Increase Student Achievement Accurately Assess the Effectiveness of Teachers Improve the Effectiveness of Educators Facilitate School-wide Collaborative

North Bergen School District Evaluation In-

service

Increase Student Achievement Accurately Assess the Effectiveness of

Teachers Improve the Effectiveness of Educators Facilitate School-wide Collaborative Cultures

focused on Continuous Improvement

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• 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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Specific Purposes of the McREL Teacher Evaluation System are to:

Standards-basedTransparentFocusedGrowth OrientatedFlexibleValidated

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Principles of the McREL Evaluation System

5

McREL’s Teacher Evaluation System

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1. Training2. Orientation

8. Professional Development

Plans

7. Summary Evaluation

Conference &Teacher Summary

Rating Form

6. Post-Observation Conference

3. Teacher Self-Assessment

4. Pre-Observation Conference

5. Observations

Components

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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Teacher Responsibilities

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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Teacher Responsibilities

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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Principal/Evaluator Responsibilities

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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Principal/Evaluator Responsibilities

Developing: 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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Performance Rating Scale

Accomplished: Teacher exceeded basic competence on standard(s) of performance most of the time.

Distinguished: Teacher consistently and significantly exceeded basic competence on standard(s) of performance.

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Not Demonstrated: Teacher did not demonstrate the competence on or failed to demonstrate adequate growth toward achieving standard(s) of performance.

NOTE: If the Not Demonstrated rating is used, the principal/evaluator must comment about why it was used.

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Scoring the Rubric

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

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McRel Professional Teacher Standards

STANDARD IV Teachers facilitate learning for their students

STANDARD V Teachers reflect on their practice

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Professional Teacher Standards

McREL Teacher Evaluation System

Conducting a Self-AssessmentProfessional Development Plan

1.Training2.Orientation


Plans


Conference & Teacher

Summary Rating Form


3. Teacher Self-

Assessment


5. Observations

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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On-line Self-assessment

McREL Teacher Evaluation System Pre-Observation

Conference



Plans



Summary Rating Form


3. Teacher Self-

Assessment


5. Observatio

ns

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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Pre-observation Conference

McREL Teacher Evaluation

System

Classroom Observations

1.Training2.Orientatio

n8. Professional Developmen

t Plans



Summary Rating Form


3. Teacher Self-

Assessment


5. Observation

s

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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ObservationsMcREL Recommendations(policy may drive these procedural expectations)

McREL Teacher Evaluation

System

Post-observation Conference



Plans



Summary Rating Form


3. Teacher Self-

Assessment


5. Observation

s

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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Post-Observation Conference

McREL Teacher Evaluation System

Summary evaluation conferenceSummary evaluation rating form

Professional development plan

1.Training2.Orientat

ion

8. Professional Developme

nt Plans



Summary Rating Form

6. Post-Observati

on Conferenc

e

3. Teacher

Self-Assessme

nt

4. Pre-Observati

on Conferenc

e

5. Observat

ions

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

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Summary Evaluation Conference

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.

Scoring the Teacher Summary Rating 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

Scoring the Teacher Summary Rating Form continued..

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

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Professional Development Plans

Monitored Professional Development Plans

• 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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McREL TEACHER EVALUATION RUBRIC

McREL TEACHER EVALUATION RUBRIC with SAMPLE EVIDENCE

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

McREL TEACHER EVALUATION RUBRIC with SAMPLE EVIDENCE

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.

What is AchieveNJ?AchieveNJ is a comprehensive educator evaluation and support system

Introduction to AchieveNJ

Evaluations Use Multiple Measures• The TEACHNJ Act requires evaluations to include

multiple measures of student progress and multiple data sources.

TeacherPractice

Based on classroom

observations

Student Growth

Percentile (SGP)

Based onNJ ASK

performance

Student Growth

Objective(SGO)

Set by teacher and principal

Summative Rating

Overall evaluation score

All teachers and

principals

Less than 20 percent of teachers

TEACHERS

Practice Student Achievement

Long: 40 minutes, with post-conference Short: 20 minutes, with post-conference

Teacher Observations Vary

Teacher Categories Total # of Observations Observers

Non-Tenured

Years 1–2 3(2 long, 1 short) Multiple Observers

RequiredYears 3–4 3

(1 long, 2 short)

Tenured 3(0 long, 3 short)

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.

TEACHERS: PRACTICE

Practice

SGPSGO Summative

Observers Will Be Well-Trained

Staff Member Training

All teaching staff members

Must be trained on all components of the evaluation rubric

All observers

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

TEACHERS: PRACTICE

Practice

SGPSGO Summative

Student Growth Percentile SGP Overview

TeacherPractice

Based on classroom

observations

Student Growth

Percentile (SGP)

Based onNJ ASK

performance

Student Growth

Objective(SGO)


Summative Rating


All teachers and

principals



TEACHERS

• 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.

Calculating SGP Student Growth Percentiles

All students can show growth.

TEACHERS: SGP

Practice

SGPSGO Summative

Why Student Growth?

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.”

Partially Proficient

Gr. 3 Gr. 4 Gr. 5

100

200

250

150160 165

NJ Ask Scale Score by Grade

NJ A

SK

Sca

le

Proficient

Advanced Proficient

230205

220

Albert

Maria

Practice

SGPSGOSummativ

e

TEACHERS: SGP

Example: Calculating an SGP

Albert’s NJ Ask Scale Score by Grade

NJ A

SK

Sca

le

Albert is a 5th Grade student in Ms. Jones’ Math Class. He has scored “Partially Proficient” in 3rd, 4th, and 5th grade, but each year his scale score has improved.

Ms. Jones notices that he scored a 165 scale score this year, but doesn’t quite

know what that means about

Albert’s growth.


Gr. 3 Gr. 4 Gr. 5

100

200

250

150160 165

Proficient

Advanced Proficient

TEACHERS: SGP

Practice

SGPSGO Summative

Example: Identifying Academic Peers

Albert’s Prior Scores

Academic Peers’ Prior Scores

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.

3rd Gr. 150

4th Gr. 160

3rd Gr. ≈150

4th Gr. ≈160

These “Academic Peers” are represented by students from

across the state in many different school districts.

TEACHERS: SGP

29%70%

Example: Assigning an SGP

1%

99%

70th%

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

Albert’s SGP score is 70, which conveys that his 5th grade score is higher than 70% of his academic

peer group.

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.


Gr. 3 Gr. 4 Gr. 5

100

200

250

150160

Proficient

Advanced Proficient

TEACHERS: SGP

Teachers Receive Median SGP Score on Roster

45

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.

Student SGP Score

Hugh 12Eve 16Clarence 22Clayton 24Earnestine 25Helen 31Clinton 35Tim 39Jennifer 44Jaquelyn 46Lance 51Roxie 53Laura 57Julio 61Selena 65Ashlee 66Albert 70Mathew 72Maria 85Charles 89Milton 97

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.

Median SGP Score

TEACHERS: SGP

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.

SGP Technical RulesMs. Jones can only receive a median SGP score if the following is true:

TEACHERS: SGP

SGP Technical Rules

In future years, Ms. Jones should know that:

• 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.

Student SGP Score

Hugh 12Eve 16Clarence 22Clayton 24Earnestine 25Helen 31Clinton 35Tim 39Jennifer 44Jaquelyn 46Lance 51Roxie 53Laura 57Julio 61Selena 65Ashlee 66Albert 70Mathew 72Maria 85Charles 89Milton 97

Mel 56Laura 57Regina 58Marissa 60Julio 61Faye 63Selena 65Ashlee 66Jackie 67Courtney 68Albert 70Matthew 72Laura 77Jack 78Jared 80Rick 84Maria 85Charles 89Michelle 92Molly 95Milton 97

Student SGP Score

Hugh 12Eve 16John 16Charles 20Annie 20Clarence 22Clayton 24Earnestine 25Jake 27Helen 31Rachel 33Clinton 35Tim 39George 41Amber 42Jennifer 44Jaquelyn 46Bobby 50Lance 51Roxie 53Mike 55

Median over 2 years = 56Median this Year = 51

Her SGP score will then be placed on a 1-4 scale.* *Guidance is forthcoming on

how SGP will be converted from a score on 1-99 scale to 1-4 scale.

TEACHERS: SGP

Understanding SGO Student Growth Objectives

TeacherPractice

Based on classroom

observations

Student Growth

Percentile (SGP)

Based onNJ ASK

performance

Student Growth

Objective(SGO)


Summative Rating


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

All Teachers Set Student Growth Objectives

• 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

Teachers with an SGP score1 - 2 SGOs

Teachers without an SGP score 2 SGOs

TEACHERS: SG0

Basic Steps for Creating an SGOIn 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.

TEACHERS: SG0

Practice

SGPSGO Summative

September By Nov. 15* By Feb. 15 By end of school year

TEACHERS

The SGO ProcessTeachers,

supervisors meet to discuss and set SGO w/ principal’s

approval

Adjustments to SGOs can be

made with approval

*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.

Step 1: Choose or develop a

quality assessment

aligned to state standards

Step 2: Determine

students’ starting points

Step 3: Set ambitious and

feasible student growth objectives

Step 4: Track progress, refine instruction

Step 5: Review results and score

Teachers, supervisors meet to discuss SGOs and other measures

Recommended steps for setting a good SGO

Official SGO process in regulations

KEY

TEACHERS: SG0

Practice

SGPSGO Summative

SGOs: Some Possible Assessment Types

TEACHERS: SG0

Traditional Assessments

Portfolio Assessments Performance Assessment

• National/State tests (e.g., Advanced Placement exams, DIBELS, EOC Biology)

• District, school and departmental tests (e.g., final exams, benchmark tests)

• 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.)

• 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.

55%15%

30%

2013–14

Component Weighting: Tested Grades

45% Student

Achievement

55%Teacher Practice

Student Growth PercentileStudent Growth Objectives

Teacher Practice

TEACHERS

Tested Grades and Subjects (Currently grades 4-8, LAL and math): • 55% teacher practice• 45% student achievement

The Department will look toincorporate other measureswhere possible and

percentages may change as system evolves.

Component Weighting: Non-Tested Grades

TEACHERS

85%

15%

2013–14

Teacher PracticeStudent Growth Objectives

50%50%

Future Target*

Teacher PracticeStudent Growth Objectives/ Other Measures of Student Learning

Teacher in Non-Tested Grades and Subjects: Student Achievement will be 15% in SY13-14, Teacher Practice will be 85%.

50% Student

Achievement

50% Teacher Practice

85%Teacher Practice

15% Student

Achievement

*The Department will look to incorporate other measures where possible and percentages will change as system evolves.

Practice

SGPSGO Summative

Teachers’ Summative Ratings

ComponentRaw 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

TEACHERS

This is a sample scale. The NJDOE will determine the actual scale prior to September 2013.

Practice

SGPSGO Summative

www.nj.gov/education/achievenj/

http://www.mcrel.org/

http://www.eirc.org/website/mcrel/mcrel-tea

cher-evaluation-system/

More Information

http://www.nj.gov/education/achievenj/

http://www.mcrel.org/

http://www.eirc.org/website/mcrel/mcrel-teacher-evaluation-system/

http://www.eirc.org/website/mcrel/mcrel-teacher-evaluation-system/

Documents

Increase Student Achievement Accurately Assess the Effectiveness of Teachers Improve the Effectiveness of Educators Facilitate School-wide Collaborative