Teacher Effectiveness Performance Evaluation System
Stronge dbook Stronge & Associates, 2020All Rights Reserved
ACKNOWLEDGEMENTSJames H. Stronge, Ph.D.Virginia Caine Tonneson, Ph.D.Stronge and Associates Educational Consulting, LLCwww.strongeandaccociates.comAll photos are by the U.S. Department of Education tive CommonsAttribution 2.0 generic.Copyright 2020 by Stronge & Associates Educational Consulting, LLCJames H. Stronge hereby grants school districts with whom he has contracted permission to use, revise, and/or modify thesystem developed under this Agreement, as needed, to meet applicable requirements or other educational purposes. Thisrestricted copyright permission is applicable solely for use of such copyrighted material within the school districts with whomhe has contracted.i Stronge & Associates, 2020 All Rights Reserved
TABLE OF CONTENTSPART I: Introduction and ProcessIntroduction to TEPES . 1Purposes and Characteristics of TEPES. 1Essential Components of TEPES . 2Teacher Practice Measures . 4Alignment of Performance Standards with Data Sources . 5Observations. 6Documentation Log . 7Student Surveys. 8Self-Assessment . 9Student Outcome Measures . 9Multiple Measures . 9Student Learning Objectives . 10Rating Teacher Performance . 14Interim Evaluation. 15Summative Evaluation . 16Evaluation Schedule. 17Documentation Records . 18Improving Professional Performance . 19Support Dialogue . 20Performance Improvement Plan . 20PART II: Performance StandardsPerformance Standard 1: Professional Knowledge . 23Performance Standard 2: Instructional Planning. 25Performance Standard 3: Instructional Delivery . 26Performance Standard 4: Assessment of/for Learning . 28Performance Standard 5: Learning Environment . 30Performance Standard 6: Professionalism . 32Performance Standard 7: Student Progress . 34PART III: Forms and LogsIntroduction. 35Self-Assessment Form . 36Pre-Observation Conference Record . 40ii Stronge & Associates, 2020 All Rights Reserved
Formative Feedback Form 1. 41Formative Feedback Form 2. 47Time-on-Task Chart. 55Questioning Techniques Analysis . 56Documentation Log Cover Sheet . 57Communication Log. 59Professional Development Log . 60Grade K-2 Student Survey . 61Grade 3-5 Student Survey. 63Grade 6-8 Student Survey. 65Grade 9-12 Student Survey . 67Student Survey Summary. 69Student Learning Objective Progress Form . 70Interim Performance Report . 72Summative Performance Report . 77Support Dialogue Form . 82Performance Improvement Plan Form . 83APPENDIX .84REFERENCES . 115ENDNOTES .119FIGURESFigure 1: Primary Purposes of TEPES . 1Figure 2: Distinguishing Characteristics of TEPES . 1Figure 3: Relationship between Essential Parts of TEPES . 2Figure 4: Performance Standards . 3Figure 5: Data Sources for Teacher Evaluation . 5Figure 6: Multiple Data Sources Aligned with Performance Standards. 5Figure 7: Sample Items in a Documentation Log . 7Figure 8: Intent of Student Learning Objectives. 10Figure 9: Student Learning Objectives Process. 11Figure 10: Acronym for Developing Student Learning Objectives . 12Figure 11: Sample Student Learning Objectives . 12Figure 12: Example of Strategies to Improve Student Learning. 13Figure 13: Rating Levels . 15iii Stronge & Associates, 2020 All Rights Reserved
Figure 14: Example of Weighted Calculations. 17Figure 15: Recommended TEPES Evaluation Schedule . 18Figure 16: Tools to Improve Professional Performance. 19Figure 17: Sample Prompts . 20Figure 18: Forms and Logs . 35Effectiveness is the goal.Evaluation is merely the means. iv Stronge & Associates, 2020 All Rights Reserved
FOREWORDThe Stronge Teacher Effectiveness Performance Evaluation System(TEPES) is a key component of the Stronge Teacher and LeaderEffectiveness System. Our Effectiveness System contains components forhiring, developing, evaluating, and supporting educators through a setof uniform, aligned criteria. The evaluation component contains parallel,but unique sets of performance standards for all types of educators-teachers, educational specialists, principals and assistant principals,central office leaders, and superintendents. This handbook focuses onthe teacher component.Stronge is an enhanced version of the original Stronge Teacher Effectiveness PerformanceEvaluation System. We have taken lessons-learned from users throughout the United States andinternationally to make modifications to the framework where warranted. These changes includethe following:General: Clarified which portions of the framework could be tailored. Clarified unclear or redundant wording. Clarified teacher practice versus student outcome measures. Replaced “tenured” and “non-tenured” with “new” and “veteran” to allow districts leewayin categorizing teacher experience. Added a self-assessment section. Updated research references in Part II.Performance standards: All performance standard names remain the same, but the wording of standards 2, 3, 4, 6,and 7 were adjusted slightly for clarity.Performance indicators: Modified the wording of performance indicators in each performance standard to provideclarity and added additional research-based indicators, when warranted.Performance Appraisal Rubrics: Added the caveat of “in addition to meeting the requirements of Effective.” to the headerof each Highly Effective rating rather than including it in the wording of the rating, itself. Clarified the wording of the various rating levels for each performance standard.Growth Measures: Retitled and modified wording on the Multiple Measures section. Added detail on the Student Learning Objectives process.v Stronge & Associates, 2020 All Rights Reserved
Performance Improvement: Clarified the criteria by which a teacher may be removed from or remain on aPerformance Improvement Plan.Forms: Standardized administrative information on forms. Changed the name and format of the Teacher Observation/Document Review Form toFormative Feedback Form 1 to clarify that it may be used for any type of feedback. Added and modified Formative Feedback Form 2, which was previously not available in alluser locations. Modified the format of the Documentation Log Cover Sheet to make it more concise. Included an optional Support Dialogue Form, which was not previously available in alllocations. Modified the Performance Improvement Plan Form to include the option for the teacherto remain on an improvement plan, which was explained in the text, but not on the form.The biggest change you will notice is in the format of this handbook. The main text now focusestotally on the Stronge TEPES framework, rather than attempting to incorporate changing statepolicies, timelines, specific state student outcome measures, weighting, and so forth. This willallow for a more enduring handbook that remains current for several years. A state-specificappendix that may be more frequently updated is included for certain user locations.One of the hallmarks of the Stronge model is the ability to modify certain aspects of it to meetschool district needs. Consequently, one of the most significant changes to the handbook is thatwe have specifically annotated where the system is able to be tailored. We have also highlightedkey points and have provided a series of tips that school districts and administrators might wishto consider. The modifications, highlights, and tips are identified with arrows to the right side ofthe text. School districts are encouraged to thoughtfully review these areas and tailor thishandbook to “make it their own.”As always, we encourage your feedback and look forward to working with you as you continueyour important work of improving teacher and leader effectiveness.Kind Regards,James H. Stronge, Ph.D.President, Stronge & Associates Educational Consulting, LLCvi Stronge & Associates, 2020 All Rights Reserved
PART I: INTRODUCTION AND PROCESSINTRODUCTION TO TEPESThe Stronge Teacher Effectiveness Performance Evaluation System(TEPES) uses the Goals and Roles Performance Evaluation Model (short title: Goals and Roles Model ) developed by Dr. James Strongefor collecting and presenting data to document performance basedon well-defined job expectations. TEPES provides a balance betweenstructure and flexibility. It is prescriptive in that it defines commonpurposes and expectations, thereby guiding effective instructionalpractice. At the same time, it provides flexibility, thereby allowingfor creativity and individual teacher initiative. The goal is to supportthe continuous growth and development of each teacher bymonitoring, analyzing, and applying pertinent data compiled within a system of meaningfulfeedback.Purposes and Characteristics of TEPESThe primary purposes and distinguishing characteristics of TEPES are shown in Figures 1 and 2.Figure 1: Primary Purposes of TEPESPRIMARY PURPOSESOptimizes student learning and growthImproves the quality of instruction by ensuringaccountability for classroom performance andteacher effectivenessContributes to successful achievement of the goalsand objectives defined in the vision, mission, andgoals of the school districtProvides a basis for instructional improvementthrough productive teacher performance appraisaland professional growthEncourages collaboration between the teacher andevaluator through an evaluation system thatpromotes self-growth, instructional effectiveness,and improvement of overall job performanceFigure 2: Distinguishing Characteristics of TEPESDISTINGUISHING CHARACTERISTICSFocuses on the relationship between professionalperformance and improved learner academicachievementProvides sample performance indicators for each ofthe teacher performance standardsDocuments teacher performance based on multipledata sourcesProvides procedures for conducting performancereviews that stress accountability, promoteprofessional improvement, and increase theinvolvement of teachers in the evaluation processIncludes a support system for providing assistancewhen needed1 Stronge & Associates, 2020 All Rights Reserved
Essential Components of TEPESClearly defined professional responsibilities for teachers constitute the foundation for the TeacherEffectiveness Performance Evaluation System. A fair and comprehensive evaluation systemprovides sufficient detail and accuracy so that both teachers and evaluators will reasonablyunderstand their job expectations. TEPES uses a two-tiered approach consisting of sevenperformance standards and multiple performance indicators, to define the expectations for teacherperformance. Teachers will be rated on the performance standards using performance appraisalrubrics. The relationship between these components is depicted in Figure 3.Figure 3: Relationship between Essential Parts of TEPESPERFORMANCESTANDARDStandard 2: Instructional PlanningThe teacher plans using the state’s standards, the school’s curriculum,data, and engaging and appropriate strategies and resources to meet theneeds of all students.PERFORMANCEThe teacher:INDICATORS2.1 Analyzes and uses multiple sources of studentlearning data to guide planning.2.2 Plans accordingly for pacing, sequencing, content mastery, transitions, andapplication of knowledge.2.3 Consistently plans for differentiated instruction.2.4 Aligns lesson objectives to the school’s curriculum and student learningneeds.PERFORMANCE2.5 Develops appropriate course, unit, and daily plans,APPRAISALRUBRICand adapts plans when needed.2.6 Plans and works collaboratively with others toenhance teaching and learning.Highly EffectiveEffectiveIn addition to meeting therequirements for Effective.Effective is the expected levelof performance.The teacher activelyseeks and usesalternative data andresources andserves as a rolemodel in his/herability to designrelevant lessonsthat challenge andmotivate allstudents.The teacher plansusing the state’sstandards, theschool’s curriculum,data, and engagingand appropriatestrategies andresources to meetthe needs of allstudents.PartiallyEffectiveThe teacher isinconsistent inhis/her use of thestate standards,school’s curriculum,data, or strategiesand resources tomeet the needs ofall students.Performance standardsshould not be modified.School districts maymodify performanceindicators to meet theirneeds.IneffectiveThe teacher fails toplan, or planswithout adequatelyusing the statestandards, school’scurriculum, data, orstrategies andresources to meetthe needs of allstudents.Performance appraisalrubrics should not bemodified.The effective column is bolded throughout the handbook as it is the expected level of performance.2 Stronge & Associates, 2020 All Rights Reserved
Performance StandardsPerformance standards refer to the major duties performed by a teacher. Figure 4 shows the sevenperformance standards in TEPES that serve as the basis for a teacher’s evaluation. Standards 1-6relate to a teacher’s practice whereas standard 7 focuses on the results of the teacher’s work asevidenced by student growth.Figure 4: Performance Standards1. Professional Knowledge5. Learning EnvironmentThe teacher demonstrates anunderstanding of the curriculum, subjectcontent, and the developmental needs ofstudents by providing relevant learningexperiences.The teacher uses resources, routines, andprocedures to provide a respectful,positive, safe, student-centeredenvironment that is conducive to learning.2. Instructional Planning6. ProfessionalismThe teacher plans using the state’sstandards, the school’s curriculum, data,and engaging and appropriate strategiesand resources to meet the needs of allstudents.The teacher maintains a commitment toprofessional ethics, collaborates andcommunicates appropriately, and takesresponsibility for personal professionalgrowth that results in the enhancement ofstudent learning.3. Instructional Delivery7. Student ProgressThe teacher uses a variety of researchbased instructional strategies relevant tothe content area to engage students inactive learning, to promote key skills, andto meet individual learning needs.The work of the teacher results inacceptable, measurable, and appropriatestudent progress.4. Assessment of/for LearningThe teacher systematically gathers,analyzes, and uses relevant data tomeasure student progress, guideinstructional content and deliverymethods, and provide timely feedback tostudents, parents, and stakeholders.Some districts/statesprefer to incorporate student outcome measuresdirectly into a teacher’s evaluation, rather thanincorporating them under the overarchingumbrella of standard 7.Performance IndicatorsPerformance indicators help teachers and their evaluators clarify job expectations by providingsamples of observable, tangible behaviors for each standard (see Part II). That is, the performanceindicators are examples of the types of performance that will occur if a standard is beingsuccessfully met. The list of performance indicators is not exhaustive, is not intended to beprescriptive, and is not intended to be a checklist. All performance indicators may not beapplicable to a particular work assignment. Further teachers are not expected to demonstrateeach performance indicator. It should be noted that indicators in oneRatings are made atstandard may be closely related to indicators in another standard. Thisthe performanceis because the standards, themselves, are not mutually exclusive andstandard level, NOT atthe performancemay have overlapping aspects. Figure 3, shown previously, depicts theindicator level.sample performance indicators for the Instructional Planning standard.3 Stronge & Associates, 2020 All Rights Reserved
Performance Appraisal RubricsThe performance appraisal rubric is a behavioral summary scale that guides evaluators in assessinghow well a standard is performed. It states the measure of performance expected of teachers andprovides a qualitative description of performance at each level. In some instances, quantitativeterms are included to augment the qualitative description. Theresulting performance appraisal rubric provides a clearlyThe description provided inthe effective level of the rubricdelineated step-wise progression, moving from highest to lowestis the actual performancelevels of performance. Each level is intended to be qualitativelystandard; thus effective is thesuperior to all lower levels. Teachers who earn a highly effectiveexpected level of performance.rating must meet the requirements for the effective level and gobeyond it. Performance appraisal rubrics are provided to increase reliability among evaluatorsand to help teachers focus on ways to enhance their teaching practice. Part II includes rubricsrelated to each performance standard. Figure 3, shown previously, depicts the performanceappraisal rubric for the Instructional Planning standard.Responsibilities of Site AdministratorsThe site administrator has the ultimate responsibility for ensuring that TEPES is executed faithfullyand effectively in the school. For an evaluation system to be meaningful, it must provide its userswith relevant and timely feedback, thus administrators other than the site administrator, such asassistant principals, may be designated by the evaluator to supervise, monitor, and assist with themultiple data source collection.TEACHER PRACTICE MEASURESA fair and equitable performance evaluation system for the role ofa professional acknowledges the complexities of the job. Thus,multiple data sources are necessary to provide for a comprehensiveand authentic “performance portrait” of the teacher’s work.Observations, the documentation log and student surveys providevaluable information for the teacher practice portion of a teacher’sevaluation.Measures of student progress, while typicallyassociated with outcome measures, are also listed in Figure 5 asthey may provide supplemental information related to theperformance standards.4 Stronge & Associates, 2020 All Rights Reserved
Figure 5: Data Sources for Teacher EvaluationData SourceDescriptionObservationsFormal classroom observations focus directly on the teacher performance standards. Informalobservations or walk-throughs are intended to provide more frequent information on a widervariety of contributions made by the teacher. Evaluators are encouraged to conductobservations by visiting classrooms, observing instruction, and observing work in nonclassroom settings.The Documentation Log includes both specific required artifacts and teacher-selected artifactsthat provide evidence of meeting performance standards. Teachers should submit authenticartifacts created in their day-to-day work and should reflect on them as appropriate.Surveys provide information to the teachers about perceptions of job performance and mayassist with professional goal-setting. The actual survey responses are seen only by the teacherwho prepares a survey summary for inclusion in the Documentation Log.Depending on grade level, content area, and students’ ability level, appropriate measures ofacademic performance are identified to provide information on learning gains. In addition,Student Learning Objectives and their attainment provide another important source ofinformation on student progress.DocumentationLogStudentSurveysMeasures ofStudentProgressAlignment of Performance Standards with Data SourcesSome performance standards are best documented through observation; other standards mayrequire additional documentation techniques. Therefore, multiple data sources are used. Figure6 shows the data sources that are likely to provide the most powerful evidence related to eachperformance standard.P-Primary rformancePerformanceStandardsStandardsProfessional KnowledgeInstructional PlanningInstructional DeliveryAssessment of/for LearningLearning EnvironmentProfessionalismStudent ProgressObservationsData SourcesSSSMeasures ofStudent ProgressFigure 6: Multiple Data Sources Aligned with Performance StandardsSSSSSSPS-Supplemental source5 Stronge & Associates, 2020 All Rights Reserved
ObservationsNJ regulations in this area can change annually. Please refer to the NJAppendix for the latest update.Observations are intended to provide information on a widevariety of contributions made by teachers in the classroom orto the school community as a whole. Administrators arecontinually observing in their schools by walking throughclassrooms and non-instructional spaces, attending meetings,and participating in school activities. These day-to-dayobservations are not necessarily noted in writing, but they doserve as a source of information.The timeline, number, andduration of observations describedin this section are minimumrequirements for TEPES. Schooldistricts may modify these aspectsto meet their district/staterequirements.Formal ObservationsClassroom observations provide key information on several ofSchool districts should determine thethe performance standards. New teachers will be observed atcriteria for what constitutes a “new”least three times per year. These observations may beversus “veteran” teacher.announced or unannounced. It is recommended that two ofthese observations occur prior to the end of the first semester and the third by March 1. Veteranteachers will be observed at least once per year. Additional observations for any staff memberwill be at the site administrator’s discretion. All observations will include a classroom observationof at least 30 consecutive minutes and a post-observation conference. A pre-observationconference may be conducted at the request of the teacher or the administrator. A sample preobservation conference form is shown in Part III.Evaluators use observations as one source of information to determine whether a teacher ismeeting the performance standards. The evaluator providesfeedback about the observation using one of the observationOther observation forms may be usedat the evaluator’s discretion.or feedback forms (see Part III) and through a postobservation conference with the teacher.Informal ObservationsAdditional informal observations may be conducted for anyteacher at the discretion of the evaluator. These informalobservations may be of shorter duratio
May 20, 2010 · The teacher plans using the state’s standards, the school’s curriculum, data, and engaging and appropriate strategies and resources to meet the needs of all students. The teacher: 2.1 Analyzes and uses multiple sources of student learning data to guide planning. 2.2 Plans accordingly
Regional need for information on teacher evaluation 2 Defining performance-based teacher evaluation 3 Research questions 3 Study findings 4 Key characteristics of state-level performance-based teacher evaluation systems 4 Teacher evaluation measures, teaching standards, and rating categories 7 Study limitations 13
evaluation model and the updated 2017 marzano focused teacher evaluation model 8 the research base of the marzano focused teacher evaluation model 8 marzano observation correlations with florida vam 10 2013-14 pinellas pilot findings 11 overview of the 2017 marzano focused teacher evaluation model 13 marzano focused teacher evaluation model 17
Standards One, Four, and Six of the Teacher Evaluation Process. (See Teacher Evaluation Process.) 2. Artifact – A product resulting from a teacher’s work. Artifacts are natural by-products of a teacher’s work and are not created for the purpose of satisfying evaluation requirements. Artifacts can be presented by the teacher to the
The potential for teacher evaluation to enable more effec-tive teacher retention policies rests on several assumptions. First, evaluation systems implemented at scale must be Teacher Evaluation and Teacher Turnover in Equilibrium: Evidence From DC Public Schools Jessalynn James Annenberg Institute, Brown University James H. Wyckoff
efficiency for school leaders without sacrificing the ultimate purpose of a teacher evaluation system: to measure skill accurately and to improve teacher performance. This paper frames the rationale and the background for the development of the Marzano Focused Teacher Evaluation Model. The Focused Teacher Evaluation Model is a revised version of
a tool to assess teacher quality and fitness. As a result, teacher evaluation systems have evolved to measure teacher performance in a variety of ways, includi ng connecting student exam performance to teacher effectiveness. The challenges implicit in adopting new teacher evaluation methods
o The teacher's performance in relation to the district's teacher job descriptions and evaluation rubric, which includes the evaluation of observations and practice based on the teacher practice instrument, SGOs, and mSGP, when applicable o Progress toward meeting goals set in the teacher's PDP, or when applicable, CAP o The teacher's .
Teacher Evaluation Process . McREL Rubric . and . Evidence Document . The Gloucester City School District teacher evaluation process is based on the McREL Teacher Evaluation Rubric. The rubric consists of five standards, or framework statements, that identify areas of teacher performance which are observable and documentable. Each standard is .
