Transcript Title

AchieveNJ: Improved Evaluation and Support
for Teachers and Principals
January 2014
Updated January 6, 2014
Agenda
Introduction to AchieveNJ
Overview of Teacher Evaluation
Overview of Principal Evaluation
Teach. Lead. Grow.
2
Goals of New Evaluation and Supports
Accurate and
differentiated levels
of performance
Common language
and clear
expectations
Introduction to AchieveNJ
Timely, actionable,
data-driven
feedback
Improved
student
achievement
Aligned and targeted
professional
development
3
Key Provisions of the TEACHNJ Act
Support
•
•
•
•
Evaluation
Tenure
Required training on the evaluation system
Targeted feedback to drive professional development
School Improvement Panel conducts evaluations, leads
mentoring, and identifies professional development opportunities
Corrective Action Plan for Ineffective/Partially Effective rating
•
•
•
•
Implementation in 2013-2014
Four levels of summative ratings
Educator practice instruments used for multiple observations
Multiple objective measures of student learning for teachers,
principals, VPs/APs
•
•
•
Teachers earn tenure after 4 years based on effectiveness
Effective ratings required to maintain tenure
Dismissal decisions decided by arbitrators
Introduction to AchieveNJ
4
Lessons Learned from Pilots
Successes
Training has additional benefits for professional development, school culture
Common language emerging
Better, more frequent feedback for teachers from administrators
Building momentum for PLCs, data-driven instruction
Linking teacher practice data to professional development
Challenges
Capacity to conduct observations
Quality evaluation training and proof of mastery
Some key policy questions not fully answered in year 1:
• Use of growth measures
• Calculating summative rating
• Determining measures for non-tested grades and subjects
Introduction to AchieveNJ
5
Evaluations Use Multiple Measures
• The TEACHNJ Act requires evaluations to include multiple
measures of student progress and multiple data sources.
Practice
Teacher
Practice
Based on
classroom
observations
Student Achievement
Student Growth
Objective
(SGO)
Set by teacher
and principal
Student Growth
Percentile
(SGP)
Based on
NJ ASK
performance
Summative
Rating
Overall evaluation
score
Less than 20 percent of
teachers
All teachers and
principals
TEACHERS
6
Districts Choose Their Own Observation Measure
Teacher Practice Instruments
1% 5%
7%
Danielson 2011
Danielson 2007
9%
42%
Stronge
McREL
9%
Marzano
Marshall
11%
Rhode Island Model
16%
Practice
SGO
SGP
TEACHERS: PRACTICE
Other
Summative
Other: Instruments that have been approved but
are being used in fewer than 5 districts; this
includes approved “homegrown” models.
7
Teacher Observations Vary
• Long: 40 minutes, with post-conference
• Short: 20 minutes, with post-conference
Teacher Categories
Years 1–2
Non-Tenured
Years 3–4
Total # of
Observations
3
(2 long, 1 short)
3
(1 long, 2 short)
3
(0 long, 3 short)
Tenured
Observers
Multiple Observers
Required
Multiple Observers
Recommended
Notes:
• Corrective Action Plans: After the first year, teachers who receive an Ineffective or
Partially Effective rating are required to have one additional observation, and multiple
observers are required.
• Within the minimum requirements, all teachers must have at least one unannounced
and one announced observation.
Practice
SGO
SGP
TEACHERS: PRACTICE
Summative
8
Observers Are Well-Trained
Staff Member
All teaching staff
members
Training
Must be trained on all components of the evaluation rubric
Must be trained in the practice instrument before
observing for the purpose of evaluation
All observers
Must participate in two “co-observations” (double-scored
observations)
Must participate in yearly refresher training
Superintendents/Chief
school administrators
(CSAs)
Practice
SGO
SGP
TEACHERS: PRACTICE
Must certify every year that observers have been trained
Summative
9
Student Growth Percentile Overview
Practice
Teacher
Practice
Based on
classroom
observations
Student Achievement
Student Growth
Objective
(SGO)
Set by teacher
and principal
Student Growth
Percentile
(SGP)
Based on
NJ ASK
performance
Summative
Rating
Overall evaluation
score
Less than 20 percent of
teachers
All teachers and
principals
TEACHERS
10
Why Student Growth?
NJ ASK Scale
250
Advanced Proficient
220
230
200
205
Proficient
160
150
100
165
Maria
Albert
Partially Proficient
Gr. 3
Gr. 4
Gr. 5
NJ Ask Scale Score by Grade
Proficiency does not tell the whole story. Under our current system, a
school or teacher might only notice that Maria is “Proficient” and that
Albert is “Partially Proficient.”
Practice
SGO
TEACHERS: SGP
SGP
Summative
11
Example: Identifying Academic Peers
In order to figure out what this growth
means, we first identify Albert’s “Academic
Peers” - students who performed similarly
on the NJ ASK test to Albert in the past.
Albert’s Prior
Scores
Academic Peers’
Prior Scores


3rd Gr.
150
3rd Gr.
≈150
4th Gr.
160
4th Gr.
≈160
These “Academic Peers” are represented by
students from across the state in many
different school districts.
Practice
SGO
TEACHERS: SGP
SGP
Summative


 
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12
Example: Assigning an SGP
This comparison helps us put Albert’s
growth into context, and assign him a
Student Growth Percentile on a scale
from 1 to 99.
Albert’s
Current Score
Academic Peers’
Current Scores


5th Gr.
165
5th Gr.
Scores ranged
from 130 - 185
250 Advanced Proficient



















200 Proficient
160
150
29%
70%
100 Partially Proficient
Gr. 3
Gr. 4
Gr. 5
Albert’s academic peers scored between 130 and
185 on the 5th grade NJ ASK, with the majority of
them scoring below Albert’s score of 165.
Practice
SGO
TEACHERS: SGP
SGP
1%
70th%
99%
Albert’s SGP score is 70, which means that
his 5th grade score is higher than 70% of his
academic peer group.
Summative
13
Teachers Receive Median SGP Score on Roster
Median SGP Score
Albert’s SGP score is
then placed on Ms.
Jones’ course roster so
that we can see how
she did with all of her
students.

Practice
SGO
TEACHERS: SGP
SGP
Student
SGP Score
Hugh
Eve
Clarence
Clayton
Earnestine
Helen
Clinton
Tim
Jennifer
Jaquelyn
Lance
Roxie
Laura
Julio
Selena
Ashlee
Albert
Mathew
Maria
Charles
Milton
12
16
22
24
25
31
35
39
44
46
51
53
57
61
65
66
70
72
85
89
97
Summative













 
Ms. Jones would then receive
an effectiveness rating by
taking the median SGP score
on her roster.
In this scenario, Ms. Jones
would receive a median SGP
rating of 51.
14
14
SGP Conversion from 1-99 to 1- 4
mSGP Score
1 – 20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Evaluation
Rating
1
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
2
2.1
2.2
2.3
2.4
mSGP Score
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
Evaluation
Rating
2.5
2.5
2.6
2.6
2.7
2.7
2.8
2.8
2.9
2.9
3
3
3
3
3
mSGP Score
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
Evaluation
Rating
3
3
3
3
3
3
3.1
3.1
3.2
3.2
3.3
3.3
3.4
3.4
3.4
mSGP Score
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80 - 99
Evaluation
Rating
3.5
3.5
3.5
3.6
3.6
3.6
3.7
3.7
3.7
3.8
3.8
3.8
3.9
3.9
3.9
4
Based on her mSGP score, Ms. Jones receives an evaluation rating of 3.
This is combined with other evaluation components to get a summative rating.
15
SGP Technical Rules
Ms. Jones can only receive a median SGP score if the following is true:
• She has at least 20 students on her roster;
– If she does not have 20 students in year 1, she may receive
an SGP score if she accrues 20 students with scores over a
period of up to 3 years.
– If Ms. Jones has 15 students, who each receive 2 SGP scores
(ELA and Math), she will not receive a rating in year 1.
• Students are enrolled in class at least 70 percent of the time
before the test; and
• She has worked for at least 60 percent of the time before the
test.
Practice
SGO
TEACHERS: SGP
SGP
Summative
16
SGP Technical Rules
Median this Year = 51
Student
Hugh
Eve
Clarence
Clayton
Earnestine
Helen
Clinton
Tim
Jennifer
Jaquelyn
Lance
Roxie
Laura
Julio
Selena
Ashlee
Albert
Mathew
Maria
Charles
Milton
Practice
In future years, Ms. Jones should
know that:
SGP Score
12
16
22
24
25
31
35
39
44
46
51
53
57
61
65
66
70
72
85
89
97
SGO
TEACHERS: SGP
Median over 2 years = 56
•
If two or three years of data are
available, the Department will use
the best available score — either the
teacher’s median score of their
current roster or the median of all
student scores over the years
available.
Her SGP score will then be placed
on a 1-4 scale.*
SGP
Summative
Student
SGP Score
Hugh
Eve
John
Charles
Annie
Clarence
Clayton
Earnestine
Jake
Helen
Rachel
Clinton
Tim
George
Amber
Jennifer
Jaquelyn
Bobby
Lance
Roxie
Mike
Mel
Laura
Regina
Marissa
Julio
Faye
Selena
Ashlee
Jackie
Courtney
Albert
Matthew
Laura
Jack
Jared
Rick
Maria
Charles
Michelle
Molly
Milton
12
16
16
20
20
22
24
25
27
31
33
35
39
41
42
44
46
50
51
53
55
56
57
58
60
61
63
65
66
67
68
70
72
77
78
80
84
85
89
92
95
97
17
Understanding Student Growth Objectives
Practice
Teacher
Practice
Based on
classroom
observations
Student Achievement
Student Growth
Objective
(SGO)
Set by teacher
and principal
Student Growth
Percentile
(SGP)
Based on
NJ ASK
performance
Summative
Rating
Overall evaluation
score
Less than 20 percent of
teachers
All teachers and
principals
All teachers will set academic goals for their students at the beginning of
each school year – called Student Growth Objectives (SGOs).
TEACHERS
18
All Teachers Set Student Growth Objectives (SGOs)
1 - 2 SGOs
Teachers without an SGP score
2 SGOs
•
SGOs: Annual, specific, and measureable academic goals for
groups of students that are locally developed and assessed
•
Creating an SGO:
•
Practice
Teachers with an SGP score
―
Collaborative process between teacher and immediate supervisor
―
Principal has final decision
SGOs can be based on:
―
Appropriate national, state or LEA-developed assessments
―
Rubric-measured portfolios or performance assessments
SGO
TEACHERS: SG0
SGP
Summative
19
Basic Steps for Creating an SGO
In setting SGOs, teachers should take the following steps:
1. Choose or develop a quality measurement tool (examples follow) that is
aligned to applicable standards.
2. Determine students’ starting points based in available data.
3. With supervisor input and approval, set ambitious yet achievable student
learning goals.
4. Track progress and refine instruction accordingly.
5. Review results and discuss score with supervisor.
Practice
SGO
TEACHERS: SG0
SGP
Summative
20
Types and Examples of SGOs
Type of SGO
General
Definition
Examples (from Algebra I class)
Focused on the teacher’s entire
Covers all students in a teacher’s
student population for a given course.
Algebra I classes and aligned
Includes large proportion of
comprehensively with course
curriculum standards.
standards.
General tiered goal
Same as above, but with student
goals tiered by preparation levels
Same as above, but with student
goals tiered by preparation levels.
Specific —
student group
Focused on a subgroup of students
that need specific support.
Covers a group of students that
scored below 45 percent on the
pre-test.
Specific —
content/skill
Focused on specific skills or content
that students must master.
Covers New Jersey Common Core
State Standards related to
quadratic functions and modeling.
Practice
SGO
TEACHERS: SG0
SGP
Summative
21
General SGO: Elementary Literacy
Goal
80% students increase at least one proficiency level on the Text
Reading and Comprehension (TRC) assessment.
For a teacher to earn a rating of ...
Measuring
Progress
4
3
*90% or more
students met
goal
*80% or more
students met
goal
2
*70% or more
students met
the goal
1
*Less than 70%
of students met
goal
*These numbers will be determined by teacher and principal based on knowledge of students to create a rigorous and attainable goal.
Practice
SGO
TEACHERS: SG0
SGP
Summative
22
General SGO: 6th-Grade Music
80% students will master 7 of 9 skills measured by the
district-developed 6th grade music rubric
Goal
For a teacher to earn a rating of ...
4
Measuring
Progress
Practice
SGO
TEACHERS: SG0
90% or more
students met
goal
SGP
3
80% or more
students met
goal
2
70% or more
students met
the goal
1
Less than 70%
of students
met goal
Summative
23
Tiered General SGO: Physics 1
75% students will meet their designated target scores on
the Physics 1 post-assessment
Goal
Preparedness Group
Low
Medium
High
Measuring Progress
Number of Students in Each Group
36/65
21/65
8/65
For a teacher to earn a rating of ...
4
85% or more
students in the
tier met goal
Low
Medium
Target Score on Post-Assessment (%)
70
80
90
3
75% or more
students in the
tier met goal
2
1
65% or more
students in the
tier met the goal
Less than 65%
of students in
the tier met goal
High
Practice
SGO
TEACHERS: SG0
SGP
Summative
24
Specific Goal: Targeted Students (8th-Grade LAL)
Specific Goal:
Targeted
students
6/8 students who scored in the low range on the preassessment will increase 10 words per minute over their
baseline score on the Oral Reading Fluency Assessment.
For a teacher to earn a rating of ...
Measuring
Progress
Practice
SGO
TEACHERS: SG0
4
7-8 students
met goal.
SGP
3
5-6 students
met goal.
2
3-4 students
met the goal.
1
0-2 of students
met goal.
Summative
25
Component Weighting: Tested Grades
Tested Grades and Subjects
(Currently grades 4-8, LAL and
math):
• 55% teacher practice
• 45% student achievement
The Department will look to
incorporate other measures
where possible and percentages
may change as system evolves.
Practice
TEACHERS
SGO
SGP
2013–14
45%
Student
Achievement
30%
15%
Student Growth Percentile
Student Growth Objectives
55%
55%
Teacher
Practice
Teacher Practice
Summative
26
Component Weighting: Non-Tested Grades
Teacher in Non-Tested Grades and Subjects: Student Achievement will be 15% in
SY13-14, Teacher Practice will be 85%.
2013–14
15%
Student
Achievement
Future Target*
50%
Student
Achievement
15%
50%
85%
Practice
TEACHERS
SGO
50%
85%
Teacher
Practice
50%
Teacher
Practice
Teacher Practice
Teacher Practice
Student Growth Objectives
Student Growth Objectives/ Other
Measures of Student Learning
SGP
Summative
*The Department will look to incorporate other measures where
possible and percentages will change as system evolves.
27
Teachers’ Summative Ratings
Component
Raw
Score
Weighted
Score
Weight
Teacher Practice
3.0
x 55%
1.65
Student Growth Percentile
2.2
x 30%
.66
Student Growth Objective
3.0
x 15%
.45
Sum of the Weighted Scores
2.76
2.76
Ineffective
Partially Effective
1.0
Practice
TEACHERS
1.85
SGO
SGP
Effective
2.65
Highly Effective
3.5
Summative
28
Agenda
Introduction to AchieveNJ
Overview of Teacher Evaluation
Overview of Principal Evaluation
Teach. Lead. Grow.
Updated May 3, 2013
29
29
29
Multiple Measures for Principals
Practice
Student Achievement
Principal
Practice
Evaluation
Leadership
Observation
Implementation
and training on
evaluation
instrument
All principals
PRINCIPALS
SGO
Average
Average of
teacher SGOs
Admin.
Goals
School
SGP
Set towards
measure of
student
achievement
Average of
school-wide ELA
and Math SGP
scores
Summative
Rating
Overall Evaluation
Score
Only schools with
SGP grades receive
this score
30
Principal Practice Requirements
• 2 observations for tenured principals, 3 for non-tenured.
• Observations may be completed using a variety of information sources.
• Observations conducted with lens of principal practice instrument,
which is locally-adopted, and may include:
– School walk-through
– Case studies
– Observation of staff meeting, school assembly
– Parent conference observation
– Teacher conference observation
Practice
Leadership
SGO
Average
PRINCIPALS: PRACTICE
Admin. Goals
School
SGP
Summative
31
School SGP for Principals
• Principals will be broken into 3 categories:
• Multi-grade SGP Schools: 2 or more SGP
grades in school
• Single-grade SGP Schools: 1 SGP grade in
school
• Non-SGP Schools: No SGP grades in school
Practice
Leadership
SGO
Average
PRINCIPALS: SGP
Admin. Goals
School
SGP
Summative
32
SGO Average for Principals
Principals are rated on how well their teachers do on their SGOs each year
through a calculated average of teachers’ aggregate scores.
Number of
SGOs in
School
SGO Score
Aggregate for
School
2
1
2
8
2
16
14
3
42
4
4
16
28
Total Score:
76
SGO Average for
Principal:
76/28 = 2.71
#SGOs x Individual Score = Aggregate for School
Practice
Leadership
SGO
Average
PRINCIPALS: AVERAGE SGO
Admin. Goals
School
SGP
Summative
33
Administrator Goals
• In consultation with the superintendent, a principal sets achievement
goals for the students in his/her building (Administrator Goals).
– Advanced Placement scores
– SAT, ACT scores
– College acceptance rates
– HSPA scores
– Annual measurable objectives (AMOs)
– Graduation rates (in schools under 80 percent)
– Nationally norm-referenced tests
Practice
Leadership
SGO
Average
Admin. Goals
PRINCIPALS: ADMINISTRATOR GOALS
School
SGP
Summative
34
Evaluation Leadership
Principals are rated on their effectiveness in implementing the new
evaluation system at the school level, using a state instrument:
Domain 1: Building Knowledge
and Collaboration
Domain 2: Executing the Evaluation System
Successfully
Component 1a: Preparing teachers
for success
Component 2a: Fulfilling requirements of the
evaluation system
Component 1b: Building
collaboration
Component 2b: Providing feedback, coaching, and
planning for growth
Component 2c: Ensuring reliable, valid observation
results
Component 2d: Ensuring high-quality SGOs
Assistant/vice principals are rated on a similar instrument, which
includes each of the components in Domain 2 above.
Practice
Leadership
SGO
Average
Admin. Goals
School
SGP
PRINCIPALS: EVALUATION LEADERSHIP
Summative
35
Weights for Principals in 2013-14
Multi-Grade
SGP Schools
Non-SGP Schools
Single Grade
SGP Schools
Principal Practice
Instrument
30%
30%
30%
Evaluation
Leadership
20%
20%
20%
SGO Average
10%
10%
10%
School SGP
30%
0%
20%
Administrator Goals
10%
40%
20%
Total Percentage
100%
100%
100%
Components
Inputs
Student/
Teacher
Outcomes
Shaded percentages are the same across all principal types.
Practice
Leadership
PRINCIPALS
SGO
Average
Admin. Goals
School
SGP
Summative
36
Weights for Principals in 2013-14
10%
20%
10%
SGO Average
Administrator Goals
School SGP
Practice
Leadership
PRINCIPALS
SGO
Average
Admin. Goals
School
SGP
20%
50% Student
Achievement
50% Student
Achievement
20%
30%
40%
10%
30%
20%
50% Principal
Practice
10%
20%
Non-SGP Principals
50% Principal
Practice
30%
30%
Single-Grade
SGP Principals
50% Principal
Practice
50% Student
Achievement
Multi-Grade
SGP Principals
Principal Practice
Evaluation Leadership
Summative
37
Principals’ Summative Ratings
Component
Raw Score
(1–4 Scale)
Weighted
Score
Weight
Principal Practice
3.4
x 30%
1.02
Evaluation Leadership
3.0
x 20%
.60
Student Growth Percentile
3.1
x 30%
.93
Student Growth Objective
3.7
x 10%
.37
Administrator Goals
3.6
x 10%
.36
Sum of the Weighted Scores
3.28
3.28
Ineffective
Partially Effective
1.0
Practice
Leadership
PRINCIPALS
1.85
SGO
Average
Admin. Goals
Effective
2.65
School
SGP
Highly Effective
3.5
Summative
38
Meaningful Feedback and Support
• Increased number of conferences (goal setting, post-observation) allows
for increased and better professional conversation.
• More objective and nuanced observation ratings allow educators to
reflect on practice with more depth.
• Student achievement scores based on student growth give teachers a
more accurate idea of their impact and let them work with
administrators to improve results.
• All information gathered helps tailor professional development to meet
staff needs.
TEACH. LEAD. GROW.
39
Commitment to Communication and Support
Support
Informational Materials and
Sample Forms
Presentations and Training
Guidebooks
Ongoing Communication
TEACH. LEAD. GROW.
Examples
• Informational guide and presentation
• Overviews of new measures
• Goal-setting forms, Sample templates. Guidance
• Evaluation leadership instruments
• 8 regional presentations
• Implementation managers visit districts and schools
• Superintendent /Curriculum Directors roundtables
• Conferences and symposiums
• Goal-setting methodology and examples
• Principal evaluation
• Teacher evaluation
• Redesigned website: www.nj.gov/education/achievenj
• Phone support: (609) 777-3788
• Email support: [email protected]
• Regular communication to school leaders and teachers
40
Key Milestones
Final pilot report
Support for statewide implementation
2013–14
Learning from implementation challenges
Learning from implementation results
Appropriate course adjustments
Potential additional regulatory changes
2014–15
and
Beyond
Cycle of continuous improvement
Ongoing data collection and analysis
Applying lessons learned and modifying practices as needed
TEACH. LEAD. GROW.
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