwanicki (1996); Good &
Brophy (1997); Tobin
(1980); Wang, Haertel, &
Walberg (1993)
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Stronge Qualities of Effective Teachers:
Content Validity
Research shows that an effective teacher...
PROFESSIONALISM

recognizes the levels of involvement, ranging from networking to collaboration.
Rockwell, Andre, &
Hawley (1996)

uses multiple forms of communication between school and home.
Swap (1993)

seeks to know about the cultures and communities from which students come.
Weinsten, Curran, &
Tomlinson-Clarke (2003)
 selects professional development offerings that relate to the content area or
population of students taught, resulting in higher levels of student academic
success.
School Board News
(1997); Camphire (2001)
STUDENT PROGRESS
 identifies and establishes additional means of support for students, such as peer
study groups, to advance toward learning goals.
Bloom (1984)
 raises the achievement level for all groups of students in the classroom.
Wright, Horn, & Sanders
(1997)
 is adept at monitoring student problems and assessing their level or understanding
and progress, and provide relevant, useful feedback.
 is effective in helping all students progress, regardless of their prior achievement
level.
Hattie (2003)
Aaronson, Barrow, &
Sanders (2007);
Sanders & Rivers (1996)
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Stronge Teacher Effectiveness Variables
Criterion Validity
Variability from mean in SD units
0.6
0.4
Differentiation
Focus
Clarity
Complexity
Expectations
Technology
Assessment
Verbal Feedback
Management
Organization
Caring
Fairness
Relationships
Responsibility
Enthusiasm
0.2
0
-0.2
-0.4
-0.6
Top
Bottom
Quartiles
Stronge, Ward, & Grant, September 2011, Journal of Teacher Education
Stronge Qualities of Effective Teachers:
Concurrent Validity
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STRONGE
7 standards;
customizable performance indicators
Standard 1: Professional Knowledge
Standard 2: Instructional Planning
Standard 3: Instructional Delivery
Standard 4: Assessment of/for Learning
Standard 5: Learning Environment
Standard 6: Professionalism
InTASC REVISED
4 categories;
10 standards; performances; essential
knowledge;
critical dispositions
Standard 1: Learner Development
Standard 4: Content Knowledge
Standard 5: Application of Content
Standard 7: Planning for Instruction
Standard 2: Learning Differences
Standard 8: Instructional Strategies
Standard 6: Assessment
Standard 3: Learning Environment
Standard 9: Professional Learning and
Ethical Practice
Standard 10: Leadership and Collaboration
Standard 7: Student Progress
Council of the Chief State School Officers. (2011, April).; Stronge, J.H. (2010)
Qualities of Effective Teachers
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EFFECTIVE TEACHERS
Background
Prerequisites
The Person
Job Responsibilities & Practices
Classroom
Management &
Instruction
Implementing
Instruction
Organizing
for Instruction
Monitoring
Student
Progress &
Potential
Stronge, Qualities of Effective Teachers, ASCD (2007)
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Stronge Qualities of Effective Teachers:
Concurrent Validity
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A Comparison of Perceptions Regarding Relative Importance of
Qualities of Effective Teachers
between Administrators and Teachers
4
3.5
3
2.5
2
Administrator Mean
Teacher Mean
1.5
1
0.5
0
Planning for Implementing Classroom The Teacher
Instruction
Instruction Management as a Person
and
Organization
Monitoring
Student
Progress
*Based on ranking scores of the five qualities of effective teachers
Williams, 2010
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Personnel Evaluation Standards

Propriety – rights of individuals protected

Utility – timely, informative, and influential

Accuracy – allows evaluators to make sound judgments
and decisions

Feasibility – easy to implement, efficient in the use
Joint Committee on Standards for Educational Evaluation, 2009
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
Teachers previously evaluated on 28 teacher elements






Stronge Evaluation System:
Sample State Use - Georgia
Comprehensive review including extant research on qualities of
effective teachers
Assessed against Personnel Evaluation Standards
McREL report on power elements
Rand report on connecting elements to student achievement
State Steering Committee Focus Report
Redesigned to 10 standards based on Stronge
Evaluation System
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Stronge Evaluation System in Use:
Georgia
Stronge Standards
GA-modified Stronge Standards
Professional Knowledge
Professional Knowledge
Instructional Planning
Instructional Planning
Instructional Delivery
Instructional Strategies
Differentiated Instruction
Assessment of/for Learning
Assessment Strategies
Assessment Uses
Learning Environment
Positive Learning Environment
Academically Challenging Environment
Professionalism
Professionalism
Communication
Student Progress
(student progress measures
incorporated separately)
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
Requirements




Direct instruction, application activities, video simulations,
discussion groups
Format





Evaluators: three days
Teachers: two days
Follow-up on-site training during academic year, as applicable
Methods


Training in Stronge Evaluation System
Direct training in central location
Regional training with multiple school districts
On-site training for selected school districts
Train-the-trainers option
Options for Certification of Evaluators


Following initial training in content and process
Inter-rater reliability training
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Educational Consulting, LLC
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Additional Options: Video Library
Video training certification with multiple measures
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Video library tied to Stronge teacher standards
Associated documentation examples
Professional development options
July
2012
(est.)
Campbell High School
1053 Jones Street, Oneida GA 74206
phone: 854-881-3249
fax: 219-881-9741
Dear Parents and Guardians,
It is with pleasure that I welcome you and your child to AP English
Language Arts for the 2011-2012 school year. I hope that it will be a
rigorous, challenging, and gratifying experience for your child. I
will do all that I can to make it so.
I have had the pleasure of teaching this course for the past five years
and have found it most rewarding. Students returning from college
tell me that the course prepared them well for their college
English/literature courses.
1.
Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the
developmental needs of students by providing relevant learning experiences.
 Effectively addresses appropriate
 Demonstrates skills relevant to the
curriculum standards.
subject area(s) taught.
 Integrates key content elements and
 Bases instruction on goals that reflect
facilitates students’ use of higher level
high expectations and an understanding
thinking skills in instruction.
of the subject.
 Demonstrates an ability to link present
 Demonstrates an understanding of the
content with past and future learning
intellectual, social, emotional, and
experiences, other subject areas, and real
physical development of the age group.
world experiences and applications.
 Communicates clearly and checks for
 Demonstrates an accurate knowledge of
understanding.
the subject matter.
Comments:
 Explained linkages between linear and quadratic equations
 Used math language with students (e.g., recursive pattern), real world connection
 Deliberately short stacked the bears so students had to shift from hands-on to algebraic
means of doing things
Stronge and Associates
Educational Consulting, LLC

Additional Options: SLO Platform
Student Learning Objectives Platform
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SMART SLO/goal setting guidebook
Comprehensive set of SLO/goal setting examples
Library of potential assessments
I teach two classes of grade 10 English students. I have a total of 57
students. Twenty-nine percent of my students qualify for services
and have IEPs.
For all students at our school, 67% passed the writing SOL test.
This is an area which has been identified as a school improvement
area. Each teacher is expected to incorporate writing into the
curriculum.
I administered both an expository writing prompt and a persuasive
writing prompt and scored it using a 6-point rubric in which a
score of 4 is proficient. The data show that 28% of my students
scored 4 points or better on the expository writing sample and 20%
of my students scored 4 points or better on the persuasive writing
sample.
Data attached
IV. Goal Statement (Describe what
For the school year, 100% of my students will make measurable
you want learners/program to
progress on both expository writing and persuasive writing. By the
accomplish.)
end of the school year, each student will increase by one level on
the rubric. 75% of my students will score 4 points or better on the
expository writing sample and 75% of my students will score 4
points or better on the persuasive writing sample.
V. Means for Attaining Goal (Strategies used to accomplish the goal)
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 does the
current data show?)
Strategy
Use modified pacing to attend to student
needs
Use frequent formative assessment with
students to provide feedback and modify
instruction.
Incorporate focused instruction in key
content areas as prescribed by the state
standards
Evidence
Copies of modified pacing
Target Date
Ongoing (September – May)
Lesson Plans
Copies of teacher-made
formative assessments
Lesson Plans
Ongoing (September – May)
Ongoing (September – May)
Stronge and Associates
Educational Consulting, LLC

Additional Options: Teacher Hiring
Teacher hiring component
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Job descriptions based on teacher and principal performance
standards
On-line application system
Interview questions based on qualities of effective teachers
o
Screening interview protocol
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Building-level interview protocol
o
Rating interview responses
o
Demonstration lesson protocol
Stronge and Associates
Educational Consulting, LLC
Why Choose the
Stronge Evaluation System?
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Uniform evaluation system for teachers, educational
specialists, principals, and superintendents (summer)
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Handbooks, training materials, support materials,
OASYS electronic management platform included
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Measures of student progress accounted for
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Fully customizable to district and state requirements
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Aligns HR process with performance standards
Hiring
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Developing
Evaluating
Retaining
Reasonably priced--$24 per user per year
(installation fee waived through August 15, 2012)
Stronge Evaluation System provides a FEASIBLE, SUSTAINABLE alternative
Stronge and Associates
Educational Consulting, LLC
Pricing
Component
Evaluation System and Electronic Management Platform
• Stronge Teacher, Educational Specialist, and Principal System
(and Superintendent System in summer 2012)
• OASYSTM by MyLearningPlan®
Training & Professional Development
• Required 3 days of teacher evaluator training (2 days initial
training, 1 day inter-rater reliability training)
• Required 1-day principal evaluation training
Costs
$24 per user per year*
*Installation fee waived through August 15, 2012
$150/person/day for training at
NJPSA site
$3,000/day for in-district
Teacher and Leader Effectiveness
Performance Evaluation System
[email protected]
www.strongeandassociates.com
757.880.3881
Stronge and Associates Educational Consulting, LLC