AAIE Conference: Effective Teacher and Principal … CONFERENCE: EFFECTIVE TEACHER AND PRINCIPAL...

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


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


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)


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


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


Relations

Professionalism


Organizational

Management


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


School

Climate

The

Principal


Relations

Professionalism


Organizational

Management


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).


School

Climate

The

Principal


Relations

Professionalism


Organizational

Management


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


School

Climate

The

Principal


Relations

Professionalism


Organizational

Management


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


Relations

Professionalism


Organizational

Management


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


School

Climate

The

Principal


Relations


Professionalism


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


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.


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.


SAMPLE

PRINCIPAL AND TEACHER

FORMS


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


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


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


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.


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


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


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.


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.


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


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.


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


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.


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


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


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 _____________________

AAIE Conference: Effective Teacher and Principal … CONFERENCE: EFFECTIVE TEACHER AND PRINCIPAL...

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Transcript of AAIE Conference: Effective Teacher and Principal … CONFERENCE: EFFECTIVE TEACHER AND PRINCIPAL...