Qualities of Effective Teachers
Video
• http://www.youtube.com/watch?v=7bIQ43XSxU
Why are effective teachers
so important?
What factor had the largest
effect on student achievement?
Mixed Ability Grouping?
Class Size?
Prior Achievement?
The Teacher?
What factor had the largest
effect on student achievement?
Mixed Ability Grouping?
4
Class Size?
3
Prior Achievement?
2
The Teacher?
1
Influences on Student Achievement:
Explained Variance
Hattie (2003): http://acer.edu.au/documents
Three-year Impact of
Effective vs.
Less Effective Teachers
Dallas Research: Teacher Quality
4th Grade Math Achievement
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
Dallas Research: Teacher Quality
4th Grade Reading Achievement
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
Residual Effect
Two years of effective teachers could
not remediate the achievement loss
caused by one year with a poor teacher.
Mendro, Jordan, Gomez, Anderson, & Bembry (1998)
Time in the School Year Needed
to Achieve the Same Amount of Learning
75th Percentile
Teacher
25th Percentile
Teacher
0
1/4
1/2
3/4
1
Years Needed
Leigh, Economics of Education Review (2010)
Time in the School Year Needed
to Achieve the Same Amount of Learning
90th Percentile
Teacher
10th Percentile
Teacher
0
1/4
1/2
3/4
1
Years Needed
Leigh, Economics of Education Review (2010)
What is an effective teacher?
Qualities of Effective Teachers
EFFECTIVE TEACHERS
Job Responsibilities and
Background
Practices
Prerequisites
The Person
Organizing
Implementing
for Instruction
Instruction
Classroom
Management
& Instruction
Monitoring
Student
Progress &
Potential
Stronge, Qualities of Effective Teachers, ASCD (2007). Diagram is used with the
permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Prerequisites of Effective Teachers
Which teacher factor is a strong
predictor of student achievement gains?
• Teacher experience
X
X
• Teacher level of education
• Type of teacher certification
X
The Teacher as a Person
• Caring
• Fairness & Respect
• Attitude
• Reflective Practice
The Bottom Line
“… nothing, absolutely nothing,
has happened in education until
it has happened to a student.”
Joe Carroll (1994)
Video
http://www.youtube.com/watch?
v=1lcZbRY_bYs
Teacher Performance Evaluation
System
Effectiveness is the goal.
Evaluation is merely the means.
Teacher Performance Evaluation
System
• What is the basis of teachers’ evaluation?
• How will teacher performance be documented?
• How will teacher performance be rated?
Question 1
What is the basis of
teachers’ evaluation?
Main Components
Performance
Standard
Standard 2: Instructional Planning
The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data
to meet the needs of all students.
Performance
Indicators
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
2.1 Align lesson objectives to approved curriculum using student learning data to guide planning.
2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of
knowledge.
2.3 Plans for differentiated instruction.
Performance
2.4 Develops appropriate long- and short-range plans and is able to adapt plans when needed.
Appraisal
2.5 Uses resources, including technology, to effectively communicate with stakeholders regarding
the
Rubric
curriculum shared in their classroom. .
Distinguished
Effective
In addition to meeting the
requirements for Effective…
Effective is the expected level of
performance.
The teacher actively
seeks and uses
alternative data and
resources, and regularly
differentiates plans and
modifies instruction to
meet the needs of all
students.
The teacher effectively
plans using the
approved curriculum,
instructional
strategies, resources
and data to meet the
needs of all students.
Developing
Needs Improvement
The teacher
inconsistently uses the
curriculum, effective
strategies, resources, or
data in planning to meet
the needs of all students.
Unacceptable
The teacher does not
plan, or plans without
adequately using the
curriculum, or without
using effective
strategies, resources, or
data to meet the needs
of all students.
Teacher Performance Standards
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment For and Of Learning
5. Learning Environment
6. Professionalism
Performance Standard 1
Professional Knowledge
The teacher demonstrates an understanding
of the curriculum, subject content, and
diverse needs of students by providing
meaningful learning experiences.
Performance Standard 2
Instructional Planning
The teacher effectively plans using the
approved curriculum, instructional strategies,
resources, and data to meet the needs of all
students.
Performance Standard 3
Instructional Delivery
The teacher effectively engages students in
learning by using a variety of instructional
strategies in order to meet individual learning
needs.
Performance Standard 4
Assessment For and Of Learning
The teacher systematically gathers,
analyzes, and uses relevant data to measure
student progress, guide instructional content
and delivery methods, and provide timely
feedback to students, parents, and
stakeholders.
Performance Standard 5
Learning Environment
The teacher uses resources, routines, and
procedures to provide a respectful, safe,
positive, student-centered environment that
is conducive to student engagement and
learning.
Performance Standard 6
Professionalism
The teacher demonstrates behavior
consistent with legal, ethical, and
professional standards, contributes to the
profession, and engages in professional
growth that results in improved student
learning.
Question 2
How will teacher
performance be
documented?
Multiple Data Sources for Teachers
Observations
•
•
•
•
Documentation
Log
• Includes both specific required artifacts and teacher-selected
artifacts
• Artifacts provide evidence of meeting selected performance
standards
• Provides teacher with opportunity to demonstrate quality work
Student
Surveys
•
•
•
•
Goal Setting
• Appropriate measures of academic progress are determined
• Teachers set goals for improving student progress based on the
results of performance measures
• Quality of the objectives and their attainment provide an important
data source for evaluation
Teachers formally observed at least two times per year
Additional formal observations at evaluator’s discretion
Observations last at least 45 minutes, include a post-conference
Informal observations at evaluator’s discretion
Teachers survey their students twice a year
Four survey instruments provided
Teachers enter summary of the results in their Documentation Log
Surveys provide additional data to teachers than can influence
teaching strategies
Data Collection Responsibilities
Data Collection
Procedure
Form(s)
Evaluator
Teacher
Formal
Observations
Formal Classroom Observation Form

Informal
Observations
Informal Classroom Observation Form

Student Surveys
Student Survey Forms (K-2, 3-5, 6-8, 9-12)
Student Survey Growth Plan
Student Survey Analysis

Documentation
Logs
Documentation Log Cover Sheet

Goal Setting
Goal Setting for Student Progress Form


Question 3
How will teacher
performance be rated?
Evaluations
Interim
Evaluation
• All New to District teachers
• Used to document evidence of meeting standards
• Does NOT include rating of performance
Summative
Evaluation
•
•
•
•
Comes at end of evaluation cycle
Four point rating scale
Performance rubric for every standard
Rating based on “preponderance of evidence”
Terms used in Rating Scale
Category
Description
Definition
Distinguished
The teacher maintains
performance, accomplishments,
and behaviors that consistently
surpass the established standard.
• Sustains high performance over period of time
• Behaviors have strong positive impact on
learners and school climate
• May serve as role model to others
Effective
The teacher meets the standard in
a manner that is consistent with
the school’s mission and goals.
• Meets the requirements contained in job
description as expressed in evaluation criteria
• Behaviors have positive impact on learners and
school climate
• Willing to learn and apply new skills
Developing/
Needs
Improvement
The teacher is inconsistent in
meeting standards and/or in
working toward the school’s
missions and goals.
• Requires support in meeting the standards
• Results in less than quality work performance
• Leads to areas for teacher improvement being
jointly identified and planned between teacher
and evaluator
Ineffective
The teacher consistently performs
below the established standards
or in a manner that is inconsistent
with the school’s missions and
goals.
• Does not meet requirements contained in job
description as expressed in evaluation criteria
• Results in minimal student learning
• May contribute to recommendation for teacher
not being considered for continued employment
Evaluation Process
Timeline
Activity for Professional Improvement
During 1st Month
• All teachers establish student progress goal
By October 15th
• All teachers survey students first time
By end of 1st grading period
• First observation of probationary teachers
By December 15th
• Probationary teachers survey students second time
By January 15th
• Second observation of probationary teachers
• First observation of continuing contract teachers
Mid-Year
• Mid-year review of student progress goal
By February 1st
• Interim performance review of probationary teachers
By February 15th
• Continuing contract teachers survey students second time
By May
1st
By Last Week of School
• Second observation of continuing contract teachers
• Teachers submit end-of-year review of student progress goal
• Review Documentation Log
• Summative Evaluation
Focus on Effectiveness
Outstanding Teachers & Leaders
= Student
Results
Video
http://www.youtube.com/watch?
v=sQVgniNcO_g
Teacher Responsibilities
• Having knowledge of the content, students, and curriculum
• Planning instruction that meets student needs and
curricular requirements
• Offering appropriate and engaging instruction
• Assessing student work
• Providing a safe and secure learning environment
• Demonstrating professionalism and communicating
effectively
Student Learning
Limitations of Observation
• Observe 2 to 4 classes per year (.4% of performance)
• Classroom responsibilities only
• Subject to evaluator bias
• Focus on process of teaching versus outcomes
• Inspector model of evaluation
Multiple Data Sources
Teacher Evaluation
Observation
Intended to provide information on a wide variety of
contributions made by teachers in the classroom or to
the school community as a whole.
May take a variety of forms
• Formal observation
• Informal observation
• Walk-through observation
May occur in a variety of settings
• Classroom environment
• Non-classroom environment
Formal Observations
• Directly focused on teacher performance standards
May not see all standards in one observation
 May include review of teacher artifacts or student data

• Announced or unannounced; at least 45 minutes in duration
• Teachers observed at least twice per year
New to District teachers observed by end of 1st grading period and
then by January 15
 Continuing contract teacher observed by January 15 and then by
May 1

• Additional observations at evaluator’s discretion
• At least one pre-observation conference for teachers in first
year in district
• Evaluator provides feedback during post-observation
conference, typically within five working days
Informal Observations
• Provide more frequent information on wide variety of
teacher contributions
• Classroom and non-classroom settings
• Less structured than formal observations
• No specified duration
• Occur throughout the year
• Evaluator completes observation form; provides copy
to teacher
Documentation Log
• Provides evidence of performance related to specific
standards – teacher’s voice in evaluation
• Complements classroom observation
• Includes both specific required artifacts and teacher-selected
artifacts
• Emphasis is on quality, not quantity
• Should include analysis and reflection
• More concise than portfolios; district needs to relay
expectations
• Reviewed by evaluator by mid-year for New to District
teachers; by May 1 for all teachers
• Electronic or paper files
Student Surveys
• Provide students’ perceptions of how teacher is performing -direct knowledge of classroom practices
• All teachers survey students prior to October 15th


New to District teachers survey same cohort by December 15th
Continuing contract teachers survey same cohort by February 15th
• Age considerations for survey
• Surveys are anonymous
• Actual responses seen only by individual teacher
• Teachers fill out Student Survey Growth Plan and Student
Survey Analysis and include in documentation log
• Helps teachers reflect on practice; set goals for continuous
improvement (formative evaluation)
Sample Student Survey
Example: I like to eat pizza.

1. My teacher listens to me.

2. My teacher gives me help when I need it.

Abbreviated for training purposes
Sample Student Survey
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
1
2
3
4
5
1. My teacher gives clear instructions.
1
2
3
4
5
2. My teacher shows respect to all
students.
1
2
3
4
5
3. My teacher handles classroom
disruptions well.
1
2
3
4
5
4. My teacher helps me to be organized.
1
2
3
4
5
Example: I like listening to music.
Abbreviated for training purposes
Student Surveys: Benefits & Challenges
Benefits
Challenges
• Teachers receive
feedback from the
receivers of their services
• Teachers can use as a
formative evaluation to
improve practice
• Concern that results are
based on popularity
• Surveys might not ask the
right questions
• Surveys might not ask the
right students
What Does the Research Say?
• Ample evidence to support use of student surveys in
teacher evaluation
• Research consistently indicates that students from K-12
can provide reliable information related to teacher
effectiveness
• Student ratings of teachers are a significant predictor of
student achievement--better than parent or administrator
ratings
Faucette, Ball, & Ostrander, 1995; Stronge & Ostrander, 2006;
Wilkerson, Mannatt, Rogers, & Maughan, 2000
Recommendations for Interpreting
Survey Results
Review results and ask yourself the following questions:
• Is the information your students provided about you
accurate?
• If you agree that the information is accurate, are you
satisfied with the students’ perceptions about you?
• If you believe the information is inaccurate, do you know
why your students have these perceptions?
• Do you need to make changes to improve your students’
perceptions?
• If you think changes are justified, consider using the
student data to set a personal or instructional goal for
improvement.
Performance Portrait
Observations
Documentation
Log
Surveys
Goal Setting
for Student
Achievement
Advantages to Volunteering
• Have the ability to give feedback to the
Admin Team – Pilot Year.
• Ability to assist other staff members next
year, therefore increasing opportunities for
Professionalism Documentation
• This program, volunteer or not, will assist
everyone on the PI-34 License Renewal.
How to Volunteer to Pilot in 2013
• If you are interested, let your Building Principal
know by Wednesday, January 13.
• If we get more than 50% of that staff in any one
building, we will ask for volunteers to wait until the
following year.
• If we do not get at least 50%, Building Principals
will choose staff to be evaluated.
• Reason for 50% = You will be formally observed
once every two years once you reach “Continuing
Educator” status.
• Staff with 3 years or less will be evaluated each
year.
Who will be evaluated this year?
• All Administrators
• All staff “New to the District”
• All staff in their third year or less in the
district.
• All staff on a Plan of Improvement.
• Staff that the Building Principal select to
be evaluated.
Next Steps
• For those that Volunteer or “Will be
Evaluated,” we will meet as a group on
January 30 (next Extended PLC day).
• We will go through how the My Learning
Plan Software works, how to utilize the
forms available, and the general
procedures to be followed.
Questions?