AchieveNJ: Principal and Assistant/ Vice Principal Evaluation Scoring Guide.
AchieveNJ: Improved Evaluation and Support for Teachers ... · and ultimately improve student...
Transcript of AchieveNJ: Improved Evaluation and Support for Teachers ... · and ultimately improve student...
AchieveNJ: Evaluation and Support for Teachers Modified for
Monroe Township Public Schools by Dr. Kenneth R. Hamilton Dr. Jeff Corey Gorman
September 4, 2013
Agenda
Introduction to AchieveNJ
Overview of Teacher Evaluation
Teach. Lead. Grow.
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What is AchieveNJ?
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 3
AchieveNJ is Part of Broader Reforms
Evaluation and
Support
PARCC
Common Core
Student Achievement
Student Achievement
AchieveNJ, together with the initiatives to implement Common Core Standards and PARCC assessment,
form the key elements to improve student achievement.
Instruction
Introduction to AchieveNJ 4
Goal: Improved Student Achievement
• Parents are a child’s first teachers, but teachers and principals have the biggest in- school impact on student learning.
• Research shows effective teaching can be measured.
• Better educator evaluations will improve teaching and learning so that all teachers — and students — perform at high levels.
ADMINISTRATORS
PRINCIPALS
TEACHERS
STUDENTS
Introduction to AchieveNJ 5
Effective Teachers Make a Significant Difference
The difference between an effective and ineffective teacher can approach 11 months of learning for a student in one year.
Source: Bill & Melinda Gates Foundation, MET Project
+4.8 months
+2.9 months +1.4 months
+5 months
-2.7 months
-3.2 months
-1.4 months
-5.8 months
Months of Learning Gained (Lost) Compared to Average Teacher
Balanced Assessment of Mathematics
Top 25% of Teachers
Introduction to AchieveNJ 6
Bottom 25% of Teachers
State Math Test
State ELA Test
SAT9/Open-Ended Reading
Average Teacher
Goals of New Evaluation and Supports
Improved student
achievement
Common language and clear
expectations
Accurate and differentiated levels
of performance
Timely, actionable, data-driven feedback
Aligned and targeted professional development
Introduction to AchieveNJ 7
Key Provisions of TEACHNJ
Introduction to AchieveNJ 8
Support • Required training on the evaluation system • Targeted feedback to drive professional development • School Improvement Panel conducts possible evaluations, leads
mentoring, and identifies professional development opportunities • Corrective Action Plan for Ineffective/Partially Effective rating
Evaluation • 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
Tenure • Teachers earn tenure after 4 years based on effectiveness • Effective ratings required to maintain tenure • Dismissal decisions decided by arbitrators
AchieveNJ and Educator Input
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Introduction to AchieveNJ 9
Evaluation Pilot Advisory Committee (EPAC) meetings between 2011 and 2013
100 EPAC members (on average) in attendance
30 Pilot districts
287 Pilot schools
311 Principals and assistant principals
14,858 Teachers
168,125 Students
570+ Districts have established District Evaluation Advisory Committees (DEACs)
6,650 Teacher and leaders involved in School Improvement Panels at the school level
Thanks to Our Pilots for Leading the Way
Teacher Evaluation Pilot:
• 2 separate 1-year pilot programs
• 22 pilot districts
• Rutgers study outlining challenges and successes
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3 2 1 1
1
2 3
3 2 1
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1
2
1
1
1
2 1
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*Does not include Newark and SIG schools
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Principal Evaluation Pilot:
• 14 pilot districts
• Forthcoming study by REL Mid- Atlantic
Number of participating
districts in each county
Number of participating districts in each county
Introduction to AchieveNJ 10
Lessons Learned from Pilots
Introduction to AchieveNJ 11
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
Agenda
Introduction to AchieveNJ
Overview of Teacher Evaluation
Teach. Lead. Grow.
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Evaluations Use Multiple Measures
• The TEACHNJ Act requires evaluations to include multiple measures of student progress and multiple data sources.
Student Growth Percentile
(SGP)
Based on NJ ASK
performance
Student Growth Objective
(SGO)
Set by teacher and principal
Summative Rating
Overall evaluation score
Less than 20 percent of teachers
All teachers and principals
TEACHERS
Student Achievement Practice
Teacher Practice
Based on classroom
observations
Districts Choose Their Own Observation Measure
42%
16%
11%
9%
9%
1% 5%
7%
Teacher Practice Instruments
Danielson 2011
Danielson 2007
Stronge
McREL
Marzano
Marshall
Rhode Island Model
Other
Practice SGP SGO Summative
TEACHERS: PRACTICE 14
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OBSERVATIONS
3 SHORT OBSERVATIONS
20 MINUTES
NO DUAL or EXTERNAL
TENURED
NONTENURED Years 1-2 Multiple Observers
NONTENURED Years 3-4 Multiple Observers
2 LONG OBSERVATIONS
1 SHORT OBSERVATION
40 MINUTES LONG 20 MINUTES SHORT
1 LONG OBSERVATIONS
2 SHORT OBSERVATION
40 MINUTES LONG 20 MINUTES SHORT
Corrective Action Plan +1 Long
2 Short Announced Observations 20 Minutes
Must Have Pre/Post Conferences
• Face to Face Meeting For 1st Observation • 2nd Can be Through iObservation Tool
TENURED OBSERVATIONS
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Lesson Plan Drives the Selection of the Elements to be Observed
• 3 Elements as a Standard in Any One Observation
Based on Deliberate Practice (Pre-Plan Elements)
• Content Elements DQ 2, DQ 3, and/or DQ 4
• Always DQ1, Element 1 – Learning Goals and Scales
Observation Elements
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1 Short Unannounced Observation 20 Minutes
Post Conference Only
Lessons Enacted on the Spot and Routine Events
• DQ 1, DQ 5, DQ 6, DQ 7, DQ 8, and DQ 9
TENURED OBSERVATIONS
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Years 1 and 2
2 Long – Announced Observations 40 Minutes
Must Have Pre/Post Conferences
• Face to Face Meeting For 1st Observation
• 2nd Can be Through iObservation Tool
NON - TENURED OBSERVATIONS
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Years 3 and 4
1 Long (40) and 1 Short (20) Announced Observations
Must Have Pre/Post Conferences
• Face to Face Meeting For 1st Observation
• 2nd Can be Through iObservation Tool
NON - TENURED OBSERVATIONS
Lesson Plan Drives the Selection of the Elements to be Observed
• 1st Observation - Open to All Elements for Baseline Data
• 2nd Observation - 3 Elements as a Standard
• Content Elements DQ 2, DQ 3, and/or DQ 4
• Always DQ1, Element 1 – Learning Goals and Scales
Non-Tenured Observation Elements
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1 Short Unannounced Observation 20 Minutes Post Conference Only
• Lessons Enacted on the Spot and Routine Events
• DQ1, DQ 5, DQ 6, DQ 7, DQ 8, and DQ 9
NON- TENURED OBSERVATIONS
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Implementation Year Category
Year 1 – 2013-2014 55 %
Year 2 – 2014-2015 60 %
Year 3 – 2015-2016 65 %
Teacher Practice Rating
Using iObservation Creating a Soft Landing
For Teachers
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Teacher Practice Rating 50% For Tested Grades
85% For Non-Tested Grades and Subjects
Domains Highly
Effective (4) Effective (3)
Partially Effective (2)
Ineffective (1)
D1, D2, D3,D4 At least 55% at Level 4
At least 55% at Level 3 or
higher
Less than 55% at Level 3 or higher and less than
50% at levels 1, 0
Greater than or equal to
50% at Levels 1, 0
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• All 60 Elements Will Not be Rated and Included in Teachers’ Annual Summative Evaluation
• Teacher and Principal Will Collaborate on the
Elements From Domains 1, 2, 3, and 4 to be Included In Teachers’ Summative Evaluation
Teacher Practice Ratings
Observers Will Be Well-Trained – 2 years and Continuing
Staff Member
All teaching staff members
All observers
Superintendents/Chief school administrators
(CSAs)
Practice SGP SGO Summative
TEACHERS: PRACTICE 26
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
Must certify every year that observers have been trained
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Student Growth Percentile Overview
Teacher Practice
Based on classroom
observations
Student Growth Percentile
(SGP)
Based on NJ ASK
performance
Student Growth Objective
(SGO)
Set by teacher and principal
Summative Rating
Overall evaluation score
Less than 20 percent of teachers
All teachers and principals
Practice Student Achievement
TEACHERS
Calculating Student Growth Percentiles
• 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.
All students can show growth.
Practice SGP SGO Summative
TEACHERS: SGP 28
Student Growth Percentiles
• For Grades 4 – 8 teachers that are considered “tested” more information will be provided to you where you will have a chance to understand how SGPs are calculated and ask any questions about the process.
Practice SGP SGO Summative
TEACHERS: SGP 29
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Understanding Student Growth Objectives
Teacher Practice
Based on classroom
observations
Student Growth Percentile
(SGP)
Based on NJ ASK
performance
Student Growth Objective
(SGO)
Set by teacher and principal
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).
Practice Student Achievement
TEACHERS
All Teachers Set Student Growth Objectives (SGOs)
• 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
Practice SGP SGO Summative
TEACHERS: SG0
Teachers with an SGP score 2 SGOs
Teachers without an SGP score 2 SGOs
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Basic SGO Training 9:00 – 10:00 Today
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 on available data.
3. With principal or 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 principal or supervisor .
Practice SGP SGO Summative
TEACHERS: SG0 32
TEACHER PRACTICE
55%
SGPS 30%
SGOS 15%
Summative Percentages for Graded Subjects
• 55% teacher practice • 45% student achievement
Tested Grades and Subjects (Currently grades 4-8, LAL & math)
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TEACHER PRACTICE
85%
SGOS 15%
Summative Percentages Non-Tested Grades and Subjects
Teacher in Non-Tested Grades and Subjects: Student Achievement will be 15% in SY13-14, Teacher Practice will be 85%. 42
Component Weighting: Non-Tested Grades
85%
15%
2013–14
Teacher Practice
Student Growth Objectives
50% 50%
Future Target*
Teacher Practice
Student Growth Objectives/ Other Measures of Student Learning
50% Student
Achievement
50% Teacher Practice
85% Teacher Practice
15% Student
Achievement
*The Department will look to incorporate other measures where Practice SGO SGP Summative possible and percentages will change as system evolves.
TEACHERS 35
Teachers’ Summative Ratings
2.76 This is a sample scale. The NJDOE will determine the actual scale prior to September 2013.
Practice SGO SGP Summative
TEACHERS 36
Ineffective Partially Effective Effective Highly Effective
1.0 Points
1.75 Points
2.5 3.5 Points Points
4.0 Points
Component Raw Score
Weight Weighted Score
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
Summative Rating Timeline Rationale
Teachers in tested grades and subjects in New Jersey will not receive their SGP scores in time for their summative conference. There are several reasons for this delay:
1. Full Year Snapshot of Growth: New Jersey does not give the NJASK until May. 2. Emphasis on Writing: The NJASK has more constructed response and long
answer questions than many other states, so the test takes longer to score.
3. Careful Process: Once scores are finalized, there is a careful process for calculating student and teacher level SGP scores.
Practice SGO SGP Summative
TEACHERS 37
Summative Rating Timeline Details
June October November/ December January
Annual summary conference includes: available component
measures.
Department collects all other component measures for teachers with SGP.
NJASK scores released. Department calculates SGP data and sends to districts the SGP and summative rating of each teacher
with an SGP score.
Summative rating added to personnel file.
• At the summative conference, all available component scores (teacher practice, SGO results) will be discussed.
• SGP data will be available on the following timeline.
Practice SGO SGP Summative
TEACHERS 38
Implications of Ratings
• Teachers rated Ineffective or Partially Ineffective receive support through Corrective Action Plans
• Once the system is fully implemented, districts will be able to identify Highly Effective teachers for recognition such as:
– Differentiated observation protocols
– Expanded career pathways and leadership opportunities
– Awards and recognition initiatives
Practice SGO SGP Summative
TEACHERS 39
Teachers on Corrective Action Plans
Plan content:
• Clear improvement needs
• Specific goals and timeline
Progress toward goals in plan: • One extra observation and conference
required mid-year
• Tenured teachers must have multiple observers
By February 15: Extra observation done if CAP was
created at beginning of school year
May – September: Non-SGP Teachers, CAP is developed by
September 15
June – December: If SGP isn’t available, teachers use Practice
measure until data is ready
Practice SGO SGP Summative
TEACHERS 40
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Agenda
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Introduction to AchieveNJ
Overview of Teacher Evaluation
Teach. Lead. Grow.
Updated May 3, 2013
Meaningful Feedback and Support
TEACH. LEAD. GROW. 42
• 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.
Commitment to Communication and Support
TEACH. LEAD. GROW. 43
Support Examples Informational Materials and
Sample Forms • Informational guide and presentation • Overviews of new measures • Summative evaluation forms, Goal-setting forms, Sample
templates • Evaluation leadership rubric
Presentations and Training • 8 regional presentations • Implementation managers visit districts and schools • Superintendent /Curriculum Directors roundtables • Conferences and symposiums
Guidebooks • Goal-setting methodology and examples • Principal evaluation • Teacher evaluation
Ongoing Communication • Redesigned website: www.nj.gov/education/achievenj • Phone support: (609) 777-3788 • Email support: [email protected] • Regular communication to school leaders and teachers
Helping All Students Achieve
• NJ students outperform children in most US states on the National Assessment of Educational Progress (NAEP)
• But gaps persist, and student achievement still needs to improve in order to prepare our children to compete in a global economy.
TEACH. LEAD. GROW. 53
Training in September; Half Day in January and Throughout The Year
Non-Tested Subcommittee Meeting Now Through End of Year for SGOs
Teachers Will Have Resources and Training to Succeed Deliberate Practice - Focus on Teacher Growth Teacher Select Elements Creating Soft Landings – Ensuring Highly Effective & Effective Summative Ratings are Attainable Meaningful Phase in…Doing What is Right for Monroe!
Summary and Next Steps
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