aaie conference: effective teacher and principal … conference: effective teacher and principal...
TRANSCRIPT
AAIE CONFERENCE: EFFECTIVE TEACHER AND
PRINCIPAL EVALUATION
February
2014
©Stronge, 2014 All Rights Reserved
2 ©Stronge, 2014 All Rights Reserved
Influences on Student Achievement:
Explained Variance
Students50%Peers
5-10%
School
5-10%
Home5-10%
Teachers30%
Hattie, http://acer.edu.au/documents (2003)
Teacher Achievement Indices:
Reading
20.00 30.00 40.00 50.00 60.00 70.00
Reading TAI
0
10
20
30
Stronge, Ward, & Grant, Journal of Teacher Education (2011)
Lower than
predicted growth
Higher than
predicted growth
3 ©Stronge, 2014 All Rights Reserved
Teacher Effectiveness Indices: Math
30.00 40.00 50.00 60.00 70.00
Math TAI
0
10
20
30
Co
un
t
Dallas Research: Teacher Quality
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
0
10
20
30
40
50
60
70
80
90
100
1st Grade 4th Grade
Highly Effective
Ineffective
4th Grade Math Achievement
4 ©Stronge, 2014 All Rights Reserved
Dallas Research: Teacher Quality
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
0
10
20
30
40
50
60
70
1st Grade 4th Grade
Highly Effective
Ineffective
4th Grade Reading Achievement
Sequence of Effective Teachers
Low
High
52-54
percentile
points
difference
Low Low
High High
Sanders & Rivers (1996)
5 ©Stronge, 2014 All Rights Reserved
Leigh, Economics of Education Review (2010)
Time in School Year Needed to Achieve
the Same Amount of Learning
0 1/4 1/2 3/4 1
10th PercentileTeacher
90th PercentileTeacher
Years Needed
Annual Student Achievement Gains
0
5
10
15
20
25
30
35
Class Size Reduction: 24:1to 15:1
Teacher QualityImprovement: 75 vs. 25 %tile
Pe
rce
nti
le G
ain
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
Teacher Quality Improvement:
25th vs. 75th percentile
Class Size Reduction:
24:1 to 15:1
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School
Climate
The
Principal
Communication & Community
Relations
Professionalism
Human Resources Leadership
Organizational
Management
What do Good Principals Do?
Instructional Leadership
Principals of high-achieving schools have a clear vision and
communicate to all stakeholders that learning is the school’s most
important mission (Cotton, 2003; Marzano, Waters, & McNulty, 2005; Zmuda, Kuklis,
& Kline, 2004).
There is growing evidence that basic “instructional” leadership
activities have a greater impact on student learning than a focus on
transformational leadership (Hattie, 2009).
Effective principals understand that they cannot reach instructional
goals alone, so they distribute leadership across their schools, which
in turn contributes to sustainable improvements within the school
organization (Blasé & Blasé, 1999; Hargreaves & Fink, 2003).
School
Climate
The
Principal
Communication & Community
Relations
Professionalism
Human Resources Leadership
Organizational
Management
What do Good Principals Do?
Instructional
Leadership
There is a positive relationship between school climate and leadership,
which affects overall school effectiveness (Barth, 2002; Hallinger, Bickman, &
Davis, 1996; Marzano, Waters, & McNulty, 2005; Villani, 1997).
Attempting to change the prevailing culture of a school is one of the
more difficult tasks of the school leader (Barth, 2002; Fullan, 2001).
Relationship-building and stakeholder involvement are of fundamental
importance in establishing and sustaining school success (Cotton, 2003;
Fullan, 2001; Kytheotis & Pashiartis, 1998; Marzano, Waters, & McNulty, 2005).
School Climate
7 ©Stronge, 2014 All Rights Reserved
School
Climate
The
Principal
Communication & Community
Relations
Professionalism
Human Resources Leadership
Organizational
Management
What do Good Principals Do?
Instructional
Leadership
Principals of effective schools expect ineffective teachers to change, or
they are removed (Mendro, 1998).
Effective administrators provide the time, resources, and structure for
meaningful professional development and recognize the teacher
leadership within the building (Blasé & Blasé, 2001; Cotton, 2003; Drago-
Severson, 2004; Fullan, Bertani, & Quinn, 2004).
Principals who are risk takers and who help in problem solving are
more likely to empower and retain teachers (Blasé & Blasé, 2001; Charlotte
Advocates for Education, 2004).
Human Resources Leadership
School
Climate
The
Principal
Communication & Community
Relations
Professionalism
Human Resources Leadership
Organizational
Management
What do Good Principals Do?
Instructional
Leadership
Maintaining a safe and orderly environment can affect teaching and
learning positively and is therefore a fundamental responsibility of
school administrators (Cotton, 2003; Lashway, 2001; Marzano, Waters, & McNulty, 2005;
Shellard, 2003).
Effective principals allow their teachers considerable autonomy in
managing and organizing their classrooms (Cotton, 2003).
The principal’s skill in organizational management (e.g., hiring,
providing PD, managing budgets) has a greater impact on school
effectiveness than observing in classrooms (Horng, Klasik, & Loeb, 2009).
Organizational Management
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School
Climate
The
Principal
Communication & Community
Relations
Professionalism
Human Resources Leadership
Organizational
Management
What do Good Principals Do?
Instructional
Leadership
Successful school leaders must be able to work effectively with parent,
community, business, and government representatives (Leithwood & Riehl,
2003).
Relationship-building and stakeholder involvement are of fundamental
importance in establishing and sustaining school success (Cotton, 2003;
Fullan, 2001; Kytheotis & Pashiartis, 1998; Marzano, Waters, & McNulty, 2005).
The number one reason that principals lose their jobs is for negative
interpersonal relationships (Davis, 1998).
Communications and Community Relations
School
Climate
The
Principal
Communication & Community
Relations
Professionalism
Human Resources Leadership
Organizational
Management
What do Good Principals Do?
Instructional
Leadership
Effective principals communicate and model core values through their
interactions with students and teachers; most importantly, they model
that they care for and have a genuine concern for children (Cotton, 2003).
Effective principals balance responsibilities associated with educating
students with the needs of teachers (Gross & Shapiro, 2000; Tschannen-Moran,
2004)
Just as important as professional development that focuses on roles
and responsibilities is professional develop with a focus on the
nuances of context that affect principals’ decisions. The when and why
are just as critical as the what and how (Waters & Grubb, 2004).
Professionalism
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School
Climate
The
Principal
Communication & Community
Relations
What do Good Principals Do?
Professionalism
Human Resources Leadership
Instructional
Leadership
Organizational
Management
The quickest way to change the effectiveness of a school, for better or
worse, is to change the principal (Mendro, et al., 1998).
The principal variable accounts for between 2% and 8% of the
variance in student test scores (Louis, et al., 2010; Waters, et al., 2003).
Principals in higher performing schools focus on educating the whole
child rather than simply concentrating on raising test scores” (Reed et al.,
2001).
The Principal
10 ©Stronge, 2014 All Rights Reserved
Matching Data Sources and Performance Standards Activity
Directions: Divide participants into small groups. Within your group, use your personal
experience to discuss and decide whether a given data source would likely provide a main source
of evidence or a supplemental source of evidence for documenting each of the performance
standards. Place a letter “M” or “S” in the box to indicate your choice.
PRINCIPALS
Performance Standard
Sel
f-E
va
lua
tio
n
Go
al
Set
tin
g
Fo
rmati
ve
Ass
essm
ent
Do
cum
enta
tio
n
an
d A
rtif
act
s
Fee
db
ack
S
urv
eys
1. Instructional Leadership The principal effectively leads the development, alignment, and
execution of a plan of action for monitoring the curriculum and
implementing instructional and assessment strategies that enhance
learning and teaching.
2. School Climate The principal develops and nurtures an internationally minded,
balanced, academically rigorous, positive, safe school climate.
3. Human Resources Leadership The principal selects, orients, assigns, develops, evaluates, and retains
quality instructional and support personnel.
4. Organizational Management The principal supports, manages, and oversees the organization,
operation, and use of resources for his/her area of responsibility.
5. Communication and Community Relations The principal effectively communicates and collaborates, engaging
stakeholders to promote understanding, support, and continuous
improvement of the school’s programs and services aligned with the
school’s mission/vision.
6. Professionalism The principal demonstrates behavior consistent with legal, ethical, and
professional standards, engages in continuous professional
development, and contributes to the profession.
7. Student Progress The principal’s leadership results in student progress consistent with the
school’s mission and school-wide goals.
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TEACHERS
Performance Standard
Ob
serv
ati
on
s
Tea
cher
D
ocu
men
tati
on
F
old
ers
Stu
den
t S
urv
eys
Stu
den
t L
earn
ing
O
bje
ctiv
es
1. Instructional Planning The teacher plans using the school’s curriculum, effective strategies,
resources, and data to meet the needs of all students.
2. Instructional Delivery The teacher effectively engages students in learning by using a variety
of instructional strategies in order to meet individual learning needs.
3. Assessment of/for Learning The teacher systematically gathers, analyzes, and uses data to measure
student progress, guide instruction, and provide timely feedback.
4. Learning Environment The teacher uses resources, routines, and procedures to provide a
respectful, positive, safe, student centered environment that is
conducive to learning.
5. Professionalism The teacher maintains a commitment to professional ethics,
international mindedness, and the school’s mission; and takes
responsibility for and participates in professional growth that results in
enhancement of student learning.
6. Student Progress The work of the teacher results in acceptable and measurable student
progress.
14 ©Stronge, 2014 All Rights Reserved
Principal Self-Evaluation Form (Abridged)
Directions: Principals should use this form annually to reflect on the effectiveness and adequacy
of their practice based on each performance standard. Please refer to the performance
indicators for examples of behaviors exemplifying each standard. .
Principal: Principal Y Date: September 6, 2012
1. Instructional Leadership The principal effectively leads the development, alignment, and execution of a plan of action
for monitoring the curriculum and implementing instructional and assessment strategies that
enhance learning and teaching.
Areas of strength:
• Discuss instruction and program administration collectively with the teachers and staff
• Involve teachers in using action research focused on student data
• Set up a learning resources center for all teachers where they can study and discuss how
new strategies affect students
• Set aside sufficient time for instructional supervision, which include cycles of pre-
observation conferences, observations, post-observation conferences, and individual
professional development planning
• Am highly visible and actively engaged in school curriculum development and
instructional planning meetings
Areas needing work:
• Need to acquire more skills regarding distributing leadership across the schools
• Need to more clear and consistent procedures to accurately portray the school’s
performance to the faculty and greater community
• Need to present student performance data in more a useable and friendly form, and use
the data to communicate the need for program changes or replacement of ineffective
programs
• Although I monitor student achievement throughout the year, I need to better balance the
use of both classroom and data from other school organizations to assess progress
Strategies for improving performance:
• Participate in collaborative learning activities with fellow school administrators
• Explore and participate available tailored and packages external professional
development programs
15 ©Stronge, 2014 All Rights Reserved
Principal Goal Setting Form (Abridged)
Directions: This form is a tool to assist principals in setting goals that result in measurable
progress. There should be goals that directly relate to school improvement goals using student
achievement results. All goals should, directly or indirectly, demonstrably address Standard 7:
Student Progress.
Principal: Principal Z
School: Anycity Elementary School Year: 2012-2013
Evaluator: Evaluator Z
School Profile (Describe the school setting
and any unique circumstances impacting the
school community as a whole.)
Anycity Elementary is located in an urban area and serves 328
students. The population is 46% female and 54% male. Fifty-six
percent are native English speakers; 44% have English as a
second language. There are 63 5th grade students.
School Improvement/Student Progress Goal 1:
Content/Subject/Field Area (Discuss the
area/topic addressed based on learner
achievement, school achievement results,
data analysis, or observational data.)
Writing.
The percentage of 5th graders who passed the end of year writing
assessment has remained consistently low over the last three
school years (49% - 52% - 51%). Fifth grade students are
evaluated on a five-point scale (1=inadequate command;
5=strong command) in the following areas: content and
organization, usage, sentence construction, and mechanics.
Baseline Data (What does the current data
show?)
In September, all 5th grade students were given the same writing
prompt and the responses were scored in each of the four areas
using the five-level writing rubric. Twenty percent of students
passed this assessment.
Data attached
Goal Statement (Describe what you want
learners/program to accomplish.)
During the current school year, all students will improve in the
four areas of writing from their baseline level as measured by the
writing rubric. Furthermore, at least 70% will pass the
comprehensive writing assessment administered at the end of the
year.
Strategy Measurable By Target Date
Teachers will fully implement a quality
Writer’s Workshop in their classroom
and monitor the writing progress of all
students.
Teacher weekly lesson plans; portfolio
submitted at the end of each semester;
teacher survey; student survey; walk-
throughs
May 2013
Teachers will choose to participate in one
of three professional development
activities: peer coaching, mentoring, or
study groups.
Portfolio; teacher survey; classroom
observation protocol May 2013
Provide a series of in-service days and
workshops regarding instruction and
assessment of writing at the elementary
level.
Portfolio; teacher survey; classroom
observation protocol May 2013
16 ©Stronge, 2014 All Rights Reserved
Professional Growth Goal:
Goal Statement (Describe what you want
learners/program to accomplish.)
During the current school year, we will increase the percentage
of parents who feel like the school provides effective support for
home academics by at least 50% of our beginning of the year
survey. Our beginning of the year percentage was 33%, so an
increase of 50% would be 49.5%.
Means for Attaining Goal (Check the standard to which the strategies relate.) 1. Instructional Leadership 2. School Climate 3. Human Resources Leadership
4. Organizational Management X 5. Communication and Community Relations
6. Professionalism X 7. Student Progress
Strategy Measurable By Target Date
The staff and I will need some
professional learning to determine the
most effective ways to communicate
about instruction with parents and create
effective supports for parents with their
students.
We have a part-time parent liaison who
can help coordinate the efforts. Our staff
can also provide help in creating and
compiling online tools for parents.
May 15
Have quarterly meetings with parents to
discuss ways to improve at home
instructional support.
Attendance and feedback from meetings
will provide an informal way of
determining whether parents are satisfied
with the support.
Nov 15
Feb 15
May 15
17 ©Stronge, 2014 All Rights Reserved
Principal Formative Assessment Form (Optional) (Abridged)
Directions: Use this form to comment on evidence related to the standards from discussions with the
principal, site visitations, student progress and achievement data, and documentation provided by the
principal. Evaluators may use multiple formative assessment forms, as applicable.
Principal: Principal A Date: November 18, 2012
Evaluator: Evaluator A
Performance Standard 1: Instructional Leadership
The principal effectively leads the development, alignment, and execution of a plan of action for
monitoring the curriculum and implementing instructional and assessment strategies that enhance
learning and teaching.
Sample Performance Indicators
Examples may include, but are not limited to:
The principal:
1.1 Ensures that the focus is on student development and achievement in the area of responsibility
and contributes to school-wide growth.
1.2 Facilitates collaborative decision-making to analyze current achievement data and
instructional strategies to improve classroom instruction and increase student achievement.
1.3 Is knowledgeable about and promotes research-based instructional best practices in the
classroom.
1.4 Connects initiatives and innovative strategies to maximize the achievement of each learner.
1.5 Ensures teachers use technology and other available resources for the successful
implementation of effective instructional strategies.
1.6 Monitors and evaluates the use of diagnostic, formative, and summative assessment to guide
instructional practices and provide timely and accurate feedback to students and parents.
1.7 Provides collaborative leadership for the design and implementation of effective and efficient
schedules that protect and maximize instructional time.
1.8 Supports professional development and instructional practices that incorporate the use of
achievement data and results in increased student progress.
1.9 Participates in professional development alongside teachers.
1.10 Demonstrates and/or supports the importance of professional development by providing
adequate time and resources for teachers and staff to participate in professional learning (e.g.,
peer observation, mentoring, coaching, study groups, learning teams).
1.11 Facilitates the evaluation of the impact of professional development on instructional practice.
Comments:
Principal A uses his knowledge of teacher leaders in the school and creates opportunities for
collaboration among teachers (such as team instructional planning and looking at student work
collaboratively). He establishes structures and processes that encourage teachers to observe and study
best practices. He also provides various staff development activities that focus on improving teaching
and learning, and provides effective supervision of classroom instruction and program operations.
18 ©Stronge, 2014 All Rights Reserved
Principal Documentation and Artifact Cover Sheet (Optional)
Directions: The principal should list the items he or she plans to submit as documentation of
meeting each performance standard to supplement evidence gathered through other means.
Documentation may also need to be supplemented with conversation, discussion, and/or
annotations to clarify the principal’s practice and process for the evaluator.
Principal: Principal Q
School: Yourtown Elementary School Year: 2012-2013
Standard Examples of Documentation Documentation Included
1. Instructional
Leadership The principal effectively
leads the development,
alignment, and
execution of a plan of
action for monitoring
the curriculum and
implementing
instructional and
assessment strategies
that enhance learning
and teaching.
• School improvement plan
• Strategic plan
• Principal’s goals aligned with
vision/mission/core belief statements
• Leadership/school improvement team agendas
• Rationale for master schedule
• Student progress monitoring data analysis and
action plan
• Workshop agendas or summaries
• Personal professional development log
• Evidence of student growth data
• Peer observation reports
• Professional Learning Communities’
minutes/agendas
• Division professional development calendar
• Individual professional development plans
• Student IEPs/student study team minutes
• Letters and memoranda to
faculty and the public
• Strategic plan
• Evaluation reports of
selected programs
• Disaggregated reports of
student progress and school
improvement plan
2. School Climate
The principal develops
and nurtures an
internationally minded,
balanced, academically
rigorous, positive, safe
school climate.
• School-wide stakeholders’ survey summary
report
• Newsletter on student performance
• Agenda on school improvement meetings with
stakeholder participation
• Action plans for creativity and innovation
• Copy of building safety plan and drill
completion log
• Reports on student behavior and trends
• Goal document on whole-child improvement
• Parent, faculty, student, and
community surveys on
school culture—Final report
of findings
3. Human Resources
Leadership
The principal selects,
orients, assigns,
develops, evaluates, and
retains quality
instructional and
support personnel.
• Staff evaluation schedule including observation
schedule
• Evidence of teachers and staff serving as leaders
in the school and school community
• Staff evaluations
• Staff recognition program
• Performance Improvement Plans
• Mentorship program
• Professional development indicators for teachers
• Professional Learning Communities’ minutes
• Staff meeting agendas regarding professional development focused on student learning
• Peer coaching program for
instruction improvement
• Sample teacher profession
development plans
• Professional development
calendar
• Annotated professional
development
activities/programs
19 ©Stronge, 2014 All Rights Reserved
4. Organizational
Management The principal supports,
manages, and oversees
the organization,
operation, and use of
resources for his/her
area of responsibility.
• Budget execution reports
• Student study teams minutes and IEP success
rates
• Case load data of students with learning needs
(e.g. ELL, second language learners)
• Long-range goals
• Short-range goals
• Data on extra and co-curricular activities
• Technology integration plan
• Student and faculty handbooks
• Evidence of stakeholder participation in school
improvement
• Financial audits
• Grant applications
• School master schedule
5. Communication
and Community
Relations The principal effectively
communicates and
collaborates, engaging
stakeholders to promote
understanding, support,
and continuous
improvement of the
school’s programs and
services aligned with
the school’s
mission/vision.
• Faculty meeting agendas
• Newsletters
• PAC/PTO/PTA agendas
• Feedback surveys
• Presentation to civic/community groups
• Information on shared decisions
• Student led conferences
• Samples of written documents to stakeholders
• Log on keeping head updated on key issues
• Parent workshops/classes
• Parent newsletters
• Memoranda to faculty, staff,
and larger community
• Lifelong learning workshop
schedule
6. Professionalism
The principal
demonstrates behavior
consistent with legal,
ethical, and
professional standards,
engages in continuous
professional
development, and
contributes to the
profession.
• Staff development activity agendas
• Department/grade level meeting documentation
• Summary of staff surveys
• Professional conference attendance
• Professional organization membership
• Evidence of modeling/adherence to core values
• Teachers log on meeting PD requirements
• Certificates of participating
in professional conferences
• Results of teacher/staff
survey
• Professional development
goals
7. Student Progress The principal’s
leadership results in
student progress
consistent with the
school’s mission and
school-wide goals.
• Analysis of grades for the marking period
• Documentation of meeting established annual
goals (e.g., school improvement plan)
• Data on student achievement from other valid,
reliable sources
• Annual assessment calendar and completion grid
• Dept. and grade level meeting agenda with
SMART goals
• Data on annual results and trends
• PD calendar aligned to school-wide goals
• Teacher individual goals and results
• College placement results and graduates
feedback surveys
• Newsletters, reports with school improvement
performance
• Principal Goal Setting Form
20 ©Stronge, 2014 All Rights Reserved
Principal Survey Summary Form
Principal’s Name: Principal M Date: December 19, 2012
School: Anytown Elementary School Year: 2012-2013
Directions: Principals should tabulate and analyze the teacher/staff surveys and provide a
summary of the results. This should be included as part of the principal’s documentation.
Number of Surveys
Distributed
Number of Completed
Surveys Returned
Percentage of Completed
Surveys Returned
46 45 98%
Teacher/Staff Satisfaction Analysis
1. Describe your survey population(s).
The survey was distributed to all the faculty and staff in the school. There are 16 K-Grade 2
teachers, 14 Grade 3-5 teachers, 2 speech specialists, 1 vocal music teacher, 1 technology
assistant, 2 reading and math specialists, 1 special education teacher, 3 educational assistants, 1
counselor, 1 secretary, 2 resource room staff, 1 librarian and 1 library aide.
2. List factors that might have influenced the results.
None – did the survey after recess
3. Analyze survey responses and answer the following:
A) List the top three areas of strength major strengths.
• Enthusiastic about sharing a vision
• Gives leadership in the improvement of instruction
• Protects instructional time and keeps disruptions to a minimum
B) List the top three areas for growth.
• Seeking teacher recommendations for meaningful in-service programs
• Involving teachers in developing school improvement plans
• Scheduling and allocating resources for professional development.
C) Suggested strategies for areas of growth?
• Will use surveys to collect ideas of their preferred forms of professional development
programs
• Will distribute leadership more across the school and create opportunities for teachers
to provide input
• Develop and tap into the expertise of teacher leaders to foster mentor relationships
and teacher professional growth.
21 ©Stronge, 2014 All Rights Reserved
Teacher Announced Observation Form (Abridged)
Directions: Evaluators use this form to document the required annual observation of the teacher.
Some standards may not be documented in a single observation. A copy of the completed
observation form is given to the teacher.
Teacher’s Name: Teacher A Date Observed: 10/22/12
Observer’s Name: Principal A Class/Time: Grade 2 10:00-10:45
Pre-Conference Notes
Lesson Objectives: Students will be able to select the appropriate measure of central tendency for
a given situation.
Instructional Strategies: Whole group, activity centers, think-pair-share, grouping is done by
ability
Area of Focus: Appropriate level of differentiation for student groups.
1. Instructional Planning
The teacher plans using the school’s curriculum, effective strategies, resources, and data to meet
the needs of all students.
Uses data of student learning to guide planning.
Plans time realistically for pacing, content coverage,
and transitions.
Plans for differentiated instruction.
Aligns lesson objectives to school curriculum.
Develops appropriate long and short-range plans,
and is able to adapt plans when needed..
Evidence:
Uses student learning data to guide planning: Plans for student performance on Warm-
Up activity to direct grouping of students
Develops appropriate short-range plans: Lesson provides an opening warm-up,
focused lesson, guided or Independent Practice (as appropriate for each group), and a
closure activity.
Plans time realistically for pacing, content mastery, and transitions: Majority of time
spent on student groups in which students receive the appropriate level of support as
determined by previously gathered data. Has different-colored sticky notes ready to facilitate
transition to group work based on Entrance Cards/Warm-Up. Use blue, pink, and yellow
sheets to help students organize their work for the Focus Lesson. Plans for a Whole Group
Closure in which students are asked to summarize the lesson.
22 ©Stronge, 2014 All Rights Reserved
2. Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies
in order to meet individual learning needs.
Engages and maintains students in active learning.
Builds upon students’ existing knowledge and skills.
Differentiates instruction to meet students’ needs.
Reinforces learning goals consistently throughout the
lesson.
Evidence:
Uses a variety of effective instructional strategies and
resources.
Uses instructional technology to enhance student
learning.
Communicates clearly and checks for understanding.
Communicates clearly and checks for understanding: Directions for Focus Lesson
posted on chart paper and on student worksheets. Walks around and informally checks
independent work on Entrance Card/Warm-Up and provides a sticky note. Uses Exit
Cards during Whole Group Closure.
Differentiates instruction to meet students’ needs: Applies differentiation of
instruction activities, e.g., based on Entrance Card/Warm-Up; indicates differences based
on sticky note color. Uses sticky notes to differentiate into groups during Independent
Time; has centers already created based on level of student understanding and support
needed. Assigns two separate homework assignments based on whether students are in
the University of Maryland Center or not. Explains that she will use the Exit Cards they
complete during Whole Group Closure to determine which centers they will use in their
lesson tomorrow.
Engages and maintains students in active learning: During Focus Lesson, one group
discusses how this particular lesson was different from a traditional workshop. One girl
states, ‘This was fun.”
Uses a variety of effective instructional strategies and resources: Uses approximately
60 seconds “wait time” after asking students to identify which measure of central
tendency was used to make the claim that “Students got As on their Spelling Test 10
times over all other numbers.” Students then share with their groups what they think the
answer is. A student reminds the class that “mode” is the number that occurs “most”
often; teacher responds by reminding the class of the mnemonic “Good ole’ ‘Mo’.”
During Guided Groups: Independent Practice, teacher provides students with activities
that include both independent and group interactions.
Reinforces learning goals consistently throughout lesson: During Whole Group
Closure, asks students to review what they have learned.
3. Assessment of/for Learning
The teacher systemically gathers, analyzes, and uses data to measure student progress, guide
instruction, and provide timely feedback.
Uses pre-assessment data to develop expectations for
students and to document learning.
Creates or selects valid and appropriate assessments.
Aligns student assessment with established curriculum
standards and benchmarks.
Uses a variety of formal and informal assessment
strategies to guide instruction.
Uses assessment tools for both formative and
summative purposes.
Gives constructive and frequent feedback to
students on their learning.
Evidence:
Uses pre-assessment data to differentiate instruction: Uses student independent responses
23 ©Stronge, 2014 All Rights Reserved
on Warm-Up/Entrance slip to form groups for later parts of lesson using sticky notes.
Gives constructive and frequent feedback to students on their learning: During Focus
Lesson Activity 2 (Spelling Tests), one group uses the Activity 1 data set on the median and
gives an answer of “10” when the question was which mode of central tendency was used and
answer was “mode.” Teacher responds, “Okay, you looked at the data to figure this out. Good
for you.” Note: Teacher does not debrief further with students further regarding their mistake.
Another group explains to this group that it can’t be median because median, mean, and range
all require data sets. During Guided Group: Independent Practice, after meeting with the pink
group teacher walks around and monitors the other groups, checking on their progress and
asking how they are doing.
4. Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe,
student centered environment that is conducive to learning.
Arranges the classroom to maximize learning while
providing a safe environment.
Establishes clear expectations, with student input, for
classroom rules and procedures early in the school year,
and enforces them consistently and fairly.
Maximizes instructional time and minimizes
disruptions.
Establishes a climate of trust and teamwork by being
fair, caring, respectful, and enthusiastic.
Respects students’ diversity, including language,
culture, race, gender, and special needs
Evidence:
Establishes clear expectations: Students enter classroom quietly and in a line before lesson.
Students raise their hands quietly and wait to be called upon during Focus Lesson group
debrief.
Arranges classroom to maximize learning: During transition to Focus Lesson groups and
Guided Groups: Independent Practice, students move quietly and quickly to various areas of
the room. During Guided Groups: Independent Practice, there are 3 groups and about 7-9
students per group; there are enough materials for students to separate themselves into even
smaller groups of 2-4. Center materials are in folders and bags allowing students to work
anywhere in the room (at desks, on the floor, etc.).
Establishes a climate of trust and teamwork: During Focus Lesson group debrief, most
students listen to each other discuss their answers and wait their turns to speak. For example,
one boy provides an explanation to one another to clear up a misconception. The other child
listens and responds with “So, what you’re saying is…” and then repeats the explanation in
his own words. During Focus Lesson group debrief, teacher asks students to repeat what
other students have said in their own words.
Establishes clear expectations and enforces them consistently: Uses “Equity sticks” to
ensure that all students have an equal chance of being called on during Focus Lesson whole
group debrief. Teacher tells students to know when they are halfway through Guided
Groups: Independent Practice.
Establishes a climate of trust by being respectful: During Focus Lesson group debrief,
says to a student “Can you please tell me what your group found out about the Entrance
cards?” Responds to student’s comment with “Very interesting” and then asks another
student “Can you please add on to what she said?”
Maximizes instructional time: During Focus Lesson debrief, gives a silent smile and
thumbs up signal to a student while another student talks. During the course of the lesson,
works with students independently, in small groups, or in whole groups based on the activity.
24 ©Stronge, 2014 All Rights Reserved
Teacher tells students to know when they are halfway through Guided Groups: Independent
Practice. When transitioning to Whole Group Closure, thanks table 5 for being ready while
waiting for other groups to also transition.
Actively listens and pay attention to students’ responses: During Focus Lesson group
debrief, responds to the confusion of several students over the word “average” by saying
“James hit that nail right on the head. He said…” and she then paraphrases James’
explanation of what “average” can mean.
5. Professionalism
The teacher maintains a commitment to professional ethics, international mindedness, and the
school’s mission; and takes responsibility for and participates in professional growth that results
in enhancement of student learning.
Collaborates and communicates effectively within the
school community to promote students’ well-being and
success.
Adheres to school policies and ethical guidelines.
Incorporates learning from professional growth
opportunities into instructional practice.
Sets goals for improvement of knowledge and
skills.
Engages in activities outside the classroom intended
for school and student enhancement.
Demonstrates international mindedness by
respecting diversity and taking an interest in various
national and international traditions.
Evidence:
Adheres to school policies: Dress conforms to employee dress code
Communicates effectively to promote students’ well-being and success: Uses “Standard”
or “Business” English consistently when communicating with students
Observer’s Comments:
Teacher’s Comments:
Teacher’s Signature _______________________________________ Date
Observer’s Signature ______________________________________ Date
25 ©Stronge, 2014 All Rights Reserved
Teacher Documentation Log Cover Sheet
Teacher: Teacher A School Year: 2012-2103
Standard Required
Item Examples of Evidence (Check if
submitted; write in additional evidence) Evaluator
Comments 1. Instructional
Planning
Evidence of
unit/lesson
planning and
using data about
student learning
to guide
planning and
instruction
X Unit/lesson planning documents
X Differentiation in lesson planning and
practice
X Analysis of classroom assessment
Persuasive/Argument Essay Lesson Plan
Course Syllabus
Analysis of Classroom Assessment
Excellent analysis of
how you use classroom
assessment to inform
your planning
2. Instructional
Delivery
No item is
required as
Instructional
Delivery is the
focus of the
classroom
observation.
3. Assessment
of/for
Learning
Evidence of the
use of baseline
and periodic
assessments
X Samples of baseline and periodic
assessments given
X Samples of both formative and summative
assessment
X Graphs or tables of student results
X Records within electronic curriculum
mapping tool/ electronic gradebook
Analysis of Classroom Assessment
Writing Rubric
Rubric is thorough
Good examples of how
you use various types of
assessment throughout
the year
4. Learning
Environment
Evidence of
effective
learning
environment:
Summary of
Student Surveys
Form
X Student Survey Summary Form
Reading Survey
Classroom Rules
How did you use your
students’ suggestions to
help you develop
professionally?
5.
Professionalism
Evidence of
commitment to
professional
growth and
effective
communication/
collaboration
with community
X Record of participation in
extracurricular activities and events
X Record of professional development
taken or given
X Examples of collaborative work with
peers
X Evidence of Parent Communication
Certificate of Completion-
“Differentiating Instruction for
Advanced Placement Students”
Introduction Letter to Parents/Guardians
Need to explain how you
applied the professional
development sessions in
your classroom
6. Student
Progress
Evidence of
objectives for
student progress.
X Student Learning Objective Progress
Form- Revised at midterm and end of
year
Good modification of
strategies when you
discovered they were not
working. Results show
they were effective.
26 ©Stronge, 2014 All Rights Reserved
Teacher Student Survey Summary
Teacher’s Name: Teacher A School Year: 2011-2012
Grade(s) 10 and 11 Subject(s): AP English 10 and English 11
Survey Version Given: Grades K-2 Grades 3-5 Grades 6-8 X Grades 9-12
Number of Surveys
Distributed
Number of Completed
Surveys Returned
Percentage of Completed
Surveys Returned
53 48 91%
Student Satisfaction Analysis
Describe your survey population(s) (i.e., list appropriate demographic characteristics such as
grade level and subject for students).
I distributed the surveys to 27 AP English 10 students and 26 English 11 students. All 27
AP English students returned the surveys. 21 of 26 English 11 students returned the
surveys. Approximately 20% of my AP English students have been identified as gifted.
List factors that might have influenced the results (e.g., survey was conducted as the bell rang for
dismissal). None.
Analyze survey responses and answer the following questions:
A) What did students perceive as your major strengths?
They thought I had a high level of subject knowledge and a good rapport with them.
Several students commented that I was very approachable and they knew that they could
come to me if they had a problem.
B) What did students perceive as your major weaknesses?
Several students in both classes commented that the assignments I assigned for completion
outside that classroom presented too heavy of workload.
C) How can you use this information for continuous professional growth?
I'd like to further explore various options to help students better manage the workload. I
would also like to come up with more differentiated assignments that would be better
targeted for groups of students. This could help make the workload more appropriate for
struggling students.
You may include a copy of the Student Survey Summary in the Learning Environment section of
the Documentation Log
27 ©Stronge, 2014 All Rights Reserved
Teacher Student Learning Objective Progress Form
Directions: This form is a tool to assist teachers in setting an objective that results in measurable
learner progress. NOTE: When applicable, learner progress should be the focus of the
objective. Enter information electronically into the cells (the boxes will expand to fit the text).
Teacher’s Name: Teacher H
Subject/Grade: English/Grade 11 School Year: 2012 - 2013
Initial Objective Submission (due by 9/30 to the evaluator)
I. Setting (Describe the population and
special learning circumstances) I teach in a large high school with a student enrollment this
year of 1,986 students. Sixty-five percent of the students
qualify for free and reduced lunch. My goal is focused on
my 4th period 11
th Grade English class. I have 28 students in
the class. Three have a 504 for extra time in writing
assignments and four have IEPs for auditory processing
concerns. II. Content/Subject/Field Area (The
area/topic addressed based on
learner achievement, data analysis,
or observational data)
The area to be addressed is Grade 11 Writing. The pass rate
for last year on the EOC Writing Test was 74%. This has
been the trend over the past two years with pass rates in the
low to mid 70s. Over the past two years, the pass rate for
students in my classes has been 68% and 70%. III. Baseline Data (What is shown by
the current data?) The English department gives a beginning of the year writing
prompt and we score our students’ writing according to the
state writing rubric. The data show that over 64% percent of
my students score at a 2 or 1 on composition, 68% on written
expression, and 53% on mechanics/usage. No student scored
at level 4 for composition and written expression.
Data attached IV. Objective Statement (Describe
what you want learners/program to
accomplish)
For the 2012 – 13 school year, all students will make
measurable progress on each of the three areas of the writing
rubric. Each student will progress at least one level on the
writing rubric in each area. V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Attend writing workshop professional
development offered by school district
Certificate of attendance November 12, 2012
Incorporate writing workshop to
include mini-lessons for skill
development in composing,
expression, and mechanics/usage
Lesson Plans and sample student
work
Begin December 1,
2012 and continue
through the year
Incorporate peer assessment and self-
assessment of writing pieces
Lesson plans, sample student work,
and feedback forms
Begin January 9, 2013
and continue through
the year
Teacher’s Signature _____________________________________________ Date
Evaluator’s Signature ____________________________________________ Date
28 ©Stronge, 2014 All Rights Reserved
VI. Mid-Year Review (Describe objective
progress and other relevant data) Mid-year review conducted on 1/26/13
Initials: TA (teacher) PA (evaluator)
Based on peer and self-assessments students, seem to
grasp the criteria used to score the writing prompt. I am
having difficulty in motivating students to write.
Data attached
Teacher’s Signature _________________________________________ Date _____________________
Evaluator’s Signature ________________________________________ Date _____________________
End-of-Year Review
Appropriate Data Received
Strategies used and data provided demonstrate appropriate Student Growth Yes No
Evaluator’s Signature ________________________________________ Date _____________________