Transcript Teachers - North Bergen School District
Increase Student Achievement Accurately Assess the Effectiveness of Teachers Improve the Effectiveness of Educators Facilitate School-wide Collaborative Cultures focused on Continuous Improvement 2
• • • • • Measure the performance of individual teachers.
Guide teachers as they reflect upon their effectiveness.
Serve as the basis for instructional improvement Focus the goals and objectives of school and district as they support, monitor, and evaluate their teacher.
Guide school and district professional development.
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Standards-based Transparent Focused Growth Orientated Flexible Validated
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McREL’s Teacher Evaluation System
1. Training 2. Orientation 8. Professional Development Plans 3. Teacher Self Assessment 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post Observation Conference
Components
5. Observations 4. Pre Observation Conference
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Know and understand the Professional Teaching Standards.
Understand McREL’s Teacher Evaluation System.
Prepare for and fully participate in each component of McREL’s Teacher Evaluation System.
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Gather data, artifacts, and/or evidence to demonstrate performance in relation to standards and progress in attaining goals.
Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified.
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Know and understand the Professional Teaching Standards.
Participate in training to understand and implement McREL’s Teacher Evaluation System.
Supervise the process and ensure that all steps are conducted according to McREL’s Teacher Evaluation System.
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Identify the teacher’s strengths and areas for improvement and make recommendations for improving performance.
Ensure the teacher’s Summary Evaluation Rating Form contains accurate information and accurately reflects the teacher’s performance.
Assist in the development of and supervise the implementation of professional development plans.
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Developin
g: Teacher demonstrated adequate growth toward achieving standard(s) during the period of performance, but did not demonstrate competence on standard(s) of performance.
Proficient:
Teacher demonstrated basic competence on standard(s) of performance.
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Accomplished:
Teacher exceeded basic competence on standard(s) of performance most of the time.
Distinguished:
performance.
Teacher consistently and significantly exceeded basic competence on standard(s) of 11
Not Demonstrated
of performance. : Teacher did not demonstrate the competence on or failed to demonstrate adequate growth toward achieving standard(s)
NOTE: If the Not Demonstrated rating is used, the principal/evaluator must comment about why it was used.
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STANDARD I Teachers demonstrate leadership STANDARD II Teachers establish a respectful environment for a diverse population of students STANDARD III Teachers know the content they teach 15
STANDARD IV Teachers facilitate learning for their students STANDARD V Teachers reflect on their practice 16
8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form
6. Post-Observation Conference
1.Training
2.Orientation
5. Observations 3. Teacher Self 4. Pre Observation Conference Assessment Conducting a Self-Assessment Professional Development Plan
Using the rubrics, carefully reflect on your performance of last year or to this point in the school year.
Fill out the rubrics and how you perceive your fulfillment of the practices.
At the end of each rubric consider: 1.
Artifacts or evidence to support your ratings.
2.
Fulfillment of the leadership responsibilities relating to your attainment of your school accountability goals.
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8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post Observation Conference 1.Training
2.Orientation
5. Observations 3. Teacher Self Assessment 4. Pre-Observation Conference Pre-Observation Conference
The pre-observation conference is a collaborative meeting between the teacher and his/her supervisor to… • Discuss the teacher’s self-assessment based on the Teacher Evaluation Rubric, the teacher’s most recent professional development plan, and the lesson(s) to be observed; • Provide the principal/evaluator with a written description of the lesson(s) and • Prepare the principal/evaluator for the observation.
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8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post Observation Conference 1.Training
2.Orientation
3. Teacher Self Assessment 4. Pre Observation Conference 5. Observations Classroom Observations
Formal observations should be done for tenured and non-tenured teachers in accordance with district policy.
During observations, the administrator should note the teacher’s performance in relationship to the applicable standards on the Teacher Evaluation Rubric.
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8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post Observation Conference 1.Training
2.Orientation
5. Observations 3. Teacher Self Assessment 4. Pre Observation Conference Post-observation Conference
The evaluator should conduct a post observation conference no later than ten school days after each formal observation.
During the post-observation conference, the administrator and teacher discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson.
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8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post Observatio n Conference 1.Training
2.Orientati
on 5. Observati ons 3. Teacher Self Assessmen t 4. Pre Observatio n Conference Summary evaluation conference Summary evaluation rating form Professional development plan
Teacher and evaluator discuss: Teacher’s self-assessment Evaluator’s rating of the teacher on the Teacher Evaluation Rubrics Artifacts and/or other documentation required by the evaluator Professional Development Plan for the next school year 26
Principal/Evaluator will: Give a rating for each element in the Teacher Evaluation Rubric; Make a written comment on any element marked Not Demonstrated; Give an overall rating of each standard; and Provide the teacher with an opportunity to make comments on the form.
Review the completed Teacher Summary Rating Form with the teacher;
and
Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating From
Individual Professional Development Plans
• For teachers who are rated at least proficient on all standards • Designed to improve performance on specifically identified standards and elements 29
Monitored Professional Development Pla
ns • • • For teachers rated as Developing on one or more standards and is not recommended for dismissal, demotion, or renewal At a minimum this plan identifies the standards and elements to be improved, goals to be accomplished, and activities the teacher should undertake to achieve Proficiency Includes a timeline allowing one school year to achieve Proficiency.
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Directed Professional Development Plans
• For teachers rated as Not Demonstrated on any standard or as Developing on more than one standard and not recommended for dismissal, • At a minimum this plan identifies the standards and elements to be improved, goals to be accomplished, and activities the teacher should undertake to achieve Proficiency • Includes a timeline allowing one school year or less to achieve Proficiency.
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Sample Evidence created by the District Evaluation Advisory Committee (DEAC) is used as a guide for teachers and administrators to understand the rubric The DEAC is comprised of Administrators and Pre-K to 12 teachers Sample evidence is tailored to the NB School District The DEAC discussed the sample evidence in numerous meetings
AchieveNJ is a comprehensive educator evaluation and support system Teach: Help educators better understand their impact and ultimately improve student outcomes.
Lead: Align leadership responsibilities with practices that we know have the greatest influence on learning.
Grow : Foster an environment of continual growth for all students and educators in New Jersey .
Introduction to AchieveNJ
• The TEACHNJ Act measures requires evaluations to include multiple of student progress and multiple data sources.
Practice Teacher Practice Based on classroom observations All teachers and principals Student Achievement Student Growth Objective (SGO) Student Growth Percentile (SGP) Set by teacher and principal Based on NJ ASK performance Less than 20 percent of teachers TEACHERS Summative Rating Overall evaluation score
Long: Short: 40 minutes, with post-conference 20 minutes, with post-conference Teacher Categories Non Tenured Years 1–2 Years 3–4 Tenured Total # of Observations 3 (2 long, 1 short) 3 (1 long, 2 short) 3 (0 long, 3 short) 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 Summative TEACHERS: PRACTICE
Staff Member All teaching staff members All observers 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 Must participate in two “co-observations” (double scored observations) Must participate in yearly refresher training Superintendents/Chief school administrators (CSAs) Must certify every year that observers have been trained Practice SGO SGP Summative TEACHERS: PRACTICE
Practice Teacher Practice Based on classroom observations All teachers and principals Student Achievement Student Growth Objective (SGO) Set by teacher and principal Student Growth Percentile (SGP) Based on NJ ASK performance Less than 20 percent of teachers TEACHERS Summative Rating Overall evaluation score
All students can show growth .
• Student Growth Percentiles (SGPs) measure how much a student has learned from one year to the next compared to peers with similar academic history from across the state.
Growth baseline information is established by a student’s prior learning as measured by all of student’s NJ ASK results.
Practice SGO SGP Summative TEACHERS: SGP
250 Advanced Proficient 230 200 Proficient 150 100 Partially Proficient 220 160 205 165 Maria Albert 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 SGP Summative TEACHERS: SGP
250 Albert is a 5 4 th , and 5 th th Class. He has scored “Partially Proficient” in 3 grade, but each year his scale score has improved.
Grade student in Ms. Jones’ Math Advanced Proficient rd , 200 Proficient 150 100 Partially Proficient 160 165 Gr. 3 Gr. 4 Gr. 5 Albert’s NJ Ask Scale Score by Grade Practice TEACHERS: SGP SGO SGP Ms. Jones notices that he scored a 165 scale score this year, but doesn’t quite know what that means about Albert’s growth.
Summative
In order to figure out what that growth means, we first identify Albert’s “Academic Peers” ; these are students who performed similarly to Albert in the past.
Albert’s Prior Scores 3 rd Gr.
150 Academic Peers’ Prior Scores 3 rd Gr.
≈150 4 th Gr.
160 4 th Gr.
≈160 These “Academic Peers” are represented by students from across the state in many different school districts.
TEACHERS: 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 5 th Gr.
165 Academic Peers’ Current Scores 5 th Gr.
Scores ranged from 130 - 185 250 Advanced Proficient 200 Proficient 150 160 29% 70% 100 Partially Proficient Gr. 3 Gr. 4 Gr. 5 Albert’s academic peers scored between 130 and 185 on the 5 th grade NJ ASK, with the majority of them scoring below Albert’s score of 165.
1% 70th% 99% Albert’s SGP score is 70 , which conveys that his 5 th grade score is higher than 70% of his academic peer group.
TEACHERS: SGP
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.
Student
Hugh Eve Clarence Clayton Earnestine Helen Clinton Tim Jennifer Jaquelyn Lance Roxie Laura Julio Selena Ashlee Albert Mathew Maria Charles Milton
SGP Score
12 16 22 24 25 31 35 39 66 70 72 85 89 97 44 46 51 53 57 61 65 TEACHERS: SGP 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 rating of 51.
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Ms. Jones can only receive a median SGP score if the following is true: She has at least 20 student scores on her roster; ◦ If she does not have 20 students in year 1, she may receive an SGP score if she accrues 20 student scores over a period of up to 3 years.
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.
TEACHERS: SGP
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
SGP Score
12 16 22 24 25 31 35 39 44 46 51 53 57 61 65 66 70 72 85 89 97 • In future years, Ms. Jones should know that: If two or three years of data are available, score available. the Department will use the best available — either the teacher’s median score of their current roster or the median of all student scores over the years Her SGP score will then be placed on a 1-4 scale.* Median over 2 years = 56 *Guidance is forthcoming on how SGP will be converted from a score on 1-99 scale to 1-4 scale.
Student
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
SGP Score
84 85 89 92 95 97 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 TEACHERS: SGP
Practice Student Achievement Teacher Practice Based on classroom observations Student Growth Objective (SGO) Set by teacher and principal Student Growth Percentile (SGP) Based on NJ ASK performance Less than 20 percent of teachers Summative Rating Overall evaluation score 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
Teachers with an SGP score Teachers without an SGP score 1 - 2 SGOs 2 SGOs • • • TEACHERS: SG0 SGOs: Annual, specific, and measureable academic goals for groups of students that are locally developed and assessed Creating an SGO: ― ― 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
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.
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Determine students’ starting points based in available data.
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With supervisor input and approval, set ambitious yet achievable student learning goals.
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Track progress and refine instruction accordingly.
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Review results and discuss score with supervisor.
Practice SGO SGP Summative TEACHERS: SG0
Step 1: Choose or develop a quality assessment aligned to state standards TEACHERS KEY Recommended steps for setting a good SGO Official SGO process in regulations Teachers, supervisors meet to discuss and set SGO w/ principal’s approval Step 4: Track progress, refine instruction Teachers, supervisors meet to discuss SGOs and other measures September By Nov. 15* By Feb. 15 By end of school year Step 2: Determine students’ starting points Step 3: Set ambitious and feasible student growth objectives TEACHERS: SG0 Adjustments to SGOs can be made with approval Step 5: Review results and score *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
Practice SGO SGP Summative
• • Traditional Assessments National/State tests (e.g., Advanced Placement exams, DIBELS, EOC Biology) District, school and departmental tests (e.g., final exams, benchmark tests) • • • • • Portfolio Assessments Gold ® (pre-K, K) Writing and reflection samples (ELA) Laboratory research notebook (sciences) Student project-based assessments (all subjects) Portfolio of student work (art, photography, graphic design, etc.) • • • • • Performance Assessment Lab Practicum (sciences) Sight reading performance (music) Dramatic performance (drama) Skills demonstration (physical education) Persuasive speech (public speaking) *Note: The use of the New Jersey Assessment of Skills and Knowledge (NJ ASK) for SGOs is prohibited for teachers who will also receive SGP scores based on those tests.
TEACHERS: SG0
• • 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.
2013–14 45% Student Achievement 30% 15% 55% 55% Teacher Practice Student Growth Percentile Student Growth Objectives Teacher Practice TEACHERS
Teacher in Non-Tested Grades and Subjects: Student Achievement will be 15% in SY13-14, Teacher Practice will be 85%.
2013 – 14 Future Target* 15% Student Achievement
15%
50% Student Achievement
50% 50% 85%
85% Teacher Practice 50% Teacher Practice
Teacher Practice Teacher Practice Student Growth Objectives Student Growth Objectives/ Other Measures of Student Learning *The Department will look to incorporate other measures where possible and percentages will change as system evolves.
TEACHERS Practice SGO SGP Summative
Component Teacher Practice Raw Score Weight 3.0
Student Growth Percentile Student Growth Objective 2.2
3.0
Sum of the Weighted Scores x 55% x 30% x 15% Weighted Score 1.65
.66
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2.76
This is a sample scale. The NJDOE will determine the actual scale prior to September 2013.
TEACHERS Practice SGO SGP Summative
www.nj.gov/education/achievenj/ http://www.mcrel.org/ http://www.eirc.org/website/mcrel/mcrel teacher-evaluation-system/