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SEP-03-1998 17:58
OFC OF THE DEP SECY
202 401 9027
P.05/09
Annual evaluations of
Philadelphia, measures the same
principals, teachers and
kinds of real-world knowledge
administrators
and skills as our new academic
We're committed to having an
standards. The Stanford-9 gives
excellent principal in every
teachers very detailed information
school. Starting in the 1997-98
about each student's strengths and
school year, all principals have
weaknesses, so that they can
one-year appointments. They'll
develop specific teaching strategies
be evaluated based on several fac-
for each child.
tors, including: student achieve-
ment (50 percent of the total):
Our goal is for all schools to
school climate (ranging from dis-
show some improvement this
ciplinary problems to extracurric-
year. In 1998-99. we expect to
ular activities); parent and com-
have specific improvement targets
munity involvement; their ability
Focus
for each school.
to manage staff; and how well
they use school funds.
New report cards
We're piloting new, more
In addition, evaluations of the
on
detailed report cards for clemen-
Superintendent and all members of
tary school students. With input
the staff are tied to gains in student
from teachers, principals and par-
achievement. A new system for
results
ents, we're using these report
evaluating teachers, which we
cards to show which academic
hope to have in place in 1998-99,
standards each student has mas-
also will be weighted heavily
tered and areas where he or she
toward the improved performance
Throughout the school system,
teachers and staff should be asking
needs more help.
of students.
one basic question about every
We also are developing new
policy, practice and program: Is it
Contact
producing - or likely to produce
school-by-school report cards that
Office of Educational Accountability,
will include information on stu-
- academic success for students?
541-6338
dent achievement, student atten-
For schools, student achievement
is what counts. It's our "bottom
dance, secondary school dropout
line." By holding ourselves more
rates, staff, parent and student sat-
accountable, the community will
isfaction. school leadership (mea-
have many ways to evaluate the
sured by parent and staff surveys),
performance of students, schools.
and market share (the percentage
of families who send their chil-
principals and teachers. Specifically:
dren to the neighborhood
Stanford-9
school). We expect to publish the
Achievement Tests
first report cards in Fall 1998.
Students in grades 1-11 are
Schools will be measured
taking the Stanford Achievement
against the District's standards and
Tests (Stanford-9) in reading and
their own performance, not against
math in the fall and spring. This
each other. We expect every
nationally recognized test. also
school to get better every year.
used by cities such as Boston and
Magic on THE OCKAN Sheet
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"ocrText": "SEP-03-1998 17:58\nOFC OF THE DEP SECY\n202 401 9027\nP.05/09\nAnnual evaluations of\nPhiladelphia, measures the same\nprincipals, teachers and\nkinds of real-world knowledge\nadministrators\nand skills as our new academic\nWe're committed to having an\nstandards. The Stanford-9 gives\nexcellent principal in every\nteachers very detailed information\nschool. Starting in the 1997-98\nabout each student's strengths and\nschool year, all principals have\nweaknesses, so that they can\none-year appointments. They'll\ndevelop specific teaching strategies\nbe evaluated based on several fac-\nfor each child.\ntors, including: student achieve-\nment (50 percent of the total):\nOur goal is for all schools to\nschool climate (ranging from dis-\nshow some improvement this\nciplinary problems to extracurric-\nyear. In 1998-99. we expect to\nular activities); parent and com-\nhave specific improvement targets\nmunity involvement; their ability\nFocus\nfor each school.\nto manage staff; and how well\nthey use school funds.\nNew report cards\nWe're piloting new, more\nIn addition, evaluations of the\non\ndetailed report cards for clemen-\nSuperintendent and all members of\ntary school students. With input\nthe staff are tied to gains in student\nfrom teachers, principals and par-\nachievement. A new system for\nresults\nents, we're using these report\nevaluating teachers, which we\ncards to show which academic\nhope to have in place in 1998-99,\nstandards each student has mas-\nalso will be weighted heavily\ntered and areas where he or she\ntoward the improved performance\nThroughout the school system,\nteachers and staff should be asking\nneeds more help.\nof students.\none basic question about every\nWe also are developing new\npolicy, practice and program: Is it\nContact\nproducing - or likely to produce\nschool-by-school report cards that\nOffice of Educational Accountability,\nwill include information on stu-\n- academic success for students?\n541-6338\ndent achievement, student atten-\nFor schools, student achievement\nis what counts. It's our \"bottom\ndance, secondary school dropout\nline.\" By holding ourselves more\nrates, staff, parent and student sat-\naccountable, the community will\nisfaction. school leadership (mea-\nhave many ways to evaluate the\nsured by parent and staff surveys),\nperformance of students, schools.\nand market share (the percentage\nof families who send their chil-\nprincipals and teachers. Specifically:\ndren to the neighborhood\nStanford-9\nschool). We expect to publish the\nAchievement Tests\nfirst report cards in Fall 1998.\nStudents in grades 1-11 are\nSchools will be measured\ntaking the Stanford Achievement\nagainst the District's standards and\nTests (Stanford-9) in reading and\ntheir own performance, not against\nmath in the fall and spring. This\neach other. We expect every\nnationally recognized test. also\nschool to get better every year.\nused by cities such as Boston and\nMagic on THE OCKAN Sheet"
}