Research to Practice

Teacher Recruitment, Selection, and Retention Series #4: Using Person-organization Fit in Hiring Decisions

Stronge & Associates Newsletter, November/December 2017

Person-organization fit refers to the extent to which an individual's beliefs and values match those of the organization (Simms, 2011). The concept of person-organizational fit has been used in hiring and selection for decades. In the educational field, principals tend to make hiring decisions based on  Read More »

ESSA and Its Impact on Teacher Evaluation

Stronge & Associates Newsletter, May/June 2017

Eight years ago, with the advent of Race to the Top and other policy initiatives, states and school districts were propelled to redesign their teacher evaluation systems, particularly to include multiple measures of teacher effectiveness such as standardized classroom observations, value-added measures of student achievement gains, and teacher artifacts. With the 2015 transition from  Read More »

Teacher Recruitment, Selection, and Retention Series #1: Why Teachers Leave and Why a Need for Constant Teacher Recruitment

Stronge & Associates Newsletter, March/April 2017

Research suggests that curriculum, class size, funding, family and community involvement, and many other factors contribute to school improvement and students' achievement (Hattie, 2009). Despite these important influences, both practice and research suggest that the classroom teacher is the single most important  Read More »

How to Motivate Learners in the Classroom

Stronge & Associates Newsletter, January/February 2017

Motivating students to learn plays an extraordinarily powerful role in both the teacher's and students' success. Motivating students consists of making students receptive to and excited about learning, as well as making them aware of the importance and value of learning itself (Stronge, 2007). By finding ways to motivate students to learn, teachers contribute to students' positive attitudes toward learning.  Read More »

Re-imagining Teacher Professional Development: Using Webinars to Scaffold and Personalize Teacher Learning

Stronge & Associates Newsletter, November/December 2016

As teachers, we sometimes feel overwhelmed by the myriad professional development opportunities available to us. We want to be on the cutting edge of the newest research, but where do we find the time to do this? How can we access needed professional development in a way that is convenient and efficient?  Read More »

Understanding and Avoiding Bias in Teacher Evaluations

Stronge & Associates Newsletter, May/June 2016

When we are conducting evaluations, and we make judgments that are not relevant to a teacher's actual performance, we are demonstrating bias. As evaluators, our biases can interfere with the accuracy and reliability of evaluations. The authors of the 2015 MET Project pointed out that "Bias is normal. Everyone has biases. They are the natural product of each individual's unique set of experiences."  Read More »

The 'Mirage' of Professional Development

Stronge & Associates Newsletter, Jan/Feb 2016

The TNTP research study involved 10,000 teachers and 500 school leaders from three large public school districts and one midsize charter school network that were believed to be representative of large public school districts in the U.S. (21­72% African American, 1­37% Caucasian, 9­34% Hispanic, 2­8% other races; 61­84% free or reduced lunch).  Read More »

Possibilities and Pitfalls in Connecting Teacher Evaluation to Student Achievement: Frequently Asked Questions

TIE Online, January 2016

In the last years, the general public has become increasingly concerned with the performance of schools and teachers, especially as measured by a variety of student achievement growth measures. If used thoughtfully, validly, and as part of a bigger picture of school and teacher success, student growth measures can  Read More »

Culture and Student Achievement: What is the Connection?

Stronge & Associates Newsletter, November/December 2015

Although the research of recent decades has focused on differences in student achievement across the globe, few studies have focused on these differences in light of the cultural contexts in which learning takes place. This study compared culture and student achievement from one nation to another based on 2009 PISA assessment scores in reading, math, and science.  Read More »

September is Not Too Early to Begin Collecting Artifacts!

Stronge & Associates Newsletter, September/October 2015

As the new school year begins, it is not too early to remind teachers to think about their Documentation Logs from day one! Many teachers decorate their classrooms, set up student job responsibilities, send letters home to parents, and explain their grading practices, expectations and yearlong goals. These are precisely the items that can be uploaded into Documentation Logs  Read More »

How School Leaders Spend their Time...and Why It Matters!

Stronge & Associates Newsletter, May/June 2015

Grissom, Loeb, and Master (2013) examined the ways in which school principals use their time and how that relates to student achievement. In this five­year study, the researchers collected data from over 300 principals by using observations, interviews, and surveys. The researchers describe how much time principals spend on instructional activities during the school day.  Read More »

Student Learning Objectives (SLO) Commonly Asked Questions

Stronge & Associates Newsletter, March/April 2015

Q: What do other schools do to link SLO's to district, department, division or school goals? The quick answer is "it depends." All schools, departments, divisions, and districts are unique and they approach SLOs in different ways. However, we do see grade levels and departments most often creating the topic of the SLO and then using individual classroom student data to target growth   Read More »

Teacher Recruitment, Selection, and Retention Series #3: How to Manage the Recruitment Process

Stronge & Associates Newsletter, September/October 2017

Recruitment provides the first contact for a school district with it potential employees. A district must have an effective recruitment policy and process to inform candidates, and this includes providing information about the job openings and persuading potential applicants to apply for the available positions.  Read More »

Teacher Recruitment, Selection, and Retention Series #2: How to Attract the Best Teacher Applicants

Stronge & Associates Newsletter, May/June 2017

In our first installment of this Teacher Recruitment, Selection, and Retention Series, we discussed the issues of teacher shortage, turnover, and the constant need for schools to engage in recruiting and hiring quality teachers. In this entry #2, we will discuss How to Attract the Best Teacher Applicants.  Read More »

How to Engage Students with Classroom Discussion

Stronge & Associates Newsletter, March/April 2017

Classroom discussion is one of the instructional methods that can move students from passive participants to active meaning-makers (Walsh & Sattes, 2015). By engaging in quality classroom discussion, students build understanding of the subject matter, delve deeper into their own perspectives, present their own views verbally, support their arguments with evidence, listen and respond critically,  Read More »

While Most Professional Development is Proving to Be Ineffective, What Works Best?

TIE Online, December 2016

In recent decades, professional development (PD) has evolved into a dynamic, reflective, and collaborative improvement process we view as essential to meeting the critical demands of today's schools. Teachers need to continuously expand their knowledge of subject content, research-based teaching strategies, assessment,  Read More »

Can We Grade Students on Non-cognitive Skills?

Stronge & Associates Newsletter, September/October 2016

There is increased interest in developing and researching non-cognitive skills in students, which include behaviors such as optimism, resilience, adaptability, and conscientiousness. Education policies in the U.S. and Europe are stressing the importance of such skills as complements to academic achievement. For instance, federal education law – the newest version of the Elementary  Read More »

Cultivating Creativity in the Classroom

Stronge & Associates Newsletter, March/April 2016

To promote creativity, teachers must first develop a creativity­friendly classroom, where they welcome and reward behavior like asking questions, initiating investigations, and promoting flexible thinking. Teachers can incorporate explicit teaching of the skills and attitudes necessary for creativity into daily instruction. In addition, teachers can help students learn how individuals are creative  Read More »

Providing Effective Feedback

Stronge & Associates Newsletter, Jan/Feb 2016

At Stronge & Associates, we believe teacher evaluation is a means to an end, and that end is teacher improvement. Providing effective feedback is the bridge that connects teacher evaluation to improvement. This, in turn, will positively impact student learning outcomes. When done correctly, feedback is one of the most important factors influencing student behavior (Milligan, 2012).  Read More »

Learning from Student Surveys

Stronge & Associates Newsletter, November/December 2015

Using data from student surveys is one way to focus on student perceptions of their teachers. Since students are the primary consumers of teachers' services, it is critical to have their voices added to the mix. Additionally, surveys provide data that may not be acquired through other data sources. Research indicates that students can reliably differentiate between meritorious and  Read More »

Recent Trends in Teacher Evaluation

TIE Online, November 2015

In our globalized societies, it is no longer enough to judge a single school, a school district, or even a nation's school system in isolation. We are constantly pushed to compare student achievement and teacher effectiveness in our schools across the globe, which makes teacher evaluation increasingly prominent in schools. There are a variety of evaluation methods in use, and some may be  Read More »

"Teacher–Directed Instruction" is NOT a Dirty Word!

Stronge & Associates Newsletter, September/October 2015

In recent decades, educators have worked hard to move away from the "sage on the stage" method of teaching that involved lecturing to students and drilling them for rote memorization. As we know, teachers now focus on student engagement in the learning process, differentiation for diverse learners, and infusing the classroom with innovative techniques.  Read More »

Documenting Performance with Documentation Logs

Stronge & Associates Newsletter, May/June 2015

Artifacts of a teacher or leader's performance can serve as valuable and insightful evidence for documenting their practice. These artifacts can be organized in documentation logs as a formal aspect of the data collection system or they can be collected on an as-needed basis. Documentation logs are designed to complement other data sources in order to provide a fuller, fairer, more comprehensive  Read More »

Getting Classroom Observations Right: Lessons on how from four Pioneering Districts

Stronge & Associates Newsletter, March/April 2015

This study examined the design and performance of new teacher evaluation systems in four school districts. In the four districts, classroom observations comprise 50­75% of the overall evaluation scores for teachers in non­tested grades and subjects. Therefore, most of the action of teacher evaluation and nearly all  Read More »

 Why choose the Stronge Teacher and Leader Effectiveness System?

» Aligns the criteria used for hiring, developing, evaluating, and supporting educators

» Fully customizable to state, district, or organizational requirements

» Comprehensive evaluation system is research-based, feasible, and sustainable

» Recognized expertise in assessment and student growth measures

» Top quality, handbooks, user guides, training materials, and support materials

» Reasonably priced

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Email: Dr. James Stronge

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